ROS 2012 Norm.Indd
Total Page：16
File Type：pdf, Size：1020Kb
REPORT OF SCIENCE AT WILLIAMS COLLEGE 2011-2012 A RECORD OF THE PROFESSIONAL ACTIVITIES OF FACULTY AND STUDENTS IN THE NATURAL SCIENCES Williamstown, Massachusetts 2012 I II Cover Image: This image depicts patterns of neuronal degeneration in the hippocampus resulting from transient global ischemia. The top image is from control animals and shows extensive damage throughout the hippocampus while the bottom image is from animals treated with estradiol, a hormone that significantly reduces the degree of damage and minimizes the negative cognitive consequences that normally result from this insult. This image appeared on the cover of Brain Research, volume 1443. See abstract from Professor Noah Sandstrom and four of his students on page 144. The Science Executive Committe wishes to express its gratitude to the extensive efforts of all of the science departmental executive assistants in preparing this publication. Special thanks to Alicia Romac, Science Center Administrative Assistant for assembling this material in its final form. Editor: Norman Bell Coordinator of Science Facilities This document is printed on recycled paper. III Williams College admits men and women of any background to all the rights, privileges, programs and activities generally accorded or made available to students at the College. It does not discriminate on the basis of race, color, religion, creed, sexual orientation, or national ethnic origin in administration of its educational policies, scholarship and loan programs, and athletic and other college administered programs. The College does not discriminate on the basis of sex in violation of the Title IX of the Education Amendments of 1973, or the regulations thereunder, in the education programs or activities which it operates, including employment therein. The College does not discriminate on the basis of handicap in violation of Section 504 of the Rehabilitation Act 1973, or the regulations thereunder, in admission or access to its programs and activities. Inquiries concerning the College’s non-discrimination policies may be referred to the Dean of the College, Hopkins Hall, Williamstown, MA 01267. IV Table of Contents Science Programs at Williams College 1 Feshman and Sophomore Discovery Courses 2 Science Center Endowment Funds 2 SMALL 3 Major Programs 4 Winter Study Course Offerings 9 Science Center Programs 12 Summer Student Research Participation 12 2012 Summer Science Students and Their Faculty Advisors 14 Summer Research Coloquia 2012 16 Academic Year Science Lunch Colloquia 17 Pre-First Year Summer Science Program 18 Williams College Sigma Xi Chapter 19 In Memoriam 20 News From the Science Departments 21 Astronomy Department 21 Biology Department 26 Chemistry Department 35 Computer Science Department 43 Geosciences Department 50 Mathematics and Statistics Department 55 Physics Department 67 Psychology Department 73 Abstracts from Student Theses 83 Astronomy 83 Biology 83 Chemistry 87 Computer Science 93 Geosciences 94 Mathematics and Statistics 96 Physics 98 Psychology 99 Faculty Publications 102 Astronomy 102 Biology 106 Chemistry 110 Computer Science 112 Geosciences 116 Mathematics and Statistics 129 Physics 136 Psychology 139 V VI SCIENCE PROGRAMS AT WILLIAMS COLLEGE Students learn science best when they formulate and in science each year. As a result of this commitment, test their own hypotheses, using methods capable of Williams has ranked first among predominantly producing convincing evidence. This is true at the undergraduate institutions in students receiving NSF elementary level, where students become interested in pre-doctoral fellowships, averaging about 7 per year further study by encountering science as discovery rather over the past ten years. We attribute this success to than rote facts. It is even more important at advanced an energetic faculty and staff dedicated to providing levels, where students are most likely to become an excellent educational experience and to the many interested in science careers by working as fully involved research opportunities available to Williams students junior colleagues with professionally active faculty on at both advanced and introductory levels. It has long research projects that develop new science. The ability to been recognized that a positive undergraduate research conduct competitive research at Williams helps to attract experience is the single most important inspiration for talented scientists as faculty and keeps them current, so future scientists. As documented in this report, more that the diverse range of science courses reflects new than 250 students were engaged in science research results and perspectives. For faculty to involve students with Williams faculty this year. More than 85 students in research, to produce publishable results, to compete conducted independent research projects during the for research funding, to teach effectively in a formal academic year and 166 students were engaged in full- classroom setting, and to continually bring modern time research with Williams science faculty during the ideas into course laboratories, requires substantial summer. Dozens of Williams students participated in support in the way of modern facilities, instrumentation, conferences where they presented the results of their supplies and technical support. Williams College long research, and many Williams students co-authored ago recognized this need. With the construction of the publications in peer-reviewed journals. Bronfman Science Center in 1967, we established the kind of facilities and support programs recommended by Concurrent with the increased student involvement in studies such as the 1986 National Science Board Task science, Williams has attracted talented and vibrant Committee on Undergraduate Science and Engineering science faculty engaged in competitive research and Education. As our science buildings have been upgraded dedicated to teaching undergraduates. As a result, to provide modern facilities for teaching and student- the number of external grants awarded to support faculty research, the model of the entire science division faculty research or curricular innovation has increased as a programmatic unit has flourished. Funds for major significantly. With 24 active NSF grants this past year, equipment, for individual student-faculty research Williams College ranks second among undergraduate projects, and for stipend support of students doing institutions in the number of NSF grants awarded research with faculty are coordinated on a division- to science faculty. The large number of individual wide basis by the Science Executive Committee and the faculty grants, together with grants from the Sherman Divisional Research Funding Committee. By working Fairchild Foundation, the Essel Foundation, the together, we are able to share not only facilities and Kresge Foundation, the Keck Foundation, and other equipment, but also ideas and enthusiasm, and so provide sources, has enabled us to purchase and maintain a “critical mass” of activity that might not be possible sophisticated equipment for teaching and research. within an individual department at a small institution. Emphasizing close student-faculty interactions, the opportunities in undergraduate science education at In the late 1980s, Williams College affirmed its Williams are exciting, diverse, and progressive. After commitment to training future scientists by identifying years of careful planning by science faculty, a $47 applicants with an expressed interest in pursuing a million science facility was completed in fall 2000. Ph.D. in science. Since then, about 15% of students This facility unifies all science departments in a single in each class have expressed interest in careers in complex surrounding a central science library. The new scientific research. The quality of the College’s science Science Center, ensures Williams’ place as a leader in programs has nurtured this interest and nearly all of undergraduate science education in the 21st century those students continue in science. Williams College has become a leader in the training of future scientists with more than 50 students going on to Ph.D. programs 1 FRESHMAN AND SOPHOMORE DISCOV- water comparison and the design of an environmental ery COURSES discovery trail to maple syrup from the Hopkins Forest and the in-depth study of local ponds and rivers stressed Launched under a five-year grant from the Ford by human impacts. Foundation Initiative for Undergraduate Science Education, “discovery” courses in the sciences have GEOS 105 Geology Outdoors become an integral part of our curriculum. Although An introduction to geology through student field the grant has expired, most of these special introductory projects – the mountains, lakes, rivers, and valleys of science courses (described below) have become integral the Williamstown area provide unusual opportunities for parts of our curriculum. Designed to excite the interest learning geology in the field. Guided by Paul Karabinos of beginning students through hands-on experiences, the (Geosciences), student projects include the study of discovery courses are taught in a manner that requires streams as active agents of erosion and deposition, the students to take a greater responsibility for their own effects of glaciation on the New England landscape, and education. They are expected to make observations, the history of mountain building in the Appalachians. formulate hypotheses, gather data, conduct analyses, Following several group projects introducing