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PHYSICS 14N: Quantum Information: Visions and Emerging Technologies

What sets quantum information apart from its classical counterpart is that it can be encoded non-locally, woven into correlations among multiple qubits in a phenomenon known as entanglement. We will discuss paradigms for harnessing entanglement to solve hitherto intractable computational problems or to push the precision of sensors to their fundamental quantum mechanical limits. We will also examine challenges that physicists and engineers are tackling in the laboratory today to enable the quantum technologies of the future.
Terms: Spr | Units: 3 | UG Reqs: WAY-FR, WAY-SMA

PHYSICS 83N: Physics in the 21st Century

Preference to freshmen. This course provides an in-depth examination of frontiers of physics research, including fundamental physics, cosmology, and physics of the future. Questions such as: What is the universe made of? What is the nature of space, time, and matter? What can we learn about the history of the universe and what does it tell us about its future? A large part of 20th century was defined by revolutions in physics - everyday applications of electromagnetism, relativity, and quantum mechanics. What other revolutions can physics bring to human civilization in the 21st century? What is quantum computing? What can physics say about consciousness? What does it take to visit other parts of the solar system, or even other stars? We will also learn to convey these complex topics in engaging and diverse terms to the general public through writing and reading assignments, oral presentations, and multimedia projects. No prior knowledge of physics is necessary; all voices are welcome t more »
Preference to freshmen. This course provides an in-depth examination of frontiers of physics research, including fundamental physics, cosmology, and physics of the future. Questions such as: What is the universe made of? What is the nature of space, time, and matter? What can we learn about the history of the universe and what does it tell us about its future? A large part of 20th century was defined by revolutions in physics - everyday applications of electromagnetism, relativity, and quantum mechanics. What other revolutions can physics bring to human civilization in the 21st century? What is quantum computing? What can physics say about consciousness? What does it take to visit other parts of the solar system, or even other stars? We will also learn to convey these complex topics in engaging and diverse terms to the general public through writing and reading assignments, oral presentations, and multimedia projects. No prior knowledge of physics is necessary; all voices are welcome to contribute to the discussion about these big ideas. Learning Goals: By the end of the quarter you will be able to explain the major questions that drive physics research to your friends and peers. You will understand how scientists study the impossibly small and impossibly large and be able to convey this knowledge in clear and concise terms.
Terms: Win | Units: 3 | UG Reqs: GER: DB-NatSci, WAY-SMA

POLISCI 25N: The US Congress in Historical and Comparative Perspective

This course traces the development of legislatures from their medieval European origins to the present, with primary emphasis on the case of the U.S. Congress. Students will learn about the early role played by assemblies in placing limits on royal power, especially via the power of the purse. About half the course will then turn to a more detailed consideration of the U.S. Congress's contemporary performance, analyzing how that performance is affected by procedural legacies from the past that affect most democratic legislatures worldwide.
Terms: Win | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI
Instructors: Cox, G. (PI)

POLISCI 44Q: Societal Collapse

Sustained economic growth is an anomaly in human history. Moreover, in the very long term, sustained economic decline is common. Following a historical and cross-cultural perspective, we will study the causes of economic decline, the social and political consequences of that decline, and the path that led to the collapse of some of the most prosperous societies in human history. Among the episodes we will cover are the Late Bronze Age collapse in the Eastern Mediterranean, the fall of the Western Roman Empire, and the Classic Maya collapse. We will compare these ancient episodes with recent cases of socioeconomic decline, including the dissolution of the Soviet Union, and the downfall of Venezuela under Chavismo. We will use the past to reflect on the fundamentals of harmony and prosperity in our society and the challenges that they will face in the future.
Terms: Aut | Units: 3

PSYC 11Q: I thought I heard my name... Destigmatizing psychosis

This course aims to identify and correct misconceptions about psychosis and to provide a more holistic understanding of this diagnosis. Students will learn how trauma, stress, internalized stigma, culture, policing, involuntary hospitalizations and other factors interact with psychosis. Students will learn about current models of care (e.g., coordinated specialty care, recovery-oriented treatment). Guest speakers with lived experience will share personal experiences related to their diagnoses. Ultimately, this course aims to help students develop tools necessary to identify misconceptions, challenge stereotypes, and change the narrative.
Terms: Aut | Units: 3 | UG Reqs: WAY-SI

PSYC 13Q: Connections between the sleep and awake worlds

Sleep can be a window into much of our awake worlds- anxiety, depression, relationships, trauma, safety, early morning travel plans.. and so much more. If you think of a recent night in which you experienced worse sleep, you might be able to identify something from your awake world that contributed. Much of our awake world is informed by emotion, thoughts, and perception. One could argue that emotion, thoughts, and perception shape the world, rather than there being one true reality. This course will explore the fundamentals of sleep, the fundamentals of navigating emotions, and the intersection between the two. Specifically, you¿ll learn the basics of human sleep science, the principles of a type of psychotherapy called Cognitive Behavioral Therapy (CBT), and how CBT tools can be applied to sleep difficulties.Break-out sessions within each lecture provide opportunities for students to ask questions and to discuss a topic in greater depth. The course will highlight the mind body connec more »
Sleep can be a window into much of our awake worlds- anxiety, depression, relationships, trauma, safety, early morning travel plans.. and so much more. If you think of a recent night in which you experienced worse sleep, you might be able to identify something from your awake world that contributed. Much of our awake world is informed by emotion, thoughts, and perception. One could argue that emotion, thoughts, and perception shape the world, rather than there being one true reality. This course will explore the fundamentals of sleep, the fundamentals of navigating emotions, and the intersection between the two. Specifically, you¿ll learn the basics of human sleep science, the principles of a type of psychotherapy called Cognitive Behavioral Therapy (CBT), and how CBT tools can be applied to sleep difficulties.Break-out sessions within each lecture provide opportunities for students to ask questions and to discuss a topic in greater depth. The course will highlight the mind body connection and serve as an introduction to behavioral sleep medicine. Students will have the opportunity to complete their own project examining a sleep-wake connection of interest. Potential topics will be provided (discrimination and sleep, menstruation and sleep, high school start times, shift work and sleep, and more). As a sleep psychologist, I consider myself to be both a scientist and an artist. This course will be most interesting to those who are interested in emotions, therapeutic skills, and sleep.
Terms: Win | Units: 3 | UG Reqs: WAY-SI
Instructors: Solomon, N. (PI)

PSYC 15Q: Consciousness and Self Psychology

Consciousness and Self Psychology will first explore the phenomenon of consciousness, the medium through which we perceive our existence and the force which allows us to reflect and to wonder. A natural product of examining consciousness is the exploration of the notion of a self, an individual entity which we construct through our conscious awareness. Through readings, discussions and student presentations, this course journeys through theories of existence, consciousness and identity formation to offer a scaffolding for deep creative reflection and inquiry, and a springboard off which we may dive headfirst into the mysteries which both haunt us and give us life.
Terms: Spr | Units: 3
Instructors: Dandekar, G. (PI)

PSYC 17N: Think Before You Drink: Neurocircuitry of Alcohol Use Across the Developmental Lifespan

Alcohol is the most commonly used substance of abuse across the world. In the United States, approximately 179 million individuals (65% of the population) drank alcohol in the past year. A relatively small, but highly significant portion of these individuals who drink ultimately reach criteria for Alcohol Use Disorder (AUD). Today, almost 15 million people in the U.S. struggle with an AUD. Many decades of research have sought to uncover the brain-based driving forces behind alcohol misuse, the consequences of alcohol on brain function and structure, and how we can effectively treat Alcohol Use Disorder. This course will first cover our current understanding of the brain circuits the drive alcohol craving, use and withdrawal. Then, we will explore alcohol¿s effects on the brain throughout the lifespan, ranging from prenatal alcohol exposure, adolescence, young adults (including binge drinking in college), middle adulthood, and aging individuals at risk for cognitive decline. Lastly, thi more »
Alcohol is the most commonly used substance of abuse across the world. In the United States, approximately 179 million individuals (65% of the population) drank alcohol in the past year. A relatively small, but highly significant portion of these individuals who drink ultimately reach criteria for Alcohol Use Disorder (AUD). Today, almost 15 million people in the U.S. struggle with an AUD. Many decades of research have sought to uncover the brain-based driving forces behind alcohol misuse, the consequences of alcohol on brain function and structure, and how we can effectively treat Alcohol Use Disorder. This course will first cover our current understanding of the brain circuits the drive alcohol craving, use and withdrawal. Then, we will explore alcohol¿s effects on the brain throughout the lifespan, ranging from prenatal alcohol exposure, adolescence, young adults (including binge drinking in college), middle adulthood, and aging individuals at risk for cognitive decline. Lastly, this course will cover the state-of-the-art techniques being developed to help individuals achieve sobriety and recovery from Alcohol Use Disorder. This highly interactive seminar will engage and equips students with skills in critical thinking, evaluation of scientific research, and a deeper understanding of AUD as a brain-based disease. Students will have the opportunity to engage in thoughtful discussions with treatment providers and AUD patients to gain a deeper understanding of the realities behind AUD treatment. Overall, this course is intended to help students develop strong skills in thinking and reading like a scientist, understanding the complexities behind alcohol use and misuse across the lifespan, and considering the reality of today¿s treatment landscape for Alcohol Use Disorder.
Terms: Win | Units: 3 | UG Reqs: WAY-SMA
Instructors: Padula, C. (PI)

PSYC 20Q: Human versus Machine: Artificial intelligence through the lens of human cognition

This course will explore the promise and limits of artificial intelligence (AI) through the lens of human cognition. Amid whispers of robots one day taking over the world, it is tempting to imagine that AI is (or soon will be) all-powerful. But few of us understand how AI works, which may lead us to overestimate its current (and even its future) capabilities. As it turns out, intelligence is complicated to build, and while computers outperform humans in many ways, they also fail to replicate key features of human intelligence at least for now. We will take a conceptual, non-technical approach (think: reading essays, not writing code). Drawing upon readings from philosophy of science, computer science, and cognitive psychology, we will examine the organizing principles of AI versus human intelligence, and the capabilities and limitations that follow. Computers vastly outperform humans in tasks that require large amounts of computational power (for example, solving complex mathematical e more »
This course will explore the promise and limits of artificial intelligence (AI) through the lens of human cognition. Amid whispers of robots one day taking over the world, it is tempting to imagine that AI is (or soon will be) all-powerful. But few of us understand how AI works, which may lead us to overestimate its current (and even its future) capabilities. As it turns out, intelligence is complicated to build, and while computers outperform humans in many ways, they also fail to replicate key features of human intelligence at least for now. We will take a conceptual, non-technical approach (think: reading essays, not writing code). Drawing upon readings from philosophy of science, computer science, and cognitive psychology, we will examine the organizing principles of AI versus human intelligence, and the capabilities and limitations that follow. Computers vastly outperform humans in tasks that require large amounts of computational power (for example, solving complex mathematical equations). However, you may be surprised to learn the ways in which humans outperform computers. What is it about the human brain that allows us to understand and appreciate humor, sarcasm, and art? How do we manage to drive a car without hitting pedestrians? Is it only a matter of time before computers catch up to these abilities? Or are there differences of kind (rather than degree) that distinguish human intelligence from AI? Will robots always be constrained to the tasks that humans program them to do? Or could they, one day, take over the world? By the end of this course, you will be able to discuss the current capabilities, future potential, and fundamental limitations of AI. You may also arrive at a newfound appreciation for human intelligence, and for the power of your own brain.
Terms: Spr | Units: 3
Instructors: Chick, C. (PI)

PSYC 21N: How we think as how we feel: Cognitive and emotional influences on mental health

Plato described Reason and Emotion as two horses pulling a chariot in different directions. Was he right? By the end of this course, you will be able to decide for yourself, based on the latest scientific evidence. You will also be able to explain how your answer reflects, and informs, current research on mental health. In this course, we will start by reading philosophical texts that establish the classical Western view of emotion and cognition as opposing forces. We will then put these views to the test by examining evidence from the fields of neuroscience, psychology, and psychiatry. When thoughts and feelings compete, which one wins? Is it ever rational to follow your emotions? How do thoughts and feelings affect perception, memory, and decision-making? We will then turn to practical applications of cognitive-emotional interactions in the field of psychiatry. First, we will examine the implications of biases in perception, memory, and decision-making for mental health. Next, we wil more »
Plato described Reason and Emotion as two horses pulling a chariot in different directions. Was he right? By the end of this course, you will be able to decide for yourself, based on the latest scientific evidence. You will also be able to explain how your answer reflects, and informs, current research on mental health. In this course, we will start by reading philosophical texts that establish the classical Western view of emotion and cognition as opposing forces. We will then put these views to the test by examining evidence from the fields of neuroscience, psychology, and psychiatry. When thoughts and feelings compete, which one wins? Is it ever rational to follow your emotions? How do thoughts and feelings affect perception, memory, and decision-making? We will then turn to practical applications of cognitive-emotional interactions in the field of psychiatry. First, we will examine the implications of biases in perception, memory, and decision-making for mental health. Next, we will introduce cognitive profiles of specific psychiatric disorders, including anxiety, depression, and autism. We will also discuss clinical interventions that are informed by cognitive theories of psychiatric disorders, for example, cognitive behavioral therapy, which helps people change how they feel by changing how they think. Finally, we will examine how the physical body influences thoughts and feelings, with implications for psychiatric disorders. What is the relationship of physical illness to psychiatric illness? Is sleep as good as overnight therapy? Is there a scientific basis for the notion that emotions originate from the heart? By the end of this course, you will be able to describe whether mental well-being arise from the head, the heart, or their interaction.
Terms: Win | Units: 3
Instructors: Chick, C. (PI)
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