授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :A stroll around materials chemistry - Superconducting materials(材料化学の散歩道 - 超伝導体)
|
(英 訳) | ILAS Seminar-E2 :A stroll around materials chemistry - Superconducting materials | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・前期 | ||||||
(受講定員(1回生定員)) | 15(15)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 木5 |
||||||
(教室) | 1共23 | ||||||
(キーワード) | Superconductivity / Magnetic expulsion / High-temperature superconductors / Sensitive magnetometers / Superconducting electromagnets | ||||||
(授業の概要・目的) | Amazing superconducting materials are one kind of substance exhibiting zero electrical resistance and magnetic exclusion at certain conditions. They can be metals, ceramics, or organic materials. This course will introduce the superconducting properties (including discovery, phenomena, elementary properties), superconducting materials (conventional and high temperature superconductor), and superconductor applications. It is intended to equip students with a basic understanding of superconductivity, characteristics of various superconductors and advantage of applications. It also aims to encourage students to do active conversation about scientific concept in English. | ||||||
(到達目標) | This course aims to equip students with a basic understanding of the superconducting materials, including superconducting properties, phenomena, basic interpretations and applications. The classifications and characteristics of various types of superconductors will be comprehended. | ||||||
(授業計画と内容) | The number of lectures as shown in【】. 1.Discovery and development【1】 2.Basic properties of superconductor【2】 Absolutely zero electrical resistance Perfect diamagnetism 3.Superconducting phenomena and interpretation【4】 Critical phenomena in superconductor Flux trapped in superconductor Tunneling effect of supercurrent Pairing electrons 4.superconducting materials【5】 Elements and alloys superconductors Superconducting MgB2 Cu-based superconductors Fe-based superconductors Superconductors under pressure 5.Applications【2】 Superconducting magnet Magnetic resonance imaging (MRI) Sensitive magnetic detector Energy storage and transmission 6.Feedback【1】 |
||||||
(履修要件) |
特になし
|
||||||
(成績評価の方法・観点及び達成度) | Class attendance and participation (60%) Homework(20%) Presentation and discussion(20%) |
||||||
(教科書) |
使用しない
Handouts will be provided as necessary
|
||||||
(参考書等) |
授業中に紹介する
|
||||||
(授業外学習(予習・復習)等) | Students are expected to participate in the conversations and presentations in class. Their own laptops (or ipads, smartphones, etc.) can be used to search for references and information during discussion sessions in class. It is around one hour to complete the assignments after class. | ||||||
(その他(オフィスアワー等)) | |||||||
ILAS Seminar-E2 :A stroll around materials chemistry - Superconducting materials(材料化学の散歩道 - 超伝導体)
(科目名)
ILAS Seminar-E2 :A stroll around materials chemistry - Superconducting materials
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・前期 (受講定員(1回生定員)) 15(15)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
木5 (教室) 1共23 |
|||||||
(キーワード) Superconductivity / Magnetic expulsion / High-temperature superconductors / Sensitive magnetometers / Superconducting electromagnets | |||||||
(授業の概要・目的)
Amazing superconducting materials are one kind of substance exhibiting zero electrical resistance and magnetic exclusion at certain conditions. They can be metals, ceramics, or organic materials. This course will introduce the superconducting properties (including discovery, phenomena, elementary properties), superconducting materials (conventional and high temperature superconductor), and superconductor applications. It is intended to equip students with a basic understanding of superconductivity, characteristics of various superconductors and advantage of applications. It also aims to encourage students to do active conversation about scientific concept in English.
|
|||||||
(到達目標)
This course aims to equip students with a basic understanding of the superconducting materials, including superconducting properties, phenomena, basic interpretations and applications. The classifications and characteristics of various types of superconductors will be comprehended.
|
|||||||
(授業計画と内容)
The number of lectures as shown in【】. 1.Discovery and development【1】 2.Basic properties of superconductor【2】 Absolutely zero electrical resistance Perfect diamagnetism 3.Superconducting phenomena and interpretation【4】 Critical phenomena in superconductor Flux trapped in superconductor Tunneling effect of supercurrent Pairing electrons 4.superconducting materials【5】 Elements and alloys superconductors Superconducting MgB2 Cu-based superconductors Fe-based superconductors Superconductors under pressure 5.Applications【2】 Superconducting magnet Magnetic resonance imaging (MRI) Sensitive magnetic detector Energy storage and transmission 6.Feedback【1】 |
|||||||
(履修要件)
特になし
|
|||||||
(成績評価の方法・観点及び達成度)
Class attendance and participation (60%)
Homework(20%) Presentation and discussion(20%) |
|||||||
(教科書)
使用しない
Handouts will be provided as necessary
|
|||||||
(参考書等)
授業中に紹介する
|
|||||||
(授業外学習(予習・復習)等)
Students are expected to participate in the conversations and presentations in class. Their own laptops (or ipads, smartphones, etc.) can be used to search for references and information during discussion sessions in class. It is around one hour to complete the assignments after class.
|
|||||||
(その他(オフィスアワー等))
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Regional Disaster Prevention(地域防災学)
|
(英 訳) | ILAS Seminar-E2 :Regional Disaster Prevention | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・前期 | ||||||
(受講定員(1回生定員)) | 15(15)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 金5 |
||||||
(教室) | 農学部総合館W402 | ||||||
(キーワード) | soil mechanics / dam failure / earthquake / tsunami / disaster management | ||||||
(授業の概要・目的) | This course will take a case study approach to regional disasters. The course contents will include learning of basic soil mechanics to determine the mechanism of failure of naturally occurring slopes. Such knowledge can be extremely valuable to inform future design. This will be supplemented with analysis of state-of-the-art research on disaster prevention technologies. The course is intended to be a deep-dive into specific disasters like slope failures under heavy rainfall conditions, breakwater performance under tsunami impact etc. To this end, the course will introduce a few fundamental concepts in soil mechanics, engineering geology, hydraulics of groundwater as well as natural hazards. Along with such technical tools, students will also be introduced to the frameworks of vulnerability, risk assessment and disaster management. |
||||||
(到達目標) | After the successful completion of the course, students will be able (1) To understand fundamental physics concepts related to particular disasters, (2) to understand basic forensic analysis, (3) to analyse specific state of the art disaster mitigation technologies and (4) to perform basic vulnerability and disaster risk assessment. |
||||||
(授業計画と内容) | The class in the first week will provide an overview of the contents of the course. As a general outline, the necessary concepts required to understand the basic mechanism of a particular disaster will be highlighted. Following this, students will work individually or in teams to analyze relevant case histories/experimental studies/research papers assigned to them. Students are expected to clearly (a) identify the problem (b) explain the failure mechanism or any other relevant result using the concepts taught and (c) provide critical comments wherever possible. An indicative schedule for the course is as follows (1) Introduction and highlights of case histories/experimental studies/research papers [1 week] (2) Fundamental concepts related to regional disaster - 1 [3-4 weeks] (3) Development of a numerical tool in MS-Excel for assessment of stability of naturally occurring slopes [2-3 weeks] (4) Fundamental concepts related to regional disaster - 2 [2-3 weeks] (5) Analysis of case history/experimental studies/research papers - 2 [2-3 weeks] (6) Understanding vulnerability: political, physical, social, economic and environmental factors [1 week] (7) Disaster risk identification and assessment [1 week] (8) Final presentation [1 week] (9) Feedback [1 week] Total: 14 classes and 1 feedback session |
||||||
(履修要件) |
Beneficial but not mandatory: basic mathematics and physics (high school level). Students must be willing to work with basic mathematics.
|
||||||
(成績評価の方法・観点及び達成度) | - Class participation (25%, students are expected to actively participate in discussion) - Assignment report (30%) - Oral presentation (45%) |
||||||
(教科書) |
使用しない
|
||||||
(参考書等) |
『Soil mechanics and foundations』
(John Wiley & Sons)
ISBN:13 978-0-471-43117-6
Journal papers related to case studies will be handed out during class.
|
||||||
(授業外学習(予習・復習)等) | Students are expected to be independent in finding online resources to attain relevant issues of discussion during seminar to enhance student interaction and understanding during classes. |
||||||
(その他(オフィスアワー等)) | After class, student consultation will be arranged with prior notice. |
||||||
ILAS Seminar-E2 :Regional Disaster Prevention(地域防災学)
(科目名)
ILAS Seminar-E2 :Regional Disaster Prevention
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・前期 (受講定員(1回生定員)) 15(15)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
金5 (教室) 農学部総合館W402 |
|||||||
(キーワード) soil mechanics / dam failure / earthquake / tsunami / disaster management | |||||||
(授業の概要・目的)
This course will take a case study approach to regional disasters. The course contents will include learning of basic soil mechanics to determine the mechanism of failure of naturally occurring slopes. Such knowledge can be extremely valuable to inform future design. This will be supplemented with analysis of state-of-the-art research on disaster prevention technologies.
The course is intended to be a deep-dive into specific disasters like slope failures under heavy rainfall conditions, breakwater performance under tsunami impact etc. To this end, the course will introduce a few fundamental concepts in soil mechanics, engineering geology, hydraulics of groundwater as well as natural hazards. Along with such technical tools, students will also be introduced to the frameworks of vulnerability, risk assessment and disaster management. |
|||||||
(到達目標)
After the successful completion of the course, students will be able (1) To understand fundamental physics concepts related to particular disasters, (2) to understand basic forensic analysis, (3) to analyse specific state of the art disaster mitigation technologies and (4) to perform basic vulnerability and disaster risk assessment.
|
|||||||
(授業計画と内容)
The class in the first week will provide an overview of the contents of the course. As a general outline, the necessary concepts required to understand the basic mechanism of a particular disaster will be highlighted. Following this, students will work individually or in teams to analyze relevant case histories/experimental studies/research papers assigned to them. Students are expected to clearly (a) identify the problem (b) explain the failure mechanism or any other relevant result using the concepts taught and (c) provide critical comments wherever possible. An indicative schedule for the course is as follows (1) Introduction and highlights of case histories/experimental studies/research papers [1 week] (2) Fundamental concepts related to regional disaster - 1 [3-4 weeks] (3) Development of a numerical tool in MS-Excel for assessment of stability of naturally occurring slopes [2-3 weeks] (4) Fundamental concepts related to regional disaster - 2 [2-3 weeks] (5) Analysis of case history/experimental studies/research papers - 2 [2-3 weeks] (6) Understanding vulnerability: political, physical, social, economic and environmental factors [1 week] (7) Disaster risk identification and assessment [1 week] (8) Final presentation [1 week] (9) Feedback [1 week] Total: 14 classes and 1 feedback session |
|||||||
(履修要件)
Beneficial but not mandatory: basic mathematics and physics (high school level). Students must be willing to work with basic mathematics.
|
|||||||
(成績評価の方法・観点及び達成度)
- Class participation (25%, students are expected to actively participate in discussion)
- Assignment report (30%) - Oral presentation (45%) |
|||||||
(教科書)
使用しない
|
|||||||
(参考書等)
『Soil mechanics and foundations』
(John Wiley & Sons)
ISBN:13 978-0-471-43117-6
Journal papers related to case studies will be handed out during class.
|
|||||||
(授業外学習(予習・復習)等)
Students are expected to be independent in finding online resources to attain relevant issues of discussion during seminar to enhance student interaction and understanding during classes.
|
|||||||
(その他(オフィスアワー等))
After class, student consultation will be arranged with prior notice.
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Let's create 3D computer animations(三次元アニメーションを作ってみよう)
|
(英 訳) | ILAS Seminar-E2 :Let's create 3D computer animations | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・前期 | ||||||
(受講定員(1回生定員)) | 12(8)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 金5 |
||||||
(教室) | 医学部人間健康科学科第6講義室 | ||||||
(キーワード) | 3D modeling / computer graphics / character animation / Blender | ||||||
(授業の概要・目的) | This course introduces the basics of computer-based 3D modeling (shape design, lighting, materials, surface textures) and animation (keyframes, object motion, camera zooming and panning, etc.). The free, open-source software “Blender” (blender.org) will be used for all lessons. Blender can be used on Windows, Mac and Linux for free. As a final project, you will create a short animated movie. Programming experience is recommended but not required. | ||||||
(到達目標) | Students will become familiar with the main concepts of 3D modeling and animation. They will learn how to reproduce simple example 3D models and animations. After some initial general assignments, focus will shift to Final Projects, which students will work on for most of the semester. The goal of Final Project is to create a 60 s (or longer) animation. The animation theme, style and techniques are all free, to be chosen by each student based on your interests. The instructor will help students to choose a Final Project that is challenging, but also achievable. The instructor will also help you solve Final Project modeling and animation problems as you encounter them. | ||||||
(授業計画と内容) | The following weekly topics will be covered: 1) Introduction: 3D Modeling & Blender 2) 3D Modeling I: Importing & Creating Shapes 3) 3D Modeling II: Materials & Lighting 4) Animation I: Basics 5) Animation II: Camera Motion & Arranging 6) Project Presentations I: Initial Results 7) Character Modeling I: Armatures 8) Character Modeling II: Armature Animation 9) Character Modeling III: Skins & Deformations 10) Project Presentations II: Progress Report 11) Advanced Topics I: UV Editing 12) Advanced Topics II: Environments 13) Advanced Topics III: Physics 14) Final Project Presentations & Future Learning 15) Feedback |
||||||
(履修要件) |
There are no specific requirements for this class. However, students must be willing to work with open-source software, which is relatively poorly documented compared to commercial software. The class instructor will help with problems, but students are also encouraged to find solutions to their problems through internet searches.
|
||||||
(成績評価の方法・観点及び達成度) | Students are expected to actively participate in class, to reproduce all examples discussed in class, and also to complete regular reports. Evaluation will be based on the following criteria: - Assignments (49%) [7 @ 7% each] - Presentations (21%) [3 @ 7% each] - Final Project (30%) TOTAL: 100% |
||||||
(教科書) |
No specific textbook will be used. All necessary materials will be distributed electronically and will be discussed in class.
|
||||||
(参考書等) |
A number of useful books and internet resources will be discussed for student self-learning.
|
||||||
(関連URL) | www.blender.org Blender is free-and-open-source 3D modeling software that will be used in all lectures and all assignments. | ||||||
(授業外学習(予習・復習)等) | This course has a variety of out-of-class assignments (including a Final Project) and no exam. Students who do not pay attention to the lecture content during class will likely have difficulties completing the assignments. | ||||||
(その他(オフィスアワー等)) | REASONS FOR CLASS SIZE RESTRICTION: This class extensively uses Blender (blender.org), which is a professional, very powerful, and very complex software package. Every class requires one-on-one student support to understand and handle software problems that arise. A large class size is not feasible. IN-CLASS ENVIRONMENT This is a small seminar class, and active discussion is encouraged. Students are encouraged to ask questions, both of the instructor and of fellow students. We are all here to learn, so let’s work together to create the best results we can! OFFICE HOURS: Immediately before / after class or by appointment (pataky.todd.2m @ kyoto-u.ac.jp) |
||||||
ILAS Seminar-E2 :Let's create 3D computer animations(三次元アニメーションを作ってみよう)
(科目名)
ILAS Seminar-E2 :Let's create 3D computer animations
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・前期 (受講定員(1回生定員)) 12(8)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
金5 (教室) 医学部人間健康科学科第6講義室 |
|||||||
(キーワード) 3D modeling / computer graphics / character animation / Blender | |||||||
(授業の概要・目的)
This course introduces the basics of computer-based 3D modeling (shape design, lighting, materials, surface textures) and animation (keyframes, object motion, camera zooming and panning, etc.). The free, open-source software “Blender” (blender.org) will be used for all lessons. Blender can be used on Windows, Mac and Linux for free. As a final project, you will create a short animated movie. Programming experience is recommended but not required.
|
|||||||
(到達目標)
Students will become familiar with the main concepts of 3D modeling and animation. They will learn how to reproduce simple example 3D models and animations. After some initial general assignments, focus will shift to Final Projects, which students will work on for most of the semester. The goal of Final Project is to create a 60 s (or longer) animation. The animation theme, style and techniques are all free, to be chosen by each student based on your interests. The instructor will help students to choose a Final Project that is challenging, but also achievable. The instructor will also help you solve Final Project modeling and animation problems as you encounter them.
|
|||||||
(授業計画と内容)
The following weekly topics will be covered: 1) Introduction: 3D Modeling & Blender 2) 3D Modeling I: Importing & Creating Shapes 3) 3D Modeling II: Materials & Lighting 4) Animation I: Basics 5) Animation II: Camera Motion & Arranging 6) Project Presentations I: Initial Results 7) Character Modeling I: Armatures 8) Character Modeling II: Armature Animation 9) Character Modeling III: Skins & Deformations 10) Project Presentations II: Progress Report 11) Advanced Topics I: UV Editing 12) Advanced Topics II: Environments 13) Advanced Topics III: Physics 14) Final Project Presentations & Future Learning 15) Feedback |
|||||||
(履修要件)
There are no specific requirements for this class. However, students must be willing to work with open-source software, which is relatively poorly documented compared to commercial software. The class instructor will help with problems, but students are also encouraged to find solutions to their problems through internet searches.
|
|||||||
(成績評価の方法・観点及び達成度)
Students are expected to actively participate in class, to reproduce all examples discussed in class, and also to complete regular reports.
Evaluation will be based on the following criteria: - Assignments (49%) [7 @ 7% each] - Presentations (21%) [3 @ 7% each] - Final Project (30%) TOTAL: 100% |
|||||||
(教科書)
No specific textbook will be used. All necessary materials will be distributed electronically and will be discussed in class.
|
|||||||
(参考書等)
A number of useful books and internet resources will be discussed for student self-learning.
|
|||||||
(授業外学習(予習・復習)等)
This course has a variety of out-of-class assignments (including a Final Project) and no exam. Students who do not pay attention to the lecture content during class will likely have difficulties completing the assignments.
|
|||||||
(その他(オフィスアワー等))
REASONS FOR CLASS SIZE RESTRICTION:
This class extensively uses Blender (blender.org), which is a professional, very powerful, and very complex software package. Every class requires one-on-one student support to understand and handle software problems that arise. A large class size is not feasible. IN-CLASS ENVIRONMENT This is a small seminar class, and active discussion is encouraged. Students are encouraged to ask questions, both of the instructor and of fellow students. We are all here to learn, so let’s work together to create the best results we can! OFFICE HOURS: Immediately before / after class or by appointment (pataky.todd.2m @ kyoto-u.ac.jp) |
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Chemistry in Art(芸術における化学)
|
(英 訳) | ILAS Seminar-E2 :Chemistry in Art | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・前期 | ||||||
(受講定員(1回生定員)) | 15(8)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 金5 |
||||||
(教室) | 共西01 | ||||||
(キーワード) | art / chemistry / pigments / color / conservation | ||||||
(授業の概要・目的) | This interdisciplinary course is intended to provide both science and non-science majors with a basic understanding of the chemistry (and physics) behind artworks and art materials. Scientific techniques applied to art conservation and restoration will also be introduced. This course will explore the chemistry of colors (pigments and dyes), ceramics, glass, lacquers, and metals. The basic scientific principles and theories behind each topic will also be introduced. Several examples from Eastern and Western art will be discussed in class. |
||||||
(到達目標) | In this course students will familiarize themselves with the materials and scientific methods behind the preparation and restoration of artworks. The students will learn the basic physics and chemical concepts necessary to understand the different topics introduced in class. The students will also be encouraged to reflect on the truly interdisciplinary nature of art conservation, and appreciate the importance of multidisciplinary approaches for problem solving. | ||||||
(授業計画と内容) | The course consists of 12 lessons in class, a museum visit (equivalent to 2 classes), exam, and a feedback class. The content of the course: 1. What is the role of science in art history and art conservation? 2-3. Chemistry and physics of color: pigments, dyes and inks (2 weeks) 4-5. Chemistry of ceramics, glasses and glazes (2 weeks) 6. Chemistry of gemstones and minerals 7. Chemistry of metals and alloys 8-9. Museum visit (equivalent to 2 classes) 10. Chemistry of oils and binders 11-12. Chemistry of wood, lacquer, paper and textiles (2 weeks) 13-14. Heritage science and scientific techniques for art conservation, restoration, authentication and archeology (2 weeks) 15. Exam (presentation) 16. Feedback |
||||||
(履修要件) |
特になし
|
||||||
(成績評価の方法・観点及び達成度) | Evaluation will be based on attendance and active class participation (30%), individual and group assignments (30%), and final presentation (40%). | ||||||
(教科書) |
使用しない
|
||||||
(参考書等) |
『Archeological chemistry』
(Royal Society of Chemistry, 2017)
ISBN:978-1782624264
『Conservation Science: heritage materials』
(Royal Society of Chemistry, 2021)
ISBN:978-1788010931
『Colour Chemistry』
(Royal Society of Chemistry, 2014)
ISBN:978-1849733281
『The chemical history of color』
(Springer, 2012)
ISBN:978-3642326417
『A history of Japanese Lacquerwork』
(Heritage, 1976)
ISBN:978-1487572730
|
||||||
(授業外学習(予習・復習)等) | Students are encouraged to revise the class material regularly and submit assignments on time. Students shall actively contribute to the group work. Furthermore, students shall research the chosen topic for the final project report, with regular feedback from the instructor, taking advantage of the material recommended in class. | ||||||
(その他(オフィスアワー等)) | Office hours: online or in person meetings with the instructor can be requested (appointment by email or on Panda). For the museum visit, students are responsible for the transport and ticket expenses. The estimated entrance fee to the museum is 800 yen. Students who decide to take part to the museum visit should be insured with the insurance for study and research “Personal Accident Insurance for Students Pursuing Education & Research” (学生教育研究災害傷害保険) |
||||||
ILAS Seminar-E2 :Chemistry in Art(芸術における化学)
(科目名)
ILAS Seminar-E2 :Chemistry in Art
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・前期 (受講定員(1回生定員)) 15(8)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
金5 (教室) 共西01 |
|||||||
(キーワード) art / chemistry / pigments / color / conservation | |||||||
(授業の概要・目的)
This interdisciplinary course is intended to provide both science and non-science majors with a basic understanding of the chemistry (and physics) behind artworks and art materials. Scientific techniques applied to art conservation and restoration will also be introduced.
This course will explore the chemistry of colors (pigments and dyes), ceramics, glass, lacquers, and metals. The basic scientific principles and theories behind each topic will also be introduced. Several examples from Eastern and Western art will be discussed in class. |
|||||||
(到達目標)
In this course students will familiarize themselves with the materials and scientific methods behind the preparation and restoration of artworks. The students will learn the basic physics and chemical concepts necessary to understand the different topics introduced in class. The students will also be encouraged to reflect on the truly interdisciplinary nature of art conservation, and appreciate the importance of multidisciplinary approaches for problem solving.
|
|||||||
(授業計画と内容)
The course consists of 12 lessons in class, a museum visit (equivalent to 2 classes), exam, and a feedback class. The content of the course: 1. What is the role of science in art history and art conservation? 2-3. Chemistry and physics of color: pigments, dyes and inks (2 weeks) 4-5. Chemistry of ceramics, glasses and glazes (2 weeks) 6. Chemistry of gemstones and minerals 7. Chemistry of metals and alloys 8-9. Museum visit (equivalent to 2 classes) 10. Chemistry of oils and binders 11-12. Chemistry of wood, lacquer, paper and textiles (2 weeks) 13-14. Heritage science and scientific techniques for art conservation, restoration, authentication and archeology (2 weeks) 15. Exam (presentation) 16. Feedback |
|||||||
(履修要件)
特になし
|
|||||||
(成績評価の方法・観点及び達成度)
Evaluation will be based on attendance and active class participation (30%), individual and group assignments (30%), and final presentation (40%).
|
|||||||
(教科書)
使用しない
|
|||||||
(参考書等)
『Archeological chemistry』
(Royal Society of Chemistry, 2017)
ISBN:978-1782624264
『Conservation Science: heritage materials』
(Royal Society of Chemistry, 2021)
ISBN:978-1788010931
『Colour Chemistry』
(Royal Society of Chemistry, 2014)
ISBN:978-1849733281
『The chemical history of color』
(Springer, 2012)
ISBN:978-3642326417
『A history of Japanese Lacquerwork』
(Heritage, 1976)
ISBN:978-1487572730
|
|||||||
(授業外学習(予習・復習)等)
Students are encouraged to revise the class material regularly and submit assignments on time. Students shall actively contribute to the group work. Furthermore, students shall research the chosen topic for the final project report, with regular feedback from the instructor, taking advantage of the material recommended in class.
|
|||||||
(その他(オフィスアワー等))
Office hours: online or in person meetings with the instructor can be requested (appointment by email or on Panda).
For the museum visit, students are responsible for the transport and ticket expenses. The estimated entrance fee to the museum is 800 yen. Students who decide to take part to the museum visit should be insured with the insurance for study and research “Personal Accident Insurance for Students Pursuing Education & Research” (学生教育研究災害傷害保険) |
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :It's a Bug's Life - bacteria and viruses(微生物の世界へようこそ)
|
(英 訳) | ILAS Seminar-E2 :It's a Bug's Life - bacteria and viruses | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・前期 | ||||||
(受講定員(1回生定員)) | 12(12)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 金5 |
||||||
(教室) | 共北3C | ||||||
(キーワード) | Virus / Bacteria / Infection / Immunity / Vaccine | ||||||
(授業の概要・目的) | The human body has over 10 trillion cells, but it has 10 times that number of microbial cells living in and on our body. These microbes are therefore an important part of our body. Some commensal bacteria are beneficial to our health whereas new viruses and bacteria that continue to emerge and reemerge may result in unpredictable life-threatening epidemics. To overcome such infectious diseases, we need a better understanding of the molecular mechanisms of host-microbe interactions so as to develop new concepts for antibiotics or vaccines. This course focuses on the basics of microbiology, immunology, and environmental microbes. Particular emphasis is placed on understanding viruses, bacteria, the interaction between microorganisms and host cells, and the identification of microorganisms in our environment. During the course, students will actively participate in discussions and in the exchange of ideas. |
||||||
(到達目標) | To identify and understand the major microbes that impact our lives. To understand the infection phenomenon. To enhance your critical thinking skills and effectively discuss scientific topics. |
||||||
(授業計画と内容) | 1. Introducing the invisible world 2. What is a microbe? 3. The basics of bacteria 4. Microbiota and human health 5. Soil bacteria and the environment 6. Identification of bacteria (field work 1) 7. Identification of bacteria (field work 2) 8. Diversity of viruses 9. Viruses and Cancer 10. Zoonotic viruses 11. Viruses in our environment 12. Recognition of microbes 13. Battle against microbes 14. Life with or without microbes 15. Student presentation 16. Feedback |
||||||
(履修要件) |
特になし
|
||||||
(成績評価の方法・観点及び達成度) | Evaluation will be based on class attendance and participation (60%), and final presentation (40%). | ||||||
(教科書) |
授業中に指示する
|
||||||
(参考書等) |
授業中に紹介する
|
||||||
(授業外学習(予習・復習)等) | To achieve the course goals students review the course handouts. | ||||||
(その他(オフィスアワー等)) | Please feel free to come to my office at any time. Please take out the accident insurance of Personal Accident Insurance for Students Pursuing Ed. & Rsch. as needed. |
||||||
ILAS Seminar-E2 :It's a Bug's Life - bacteria and viruses(微生物の世界へようこそ)
(科目名)
ILAS Seminar-E2 :It's a Bug's Life - bacteria and viruses
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・前期 (受講定員(1回生定員)) 12(12)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
金5 (教室) 共北3C |
|||||||
(キーワード) Virus / Bacteria / Infection / Immunity / Vaccine | |||||||
(授業の概要・目的)
The human body has over 10 trillion cells, but it has 10 times that number of microbial cells living in and on our body. These microbes are therefore an important part of our body. Some commensal bacteria are beneficial to our health whereas new viruses and bacteria that continue to emerge and reemerge may result in unpredictable life-threatening epidemics. To overcome such infectious diseases, we need a better understanding of the molecular mechanisms of host-microbe interactions so as to develop new concepts for antibiotics or vaccines.
This course focuses on the basics of microbiology, immunology, and environmental microbes. Particular emphasis is placed on understanding viruses, bacteria, the interaction between microorganisms and host cells, and the identification of microorganisms in our environment. During the course, students will actively participate in discussions and in the exchange of ideas. |
|||||||
(到達目標)
To identify and understand the major microbes that impact our lives.
To understand the infection phenomenon. To enhance your critical thinking skills and effectively discuss scientific topics. |
|||||||
(授業計画と内容)
1. Introducing the invisible world 2. What is a microbe? 3. The basics of bacteria 4. Microbiota and human health 5. Soil bacteria and the environment 6. Identification of bacteria (field work 1) 7. Identification of bacteria (field work 2) 8. Diversity of viruses 9. Viruses and Cancer 10. Zoonotic viruses 11. Viruses in our environment 12. Recognition of microbes 13. Battle against microbes 14. Life with or without microbes 15. Student presentation 16. Feedback |
|||||||
(履修要件)
特になし
|
|||||||
(成績評価の方法・観点及び達成度)
Evaluation will be based on class attendance and participation (60%), and final presentation (40%).
|
|||||||
(教科書)
授業中に指示する
|
|||||||
(参考書等)
授業中に紹介する
|
|||||||
(授業外学習(予習・復習)等)
To achieve the course goals students review the course handouts.
|
|||||||
(その他(オフィスアワー等))
Please feel free to come to my office at any time.
Please take out the accident insurance of Personal Accident Insurance for Students Pursuing Ed. & Rsch. as needed. |
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :How to make nano-machines(ナノマシンの作り方)
|
(英 訳) | ILAS Seminar-E2 :How to make nano-machines | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・前期 | ||||||
(受講定員(1回生定員)) | 15(15)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 金5 |
||||||
(教室) | 共西03 | ||||||
(キーワード) | Nano / Nano-machine / Nano-technology / Internet of Things (IoT) / Artificial Intelligence (AI) | ||||||
(授業の概要・目的) | Nanotechnology is revolutionizing human society. If you are curious how nano-machines are being developed, this seminar course will be very informative. One of the greatest technological achievements of past few decades is our ability to make micro-meter scale 'machines'. These machines have become ubiquitous in our daily life, giving functional capabilities to our smart-phones, cars, digital projectors, medical devices, etc. In this technological revolution of extreme 'shrinking' of machines, we have entered an era where machines of only a few hundreds atoms wide can be built. Have you ever wondered how do we build such small machines and make them function desirably in such small scale? In this seminar course, I will reveal the tricks of the trade of fabricating micro / nanoscale machines. I will also elaborate the underlying physics (working principles) of micro / nano machines. This seminar course is based on my own research area, so I can show you pictures and videos of actual micro / nano machine fabrication and operation that I collect during my own research in Kyoto University. |
||||||
(到達目標) | Students will learn about nano-scale machines: how they work, how they are made, and their amazing applications. | ||||||
(授業計画と内容) | 1. Why do we want to make nano-machines? Introduction to nano-machines and their advantages, examples of micro/ Nano-machines and their applications. (2 weeks) 2.How can we controllably create and sense motion at nanoscale? Building blocks of nano-machines: actuators, motion sensors, etc. (3 week) 3. How do nano-machines work? Working principles of nano-machines: accelerometers, gyroscopes, pressure-sensors, ultra-sensitive mass and gas sensors, AI computing devices. (2 weeks) 4. How do we create nano-machines? Material and methods for creating nano-machines: silicon, diamond, graphene, etc.; lithography, reactive-ion-etching, chemical-vapor-deposition, electron and ion-beam methods, etc. (5 weeks) 5. Discussion on current trends and future potentials of this research area. (2 weeks) 6. Feedback (1 week) |
||||||
(履修要件) |
特になし
|
||||||
(成績評価の方法・観点及び達成度) | Active participation (10%), submission of a final report (topics will be discussed during the lecture) (90%) | ||||||
(教科書) |
授業中に指示する
|
||||||
(参考書等) |
授業中に紹介する
|
||||||
(授業外学習(予習・復習)等) | Following lecture materials and reading recommended articles | ||||||
(その他(オフィスアワー等)) | To be decided during lecture | ||||||
ILAS Seminar-E2 :How to make nano-machines(ナノマシンの作り方)
(科目名)
ILAS Seminar-E2 :How to make nano-machines
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・前期 (受講定員(1回生定員)) 15(15)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
金5 (教室) 共西03 |
|||||||
(キーワード) Nano / Nano-machine / Nano-technology / Internet of Things (IoT) / Artificial Intelligence (AI) | |||||||
(授業の概要・目的)
Nanotechnology is revolutionizing human society. If you are curious how nano-machines are being developed, this seminar course will be very informative. One of the greatest technological achievements of past few decades is our ability to make micro-meter scale 'machines'. These machines have become ubiquitous in our daily life, giving functional capabilities to our smart-phones, cars, digital projectors, medical devices, etc. In this technological revolution of extreme 'shrinking' of machines, we have entered an era where machines of only a few hundreds atoms wide can be built. Have you ever wondered how do we build such small machines and make them function desirably in such small scale? In this seminar course, I will reveal the tricks of the trade of fabricating micro / nanoscale machines. I will also elaborate the underlying physics (working principles) of micro / nano machines. This seminar course is based on my own research area, so I can show you pictures and videos of actual micro / nano machine fabrication and operation that I collect during my own research in Kyoto University. |
|||||||
(到達目標)
Students will learn about nano-scale machines: how they work, how they are made, and their amazing applications.
|
|||||||
(授業計画と内容)
1. Why do we want to make nano-machines? Introduction to nano-machines and their advantages, examples of micro/ Nano-machines and their applications. (2 weeks) 2.How can we controllably create and sense motion at nanoscale? Building blocks of nano-machines: actuators, motion sensors, etc. (3 week) 3. How do nano-machines work? Working principles of nano-machines: accelerometers, gyroscopes, pressure-sensors, ultra-sensitive mass and gas sensors, AI computing devices. (2 weeks) 4. How do we create nano-machines? Material and methods for creating nano-machines: silicon, diamond, graphene, etc.; lithography, reactive-ion-etching, chemical-vapor-deposition, electron and ion-beam methods, etc. (5 weeks) 5. Discussion on current trends and future potentials of this research area. (2 weeks) 6. Feedback (1 week) |
|||||||
(履修要件)
特になし
|
|||||||
(成績評価の方法・観点及び達成度)
Active participation (10%), submission of a final report (topics will be discussed during the lecture) (90%)
|
|||||||
(教科書)
授業中に指示する
|
|||||||
(参考書等)
授業中に紹介する
|
|||||||
(授業外学習(予習・復習)等)
Following lecture materials and reading recommended articles
|
|||||||
(その他(オフィスアワー等))
To be decided during lecture
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Fundamentals of Earth's atmosphere dynamics and climate(地球大気の力学と気候の基礎)
|
(英 訳) | ILAS Seminar-E2 :Fundamentals of Earth's atmosphere dynamics and climate | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・前期 | ||||||
(受講定員(1回生定員)) | 5(5)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 金5 |
||||||
(教室) | 共西23 | ||||||
(キーワード) | Atmosphere / weather / climate | ||||||
(授業の概要・目的) | This seminar proposes an introduction to atmosphere physics with the purpose to be understandable by everyone. Based on fundamental concepts and principles, it is made for all the students who wish to understand the structure of the atmosphere and its dynamics, including the current climates, weather and cloud systems and extreme events, without complex theoretical modellings. They will also have the tools necessary to better understand certain aspects of the climate change, one of the objectives of the Sustainable Development Goals (SDG13: climate action) of the United Nations. | ||||||
(到達目標) | In this seminar, the students will get insights into the main mechanisms responsible for the state and dynamics of the atmosphere, cloud life cycle, weather systems and extreme events (such as tropical cyclones and tornadoes). Students will also acquire the physical backgrounds for understanding how human activities can affect these processes. | ||||||
(授業計画と内容) | 1. (Weeks 1-2) Composition and vertical structure of the atmosphere: - Composition of the air and its origins. - Temperature, density and pressure: the hydrostatic equilibrium. 2. (Weeks 3-5) Terrestrial and solar radiations: energetic balances. - The radiative balance of the Earth - Greenhouse effect: a simplified model - A complication: effects of convection - How do our activities affect these balances? 3. (Weeks 6-8) Contribution of water: - The water in all its phases - Principle of saturation, latent heat. - Cloud formation and precipitation -Thermal gradient of the troposphere and stability. 4.(Weeks 9-11) Atmospheric circulations and weather systems: - The main features and prevailing winds - The monsoons - The mid-latitude circulations - Some extreme weather systems. 5. (Weeks 12-13) Ocean-atmosphere coupling: - The role of the ocean in the climate system. - Example 1: El Nino-southern oscillation (ENSO) - Example 2: North Atlantic Oscillation (NAO) 6. (Week 14) Cryosphere-atmosphere coupling: - The role of the ice in the climate system. -The impact of melting ice on the climate. 7. (Week 15) Final Examination. 8. (Week 16) Feedback. |
||||||
(履修要件) |
This lecture only requires scientific backgrounds in natural sciences of high school levels.
|
||||||
(成績評価の方法・観点及び達成度) | Evaluation will be: Active participation in class: 30 pts Assignments/projects at home: 30 pts Final examination: 40 pts |
||||||
(教科書) |
There is no specific textbook for this course. Its content will be based on multiple references (books, websites) that will be mentioned during the course.
|
||||||
(参考書等) |
授業中に紹介する
|
||||||
(授業外学習(予習・復習)等) | Materials (pdf files) are made available before class. Students are encouraged to study materials before and after each class for assimilating technical or uncommon words. Depending on the topic, the study of the materials and the preparation of the report for the evaluation may take a few hours a week. |
||||||
(その他(オフィスアワー等)) | Materials (pdf files) are available on Kulasis website. Communication by emails are possible for questions outside of class hours. | ||||||
ILAS Seminar-E2 :Fundamentals of Earth's atmosphere dynamics and climate(地球大気の力学と気候の基礎)
(科目名)
ILAS Seminar-E2 :Fundamentals of Earth's atmosphere dynamics and climate
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・前期 (受講定員(1回生定員)) 5(5)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
金5 (教室) 共西23 |
|||||||
(キーワード) Atmosphere / weather / climate | |||||||
(授業の概要・目的)
This seminar proposes an introduction to atmosphere physics with the purpose to be understandable by everyone. Based on fundamental concepts and principles, it is made for all the students who wish to understand the structure of the atmosphere and its dynamics, including the current climates, weather and cloud systems and extreme events, without complex theoretical modellings. They will also have the tools necessary to better understand certain aspects of the climate change, one of the objectives of the Sustainable Development Goals (SDG13: climate action) of the United Nations.
|
|||||||
(到達目標)
In this seminar, the students will get insights into the main mechanisms responsible for the state and dynamics of the atmosphere, cloud life cycle, weather systems and extreme events (such as tropical cyclones and tornadoes). Students will also acquire the physical backgrounds for understanding how human activities can affect these processes.
|
|||||||
(授業計画と内容)
1. (Weeks 1-2) Composition and vertical structure of the atmosphere: - Composition of the air and its origins. - Temperature, density and pressure: the hydrostatic equilibrium. 2. (Weeks 3-5) Terrestrial and solar radiations: energetic balances. - The radiative balance of the Earth - Greenhouse effect: a simplified model - A complication: effects of convection - How do our activities affect these balances? 3. (Weeks 6-8) Contribution of water: - The water in all its phases - Principle of saturation, latent heat. - Cloud formation and precipitation -Thermal gradient of the troposphere and stability. 4.(Weeks 9-11) Atmospheric circulations and weather systems: - The main features and prevailing winds - The monsoons - The mid-latitude circulations - Some extreme weather systems. 5. (Weeks 12-13) Ocean-atmosphere coupling: - The role of the ocean in the climate system. - Example 1: El Nino-southern oscillation (ENSO) - Example 2: North Atlantic Oscillation (NAO) 6. (Week 14) Cryosphere-atmosphere coupling: - The role of the ice in the climate system. -The impact of melting ice on the climate. 7. (Week 15) Final Examination. 8. (Week 16) Feedback. |
|||||||
(履修要件)
This lecture only requires scientific backgrounds in natural sciences of high school levels.
|
|||||||
(成績評価の方法・観点及び達成度)
Evaluation will be:
Active participation in class: 30 pts Assignments/projects at home: 30 pts Final examination: 40 pts |
|||||||
(教科書)
There is no specific textbook for this course. Its content will be based on multiple references (books, websites) that will be mentioned during the course.
|
|||||||
(参考書等)
授業中に紹介する
|
|||||||
(授業外学習(予習・復習)等)
Materials (pdf files) are made available before class.
Students are encouraged to study materials before and after each class for assimilating technical or uncommon words. Depending on the topic, the study of the materials and the preparation of the report for the evaluation may take a few hours a week. |
|||||||
(その他(オフィスアワー等))
Materials (pdf files) are available on Kulasis website. Communication by emails are possible for questions outside of class hours.
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Introduction to Bird Study - Ornithology(鳥類研究のすすめ)
|
(英 訳) | ILAS Seminar-E2 :Introduction to Bird Study - Ornithology | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 15(15)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 月5 |
||||||
(教室) | 1共26 | ||||||
(キーワード) | 鳥類 / 行動 / 生態 / 進化 | ||||||
(授業の概要・目的) | Birds fascinate people because they are everywhere, they are easy to see and hear, and they are beautiful. In this course we will examine birds by considering their defining characteristics, form and function, behaviour, life histories, ecology, and conservation. In doing so, the aim is gain a thorough understanding of this diverse and interesting group of animals. | ||||||
(到達目標) | 1) Learn the evolutionary history of modern birds and their evolutionary relationships to other groups 2) Learn the characteristics of birds and the characteristics of the major avian groups 3) Learn the unique life history and behavioral traits of birds 4) Learn some aspects of avian ecology and conservation 5) Learning to identify different species of forest and aquatic birds around Kyoto |
||||||
(授業計画と内容) | 1) Course introduction 2) What are birds and are they feathered dinosaurs? 3) Feathers and flight exercise (video 1) 4) Museum visit and exercise 5) Avian communication exercise (video 2) 6) The annual cycle of birds and their migration exercise (video 3) 7) Avian movement 8) Birds in and around Kyoto University 9) Finding a mate and breeding systems exercise (video 4) 10) Avian reproduction 11) A trip to Takaragaike Park to identify aquatic birds 12) Avian intelligence and video exercise (video 5) 13) What to eat. Foraging behavior of birds 14) Avian ecology and bird conservation 15) Feedback |
||||||
(履修要件) |
Understanding of high school biology is recommended.
|
||||||
(成績評価の方法・観点及び達成度) | Assessment will comprise of end of semester test. | ||||||
(教科書) |
使用しない
No textbook is mandatory although we consult various readings throughout the course.
|
||||||
(参考書等) |
『The Life of Birds: The Complete Series』
(BBC)
『Ornithology 3rd Edition』
(W.H Freeman and Company)
『Essential Ornithology』
(Oxford University Press)
|
||||||
(授業外学習(予習・復習)等) | To achieve the course goals students should review the course materials plus optionally the recommended readings after each class. | ||||||
(その他(オフィスアワー等)) | |||||||
ILAS Seminar-E2 :Introduction to Bird Study - Ornithology(鳥類研究のすすめ)
(科目名)
ILAS Seminar-E2 :Introduction to Bird Study - Ornithology
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 15(15)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
月5 (教室) 1共26 |
|||||||
(キーワード) 鳥類 / 行動 / 生態 / 進化 | |||||||
(授業の概要・目的)
Birds fascinate people because they are everywhere, they are easy to see and hear, and they are beautiful. In this course we will examine birds by considering their defining characteristics, form and function, behaviour, life histories, ecology, and conservation. In doing so, the aim is gain a thorough understanding of this diverse and interesting group of animals.
|
|||||||
(到達目標)
1) Learn the evolutionary history of modern birds and their evolutionary relationships to other groups
2) Learn the characteristics of birds and the characteristics of the major avian groups 3) Learn the unique life history and behavioral traits of birds 4) Learn some aspects of avian ecology and conservation 5) Learning to identify different species of forest and aquatic birds around Kyoto |
|||||||
(授業計画と内容)
1) Course introduction 2) What are birds and are they feathered dinosaurs? 3) Feathers and flight exercise (video 1) 4) Museum visit and exercise 5) Avian communication exercise (video 2) 6) The annual cycle of birds and their migration exercise (video 3) 7) Avian movement 8) Birds in and around Kyoto University 9) Finding a mate and breeding systems exercise (video 4) 10) Avian reproduction 11) A trip to Takaragaike Park to identify aquatic birds 12) Avian intelligence and video exercise (video 5) 13) What to eat. Foraging behavior of birds 14) Avian ecology and bird conservation 15) Feedback |
|||||||
(履修要件)
Understanding of high school biology is recommended.
|
|||||||
(成績評価の方法・観点及び達成度)
Assessment will comprise of end of semester test.
|
|||||||
(教科書)
使用しない
No textbook is mandatory although we consult various readings throughout the course.
|
|||||||
(参考書等)
『The Life of Birds: The Complete Series』
(BBC)
『Ornithology 3rd Edition』
(W.H Freeman and Company)
『Essential Ornithology』
(Oxford University Press)
|
|||||||
(授業外学習(予習・復習)等)
To achieve the course goals students should review the course materials plus optionally the recommended readings after each class.
|
|||||||
(その他(オフィスアワー等))
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :How to Study Atoms and Molecules with the Help of Light(光を使って原子や分子を調べる)
|
(英 訳) | ILAS Seminar-E2 :How to Study Atoms and Molecules with the Help of Light | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 15(15)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 火5 |
||||||
(教室) | 1共23 | ||||||
(キーワード) | Light / Colors / Laser / Molecule / Spectroscopy | ||||||
(授業の概要・目的) | Light lets you see and get to know the world around you. But we can only see a very small part of all the ‘light’ and it is impossible to see atoms and even big molecules with your eyes. In this seminar we will learn how different forms of light are used in physics and chemistry to ‘see’ the atoms, molecules, distant stars and the world around us. We will learn the fundamentals of light, get to understand light phenomena in your daily life and see how light can be used as a measurement tool in natural sciences. Students with any major are welcome. 可視光は私達の視覚に不可欠ですが、光あるいは電磁波は様々な波長やエネルギーを持ちます。電磁波は、原子や分子の構造や性質を調べる上で、最も強力な手段であり、分光学と呼ばれる手法は物理、化学、生物、工学のあらゆる分野で必要です。このセミナーでは、光の基礎的な性質から原子や分子を調べる方法までの基礎を、英語で学んで行きます。 |
||||||
(到達目標) | Students will gain the following form this seminar: - Interest and fun to learn more about phenomena in nature and study topics on their own. - Knowledge about light as a measurement tool in chemistry, (astro-)physics and biology. - The ability to understand difficult theoretical and ‘invisible’ phenomena in an intuitive way. - The ability to express their ideas, discuss and present topics of natural sciences in English. 光の性質、光の吸収や散乱を利用した原子や分子の研究方法を学びながら、英語で科学を学習したり議論するスキルを身につける。 |
||||||
(授業計画と内容) | This seminar is held in a causal and interactive way! Students can influence the selection of topics based on their interest! The course will work though fundamentals of light, the interaction of light with materials, and methods of spectroscopy, which include the following topics. The plan below is not strict and rather serves as a guideline. 1. Introduction - What is light and how to use it? (4 weeks) We will learn about ‘light’, its fundamentals and properties such as ‘color’ and how we can make use of light as a measurement tool. 2. Apples are red and water is blue? (3 weeks) We get to know light’s behavior when interacting with different materials. We learn about the ‘spectrum’ and the basics of spectroscopy. This knowledge answers questions like ‘why do things have color?’ or ‘what can we learn about distant stars?’ 3. Laser beams and rainbows (4 weeks) We see how light is generated in light bulbs, lasers and other light sources. This light then can be selected, modified and redirected with the help of various spectroscopic tools. The same knowledge helps us to understand light phenomena in daily life such as rainbows, anti-reflective glasses or mirrors. 4. Dancing molecules (3 weeks) We learn how light interacts with atoms and molecules (and induces molecular vibration and rotation in the process), and what this tells us about the shape and properties of molecules. This knowledge is a first look into chemical analysis and studying fundamental physics questions. 5. Feedback and presentation (1 week) Depending on the available time and interest of the students, we may also discuss the use of light in technical applications and astronomy as well as spectroscopic methods in physics and chemistry or the operation principles of advanced spectroscopic devices. |
||||||
(履修要件) |
特になし
|
||||||
(成績評価の方法・観点及び達成度) | Preparing homework (30%) Small exercises during the seminar (30%) Giving a short presentation at the end of the seminar (40%) |
||||||
(教科書) |
使用しない
No textbook is used. Lecture notes will be provided during class.
|
||||||
(参考書等) |
『Foundations of Molecular Structure Determination』
(Oxford University Press)
ISBN:9780199689446
(This compact book gives a good overview over all relevant spectroscopic methods to study molecules)
『Modern Spectroscopy』
(Wiley)
ISBN:9780470844168
(A more in-depth book about spectroscopy in general)
『Light: A Very Short Introduction』
(Oxford University Press)
ISBN:9780199682690
(A good read about light, which is the basis of most spectroscopies)
|
||||||
(授業外学習(予習・復習)等) | Students are expected to review the lecture handouts after each class and look up unknown English terms themselves. Homework assignments need to be prepared before the next lecture. It is also encouraged to refer to additional sources of information (books, websites) for the specific topics. If something is unclear or difficult, the instructor can be asked at any time. | ||||||
(その他(オフィスアワー等)) | The lectures will be held in English, but some supporting material and explanations are also given in Japanese. Students are welcome to ask questions in English or Japanese during and after the class. Office hours are flexible. Appointments can be made directly or via email. |
||||||
ILAS Seminar-E2 :How to Study Atoms and Molecules with the Help of Light(光を使って原子や分子を調べる)
(科目名)
ILAS Seminar-E2 :How to Study Atoms and Molecules with the Help of Light
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 15(15)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
火5 (教室) 1共23 |
|||||||
(キーワード) Light / Colors / Laser / Molecule / Spectroscopy | |||||||
(授業の概要・目的)
Light lets you see and get to know the world around you. But we can only see a very small part of all the ‘light’ and it is impossible to see atoms and even big molecules with your eyes. In this seminar we will learn how different forms of light are used in physics and chemistry to ‘see’ the atoms, molecules, distant stars and the world around us. We will learn the fundamentals of light, get to understand light phenomena in your daily life and see how light can be used as a measurement tool in natural sciences. Students with any major are welcome.
可視光は私達の視覚に不可欠ですが、光あるいは電磁波は様々な波長やエネルギーを持ちます。電磁波は、原子や分子の構造や性質を調べる上で、最も強力な手段であり、分光学と呼ばれる手法は物理、化学、生物、工学のあらゆる分野で必要です。このセミナーでは、光の基礎的な性質から原子や分子を調べる方法までの基礎を、英語で学んで行きます。 |
|||||||
(到達目標)
Students will gain the following form this seminar:
- Interest and fun to learn more about phenomena in nature and study topics on their own. - Knowledge about light as a measurement tool in chemistry, (astro-)physics and biology. - The ability to understand difficult theoretical and ‘invisible’ phenomena in an intuitive way. - The ability to express their ideas, discuss and present topics of natural sciences in English. 光の性質、光の吸収や散乱を利用した原子や分子の研究方法を学びながら、英語で科学を学習したり議論するスキルを身につける。 |
|||||||
(授業計画と内容)
This seminar is held in a causal and interactive way! Students can influence the selection of topics based on their interest! The course will work though fundamentals of light, the interaction of light with materials, and methods of spectroscopy, which include the following topics. The plan below is not strict and rather serves as a guideline. 1. Introduction - What is light and how to use it? (4 weeks) We will learn about ‘light’, its fundamentals and properties such as ‘color’ and how we can make use of light as a measurement tool. 2. Apples are red and water is blue? (3 weeks) We get to know light’s behavior when interacting with different materials. We learn about the ‘spectrum’ and the basics of spectroscopy. This knowledge answers questions like ‘why do things have color?’ or ‘what can we learn about distant stars?’ 3. Laser beams and rainbows (4 weeks) We see how light is generated in light bulbs, lasers and other light sources. This light then can be selected, modified and redirected with the help of various spectroscopic tools. The same knowledge helps us to understand light phenomena in daily life such as rainbows, anti-reflective glasses or mirrors. 4. Dancing molecules (3 weeks) We learn how light interacts with atoms and molecules (and induces molecular vibration and rotation in the process), and what this tells us about the shape and properties of molecules. This knowledge is a first look into chemical analysis and studying fundamental physics questions. 5. Feedback and presentation (1 week) Depending on the available time and interest of the students, we may also discuss the use of light in technical applications and astronomy as well as spectroscopic methods in physics and chemistry or the operation principles of advanced spectroscopic devices. |
|||||||
(履修要件)
特になし
|
|||||||
(成績評価の方法・観点及び達成度)
Preparing homework (30%)
Small exercises during the seminar (30%) Giving a short presentation at the end of the seminar (40%) |
|||||||
(教科書)
使用しない
No textbook is used. Lecture notes will be provided during class.
|
|||||||
(参考書等)
『Foundations of Molecular Structure Determination』
(Oxford University Press)
ISBN:9780199689446
(This compact book gives a good overview over all relevant spectroscopic methods to study molecules)
『Modern Spectroscopy』
(Wiley)
ISBN:9780470844168
(A more in-depth book about spectroscopy in general)
『Light: A Very Short Introduction』
(Oxford University Press)
ISBN:9780199682690
(A good read about light, which is the basis of most spectroscopies)
|
|||||||
(授業外学習(予習・復習)等)
Students are expected to review the lecture handouts after each class and look up unknown English terms themselves. Homework assignments need to be prepared before the next lecture. It is also encouraged to refer to additional sources of information (books, websites) for the specific topics. If something is unclear or difficult, the instructor can be asked at any time.
|
|||||||
(その他(オフィスアワー等))
The lectures will be held in English, but some supporting material and explanations are also given in Japanese. Students are welcome to ask questions in English or Japanese during and after the class. Office hours are flexible. Appointments can be made directly or via email.
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Food Systems in Asia(アジアにおける食農システム)
|
(英 訳) | ILAS Seminar-E2 :Food Systems in Asia | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 8(8)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 火5 |
||||||
(教室) | 農学部総合館W302 | ||||||
(キーワード) | Food / Cuisine / Nutrition | ||||||
(授業の概要・目的) | This interactive seminar is about the contemporary transformation of food, nutrition, and agriculture in East and Southeast Asia. The content of the course will be both familiar and challenging to anyone who has eaten different cuisines in Asia. We will cover the development of local cuisines, the role of farmers, and the evolution of diet in modern society. The perspective will be both practical (How does society gather and eat?) and theoretical (Why food systems developed the way they did). Weekly activities involving food, such as tasting, smelling, cooking, are an important learning tool and a fun part of the seminar. | ||||||
(到達目標) | Students will learn how scientists understand and analyze global food trends from multiple perspectives. Students will also test their skills in an applied way by analyzing specific cuisines in East Asia and providing their own insight and analysis. | ||||||
(授業計画と内容) | Module 1: Cuisines and agri-food systems in different regions 1. Introduction and Staple Foods 2. Rice food systems of East Asia 3. Wheat food systems of East Asia 4. Rice-based vs. Wheat-based Agrifood Systems 5. Field trip Preparation: Challenges of traditional farm in modern contexts Module 2: Field Trip 6. Field Trip: Kobatake Farm near Sonobe. This event will take place on a weekend, It will coincide with harvest or transplanting, and include some physical work on the farm. Students should be prepared for early departure and early evening return. Make sure to have clothing and shoes that can become dirty. Please confirm attendance for this field trip before finalizing class registration. Students must contribute to field trip costs, but the University will support transportation. Students are responsible for their own lunch / obento. Effort will be made to enable participation in case of financial burden. [*Depending on student requirements, students may consider taking out additional Personal Accident Insurance for this event] Module 3: Food systems and cuisine 7. Rural food, urban cuisine, national cuisine 8. Taste, smell, chew: sensory skills of eating Module 4: Learning about food 9. Nutrition of historical food systems 10. Food system disruptions 11. Food education and childhood Module 5: Student Presentations 12. Cuisine of Korea 13. Cuisine of Vietnam 14. Cuisine of Malaysia 15. Essay and Feedback Period (details in class) |
||||||
(履修要件) |
English proficiency suitable for understanding lectures, reading basic texts, and participating in class discussion.
|
||||||
(成績評価の方法・観点及び達成度) | 10% Attendance and active participation (Reduced after more than 3 absences without official excuse 15% Mini-essay assignments 15% In-class discussion and participation in activities 30% Final exam OR essay 30% Final group presentation |
||||||
(教科書) |
使用しない
No textbook, but consultation of in-class materials and eBooks available at Kyoto University Library (see Reference book).
|
||||||
(参考書等) |
『Food Culture in Southeast Asia』
(Greenwood)
ISBN:9780313344190
(eBook available from instructor)
|
||||||
(授業外学習(予習・復習)等) | Students will be expected to do short readings in preparation for class and discuss them the following week. Suitable readings for all English levels are available. Alternatively, students will do practical exercises which must be submitted the following week. | ||||||
(その他(オフィスアワー等)) | Short meetings can be spontaneous or scheduled. Longer meetings scheduled only by email. Concerning field trip participation: students should ensure that they join the necessary insurance, such as Personal Accident Insurance for Students Pursuing Education and Research (Gakkensai - 学研災) |
||||||
ILAS Seminar-E2 :Food Systems in Asia(アジアにおける食農システム)
(科目名)
ILAS Seminar-E2 :Food Systems in Asia
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 8(8)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
火5 (教室) 農学部総合館W302 |
|||||||
(キーワード) Food / Cuisine / Nutrition | |||||||
(授業の概要・目的)
This interactive seminar is about the contemporary transformation of food, nutrition, and agriculture in East and Southeast Asia. The content of the course will be both familiar and challenging to anyone who has eaten different cuisines in Asia. We will cover the development of local cuisines, the role of farmers, and the evolution of diet in modern society. The perspective will be both practical (How does society gather and eat?) and theoretical (Why food systems developed the way they did). Weekly activities involving food, such as tasting, smelling, cooking, are an important learning tool and a fun part of the seminar.
|
|||||||
(到達目標)
Students will learn how scientists understand and analyze global food trends from multiple perspectives. Students will also test their skills in an applied way by analyzing specific cuisines in East Asia and providing their own insight and analysis.
|
|||||||
(授業計画と内容)
Module 1: Cuisines and agri-food systems in different regions 1. Introduction and Staple Foods 2. Rice food systems of East Asia 3. Wheat food systems of East Asia 4. Rice-based vs. Wheat-based Agrifood Systems 5. Field trip Preparation: Challenges of traditional farm in modern contexts Module 2: Field Trip 6. Field Trip: Kobatake Farm near Sonobe. This event will take place on a weekend, It will coincide with harvest or transplanting, and include some physical work on the farm. Students should be prepared for early departure and early evening return. Make sure to have clothing and shoes that can become dirty. Please confirm attendance for this field trip before finalizing class registration. Students must contribute to field trip costs, but the University will support transportation. Students are responsible for their own lunch / obento. Effort will be made to enable participation in case of financial burden. [*Depending on student requirements, students may consider taking out additional Personal Accident Insurance for this event] Module 3: Food systems and cuisine 7. Rural food, urban cuisine, national cuisine 8. Taste, smell, chew: sensory skills of eating Module 4: Learning about food 9. Nutrition of historical food systems 10. Food system disruptions 11. Food education and childhood Module 5: Student Presentations 12. Cuisine of Korea 13. Cuisine of Vietnam 14. Cuisine of Malaysia 15. Essay and Feedback Period (details in class) |
|||||||
(履修要件)
English proficiency suitable for understanding lectures, reading basic texts, and participating in class discussion.
|
|||||||
(成績評価の方法・観点及び達成度)
10% Attendance and active participation (Reduced after more than 3 absences without official excuse
15% Mini-essay assignments 15% In-class discussion and participation in activities 30% Final exam OR essay 30% Final group presentation |
|||||||
(教科書)
使用しない
No textbook, but consultation of in-class materials and eBooks available at Kyoto University Library (see Reference book).
|
|||||||
(参考書等)
『Food Culture in Southeast Asia』
(Greenwood)
ISBN:9780313344190
(eBook available from instructor)
|
|||||||
(授業外学習(予習・復習)等)
Students will be expected to do short readings in preparation for class and discuss them the following week. Suitable readings for all English levels are available. Alternatively, students will do practical exercises which must be submitted the following week.
|
|||||||
(その他(オフィスアワー等))
Short meetings can be spontaneous or scheduled. Longer meetings scheduled only by email.
Concerning field trip participation: students should ensure that they join the necessary insurance, such as Personal Accident Insurance for Students Pursuing Education and Research (Gakkensai - 学研災) |
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Radical Art and Politics in Japan 1960-70(1960年から70年の日本における前衛芸術と政治)
|
(英 訳) | ILAS Seminar-E2 :Radical Art and Politics in Japan 1960-70 | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 10(10)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 火5 |
||||||
(教室) | 1共26 | ||||||
(キーワード) | art / politics / Japanese history | ||||||
(授業の概要・目的) | This seminar will look at the convergence of radical art and radical politics in 1960s Japan, from the Anpo protests in 1960 to the university riots in the late 1960s and the Osaka Expo in 1970. We will examine the work and ideas of Art collectives such as the Neo Dadaism Organizers and Hi Red Center, events such as the Independents exhibitions, the rise of performance art and media art, and the contemporaneous writings of art critics. | ||||||
(到達目標) | By the end of this course, students will: Understand the historical development of art in postwar Japan; Understand the political and cultural factors that have influenced artists; Learn to make a critical response to the assigned readings; Learn to read, write, listen, and speak cogently; Present research findings to an audience. | ||||||
(授業計画と内容) | Each week there will be a topic or text assigned for discussion, led by either the instructor or one of the students. The selection and order of texts may be altered during the semester. 01 Reportage painters 02 Anpo protests and the “Provoke” photographers 03 Genpei Akasegawa: from Hi-Red Center to Street Observation 04 Metabolist architects and Expo'70 05 Discussion text: Reiko Tomii, “Geijutsu on Their Minds: Memorable Words on Anti-Art” 06 Discussion text: Michio Hayashi, “Tracing the Graphic in Postwar Japanese Art” 07 Discussion text: Mika Yoshitake, “The Language of Things: Relation, Perception, and Duration” 08 Discussion text: Miryam Sas, “Intermedia, 1955‐1970” 09 Discussion text: Ming Tiampo, “Decentering Originality” 10 Discussion text: William A. Marotti, “Simulacra and Subversion in the Everyday: Akasegawa Genpei’s 1000-yen copy, Critical Art, and the State,” 11 Discussion text: Angus Lockyer, “The Logic of Spectacle c.1970,” 12 Discussion text: Kuro DalaiJee, “Performance Collectives in 1960s Japan: With a Focus on the ‘Ritual School’” 13 Discussion text: Midori Yoshimoto, “Women Artists in the Japanese Postwar Avant-Garde: Celebrating A Multiplicity” 14 Gunhild Borggreen, “Ruins of the Future: Yanobe Kenji Revisits Expo ’70” 15 Feedback |
||||||
(履修要件) |
No prior knowledge is required. Students should be able to participate in discussions with their classmates in English.
|
||||||
(成績評価の方法・観点及び達成度) | The course comprises close readings of critical texts in the fields of art, architecture, design, music, and performance. Each student will be assigned a topic and related text. You must read and understand the assigned text, and lead a seminar in which you present the text to the rest of the class. There are three parts to the seminar: 1. You will write an illustrated summary of your assigned text, using the template provided, to be distributed to the other students (40 points); 2. You will give an illustrated lecture on the assigned text, lasting about 45 minutes. The content will be essentially the same as your essay (40 points); 3. You will lead a discussion on the topics raised, lasting about 45 minutes. You will be graded on your presence and participation in all the discussions (20 points). Attendance is mandatory. Students who are absent more than four times may not be credited. Students who submit work that is plagiarized or lacks proper citations may fail. | ||||||
(教科書) |
A PDF file containing the required readings will be provided.
|
||||||
(参考書等) |
『From Postwar to Postmodern: Art in Japan 1945-1989』
(MoMA)
ISBN:978-0822353683
『Tokyo 1955‐1970: A New Avant-Garde』
(MoMA)
ISBN:978-0870708343
『An Anatomy of Influence』
(AA Publications)
ISBN:978-1907896965
|
||||||
(授業外学習(予習・復習)等) | All students are expected to have read the assigned reading(s) before each class. | ||||||
(その他(オフィスアワー等)) | By appointment. | ||||||
ILAS Seminar-E2 :Radical Art and Politics in Japan 1960-70(1960年から70年の日本における前衛芸術と政治)
(科目名)
ILAS Seminar-E2 :Radical Art and Politics in Japan 1960-70
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 10(10)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
火5 (教室) 1共26 |
|||||||
(キーワード) art / politics / Japanese history | |||||||
(授業の概要・目的)
This seminar will look at the convergence of radical art and radical politics in 1960s Japan, from the Anpo protests in 1960 to the university riots in the late 1960s and the Osaka Expo in 1970. We will examine the work and ideas of Art collectives such as the Neo Dadaism Organizers and Hi Red Center, events such as the Independents exhibitions, the rise of performance art and media art, and the contemporaneous writings of art critics.
|
|||||||
(到達目標)
By the end of this course, students will: Understand the historical development of art in postwar Japan; Understand the political and cultural factors that have influenced artists; Learn to make a critical response to the assigned readings; Learn to read, write, listen, and speak cogently; Present research findings to an audience.
|
|||||||
(授業計画と内容)
Each week there will be a topic or text assigned for discussion, led by either the instructor or one of the students. The selection and order of texts may be altered during the semester. 01 Reportage painters 02 Anpo protests and the “Provoke” photographers 03 Genpei Akasegawa: from Hi-Red Center to Street Observation 04 Metabolist architects and Expo'70 05 Discussion text: Reiko Tomii, “Geijutsu on Their Minds: Memorable Words on Anti-Art” 06 Discussion text: Michio Hayashi, “Tracing the Graphic in Postwar Japanese Art” 07 Discussion text: Mika Yoshitake, “The Language of Things: Relation, Perception, and Duration” 08 Discussion text: Miryam Sas, “Intermedia, 1955‐1970” 09 Discussion text: Ming Tiampo, “Decentering Originality” 10 Discussion text: William A. Marotti, “Simulacra and Subversion in the Everyday: Akasegawa Genpei’s 1000-yen copy, Critical Art, and the State,” 11 Discussion text: Angus Lockyer, “The Logic of Spectacle c.1970,” 12 Discussion text: Kuro DalaiJee, “Performance Collectives in 1960s Japan: With a Focus on the ‘Ritual School’” 13 Discussion text: Midori Yoshimoto, “Women Artists in the Japanese Postwar Avant-Garde: Celebrating A Multiplicity” 14 Gunhild Borggreen, “Ruins of the Future: Yanobe Kenji Revisits Expo ’70” 15 Feedback |
|||||||
(履修要件)
No prior knowledge is required. Students should be able to participate in discussions with their classmates in English.
|
|||||||
(成績評価の方法・観点及び達成度)
The course comprises close readings of critical texts in the fields of art, architecture, design, music, and performance. Each student will be assigned a topic and related text. You must read and understand the assigned text, and lead a seminar in which you present the text to the rest of the class. There are three parts to the seminar: 1. You will write an illustrated summary of your assigned text, using the template provided, to be distributed to the other students (40 points); 2. You will give an illustrated lecture on the assigned text, lasting about 45 minutes. The content will be essentially the same as your essay (40 points); 3. You will lead a discussion on the topics raised, lasting about 45 minutes. You will be graded on your presence and participation in all the discussions (20 points). Attendance is mandatory. Students who are absent more than four times may not be credited. Students who submit work that is plagiarized or lacks proper citations may fail.
|
|||||||
(教科書)
A PDF file containing the required readings will be provided.
|
|||||||
(参考書等)
『From Postwar to Postmodern: Art in Japan 1945-1989』
(MoMA)
ISBN:978-0822353683
『Tokyo 1955‐1970: A New Avant-Garde』
(MoMA)
ISBN:978-0870708343
『An Anatomy of Influence』
(AA Publications)
ISBN:978-1907896965
|
|||||||
(授業外学習(予習・復習)等)
All students are expected to have read the assigned reading(s) before each class.
|
|||||||
(その他(オフィスアワー等))
By appointment.
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Frontiers in Theoretical Physics II (理論物理学最前線 II)
|
(英 訳) | ILAS Seminar-E2 :Frontiers in Theoretical Physics II | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 15(15)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 水5 |
||||||
(教室) | 共西04 | ||||||
(キーワード) | Theoretical Physics / 理論物理学 / Astrophysics / 宇宙物理学 | ||||||
(授業の概要・目的) | ● New discoveries and problems arise constantly in theoretical physics. ● We will discuss about the latest achievements, puzzles in the class. ● We will then read each week a couple of recent papers appeared on “Scientific American” of the subject of astronomy, cosmology, theoretical physics or experiments in particle physics. ● Students are given a paper to discuss for the next week. ● The students will be divided into groups and will answer some questions regarding the paper. ● Each of the groups in turn will report their answers to everyone else. |
||||||
(到達目標) | ● Students will develop critical thinking in a friendly environment. ● The point is to understand and think about the message which lies at the core of each paper. ● The discussion session will then be an arena to develop students’ skills to create their own scientific ideas. ● Students will be stimulated to have opinions, comments, criticism, questions. |
||||||
(授業計画と内容) | ● 14 lectures per semester, no midterm/final exam. ● For each lecture papers will be given to students to read for the next week. ● Students are supposed to read the paper and prepare for the next week. ● Some papers are freshly new papers [from the latest issues of Scientific Amerrcan], others are from previous years. |
||||||
(履修要件) |
特になし
|
||||||
(成績評価の方法・観点及び達成度) | ● The method of evaluation merely comes from the interaction, participation and discussion in class. | ||||||
(教科書) |
使用しない
|
||||||
(参考書等) |
授業中に紹介する
|
||||||
(授業外学習(予習・復習)等) | ● The students will be given a paper to read a week before class. ● Students are then supposed to learn the material [inside each paper] and be able to present to others, to discuss its content with others, and to answer questions regarding the paper itself. |
||||||
(その他(オフィスアワー等)) | |||||||
ILAS Seminar-E2 :Frontiers in Theoretical Physics II (理論物理学最前線 II)
(科目名)
ILAS Seminar-E2 :Frontiers in Theoretical Physics II
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 15(15)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
水5 (教室) 共西04 |
|||||||
(キーワード) Theoretical Physics / 理論物理学 / Astrophysics / 宇宙物理学 | |||||||
(授業の概要・目的)
● New discoveries and problems arise constantly in theoretical
physics. ● We will discuss about the latest achievements, puzzles in the class. ● We will then read each week a couple of recent papers appeared on “Scientific American” of the subject of astronomy, cosmology, theoretical physics or experiments in particle physics. ● Students are given a paper to discuss for the next week. ● The students will be divided into groups and will answer some questions regarding the paper. ● Each of the groups in turn will report their answers to everyone else. |
|||||||
(到達目標)
● Students will develop critical thinking in a friendly environment.
● The point is to understand and think about the message which lies at the core of each paper. ● The discussion session will then be an arena to develop students’ skills to create their own scientific ideas. ● Students will be stimulated to have opinions, comments, criticism, questions. |
|||||||
(授業計画と内容)
● 14 lectures per semester, no midterm/final exam. ● For each lecture papers will be given to students to read for the next week. ● Students are supposed to read the paper and prepare for the next week. ● Some papers are freshly new papers [from the latest issues of Scientific Amerrcan], others are from previous years. |
|||||||
(履修要件)
特になし
|
|||||||
(成績評価の方法・観点及び達成度)
● The method of evaluation merely comes from the interaction, participation and discussion in class.
|
|||||||
(教科書)
使用しない
|
|||||||
(参考書等)
授業中に紹介する
|
|||||||
(授業外学習(予習・復習)等)
● The students will be given a paper to read a week before class.
● Students are then supposed to learn the material [inside each paper] and be able to present to others, to discuss its content with others, and to answer questions regarding the paper itself. |
|||||||
(その他(オフィスアワー等))
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Applying Data Science to Healthcare - Novel Approaches in Modern Epidemiology(データサイエンスで見る医療−進化している疫学の新たなアプローチ)
|
(英 訳) | ILAS Seminar-E2 :Applying Data Science to Healthcare - Novel Approaches in Modern Epidemiology | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 12(8)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 水5 |
||||||
(教室) | 共北23 | ||||||
(キーワード) | Healthcare / Epidemiology / Evidence-based medicine / Data science | ||||||
(授業の概要・目的) | Epidemiology studies of the patterns and determinants of health-related conditions in a defined population. With the great advancements in data science in recent years, epidemiology has evolved and adopted new approaches to tackle unresolved issues. This seminar will begin with the fundamentals of traditional epidemiology and explore how data science is helping improve healthcare. Potential topics include machine learning methods used in clinical research, causal inference, clinical trial/epidemiological study designs, and evidence synthesis (students can vote for topics of their interest). Real-world examples will be used for demonstration. Students are encouraged to actively participate in discussions, presentations, and practice simple analyses on statistical software. | ||||||
(到達目標) | To learn about data science methods that are applied to modern epidemiology. To gain a basic understanding of the mechanism, benefits and drawbacks of each approach, as well as how to conduct simple analyses. To understand how data science can improve healthcare and how it may be misinterpreted. To enhance problem-solving abilities and critical thinking skills. |
||||||
(授業計画と内容) | In principle, the course will be offered according to the following plan. The order and content may be subject to slight changes. Week 1: Introduction and overview Week 2: Basics of epidemiology Week 3-6: Machine learning methods that are used in clinical research (linear/logistic and nonlinear regression, penalization methods, KNN, decision tree, random forest, SVM, etc.) Week 7-9: Causal inference Week 10-12: Clinical trial & Epidemiological study design Week 13-15: Evidence synthesis methods Week 16: Feedback |
||||||
(履修要件) |
Analysis practice will utilize the statistical software R.
|
||||||
(成績評価の方法・観点及び達成度) | Attendance and active participation - 50% Presentation - 30% Final assessment - 20% |
||||||
(教科書) |
No textbook will be used. Materials will be provided in class or on PandA.
|
||||||
(参考書等) |
Materials will be provided in class or on PandA.
|
||||||
(授業外学習(予習・復習)等) | Students are expected to prepare for group or individual short presentations after some lectures. | ||||||
(その他(オフィスアワー等)) | Students may ask questions or request to schedule an in-person appointment via email. | ||||||
ILAS Seminar-E2 :Applying Data Science to Healthcare - Novel Approaches in Modern Epidemiology(データサイエンスで見る医療−進化している疫学の新たなアプローチ)
(科目名)
ILAS Seminar-E2 :Applying Data Science to Healthcare - Novel Approaches in Modern Epidemiology
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 12(8)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
水5 (教室) 共北23 |
|||||||
(キーワード) Healthcare / Epidemiology / Evidence-based medicine / Data science | |||||||
(授業の概要・目的)
Epidemiology studies of the patterns and determinants of health-related conditions in a defined population. With the great advancements in data science in recent years, epidemiology has evolved and adopted new approaches to tackle unresolved issues. This seminar will begin with the fundamentals of traditional epidemiology and explore how data science is helping improve healthcare. Potential topics include machine learning methods used in clinical research, causal inference, clinical trial/epidemiological study designs, and evidence synthesis (students can vote for topics of their interest). Real-world examples will be used for demonstration. Students are encouraged to actively participate in discussions, presentations, and practice simple analyses on statistical software.
|
|||||||
(到達目標)
To learn about data science methods that are applied to modern epidemiology.
To gain a basic understanding of the mechanism, benefits and drawbacks of each approach, as well as how to conduct simple analyses. To understand how data science can improve healthcare and how it may be misinterpreted. To enhance problem-solving abilities and critical thinking skills. |
|||||||
(授業計画と内容)
In principle, the course will be offered according to the following plan. The order and content may be subject to slight changes. Week 1: Introduction and overview Week 2: Basics of epidemiology Week 3-6: Machine learning methods that are used in clinical research (linear/logistic and nonlinear regression, penalization methods, KNN, decision tree, random forest, SVM, etc.) Week 7-9: Causal inference Week 10-12: Clinical trial & Epidemiological study design Week 13-15: Evidence synthesis methods Week 16: Feedback |
|||||||
(履修要件)
Analysis practice will utilize the statistical software R.
|
|||||||
(成績評価の方法・観点及び達成度)
Attendance and active participation - 50%
Presentation - 30% Final assessment - 20% |
|||||||
(教科書)
No textbook will be used. Materials will be provided in class or on PandA.
|
|||||||
(参考書等)
Materials will be provided in class or on PandA.
|
|||||||
(授業外学習(予習・復習)等)
Students are expected to prepare for group or individual short presentations after some lectures.
|
|||||||
(その他(オフィスアワー等))
Students may ask questions or request to schedule an in-person appointment via email.
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Discussions in Biomechanics and Biophysics(バイオメカニクス・生物物理セミナー)
|
(英 訳) | ILAS Seminar-E2 :Discussions in Biomechanics and Biophysics | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 10(10)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 水5 |
||||||
(教室) | 1共04 | ||||||
(キーワード) | Biology / Physics / Biomedical / Engineering | ||||||
(授業の概要・目的) | May force be with you. This famous goodbye phrase from Star Wars summarises the important roles physical forces like gravity, friction etc play in our daily life. It turns out that living systems including our bones, muscles, cells and even proteins in our body depend a lot on physical forces to function properly. For example, why do astronauts become weak such that they are unable to walk after prololonged stay in space? Or, how do plants utilize photons of light to make glucose? Again, why are migratory birds able to sense their migration direction over long distances? These are just but a few examples highlighting how living systems on earth have adapted to physical forces such as gravity and electromagetic forces, etc. In this seminar, we will discuss some of the ground breaking discoveries and technological advances integrating biology, physics, and chemistry. Specifically, we will explore how living systems, including the human body, have adapted to and utilize physical forces to survive and function normally, and sometimes, abnormally. | ||||||
(到達目標) | The ultimate goal of this seminar is to help students nurture a multidisciplinary approach to scientific discussions and problem solving in biology, medicine and engineering. | ||||||
(授業計画と内容) | Discussions in this seminar will center on the impact of physical forces on living systems, and adaptive responses of such systems to acting forces. Some selected discussion topics are listed below. 1) Recent exciting discoveries in science with revolutionary societal impacts (3 weeks) We will begin the discussion series by exploring ground-breaking discoveries in biology, chemistry, physics and/or engineering, and discuss their impacts on the society. Topics may be drawn from Nobel Prize winning researches which are expected to contribute significantly to advances in biology, medicine and/or engineering. 2) Connecting the dots: Exploring interconnectivity between physics and biology (3 weeks) Discussions here will explore interesting but rather puzzling phenomena involving the interaction between physical forces and living systems. We will discuss how living systems (including our body) sense and react to physical forces in the environment. Specific examples of adaptations to forces in biology will be drawn from plants, animals, and even from the human body. Importantly, the importance of force-mediated adaptation in health and disease will be explored. 3) May force be with you: Life in a force-ruled world (3 weeks) Some forces like friction may sometimes be annoying, but equally important in our daily life. Our body itself is a force producing machine; our muscles contract, our hearts beat, our lungs expand and shrink, blood flow through our veins and arteries etc. This topic will explore how our bodies adapt and respond to forces at the cellular level, and how this is important to biology and medicine. 4) Role of forces in bone and muscle health (3 weeks) Why do astronauts lose their ability to walk after staying in space for an extended period of time? Continuing the theme of the previous topic, this topic will look specifically into the role of physical forces in bones and muscles, including why lack of physical exercise or prolonged exposure to microgravity conditions may contribute to the weakening of muscles and bones. 5) Role of forces in wound healing and disease development (2 weeks) This topic will introduce latest pioneering researches on the role of physical forces in wound healing and disease development, and how physical forces can be exploited to realize better treatment methods and improve quality of life. 6) Lecture review and student presentations (2 weeks) |
||||||
(履修要件) |
特になし
|
||||||
(成績評価の方法・観点及び達成度) | Class attendance and active participation: 60% Discussions and presentations: 40% |
||||||
(教科書) |
使用しない
|
||||||
(参考書等) |
授業中に紹介する
|
||||||
(授業外学習(予習・復習)等) | You may consider listening to TED talks to learn about some exciting science topics and how to give a nice presentation. | ||||||
(その他(オフィスアワー等)) | Office hours will be annouced during class hours. | ||||||
ILAS Seminar-E2 :Discussions in Biomechanics and Biophysics(バイオメカニクス・生物物理セミナー)
(科目名)
ILAS Seminar-E2 :Discussions in Biomechanics and Biophysics
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 10(10)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
水5 (教室) 1共04 |
|||||||
(キーワード) Biology / Physics / Biomedical / Engineering | |||||||
(授業の概要・目的)
May force be with you. This famous goodbye phrase from Star Wars summarises the important roles physical forces like gravity, friction etc play in our daily life. It turns out that living systems including our bones, muscles, cells and even proteins in our body depend a lot on physical forces to function properly. For example, why do astronauts become weak such that they are unable to walk after prololonged stay in space? Or, how do plants utilize photons of light to make glucose? Again, why are migratory birds able to sense their migration direction over long distances? These are just but a few examples highlighting how living systems on earth have adapted to physical forces such as gravity and electromagetic forces, etc. In this seminar, we will discuss some of the ground breaking discoveries and technological advances integrating biology, physics, and chemistry. Specifically, we will explore how living systems, including the human body, have adapted to and utilize physical forces to survive and function normally, and sometimes, abnormally.
|
|||||||
(到達目標)
The ultimate goal of this seminar is to help students nurture a multidisciplinary approach to scientific discussions and problem solving in biology, medicine and engineering.
|
|||||||
(授業計画と内容)
Discussions in this seminar will center on the impact of physical forces on living systems, and adaptive responses of such systems to acting forces. Some selected discussion topics are listed below. 1) Recent exciting discoveries in science with revolutionary societal impacts (3 weeks) We will begin the discussion series by exploring ground-breaking discoveries in biology, chemistry, physics and/or engineering, and discuss their impacts on the society. Topics may be drawn from Nobel Prize winning researches which are expected to contribute significantly to advances in biology, medicine and/or engineering. 2) Connecting the dots: Exploring interconnectivity between physics and biology (3 weeks) Discussions here will explore interesting but rather puzzling phenomena involving the interaction between physical forces and living systems. We will discuss how living systems (including our body) sense and react to physical forces in the environment. Specific examples of adaptations to forces in biology will be drawn from plants, animals, and even from the human body. Importantly, the importance of force-mediated adaptation in health and disease will be explored. 3) May force be with you: Life in a force-ruled world (3 weeks) Some forces like friction may sometimes be annoying, but equally important in our daily life. Our body itself is a force producing machine; our muscles contract, our hearts beat, our lungs expand and shrink, blood flow through our veins and arteries etc. This topic will explore how our bodies adapt and respond to forces at the cellular level, and how this is important to biology and medicine. 4) Role of forces in bone and muscle health (3 weeks) Why do astronauts lose their ability to walk after staying in space for an extended period of time? Continuing the theme of the previous topic, this topic will look specifically into the role of physical forces in bones and muscles, including why lack of physical exercise or prolonged exposure to microgravity conditions may contribute to the weakening of muscles and bones. 5) Role of forces in wound healing and disease development (2 weeks) This topic will introduce latest pioneering researches on the role of physical forces in wound healing and disease development, and how physical forces can be exploited to realize better treatment methods and improve quality of life. 6) Lecture review and student presentations (2 weeks) |
|||||||
(履修要件)
特になし
|
|||||||
(成績評価の方法・観点及び達成度)
Class attendance and active participation: 60%
Discussions and presentations: 40% |
|||||||
(教科書)
使用しない
|
|||||||
(参考書等)
授業中に紹介する
|
|||||||
(授業外学習(予習・復習)等)
You may consider listening to TED talks to learn about some exciting science topics and how to give a nice presentation.
|
|||||||
(その他(オフィスアワー等))
Office hours will be annouced during class hours.
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Physics of Life(生命の物理学)
|
(英 訳) | ILAS Seminar-E2 :Physics of Life | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 15(15)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 水5 |
||||||
(教室) | 共西02 | ||||||
(キーワード) | Science / Physics / Biology | ||||||
(授業の概要・目的) | The purpose of this seminar is to learn about the various ways in which physics can be used to understand living matter, from the motion of small molecular machines in the cells of our bodies to the collective behavior of swarms of animals. We will also learn how the physical description of living matter can allow us to emulate it to develop new materials and devices. In this seminar, we will learn about selected topics in biophysics by reading articles from scientific journals. For each topic, we will start with one or two weeks of lectures explaining the necessary background. After that, we will read a scientific article together. We will discuss the contents of the article and its importance for the field of biophysics. The following week, some students will be asked to give a brief presentation about a part of last week’s article. |
||||||
(到達目標) | - Understanding how living matter is different. - Becoming familiar with some of the techniques currently used in biophysics. - Learning to read scientific articles and present their contents. |
||||||
(授業計画と内容) | Class 1-3: Motion and machines at small scales. Class 4-6: Biological and artificial molecular motors. Class 7-9: Randomness, noise, and fluctuations. Class 10-11: Collective motion and swarming. Class 12-14: Polymers and DNA. Class 15:Feedback |
||||||
(履修要件) |
Knowledge about statistical mechanics and/or thermodynamics is helpful but not required.
|
||||||
(成績評価の方法・観点及び達成度) | The students will be graded based on their participation in class (25%) and their presentation (75%). Students will need at least 60% in total to pass. | ||||||
(教科書) |
No textbook, articles will be given as handouts.
|
||||||
(参考書等) | |||||||
(授業外学習(予習・復習)等) | Each student will be asked to prepare a short presentation on a part of a scientific article once during the course. | ||||||
(その他(オフィスアワー等)) | Office hour: Thu. 15:00-16:00 | ||||||
ILAS Seminar-E2 :Physics of Life(生命の物理学)
(科目名)
ILAS Seminar-E2 :Physics of Life
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 15(15)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
水5 (教室) 共西02 |
|||||||
(キーワード) Science / Physics / Biology | |||||||
(授業の概要・目的)
The purpose of this seminar is to learn about the various ways in which physics can be used to understand living matter, from the motion of small molecular machines in the cells of our bodies to the collective behavior of swarms of animals. We will also learn how the physical description of living matter can allow us to emulate it to develop new materials and devices.
In this seminar, we will learn about selected topics in biophysics by reading articles from scientific journals. For each topic, we will start with one or two weeks of lectures explaining the necessary background. After that, we will read a scientific article together. We will discuss the contents of the article and its importance for the field of biophysics. The following week, some students will be asked to give a brief presentation about a part of last week’s article. |
|||||||
(到達目標)
- Understanding how living matter is different.
- Becoming familiar with some of the techniques currently used in biophysics. - Learning to read scientific articles and present their contents. |
|||||||
(授業計画と内容)
Class 1-3: Motion and machines at small scales. Class 4-6: Biological and artificial molecular motors. Class 7-9: Randomness, noise, and fluctuations. Class 10-11: Collective motion and swarming. Class 12-14: Polymers and DNA. Class 15:Feedback |
|||||||
(履修要件)
Knowledge about statistical mechanics and/or thermodynamics is helpful but not required.
|
|||||||
(成績評価の方法・観点及び達成度)
The students will be graded based on their participation in class (25%) and their presentation (75%). Students will need at least 60% in total to pass.
|
|||||||
(教科書)
No textbook, articles will be given as handouts.
|
|||||||
(参考書等)
|
|||||||
(授業外学習(予習・復習)等)
Each student will be asked to prepare a short presentation on a part of a scientific article once during the course.
|
|||||||
(その他(オフィスアワー等))
Office hour: Thu. 15:00-16:00
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Disorders of the Nervous System(神経系障害)
|
(英 訳) | ILAS Seminar-E2 :Disorders of the Nervous System | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 15(15)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 水5 |
||||||
(教室) | 1共24 | ||||||
(キーワード) | Brain (脳) / Parkinson disease (パーキンソン病) / Alzheimer disease (アルツハイマー病) / Spinal cord injuries (脊髄損傷) | ||||||
(授業の概要・目的) | Get ready for an exciting journey into the world of "Disorders of the Nervous System"! This seminar uncovers the mysteries behind various diseases caused by factors like neurodegeneration, genetics, environmental influences, and injuries. These conditions present significant challenges for individuals, their families, and society at large. While many of these disorders currently lack a cure, exploring their underlying mechanisms is key to finding groundbreaking solutions. Throughout the seminar, we'll explore the details of the peripheral and central nervous systems, unraveling the interesting organization of the human brain. We'll investigate both the genetic and environmental triggers behind these disorders. As we progress, we'll focus on neurodegenerative conditions like Alzheimer's, Parkinson's, and Huntington's diseases, and later, we'll look into peripheral nervous system disorders, including those affecting vision and hearing. Be prepared for an interactive experience! Your learning adventure will involve dynamic student presentations followed by lively group discussions. Once we've examined the background and causes of each disorder, you'll have the exciting opportunity to dive into selected literature, gaining valuable insights into current treatments and future possibilities. This seminar promises to be an enriching exploration of the fascinating world of neuroscience and its potential to transform lives! |
||||||
(到達目標) | During this seminar, you will gain insights into common conditions and stay updated with the latest research. Through hands-on study of primary sources, you will uncover cutting-edge treatments and methodologies. By the end of the course, you will possess a robust skill set, allowing you to critically evaluate, discuss, and comprehend nervous system disorders and their various treatment options. This knowledge will empower you to navigate this field with confidence and expertise! | ||||||
(授業計画と内容) | 1. Getting to Know Our Nervous Systems: Peripheral and Central Nervous Systems Unraveled 2. Inside the Brain: How It Works and Why It Matters 3. Genes and Nervous System Problems: Understanding Genetic Causes of Brain Disorders 4. Environment and Our Nervous System: How Outside Factors Affect Our Health 5. Understanding Alzheimer's: How It Affects Memory and Thinking 6. Parkinson's: Why Movements Slow Down and Muscles Get Stiff 7. Huntington's Disease: A Brain Condition That Starts Early and Gets Worse 8. Proteins and Brain Health: Exploring Prion and Creutzfeldt-Jakob Diseases 9. Nerve Troubles: Learning About Charcot-Marie-Tooth Disease 10. When the Brain-Body Link Breaks: Exploring Spinal Cord Injuries 11. Epilepsy: What Happens When the Brain Gets Too Active 12. Eye Troubles: Understanding Glaucoma and Other Visual Problems 13. Hearing Loss Stories: Brown-Vialetto-Van Laer Syndrome and Sensorineural Hearing Loss 14. The Latest in Nervous System Research: Where We Are and What's Next Changes regarding content and order might occur. |
||||||
(履修要件) |
This course is open to all students, although a basic understanding of biology is suggested. Additionally, attending the seminar "Physiological Neuroscience" beforehand is recommended to get introduced to the basic principles of neuroscience.
|
||||||
(成績評価の方法・観点及び達成度) | Attendance and active participation: 20% Midterm assignment: 40% Presentation: 40% |
||||||
(教科書) |
使用しない
|
||||||
(参考書等) |
『Neuroscience: Exploring the Brain』
(Jones & Bartlett Learning, April 8, 2020)
ISBN:9781284211283
(Enhanced 4th Edition (English Edition))
|
||||||
(授業外学習(予習・復習)等) | To make the most of each seminar, it's important to be prepared. This involves reviewing the previous session, working through any questions, and doing some independent study on the upcoming subject. Expect to spend around 60-90 minutes getting ready. | ||||||
(その他(オフィスアワー等)) | For a deeper understanding of neuroscience, it's advised to attend the "Physiological Neuroscience" seminar. This will provide additional insights into the basic principles of our nervous system. If you have further questions, feel free to write me an email. |
||||||
ILAS Seminar-E2 :Disorders of the Nervous System(神経系障害)
(科目名)
ILAS Seminar-E2 :Disorders of the Nervous System
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 15(15)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
水5 (教室) 1共24 |
|||||||
(キーワード) Brain (脳) / Parkinson disease (パーキンソン病) / Alzheimer disease (アルツハイマー病) / Spinal cord injuries (脊髄損傷) | |||||||
(授業の概要・目的)
Get ready for an exciting journey into the world of "Disorders of the Nervous System"! This seminar uncovers the mysteries behind various diseases caused by factors like neurodegeneration, genetics, environmental influences, and injuries. These conditions present significant challenges for individuals, their families, and society at large. While many of these disorders currently lack a cure, exploring their underlying mechanisms is key to finding groundbreaking solutions.
Throughout the seminar, we'll explore the details of the peripheral and central nervous systems, unraveling the interesting organization of the human brain. We'll investigate both the genetic and environmental triggers behind these disorders. As we progress, we'll focus on neurodegenerative conditions like Alzheimer's, Parkinson's, and Huntington's diseases, and later, we'll look into peripheral nervous system disorders, including those affecting vision and hearing. Be prepared for an interactive experience! Your learning adventure will involve dynamic student presentations followed by lively group discussions. Once we've examined the background and causes of each disorder, you'll have the exciting opportunity to dive into selected literature, gaining valuable insights into current treatments and future possibilities. This seminar promises to be an enriching exploration of the fascinating world of neuroscience and its potential to transform lives! |
|||||||
(到達目標)
During this seminar, you will gain insights into common conditions and stay updated with the latest research. Through hands-on study of primary sources, you will uncover cutting-edge treatments and methodologies. By the end of the course, you will possess a robust skill set, allowing you to critically evaluate, discuss, and comprehend nervous system disorders and their various treatment options. This knowledge will empower you to navigate this field with confidence and expertise!
|
|||||||
(授業計画と内容)
1. Getting to Know Our Nervous Systems: Peripheral and Central Nervous Systems Unraveled 2. Inside the Brain: How It Works and Why It Matters 3. Genes and Nervous System Problems: Understanding Genetic Causes of Brain Disorders 4. Environment and Our Nervous System: How Outside Factors Affect Our Health 5. Understanding Alzheimer's: How It Affects Memory and Thinking 6. Parkinson's: Why Movements Slow Down and Muscles Get Stiff 7. Huntington's Disease: A Brain Condition That Starts Early and Gets Worse 8. Proteins and Brain Health: Exploring Prion and Creutzfeldt-Jakob Diseases 9. Nerve Troubles: Learning About Charcot-Marie-Tooth Disease 10. When the Brain-Body Link Breaks: Exploring Spinal Cord Injuries 11. Epilepsy: What Happens When the Brain Gets Too Active 12. Eye Troubles: Understanding Glaucoma and Other Visual Problems 13. Hearing Loss Stories: Brown-Vialetto-Van Laer Syndrome and Sensorineural Hearing Loss 14. The Latest in Nervous System Research: Where We Are and What's Next Changes regarding content and order might occur. |
|||||||
(履修要件)
This course is open to all students, although a basic understanding of biology is suggested. Additionally, attending the seminar "Physiological Neuroscience" beforehand is recommended to get introduced to the basic principles of neuroscience.
|
|||||||
(成績評価の方法・観点及び達成度)
Attendance and active participation: 20%
Midterm assignment: 40% Presentation: 40% |
|||||||
(教科書)
使用しない
|
|||||||
(参考書等)
『Neuroscience: Exploring the Brain』
(Jones & Bartlett Learning, April 8, 2020)
ISBN:9781284211283
(Enhanced 4th Edition (English Edition))
|
|||||||
(授業外学習(予習・復習)等)
To make the most of each seminar, it's important to be prepared. This involves reviewing the previous session, working through any questions, and doing some independent study on the upcoming subject. Expect to spend around 60-90 minutes getting ready.
|
|||||||
(その他(オフィスアワー等))
For a deeper understanding of neuroscience, it's advised to attend the "Physiological Neuroscience" seminar. This will provide additional insights into the basic principles of our nervous system.
If you have further questions, feel free to write me an email. |
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Introduction to Alternative Dispute Resolution (ADR) (裁判外紛争解決手続入門)
|
(英 訳) | ILAS Seminar-E2 :Introduction to Alternative Dispute Resolution (ADR) | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 15(15)人 | ||||||
(配当学年) | 1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 木5 |
||||||
(教室) | 1共21 | ||||||
(キーワード) | Arbitration / Mediation / Litigation / ADR / Negotiation | ||||||
(授業の概要・目的) | Legal disputes that are arising from contracts in which the parties are from different countries are predominantly resolved by procedures that are alternative to litigation. Instead of applying to a state court, parties quite often and intentionally submit their disputes to private dispute resolution professionals known as arbitrators and/or mediators. Many individuals and businesses are bound with alternative dispute resolution (ADR) clauses with regards to the contractual relationships that they're part of. With this course, it is aimed to provide an essential framework in order to understand what these procedures are; how they differ from each other and how they operate in real life situations. | ||||||
(到達目標) | The course is intended to equip the students that may come from all majors with a fundamental basis regarding alternative dispute resolution methods. At the end of the semester, the students will ideally have a clear understanding about the core aspects of each dispute resolution method that they will most likely encounter in their prospective careers at least in the form of contractual clauses. | ||||||
(授業計画と内容) | 1.Introduction: Methods and Contents 2.Negotiation: Definitions and Concepts 3.Negotiation: Stages 4.Negotiation: Legal Aspects 5.Mediation: Definitions and Concepts 6.Mediation: The Process-I 7.Mediation: The Process-II 8.Mediation: Ethical Concerns and Legal Aspects 9.Midterm Exam + Review 10.Arbitration: Definitions and Concepts 11.Arbitral Proceedings and the Arbitral Award 12.Annulment of Arbitral Awards 13.Recognition and Enforcement of Arbitral Awards 14.Appraisal 15.Feedback *In order to facilitate the progress of the students and especially considering the actual composition of the class, the instructor reserves the right to make slight adjustments on the weekly schedule. |
||||||
(履修要件) |
Students must be proficient in English. However, supplementary explanation of technical terms will be given in simple English in class. Since the course is primarily about the methods for resolving legal disputes, it is also desirable that the students are willing to explore abstract legal concepts.
|
||||||
(成績評価の方法・観点及び達成度) | Students are expected to have read the given materials in advance each week before the classes, so that they can actively engage in discussions where possible (%20 of the final grade). There will be one midterm exam (%30 of the final grade) and one final exam (%50 of the final grade). |
||||||
(教科書) |
Handouts will be distributed.
|
||||||
(参考書等) |
『Alternative Dispute Resolution in a Nutshell (5th Edition)』
(West Nutshell Series, 2021)
ISBN:9781684674336
|
||||||
(授業外学習(予習・復習)等) | Students are expected to have read the given materials in advance each week before the classes, as well as to review the covered issues afterwards. | ||||||
(その他(オフィスアワー等)) | |||||||
ILAS Seminar-E2 :Introduction to Alternative Dispute Resolution (ADR) (裁判外紛争解決手続入門)
(科目名)
ILAS Seminar-E2 :Introduction to Alternative Dispute Resolution (ADR)
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 15(15)人 (配当学年) 1回生 (対象学生) 全学向 |
|||||||
(曜時限)
木5 (教室) 1共21 |
|||||||
(キーワード) Arbitration / Mediation / Litigation / ADR / Negotiation | |||||||
(授業の概要・目的)
Legal disputes that are arising from contracts in which the parties are from different countries are predominantly resolved by procedures that are alternative to litigation. Instead of applying to a state court, parties quite often and intentionally submit their disputes to private dispute resolution professionals known as arbitrators and/or mediators. Many individuals and businesses are bound with alternative dispute resolution (ADR) clauses with regards to the contractual relationships that they're part of. With this course, it is aimed to provide an essential framework in order to understand what these procedures are; how they differ from each other and how they operate in real life situations.
|
|||||||
(到達目標)
The course is intended to equip the students that may come from all majors with a fundamental basis regarding alternative dispute resolution methods. At the end of the semester, the students will ideally have a clear understanding about the core aspects of each dispute resolution method that they will most likely encounter in their prospective careers at least in the form of contractual clauses.
|
|||||||
(授業計画と内容)
1.Introduction: Methods and Contents 2.Negotiation: Definitions and Concepts 3.Negotiation: Stages 4.Negotiation: Legal Aspects 5.Mediation: Definitions and Concepts 6.Mediation: The Process-I 7.Mediation: The Process-II 8.Mediation: Ethical Concerns and Legal Aspects 9.Midterm Exam + Review 10.Arbitration: Definitions and Concepts 11.Arbitral Proceedings and the Arbitral Award 12.Annulment of Arbitral Awards 13.Recognition and Enforcement of Arbitral Awards 14.Appraisal 15.Feedback *In order to facilitate the progress of the students and especially considering the actual composition of the class, the instructor reserves the right to make slight adjustments on the weekly schedule. |
|||||||
(履修要件)
Students must be proficient in English. However, supplementary explanation of technical terms will be given in simple English in class. Since the course is primarily about the methods for resolving legal disputes, it is also desirable that the students are willing to explore abstract legal concepts.
|
|||||||
(成績評価の方法・観点及び達成度)
Students are expected to have read the given materials in advance each week before the classes, so that they can actively engage in discussions where possible (%20 of the final grade).
There will be one midterm exam (%30 of the final grade) and one final exam (%50 of the final grade). |
|||||||
(教科書)
Handouts will be distributed.
|
|||||||
(参考書等)
『Alternative Dispute Resolution in a Nutshell (5th Edition)』
(West Nutshell Series, 2021)
ISBN:9781684674336
|
|||||||
(授業外学習(予習・復習)等)
Students are expected to have read the given materials in advance each week before the classes, as well as to review the covered issues afterwards.
|
|||||||
(その他(オフィスアワー等))
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Biochemistry Principles(生化学の塾)
|
(英 訳) | ILAS Seminar-E2 :Biochemistry Principles | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 12(12)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 木5 |
||||||
(教室) | 1共22 | ||||||
(キーワード) | Biochemistry / Molecular Biology / Chemistry / Physiology | ||||||
(授業の概要・目的) | The content of the seminar will overall follow the course of that lecture. The difference is that, here we will take time to review and discuss the contents of the lecture. We will answer questions to make sure every student could understand everything they wanted to understand. We will do a lot of quizzes and exercises to dive deeper into the topic to deepen our understanding of the matter. This means that this seminar could be called a "tutorial" to the lecture. The Japanese subtitle 生化学の塾 emphasizes these points. Students are welcome to ask any question at any time. Preferably in class, but also by e-mail, or in additional meetings with me or the teaching assistant (who isa Ph. D student). This seminar is given in English and active student participation is highly encouraged. It is not intended to be a passive class where the student just listens to the instructor's talk. |
||||||
(到達目標) | As all matter is composed of atoms, modern life science aims to explain all aspects of life comprehensively from the atomic level to that of the entire organism. In this seminar, students will attain a profound understanding of the atomic design of life, that is how (at the scale of individual atoms) biomolecules work and join forces to fulfill virtually all actions exerted by living beings in both health and disease. | ||||||
(授業計画と内容) | 1. Introduction to biochemistry 2. DNA, genes, and genomes 3. DNA replication and gene expression 4. Proteins 5. Protein structure 6. DNA isolation and analysis 7. DNA cloning and PCR 8. Protein methods 9. Enzymes 10. Enzyme kinetics 11. Carbohydrates 12. Lipids 13. Metabolism 14. Citric acid cycle and oxidative phosphorylation Total:14 classes and 1 feedback |
||||||
(履修要件) |
To take this seminar, it is recommended to have some prior knowledge of either general chemistry, organic chemistry, biology or biochemistry or take the lecture [Introduction to biochemistry] given by Prof. Thumkeo or Dr. Candeias on Tuesday. Otherwise, the student will be required to prepare very well before each class using the instructor's notes, the textbook, or handouts of that lecture.
|
||||||
(成績評価の方法・観点及び達成度) | Attendance and active participation [60%] Homework assignments [40%] |
||||||
(教科書) |
『Biochemistry (any edition)』
(W. H. Freeman and Co.)
ISBN:978-1-4292-7635-1
You do not have to buy the textbook as it is available at the library.
|
||||||
(参考書等) | |||||||
(授業外学習(予習・復習)等) | Biochemical problem questions will be given as homework. In addition, students are invited to prepare their own questions to the instructor in advance. | ||||||
(その他(オフィスアワー等)) | Office hour: any time (please send an email before coming to the office) or online (zoom etc.) | ||||||
ILAS Seminar-E2 :Biochemistry Principles(生化学の塾)
(科目名)
ILAS Seminar-E2 :Biochemistry Principles
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 12(12)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
木5 (教室) 1共22 |
|||||||
(キーワード) Biochemistry / Molecular Biology / Chemistry / Physiology | |||||||
(授業の概要・目的)
The content of the seminar will overall follow the course of that lecture. The difference is that, here we will take time to review and discuss the contents of the lecture. We will answer questions to make sure every student could understand everything they wanted to understand. We will do a lot of quizzes and exercises to dive deeper into the topic to deepen our understanding of the matter. This means that this seminar could be called a "tutorial" to the lecture. The Japanese subtitle 生化学の塾 emphasizes these points.
Students are welcome to ask any question at any time. Preferably in class, but also by e-mail, or in additional meetings with me or the teaching assistant (who isa Ph. D student). This seminar is given in English and active student participation is highly encouraged. It is not intended to be a passive class where the student just listens to the instructor's talk. |
|||||||
(到達目標)
As all matter is composed of atoms, modern life science aims to explain all aspects of life comprehensively from the atomic level to that of the entire organism. In this seminar, students will attain a profound understanding of the atomic design of life, that is how (at the scale of individual atoms) biomolecules work and join forces to fulfill virtually all actions exerted by living beings in both health and disease.
|
|||||||
(授業計画と内容)
1. Introduction to biochemistry 2. DNA, genes, and genomes 3. DNA replication and gene expression 4. Proteins 5. Protein structure 6. DNA isolation and analysis 7. DNA cloning and PCR 8. Protein methods 9. Enzymes 10. Enzyme kinetics 11. Carbohydrates 12. Lipids 13. Metabolism 14. Citric acid cycle and oxidative phosphorylation Total:14 classes and 1 feedback |
|||||||
(履修要件)
To take this seminar, it is recommended to have some prior knowledge of either general chemistry, organic chemistry, biology or biochemistry or take the lecture [Introduction to biochemistry] given by Prof. Thumkeo or Dr. Candeias on Tuesday. Otherwise, the student will be required to prepare very well before each class using the instructor's notes, the textbook, or handouts of that lecture.
|
|||||||
(成績評価の方法・観点及び達成度)
Attendance and active participation [60%]
Homework assignments [40%] |
|||||||
(教科書)
『Biochemistry (any edition)』
(W. H. Freeman and Co.)
ISBN:978-1-4292-7635-1
You do not have to buy the textbook as it is available at the library.
|
|||||||
(参考書等)
|
|||||||
(授業外学習(予習・復習)等)
Biochemical problem questions will be given as homework. In addition, students are invited to prepare their own questions to the instructor in advance.
|
|||||||
(その他(オフィスアワー等))
Office hour: any time (please send an email before coming to the office) or online (zoom etc.)
|
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Introduction to the biology of nematodes(線虫の生物学入門)
|
(英 訳) | ILAS Seminar-E2 :Introduction to the biology of nematodes | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 10(10)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 木5 |
||||||
(教室) | 共北3D | ||||||
(キーワード) | biology / genetics / genome / nematodes | ||||||
(授業の概要・目的) | This class will introduce to students one of the most abundant forms of life on earth: the Nematodes or roundworms. The most famous of these is the useful model organism called Caenorhabditis elegans. The goal of the class is to provide both a survey of how scientists use these organisms to conduct research, demonstrate the worm's great importance to biology, and provide hands-on experience with simple worm manipulation. Students will also learn directly about some of the current biological questions that are being addressed with this versatile model organism. We will also find wild nematodes around Kyoto, make scientific observations on them and use DNA sequencing to identify their species. Whether we find a new species, or identify new isolates of known ones, this class will introduce you to a new realm of life. 線虫学入門 - 生物学を学びながら新種の線虫を見つけよう! 線虫は動物の中で最も個体数の多い生物種です。線虫は土壌や植物から簡単に見つけることができ、分子生物学における重要なモデル生物の一つでもあります。2002年には、線虫を用いた細胞死の研究に対して、2006年には、線虫におけるRNA干渉の発見に対して、それぞれノーベル賞が贈られています。線虫が持つ遺伝子のうち、60−70%は私たち人間にも共通しているため、ヒトにも共通する様々な生体のメカニズムを理解することを目指して、飼育や遺伝子組み換えが容易な線虫が、実験材料として分子生物学では用いられます。 この授業では、各自、サンプルを持参して、そこから線虫を取り、それぞれの線虫のゲノムDNAの一部を増幅し、そのシーケンスを読むことによって、線虫種を同定します。 新種の線虫を発見する可能性もあり!新種の線虫の探索に加えて、分子生物学の研究において一般的に使われている野生株と変異株を用いた遺伝学実験、高解像度顕微鏡を用いた染色体構造の観察も行います。 |
||||||
(到達目標) | -To understand the biology and diversity of nematodes -To understand the uses of the nematode Caenorhabditis elegans in modern biological research -To understand the anatomy and life cycle of C. elegans -To learn how to create new strains containing desired mutations by designing crosses between animals -To acquire the knowledge and experience needed to begin genetic research with C. elegans |
||||||
(授業計画と内容) | Course Schedule and Contents 1 Overview of the course; nematodes and the place of C. elegans in the tree of life. Set up for worm collection. 2-3 Nematode development, anatomy, and life cycle 4-8 Wild Worms of Kyoto: worm observation and species identification 5 Basic worm genetics: selfing and crossing (with microscopy observation) 6-9 Genetics, meiosis, and sex chromosomes 10 Fluorescence microscopy of worm chromosomes 11-12 Genome sequence of C. elegans and its relatives 13 Selected topics in nematode research and application to human health 14 Presentation by each student on one topic (5 minutes, 1 A4 page) 15. Feedback |
||||||
(履修要件) |
This is an introductory course. There are no requirements, but a basic familiarity with biology and genetics will be beneficial.
|
||||||
(成績評価の方法・観点及び達成度) | Evaluations will be based on participation, short quizzes, and a final presentation, with contributions of 40%, 40%, and 20%, respectively, to the final grade. | ||||||
(教科書) |
授業中に指示する
|
||||||
(参考書等) |
Fay, Starr, Spencer, Johnson『Worm Breeding for Dummies: A guide to genetic mapping in C. elegans』(PDF textbook)
|
||||||
(授業外学習(予習・復習)等) | Students will have to understand technical vocabulary in English. This may require studying outside of class hours. | ||||||
(その他(オフィスアワー等)) | Office hours will be 1 hour once per week, schedule to be announced on the first day of class. This class involves some genetic experiments on nematodes. 遺伝子実験:対象(ヒト以外の動物、植物、生物等) |
||||||
ILAS Seminar-E2 :Introduction to the biology of nematodes(線虫の生物学入門)
(科目名)
ILAS Seminar-E2 :Introduction to the biology of nematodes
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 10(10)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
木5 (教室) 共北3D |
|||||||
(キーワード) biology / genetics / genome / nematodes | |||||||
(授業の概要・目的)
This class will introduce to students one of the most abundant forms of life on earth: the Nematodes or roundworms. The most famous of these is the useful model organism called Caenorhabditis elegans. The goal of the class is to provide both a survey of how scientists use these organisms to conduct research, demonstrate the worm's great importance to biology, and provide hands-on experience with simple worm manipulation.
Students will also learn directly about some of the current biological questions that are being addressed with this versatile model organism. We will also find wild nematodes around Kyoto, make scientific observations on them and use DNA sequencing to identify their species. Whether we find a new species, or identify new isolates of known ones, this class will introduce you to a new realm of life. 線虫学入門 - 生物学を学びながら新種の線虫を見つけよう! 線虫は動物の中で最も個体数の多い生物種です。線虫は土壌や植物から簡単に見つけることができ、分子生物学における重要なモデル生物の一つでもあります。2002年には、線虫を用いた細胞死の研究に対して、2006年には、線虫におけるRNA干渉の発見に対して、それぞれノーベル賞が贈られています。線虫が持つ遺伝子のうち、60−70%は私たち人間にも共通しているため、ヒトにも共通する様々な生体のメカニズムを理解することを目指して、飼育や遺伝子組み換えが容易な線虫が、実験材料として分子生物学では用いられます。 この授業では、各自、サンプルを持参して、そこから線虫を取り、それぞれの線虫のゲノムDNAの一部を増幅し、そのシーケンスを読むことによって、線虫種を同定します。 新種の線虫を発見する可能性もあり!新種の線虫の探索に加えて、分子生物学の研究において一般的に使われている野生株と変異株を用いた遺伝学実験、高解像度顕微鏡を用いた染色体構造の観察も行います。 |
|||||||
(到達目標)
-To understand the biology and diversity of nematodes
-To understand the uses of the nematode Caenorhabditis elegans in modern biological research -To understand the anatomy and life cycle of C. elegans -To learn how to create new strains containing desired mutations by designing crosses between animals -To acquire the knowledge and experience needed to begin genetic research with C. elegans |
|||||||
(授業計画と内容)
Course Schedule and Contents 1 Overview of the course; nematodes and the place of C. elegans in the tree of life. Set up for worm collection. 2-3 Nematode development, anatomy, and life cycle 4-8 Wild Worms of Kyoto: worm observation and species identification 5 Basic worm genetics: selfing and crossing (with microscopy observation) 6-9 Genetics, meiosis, and sex chromosomes 10 Fluorescence microscopy of worm chromosomes 11-12 Genome sequence of C. elegans and its relatives 13 Selected topics in nematode research and application to human health 14 Presentation by each student on one topic (5 minutes, 1 A4 page) 15. Feedback |
|||||||
(履修要件)
This is an introductory course. There are no requirements, but a basic familiarity with biology and genetics will be beneficial.
|
|||||||
(成績評価の方法・観点及び達成度)
Evaluations will be based on participation, short quizzes, and a final presentation, with contributions of 40%, 40%, and 20%, respectively, to the final grade.
|
|||||||
(教科書)
授業中に指示する
|
|||||||
(参考書等)
Fay, Starr, Spencer, Johnson『Worm Breeding for Dummies: A guide to genetic mapping in C. elegans』(PDF textbook)
|
|||||||
(授業外学習(予習・復習)等)
Students will have to understand technical vocabulary in English. This may require studying outside of class hours.
|
|||||||
(その他(オフィスアワー等))
Office hours will be 1 hour once per week, schedule to be announced on the first day of class.
This class involves some genetic experiments on nematodes. 遺伝子実験:対象(ヒト以外の動物、植物、生物等) |
|||||||
授業の進捗状況や受講生の習熟度などによって「授業計画と内容」,「成績評価の方法」が変更になる場合があります。
(科目名) |
ILAS Seminar-E2 :Earthquakes & Volcanoes - Prediction and Hazards(地震・火山噴火の予知及び防災)
|
(英 訳) | ILAS Seminar-E2 :Earthquakes & Volcanoes - Prediction and Hazards | ||||
---|---|---|---|---|---|---|---|
(担当教員) |
|
||||||
(群) | 少人数 | ||||||
(使用言語) | 英語 | ||||||
(単位数) | 2 単位 | ||||||
(週コマ数) | 1 コマ | ||||||
(授業形態) | ゼミナール | ||||||
(開講年度・開講期) | 2024・後期 | ||||||
(受講定員(1回生定員)) | 12(10)人 | ||||||
(配当学年) | 主として1回生 | ||||||
(対象学生) | 全学向 | ||||||
(曜時限) | 木5 |
||||||
(教室) | 理学研究科1号館264号室 | ||||||
(キーワード) | Earthquakes (地震) / Volcanoes (火山) / Prediction (予知) / Hazard (ハザード) | ||||||
(授業の概要・目的) | We are going to read scientific papers related to a topic that is important both scientifically and socially. Is it possible to predict the occurrence of large earthquakes and volcanic eruptions? What are the current scientific advances in this field? We will also learn about earthquake and volcano hazard and discuss ways to reduce the risk of associated disasters. | ||||||
(到達目標) | The course aims to show students the importance of studying about natural disasters caused by earthquakes and volcanoes, which may help finding better ways to reduce their risk. To facilitate understanding, some materials/vocabulary in Japanese will be provided during the seminar. 日本語のキーワード等もだしますので、遠慮なく参加してください。近年重要度が高まっている地震・防災学を学びながら、英語の能力も向上しましょう! |
||||||
(授業計画と内容) | Each student is going to choose a paper and prepare a short report (few PowerPoint slides), summarizing the main ideas of the study. The paper can be chosen freely; some broad suggestions include: - The physics of great earthquakes (e.g., the 2011 M9.0 Tohoku-oki earthquake): any clues for predicting them? - Large volcanic eruptions and possibilities of prediction; - Earthquake and volcano hazard; - Earthquake simulations and laboratory experiments; - Artificial intelligence (AI) in Geosciences. The first class will give students some broad options of topics/papers. During the second class we will decide the paper that each student is going to present. I will exemplify with a research presentation during the third and fourth classes. Starting with the fifth class, each student is going to present the chosen paper and get feedback for improving his report. In the examination day, each student should present briefly his updated/revised report. Depending on the number of students and available time, we are going to visit the underground seismic base isolation at the "Kyoto University Clock Tower", the nearby Hanaore Fault and the Disaster Prevention Research Institute (DPRI), Kyoto University (Uji campus), to discuss with a researcher specialized in Seismology and/or Volcanology. For students interested in more advanced topics, including computer programming (in Python, C/C++, Matlab, Fortran or other computer languages) for Geosciences, I can provide additional materials and guidance. Note: there are 14 classes, one examination, and one feedback class. |
||||||
(履修要件) |
特になし
|
||||||
(成績評価の方法・観点及び達成度) | Grading will be based on attendance and participation (60%) and presentation of chosen paper (40%). |
||||||
(教科書) |
使用しない
|
||||||
(参考書等) | |||||||
(授業外学習(予習・復習)等) | The student will have to prepare the assigned paper. | ||||||
(その他(オフィスアワー等)) | - Students can meet me during office hours with prior appointment. - Since we may go outside the campus during the class (see "Course schedule and contents"), I advice students on taking accident insurance (e.g. Personal Accident Insurance for Students Pursuing Education & Research). |
||||||
ILAS Seminar-E2 :Earthquakes & Volcanoes - Prediction and Hazards(地震・火山噴火の予知及び防災)
(科目名)
ILAS Seminar-E2 :Earthquakes & Volcanoes - Prediction and Hazards
(英 訳)
|
|
||||||
(群) 少人数 (使用言語) 英語 | |||||||
(単位数) 2 単位 (週コマ数) 1 コマ (授業形態) ゼミナール | |||||||
(開講年度・ 開講期) 2024・後期 (受講定員(1回生定員)) 12(10)人 (配当学年) 主として1回生 (対象学生) 全学向 |
|||||||
(曜時限)
木5 (教室) 理学研究科1号館264号室 |
|||||||
(キーワード) Earthquakes (地震) / Volcanoes (火山) / Prediction (予知) / Hazard (ハザード) | |||||||
(授業の概要・目的)
We are going to read scientific papers related to a topic that is important both scientifically and socially. Is it possible to predict the occurrence of large earthquakes and volcanic eruptions? What are the current scientific advances in this field? We will also learn about earthquake and volcano hazard and discuss ways to reduce the risk of associated disasters.
|
|||||||
(到達目標)
The course aims to show students the importance of studying about natural disasters caused by earthquakes and volcanoes, which may help finding better ways to reduce their risk. To facilitate understanding, some materials/vocabulary in Japanese will be provided during the seminar.
日本語のキーワード等もだしますので、遠慮なく参加してください。近年重要度が高まっている地震・防災学を学びながら、英語の能力も向上しましょう! |
|||||||
(授業計画と内容)
Each student is going to choose a paper and prepare a short report (few PowerPoint slides), summarizing the main ideas of the study. The paper can be chosen freely; some broad suggestions include: - The physics of great earthquakes (e.g., the 2011 M9.0 Tohoku-oki earthquake): any clues for predicting them? - Large volcanic eruptions and possibilities of prediction; - Earthquake and volcano hazard; - Earthquake simulations and laboratory experiments; - Artificial intelligence (AI) in Geosciences. The first class will give students some broad options of topics/papers. During the second class we will decide the paper that each student is going to present. I will exemplify with a research presentation during the third and fourth classes. Starting with the fifth class, each student is going to present the chosen paper and get feedback for improving his report. In the examination day, each student should present briefly his updated/revised report. Depending on the number of students and available time, we are going to visit the underground seismic base isolation at the "Kyoto University Clock Tower", the nearby Hanaore Fault and the Disaster Prevention Research Institute (DPRI), Kyoto University (Uji campus), to discuss with a researcher specialized in Seismology and/or Volcanology. For students interested in more advanced topics, including computer programming (in Python, C/C++, Matlab, Fortran or other computer languages) for Geosciences, I can provide additional materials and guidance. Note: there are 14 classes, one examination, and one feedback class. |
|||||||
(履修要件)
特になし
|
|||||||
(成績評価の方法・観点及び達成度)
Grading will be based on attendance and participation (60%) and presentation of chosen paper (40%).
|
|||||||
(教科書)
使用しない
|
|||||||
(参考書等)
|
|||||||
(授業外学習(予習・復習)等)
The student will have to prepare the assigned paper.
|
|||||||
(その他(オフィスアワー等))
- Students can meet me during office hours with prior appointment.
- Since we may go outside the campus during the class (see "Course schedule and contents"), I advice students on taking accident insurance (e.g. Personal Accident Insurance for Students Pursuing Education & Research). |
|||||||