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.

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.

The number of lectures as shown in【】.
1.Discovery and development【1】

2.Basic characteristics of superconductor【2】
Zero electrical resistance
Perfect diamagnetism

3.Superconducting phenomena and interpretation【5】
Critical phenomena in superconductor
Flux quantization and flux pinning
Tunneling effect of supercurrent
Superconducting phase transition
Pairing electrons

4.superconducting materials【3】
Elements and alloys superconductors
Cu-based high-temperature superconductors
Fe-based superconductors
Superconductors under pressure

5.Applications【3】
Superconducting magnet
Sensitive magnetic detector
Energy storage and transmission

6.Feedback【1】

特になし

Class attendance and participation (60%)
Homework(20%)
Presentation and discussion(20%)

Students are expected to participate in the conversations and presentations in class. Their own laptops (or iPad, smartphone, 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.

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 open-source software “Blender” (blender.org) will be used for all lessons. Blender can be used for free on Windows, Mac and Linux. As a final project, you will create a short animated movie. Programming experience is recommended but not required.

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.

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

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.

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%

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.

REASONS FOR CLASS SIZE RESTRICTION:
This class extensively uses Blender (blender.org), which is a powerful and complex software package. Extensive 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)

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.

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.

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

All lessons will include an introduction of the basic principles of chemistry and physics behind the topic, and examples from Western or Eastern art.

特になし

Evaluation will be based on attendance and active class participation (30%), individual and group assignments (30%), and final oral presentation (40%).

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.

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)

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.

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.

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

特になし

Evaluation will be based on class attendance and participation (60%), and final presentation (40%).

To achieve the course goals students review the course handouts.

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.
Field work: In the Kyoto Univesrity campus. We look for microorganisms on campus.

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.

Students will learn about nano-scale machines: how they work, how they are made, and their amazing applications.

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)

特になし

Active participation (10%), submission of a final report (topics will be discussed during the lecture) (90%)

Following lecture materials and reading recommended articles

To be decided during lecture

This seminar provides an accessible introduction to the physics of the Earth's atmosphere. Based on fundamental concepts and principles, it is designed for all students who want to understand the structure and dynamics of the atmosphere. Topics will include current climate, weather patterns, cloud systems, and extreme weather events, all presented without complex theoretical modeling. The students will also have the necessary tools to better understand various aspects of climate change, in line with the United Nations Sustainable Development Goals (SDG13: Climate Action).

In this seminar, students will gain insight into the main mechanisms responsible for the state and dynamics of the atmosphere, the life cycle of clouds, weather systems, and extreme events (such as cyclones, thunderstorms, and tornadoes). Students will also acquire the physical background for understanding how human activities can affect these processes.

1. (Weeks 1-2)
Composition and Vertical Structure of the Atmosphere
- Composition of the air and its origins
- Temperature, density, and pressure: Hydrostatic equilibrium

2. (Weeks 3-5)
Terrestrial and Solar Radiation: Energy Balances
- Radiative balance of the Earth
- Greenhouse effect: A simplified model
- Complications: Effects of convection
- How our activities impact these balances

3. (Weeks 6-8)
Contribution of Water
- Water in all its phases
- Principles of saturation and latent heat
- Cloud formation and precipitation
- Thermal gradient of the troposphere and atmospheric stability

4. (Weeks 9-11)
Atmospheric Circulations and Weather Systems
- Key features and prevailing winds
- Monsoons
- Mid-latitude circulations
- Examples of 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 ice in the climate system
- The impact of melting ice on climate

7. (Week 15)
Final Examination

8. (Week 16)
Feedback

This course requires a high school level science background. Although mathematical modeling is kept to a minimum, students should be familiar with the fundamentals of vector analysis and differential calculus. These tools are nonetheless provided in appendices.

Evaluation will be:
Active participation in class: 40 pts
Assignments/projects at home: 30 pts
Final examination: 30 pts

Materials (pdf files) will be made available before class.
Students are encouraged to study the materials before and after each class in order to assimilate technical or uncommon words.
Depending on the topic, studying the materials and preparing the report for evaluation may take several hours per week.

Materials (pdf files) are available on the Kulasis website. Email communication is available for questions outside of class time.

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.

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

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

Understanding of high school biology is recommended.

Assessment will comprise of end of semester test.

To achieve the course goals students should review the course materials plus optionally the recommended readings after each class.

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。

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。

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.

特になし

Preparing homework (30%)
Small exercises during the seminar (30%)
Giving a short presentation at the end of the seminar (40%)

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.

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.

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.

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.

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: Traditional farming in modern contexts

Module 2: Field Trip (2 November)
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. Theory of cuisine
8. Rural food, urban cuisine, national cuisine
9. Nutrition of historical food systems

Module 4: Learning about food
10. Taste, smell, chew: sensory skills of eating
11. Food system disruptions
12. Food education and childhood

Module 5: Student Presentations
13. Cuisine of Korea
14. Cuisine of Vietnam
15. Cuisine of Malaysia

16. Feedback Period (details in class)

English proficiency suitable for understanding lectures, reading basic texts, and participating in class discussion.

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 essay
30% Final group presentation

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.

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)

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.

By the end of this course, students will: Understand the historical development of 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.
[Course schedule and

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"
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

No prior knowledge is required. Students should be able to participate in discussions with their classmates in English.

The course comprises close readings of critical texts in the fields of art, architecture, design, music, and
performance. Each student will be required to lead one or two sessions during the semester. You will be
assigned one or more topics and related texts. You must read and understand the assigned text(s), and do
additional research on the topic(s). You will present this material to the rest of the class. There are three parts
to this presentation: 1. You will write an illustrated summary of your assigned text as a handout 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). 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.

Students are expected to have read the relevant readings before each class.

By appointment.

The main purpose of this course is to discuss the science of Earth climate change. In this seminar we will explore Climate Change in the Earth system based on (1) past geological records, (2) changes in the present and (3) implications for the future.
We will jointly explore scientific papers and modelling tools related to climate change science. This course encourages students to develop self-learning skills and English expression skills through (A) individual assessment, (B) group discussions and (C) presentations of scientific results.

Students will gain knowledge about the scientific basis of the Earth system and climate change, and will explore and discuss related research in English.

General introduction and orientation to class (week 1 to 4).
Week 1: class outline and objective. Self-introduction of all students. Discussion of schedule, assignments, evaluation,
textbooks/references.
Week 2: Short lecture Climate Change in the Earth system based on past geological records.
Week 3: Short lecture Climate Change in the Earth system based on recent records.
Week 4: Revision of Earth climate change. Can past and present climate change records be used for estimation of future climate change? Introduction to basic global change models on the Earth system using University of Berkeley website model
(https://ugc.berkeley.edu/) to explore and understand global change caused by climate change and human place in the Earth system.

Theme 1: Records of past geological climate change (week 5 to 8).
Students to choose and read, discuss and present basic scientific result of past climate change based on a scientific paper.
Possible topics include: (a) Plate tectonics and climate, (b) CO2 as Earth’s Climate Driver-climate regulation, (c) Snowball Earth and ice ages and (d) geological proxies, based on students interest.

Theme 2: Records of recent climate change (week 9 to 11).
Students to choose and read, discuss and present scientific result of recent climate change based on a scientific paper. Topics might comprise: (a) the Anthropocene, (b) the rise of atmospheric CO2-Keeling curve and (c) ocean records (acidification, coral bleaching etc.), based on students interest.

Theme 3: Applications (week 12-14).
Based on study of past and recent climate change in the Earth system students will explore global change using basic interactive website models e.g. University of Berkeley (https://ugc.berkeley.edu/) to study what causes global change in the earth system. It will allow students to understand impacts of variables on global change caused by climate change and discover
why the climate and environment changes in the Earth system. Students to present and discuss basic model results in seminar.

The format of themes 1 to 3 will depend on class size and may include individual or group presentations on the paper and model. Each student is required to choose one topic for (A) the discussion of a scientific paper (~ 20 min) and (B) global change model (~ 20 min).

Closing class and feedback (week 15)
General discussion of class and comments by all participants

特になし

Assessment for the class will base on the following criteria:
1. Class attendance and active participation and discussion in class (30%).
2. Individual or group presentations for (A) scientific paper review (25%) and (B) basic global change model (25%).
3. Theme 1 or 2 presentation and theme 3 model results will be combined in a short assignment summary due on class 15 (20%).

Details will be announced during the first week of class.

Students are expected to read and explore a (1) scientific manuscript in English, (2) prepare a short presentation of the scientific results in English, (3) conduct some basic global change modeling and (4) actively participate in class discussion.
Depending on class size, students may need to meet in between sessions, outside the class time to prepare for presentation.

Students are expected to bring their own computer device (laptop, tablet, etc.).
Regarding office hours, use PandA to send an e-mail to request an appointment.

● 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.

● 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.

● 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.

特になし

● The method of evaluation merely comes from the interaction, participation and discussion in class.

● 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.

May force be with you. This famous goodbye phrase from Star Wars summarizes the important roles physical forces like gravity and friction play in our daily life. 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 osteoporotic after prolonged stay in space? How do plants orient their position to maximize contact with sunlight? In this seminar, we will discuss some of the ground breaking discoveries and technological advances integrating biology, physics, and chemistry. Specifically, we will explore the mechanisms in which living systems, including the human body, adapt to and utilize physical forces to survive and function normally, and sometimes, abnormally.

The ultimate goal of this seminar is to help students develop a multidisciplinary approach to scientific discussion and problem solving in life sciences and medicine.

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. Topics might be flexibly changed based on our interests.

1) Recent exciting discoveries in science (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. Through this session, we will learn how to obtain fundamental knowledges from scientific articles.

2) Exploring interconnectivity between physics and biology (3 weeks)
Discussions here will explore interesting phenomena involving the interaction between physical forces and living systems. We will discuss how living systems 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.

3) Role of forces in the skeletal system (3 weeks)
Why do astronauts become osteoporotic after prolonged stay in space? This topic will look specifically into the role of physical forces in the skeletal system. We will discuss how bone architecture adapts to the mechanical environment from the perspective of interaction of forces, cells, and even molecules.

4) Biomechanical researches exploring disease treatments (3 weeks)
This topic will focus on the latest biomechanical researches that seek to understand disease development, and propose treatment strategy. Through this topic, we will discuss the role of multidisciplinary approaches in the advancement of life sciences and medicine, helping to develop a mindset to tackle complex problems in science with multidisciplinary solutions.

5) Student presentations and lecture review (2 weeks)

6) Feedback (1 week)

特になし

Attendance and class participation: 60%, Discussions and presentations: 40%

Prior reading of scientific papers on topics to be discussed is recommended to enhance understanding.

Office hours will be announced during class hours.

The first half of this course introduces students to the processes and mechanism of natural phenomena associated with environmental hazards in soil. Being able to identify governing factors for the phenomena can help students find innovative solutions to prevent and reduce natural disaster risks. The course covers basic scientific theories and application that can enhance students' ability in modeling and analysis of the governing factors as well as the assessment of potential risk.

The second half of this course introduces frameworks for vulnerability assessment which dovetails into geohazard assessment and management practice. This section also covers the important concept of Environmental Impact Assessment as a means for anthropogenic disaster mitigation.

On successful completion of the course, students can be expected (1) to understand basic soil mechanics and hydraulics of groundwater, (2) to integrate these concepts to explain the failure mechanism of geo-disasters like landslides, (3) to analyze specific state-of-the-art disaster mitigation technologies and (4) to perform basic vulnerability, impact and disaster risk assessment.

1. Introduction to geo-disasters in the environment
2. Basic soil mechanics and hydraulics of groundwater (1)
3. Basic soil mechanics and hydraulics of groundwater (2)
4. Basic soil mechanics and hydraulics of groundwater (3)
5. Understanding mechanism of geo-hazard in the environment (1)
- landslide, ground subsidence, internal erosion beneath river embankments
6. Understanding mechanism of geo-hazard in the environment (2)
- landslide, ground subsidence, internal erosion beneath river embankments
7. Mechanism of earthquake-related geo-hazards
- liquefaction, tsunami
8. State-of-the-art disaster mitigation technologies
9. Understanding vulnerability: political, physical, social, economic and environmental factors
10. Student presentation
11. Basic concepts of geo-hazard assessment and management
- mitigation, preparedness, response and recovery
12. Environmental Impact Assessment (EIA) for disaster mitigation (1)
13. Environmental Impact Assessment (EIA) for disaster mitigation (2)
14. Revision and self-learning week
15. Student presentation
16. Feedback

Beneficial but not mandatory: basic mathematics and physics (high school level). Students must be willing to work with basic mathematics.

- Class performance (25%)
- Assignment report (30%)
- Oral presentation (45%)

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. There will be penalty for failure to attend the course (up to three classes) on routine schedule.

After class, student consultation will be arranged with prior notice.

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.

-　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.

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

Knowledge about statistical mechanics and/or thermodynamics is helpful but not required.

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.

Each student will be asked to prepare a short presentation on a part of a scientific article once during the course.

Office hour: Thu. 15:00-16:00

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!

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!

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
15. Feedback


Changes regarding content and order might occur.

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.

Attendance and active participation: 20%
Midterm assignment: 40%
Presentation: 40%

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.

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.

This seminar is designed to deepen students' understanding of key biochemical concepts by actively engaging them in discussions, problem-solving, and interactive learning. It complements the lecture "Introduction to Biochemistry" by providing an opportunity to review, discuss, and clarify the lecture content in a more personalized and interactive setting.

The primary purpose of this seminar is to ensure that students fully comprehend the material presented in the lecture, with an emphasis on critical thinking and practical application (we also cover additional topics not discussed there). Through quizzes, exercises, and case studies, students will strengthen their grasp of complex biochemical topics and improve their problem-solving skills.

Unlike a traditional lecture, this seminar focuses on active student participation, including:

* Group discussions to solve complex biochemical problems.
* Frequent (ungraded) quizzes for self-evaluation and interactive exercises to reinforce understanding.
* Case studies that connect biochemical concepts to real-world applications.
* Peer teaching to encourage collaborative learning.

Students are encouraged to ask questions at any time - during class, by email, or in additional meetings with the instructor or teaching assistants. The seminar is conducted entirely in English, providing students with the added benefit of improving their scientific communication skills in a foreign language.

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In brief:

This seminar acts as a "tutorial" for the "Introduction to Biochemistry" lecture, offering a supportive environment where students can review content, ask questions, and engage deeply with the material. The Japanese subtitle 生化学の塾 reflects the seminar’s purpose as a study group aimed at mastering biochemistry.

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.

By the end of this seminar, students should be able to:

* Explain the structure and function of key biomolecules such as DNA, proteins, and lipids.
* Analyze biochemical reactions, including enzyme kinetics and metabolic pathways.
* Apply molecular biology techniques such as PCR, DNA cloning, and protein analysis.
* Critically assess how biomolecules contribute to cellular function and organismal health.

1. Introduction to Biochemistry: Overview of the molecular basis of life.
2. DNA, Genes, and Genomes: Genetic information storage and transmission.
3. DNA Replication and Gene Expression: Mechanisms of heredity and protein synthesis.
4. Proteins: Structure and functional roles in cells.
5. Protein Structure: Insights from protein folding to function.
6. DNA Isolation and Analysis: Techniques used in molecular biology labs.
7. DNA Cloning and PCR: Manipulating DNA for research and medical purposes.
8. Protein Methods: Methods for analyzing and characterizing proteins.
9. Enzymes: Catalysts of life, their mechanisms and applications.
10. Enzyme Kinetics: Quantitative analysis of enzyme behavior.
11. Carbohydrates: Energy sources and structural molecules.
12. Lipids: Membrane structure and energy storage.
13. Metabolism: Central pathways of energy production.
14. Citric Acid Cycle and Oxidative Phosphorylation: Key pathways in cellular respiration.

Total:14 classes and 1 feedback

特になし

Class Participation (discussion, in-class quizzes) [60%]
Homework and problem sets [40%]

Students should review course material and complete problem sets before each seminar. A detailed reading schedule and a list of supplementary online materials will be provided at the beginning of the course.

It is helpful to have some prior knowledge in general chemistry, organic chemistry, biology, or biochemistry. Alternatively, students who have taken or are taking "Introduction to Biochemistry", or any similar biology-related course, will find the material more accessible.

However, taking that lecture is not necessary. Students can succeed in this seminar by preparing thoroughly with the instructor's notes, provided textbook, handouts, and independent learning videos. All necessary materials will be available to ensure that motivated students can fully engage and perform well.

Office hour: any time (please send an email before coming to the office) or online (zoom etc.)

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。

-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

About half the classes will occur in the classroom, and half in my laboratory, as indicated below; some changes to the following might occur depending on circumstances.

Class# Topic
1 Classroom: Intro to class, wild worm collection kits distributed
2 Classroom: Life cycle/development; assessment of wild worm collection
3 Lab: Wild worm observation I : brightfield microscopy
4 Lab: Wild worm observation II : PCR on cleaned species
5 Classroom: Wild worm observation III : BLAST, Species IDs, some informatics (MSA); then RNAi theory for next lab class
6 Lab: RNAi on C. elegans
7 Lab: RNAi on C. elegans
8 Lab: Wild worm observation IV : Chromosome counting/fluorescence microscopy; crossing mutant strains
9 Classroom : Meiosis
10 Lab: microinjection of gonads (CRISPR-Cas9 editing)
11 Classroom: Sex Determination/Sex Chromosomes
12 Lab: Live imaging of C. elegansv
13 Classroom: Nematode Parasitism
14 Classroom: Aging, End of the class, Survey for this class

15 Classroom: short presentations
16 Lab: feedback on class

This is an introductory course. There are no requirements, but a basic familiarity with biology and genetics will be beneficial.

Evaluations will be based on participation, short quizzes, and a final presentation, with contributions of 40%, 40%, and 20%, respectively, to the final grade.

Students will have to understand technical vocabulary in English. This may require studying outside of class hours.

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)

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.

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！

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 and one feedback class.

特になし

Grading will be based on attendance and participation (60%) and presentation of chosen paper (40%).

The student will have to prepare the assigned paper.

- 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).

Magnets are old and simultaneously new materials, which play a central role in modern society. The purpose of the seminar is to know basic of magnets and magnetic devices.

Understanding attractiveness of magnets and magnetism

Overview and history of magnetism (1 Week)
Basics of magnetic materials (3 weeks)
- Ferromagnets
- Antiferromagnets
- Ferrimagnets
Working principles of magnetic devices (4 weeks)
- Magnetoresistance
- Magnetic valves
- Magnetic memories
Fabrication process of magnetic devices (2 weeks)
- Device architecture
- Fabrication techniques
Principles of devices based on magnetic dynamics (3 weeks)
- Magnetic resonance
- Spin pumping
- Spin torques
Incoming magnetic devices (2 weeks)
- Ongoing research trends
Summary (1 week)
- Take home messages

特になし

Evaluation will be based on participation (30%), discussion (30%), and short presentations (40%).

Review of the contents is recommended.