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ysabetwordsmithThis poem is spillover from the August 6, 2019 Poetry Fishbowl. It was inspired by prompts from jtthomas, erulisse, readera, and curiosity. It also fills the "coming home" square in my 8-2-19 card for the End of Summer Bingo fest. This poem has been sponsored by Anthony & Shirley Barrette. It belongs to the Polychrome Heroics series.
"A Combination of Brains and Materials"
[Tuesday, January 3, 2012]
Nick Fuller puttered away
in his garage laboratory
over winter break while
his daughter Ruth-Marie
curled up in the living room
with the latest issue of Taxxi.
He liked to bring home
the kind of projects that
didn't require the big lab
at the university and weren't
necessarily something that
would win a lot of grant money.
His department had succeeded
in retro-engineering ArgoFoam
into foomp, which was released
as a gift after a paramedic crew
saved the inventor's life.
Northwestern University
was quite satisfied with that,
but Nick wasn't ready to quit.
He had it in his head that he could
cut the price even more by switching from
the expensive argon-activated foam structure
to some sort of microfiber arrangement.
Fortunately he already had a spinneret
in his garage lab, which had started life
as a cotton candy machine that he
bought at bargain rate one fall.
Every time he set aside a sample
of the fabric to make the next batch,
though, it just ... disappeared.
At first, Nick wondered if it
could actually be evaporating.
Then he saw his housecat
Cleopatra the Alchemist
waddling across the floor
with his cloth in her mouth.
She was so pregnant that she
barely fit through the door crack.
Nick hadn't meant to have
a litter of winter kittens, but Cleo
had learned how to unlatch a window
and let herself out to find a boyfriend.
Then she sat atop the catio,
like Juliet on her balcony,
and obliged the local tomcats
to devise a way to reach her before
mating with the successful one.
Cleo was a cat of discerning tastes.
Right now, she had evidently discerned
that Nick's retro-engineered cloth
would make a great kitten bed.
Nick laughed and let her have it.
[Monday, January 9, 2012]
Nick set up the materials science lab
to continue his experiments. He laid out
the few bedraggled samples that he
had managed to retrieve from the cat.
The kittens had come out cute, though,
even if most of them were dark gray
instead of Cleo's usual orange-and-white.
"What are you working on?" said a voice.
Nick turned to see Dagny Ovesen, who
was studying for her doctorate. She shared
his interest in retro-engineering, but with
more focus on developing and marketing
products after the discovery phase.
"The world's most expensive cat bed,"
Nick said dryly. "I was fooling with this
over winter break, and Cleo kept stealing it."
"That bodes well for its customer appeal,"
Dagny said. "You wouldn't believe what
some people would spend on their pets."
Nick had modified much of his house
with catwalks and litter cabinets,
so yes, he would believe it.
"I was actually working on
a cheaper version of foomp,"
said Nick. "It doesn't have
nearly as much cushioning
as the earlier versions. It
flattens out when it gets warm."
Dagny picked up a piece.
"Oooh, it's so soft," she said.
"If your cat likes it, why not
consider making a blanket?"
"Now there's a good idea,"
Nick said, then shook his head.
"We don't have the equipment
to make anything that big."
"Leave it to me," Dagny said,
still fondling the fabric sample.
"I have all kinds of contacts
in manufacturing. Someone
will have a blanket machine
that we can beg, borrow, or buy."
"I'll leave it in your capable hands,"
Nick said, picking up his tablet computer.
"Let me just log this assignment so
that it will count for class credit."
"Thanks, Dr. Fuller," said Dagny.
"I love working with you."
[Saturday, March 24, 2012]
Eagerly Nick unpacked his supplies
and arranged them on the workbench.
He loved coming home to his own lab.
He had recruited both Cleo and Ruth-Marie,
since the cat had kept stealing his samples and
then his daughter stole them from the cat.
"Okay, ladies, listen up," said Nick.
"You two are now official lab assistants.
I'm going to make some swatches, and
then your job is to tell me which ones you
like best. Are we ready to do some science?"
"Yeah!" said Ruth-Marie. "I love this stuff."
So Nick started mixing up batches of goo,
carefully recording the small variations
in chemical composition between them.
The stuff was a lot less expensive
to make now that it didn't need argon,
but it still wasn't exactly cheap. He kept
hoping he could nudge the cost lower.
At least he had discovered a solvent
that took the goo right off, so he could
run several batches through the spinneret
just by rinsing it with the solvent instead of
having to break down the whole thing.
It was on the seventh formulation
that Nick noticed a definite change.
"That's ... funny," he muttered,
watching the strands almost crawling
around the inside of the metal drum.
Still, he swished them out with a cone
and patted them into a washcloth shape,
the way he used to sculpt cotton candy
as a little boy. This turned out much better.
When he offered the latest sample to
his assistants, though, they loved it.
Cleo flopped down on top of it
and made motorboat noises.
Ruth-Marie tugged it out from
under her and cuddled it. "I like
this one the bestest," she declared.
"Okay, why?" Nick asked. "It's
important to be specific in science."
"It's all warm and fuzzy, and it
makes me feel safe," she said.
[Monday, April 2, 2012]
Nick clapped his hands together
and rubbed them briskly.
"Okay, Dagny, fire up the lab,"
he said. "We got a hot one here!"
"I guess I don't have to ask if
your spring break went well,"
Dagny said with a grin.
"I stumbled over the key
on Saturday, but it took me
the rest of the week to get
consistent results," Nick said.
"What I have now is pretty great,
but I think it'd work even better
running the microfiber through
some real factory machines."
"I've got a line on a fleece factory
that can help us out," Dagny said.
"Show me what you got, doc!"
So Nick worked up a batch of goo,
spun it into fibers, and patted them
into the shape of a washcloth.
Dagny stroked the fabric and said,
"I will have nooo trouble selling this.
It feels like it's actually hugging me back."
"Yeah, that's something I want to test,"
Nick said. "This stuff has weird properties."
"Too bad your cheaper version of foomp
didn't pan out, but something tells me
that this could be better," Dagny said.
"I'm still impressed that you managed
to do anything without the argon."
"That's the secret," Nick said. "Inventing
is a combination of brains and materials.
The more brains you use, the less material
you need. The argon wasn't critical to
the compound, only to the foam."
"Fair enough," Dagny said,
and then she went to work.
The two scientists spent the day
setting up a range of experiments.
Further investigation revealed
unique thermal retention properties,
in that the material stored heat as well
as insulating against heat loss, while
responding to changing body temperature
well enough to prevent overheating.
It was thermotaxic, buffering toward
standard human body temperature, so that
it fluffed in response to lower temperatures
and then flattened down at higher ones.
"This is a very smart material,"
Dagny said, petting a new sample.
"Is it just me, or does the fabric
seem to boost your mood?"
"It seems to, but I haven't
even tried measuring that yet,"
Nick said. "What do you think?"
"I think you should talk to Philosophy
and I should talk to Sociology and we
should set up a study to explore
its mood effects," Dagny said.
[Saturday, June 9, 2012]
"I am so glad that's over,"
Nick groaned, rubbing his face.
"Yeah, now we just have to survive
finals week," Dagny commiserated."
"At least I took a light schedule
for summer, so that I'll have
plenty of time to work on
the new fiber," said Nick.
"What about yours?"
"Moderate, but I picked
things that dovetail with
this project," Dagny said.
"I can get lots of credit for
what I'm doing here."
"Excellent," Nick said.
"How's the study coming?"
"Done and purring away in
the computer," Dagny said.
"We should have the details soon,
but the preliminary results suggest
that it provides a subtle yet definite boost
to emotional state, higher than that from
other materials used in comfort objects."
"So we just need to prove that number is
higher than statistical significance, and
then analyze whether it's high enough
to justify all the added costs," Nick said.
"The latter is more your field than mine."
"I think it's worth it," Dagny said.
"Sometimes, it's not about numbers,
it's about how a product makes you feel."
"How did our student volunteers feel
about it, then?" Nick wondered.
Dagny laughed. "Only two of them
gave their samples back when I asked.
Everyone else managed to 'lose' theirs.
I didn't have the heart to fight them."
"Yeah, it'd be worse than fighting
with the kittens," Nick admitted.
"Also, it looks like the new material
retains the hypoallergenic nature of
the earlier foomp and ArgoFoam,"
Dagny said. "That will help sales.
Have you decided on a name yet?"
"I'm going with Microfyne," said Nick.
"It's a microfiber and it has a fine texture."
"Sounds good," Dagny said. "I think
I can pitch that with no problems."
"Listen, about pitching it ..."
Nick said slowly. "You've said
that this project has legs, and you're
much more into the manufacturing and
marketing side than I am. Would you
consider riding it all the way through?
Taking over a development factory?"
Dagny squealed and clapped her hands,
jumping up and down. "Oh, I'd love to!"
she said. "Microfyne has so much potential,
and I can't wait to see what we can do with it.
My doctoral thesis is actually on the process of
monetizing products from retro-engineering."
"Do you think you can defend this?"
Nick said. "I mean, it's pretty fuzzy science."
"Don't you worry about that," Dagny said.
"I'll do up the paper with a Latin inscription
and everything, I but I think all I'll have to do
is hand the examiners a blanket. Each."
"Well then, congratulations," Nick said.
[Friday, June 21, 2013]
Nick clapped wildly as
Dagny Ovesen walked across
the stage to receive her doctorate.
In the audience he could see
his daughter Ruth-Marie in
her sherbet-orange dress
clapping just as hard and
clutching a picture of Cleo.
After the ceremony, they all
got together to celebrate
at the ice cream parlor.
"I'm so proud of you,"
Nick said. "It's always
a pleasure when the student
exceeds the teacher's achievements."
"Nonsense," Dagny said. "You're
the one who invented Microfyne."
"But you recognized its potential
as a product, different than what I
set out to make," Nick argued. "You're
developing and marketing it, too."
"We all worked together,"
said Ruth-Marie. "Team effort."
"What she said," Dagny added.
"So how is the project going?"
Nick asked. "Last I heard, you were
still trying to wrangle equipment,
but that was before finals ate
a week of our mortal lives."
"We have a factory on contract,"
Dagny said proudly. "Production
starts on the first of July. It will
take time to work out the bugs, but
I expect to have enough samples
available for testing by January."
"I heard back from our contacts
on testing," Nick said. "We have
several ambulance companies eager
for beta-testing in field conditions."
"I love my job," Dagny said.
"This is all so exciting!"
[Friday, October 3, 2014]
Nick was rushing between classes
when he answered his phone to hear,
"This is Gunnar von Heijne. I am
pleased to announce that you have
won the Nobel Prize in Chemistry
for the development of Microfyne."
Nick promptly dropped his phone.
Fortunately it was still live when
he managed to pick it up again.
"That -- that's wonderful,"
he stammered. "I'm glad
it's testing out so well."
"You and your colleagues
have done a fine job with it,"
said von Heijne. Then he listed
them ... and one was missing.
"You left off Cleopatra," said Nick.
The other chemist made a testy noise.
"Dr. Fuller, the Nobel Prize is awarded
only to humans. You cannot list a cat
on your material development team."
"Well that's speciesist," Nick said.
"In that case, I'm sorry but I must decline.
I can't in good conscience deny credit
to an essential team member due to
her species and probably also gender."
"You can't be serious," von Heijne said.
"This is the Nobel Prize, man!
Think of your career."
"Nope, my answer stands,"
Nick said firmly. "If it weren't for
my cat Cleopatra the Alchemist,
you wouldn't have that blanket
you're cuddling right now."
There was a long, pregnant pause.
"How did you know that?"
von Heijne demanded.
"Call it a lucky guess," Nick said.
"We've been playtesting the product.
You're involved with the prize. I
figured you would have tested it --
and almost nobody puts it down
once they've picked it up."
The man sighed. "You win."
"Thought you'd see it my way,"
Nick said. "I'll tell the ladies."
And maybe he'd buy Cleo
a date with that Grand Champion
she'd been eyeing at the cat show.
They'd make some brilliant kittens.
Nick ended the call, then went
to hide in his office until he
stopped jittering so much.
He unlocked his desk drawer
and pulled out his blanket
of deep blue Microfyne, then
wrapped it around himself.
It felt like coming home.
* * *
Notes:
Nicolaus "Nick" Fuller -- He has pinkish-fair skin and brown eyes. His short hair was black in his youth and now mostly gray, slowly receding on top. Nick is a widower with a daughter, Ruth-Marie. Nick and his wife tried for years to have children, but when they finally succeeded, she died in childbirth: "My greatest joy and my greatest grief woven into a single moment." Nevertheless, he is a good father and a good citizen. He loves cats, and casually breeds them for intelligence. They're very popular pets among scientists and other nerds.
Nick earned a Bachelor of Science in Materials Science and Engineering from the McCormick School of Engineering at Northwestern University with concentrations in Design and Manufacturing and Polymeric Materials. For his honors project, Nick assisted a professor with improving composite rope for climbing, which later hit the market as Arachne or "rack line." He also got an adjunct major in Science in Human Culture. He had a minor in Philosophy with a concentration in Ethics, and he participated in the Bradley Scholars program. Then Nick earned a Master of Science in Materials Science and Engineering with a minor in Collegiate Education. After this, he took a teaching position at the McCormick School of Engineering. Finally he went back for a Doctor of Philosophy in Materials Science and Engineering.
Qualities: Master (+6) Retro-engineering Materials Science, Expert (+4) Logical-Mathematical Intelligence, Expert (+4) Father, Expert (+4) Wholesome, Good (+2) Cat Lover, Good (+2) Citizen, Good (+2) Dexterity, Good (+2) Ethics, Good (+2) That's ... Funny
Poor (-2) Widower
2019 Best Colleges with Materials Science Degrees in America
Northwestern University
#2 in Materials Science
#1 in Best Colleges in Illinois
#14 Best Colleges in America
• A+
• 4 Year
• Evanston, IL
Northwestern is an elite private university located in Evanston, Illinois in the Chicago Area. It is a mid-size institution with an enrollment of 8,205 undergraduate students. Admissions is extremely competitive as the Northwestern acceptance rate is only 9%. Popular majors include Economics, Communications, and Psychology. Graduating 94% of students, Northwestern alumni go on to earn a starting salary of $58,900.
Bachelor of Science in Materials Science and Engineering
from the McCormick School of Engineering at Northwestern University
Curriculum & Requirements
We empower our students to become whole-brain engineers by integrating elements of left-brain thinking (analysis, logic, and math) with the high-level right-brain thinking that fosters intuition and creativity. The required and recommended courses have been selected to give students a broad exposure to various aspects of engineering and a firm background for materials science and engineering.
Fall Quarter Freshmen should consider taking MatSci 190 Materials Science and Engineering Freshman Projects. This elective class introduces students to use of the scanning electron microscope and other modern apparatus, as well as the correlation of structure with other properties of materials through lecture and laboratories. Students conduct their own research projects using skills developed in class labs.
Degree Requirements
Students must complete a minimum of 48 courses, including the following:
Core Courses (32 courses)
• Mathematics (4 courses)
• Engineering analysis and computer proficiency (4 courses)
• Basic sciences (4 courses)
• Design and communications (3 courses)
• Basic engineering (5 courses)
• Social sciences/humanities (7 courses)
• Unrestricted electives (5 courses)
Materials Science and Engineering Major (16 courses)
• MAT SCI 316-1: Microstructural Dynamics
• MAT SCI 316-2 : Microstructural Dynamics
• MAT SCI 331 : Soft Materials
• MAT SCI 332 : Mechanical Behavior of Solids
• MAT SCI 351-1 : Introductory Physics of Materials
• MAT SCI 351-2 : Introductory Physics of Materials
• MAT SCI 361 : Crystallography & Diffraction
• MAT SCI 390 : Materials Design
• MAT SCI 391 : Process Design
• MAT SCI 396-1, 2 : Senior Project in Materials Science and Engineering
Technical Electives (5 courses)
These technical electives in engineering, natural sciences (usually chemistry or physics), and mathematics are chosen to fulfill an area of concentration.
• No more than 2 of the 5 courses may be 200-level courses.
• At least 2 of the 5 must be 300-level materials science and engineering courses.
• Examples of programs for concentrations in bio-materials, design and manufacturing, electronic materials, metals and ceramics, nanomaterials, polymeric materials, and surface science are described in a departmental manual for degree candidates.
• No more than 1 unit of 399 may be counted.
Design and Manufacturing
This concentration is especially appropriate for those planning a career in industry, where engineers typically work in teams on projects requiring experience with design and manufacturing. It builds on the design content in the materials science curriculum and provides additional interdisciplinary design experience. The concentration also develops industrially relevant strengths in the areas of materials selection, computational tools, materials processing, and failure analysis.
Polymeric Materials
Synthetic polymers offer the engineering community an ever-expanding array of materials having properties tailored by chemical and physical processing. New developments are opening up applications for polymers as high-strength, low-weight materials, optoelectronic components, and key materials in other revolutionary areas. The basic understanding of engineering properties, in terms of multilevel microstructure, is essential for the full utilization of polymers.
MAT_SCI 201: Principles of the Properties of Materials
Quarter Offered
Fall : TTh 9:30-10:50 ; Emery/Wolverton
Winter : MWF 10:00-10:50 ; Chung
Spring : TTh 9:30-10:50 ; Emery
Prerequisites CHEM 102
Description
Course Outcomes: (Things students should be able to accomplish after completing the course) Introduction to Electrical Conduction, Semiconductors, Crystalline structures, Imperfections, Phase Diagrams, Kinetics, Mechanical properties, Ceramics, Polymers, Corrosion, Magnetic Materials, and Thin Films.
A student completing this course will be able to look at various materials as assemblies of atoms and molecules and understand:
1. How these assemblies (structures) dictate properties
2. How processing changes the assemblies.
3. How engineering materials are selected for various purposes
4. How materials facilitate technological development and influence society Relationship to Department Objectives: Supports 1, 2, 3
Textbook: Materials Science & Engineering 9e By Callister ISBN: 978-1118324578
MAT_SCI 301: Materials Science Principles
Quarter Offered
None : MWF 12-12:50 ; Shull
Spring : TTh 9:30-10:50 ; Haile
Prerequisites Reserved for Material Science or Chemical Engineering majors only
Description
Thermodynamics and bonding in condensed matter. Equilibrium and nonequilibrium development of microstructures. Processing/structure/property/performance relationships underlying behavior of metals, ceramics, polymers, and composites. Mechanical, electrical, chemical properties of engineering materials.
Course Outcomes: A student completing this course will be able to look at materials of different sorts as structures on the atomic level, on the microscopic level and on the macroscopic level and understand:
1. Why atoms, ions and/or molecules assemble into particular crystal structures
2. How these structures dictate certain properties
3. How processing can alter the structures present and their attendant properties
4. How engineering materials are selected for different applications
5. The importance of materials in society Relationship to Department Objectives: Supports 1, 2, 3
Textbook: Materials Science & Engineering 9e By Callister ISBN: 978-1118324578 or Introduction to Materials Science and Engineering, Y. W. Chung, CRC Press/Taylor and Francis Group, ISBN 978-0-8493-9263-4
MAT_SCI 314: Thermodynamics of Materials
Quarter Offered
Fall : MTWF 3-3:50 ; Barnett
Prerequisites Chem 103 or 172; Math 230; Phys 135-1
Description
Classical and statistical thermodynamics; entropy and energy functions in liquid and solid solutions and their applications to phase equilibria. Lectures, problem solving.
Objectives
1. Introduce the fundamental laws of thermodynamics
2. Familiarize students with both classical and statistical approaches
3. Describe the thermal behavior of solid materials, including phase transitions
4. Introduce solution thermodynamics with respect to liquid and solid solutions
5. Consider the basis of order-disorder transformations in materials
6. Use thermodynamics to predict and interpret phase equilibria (simple phase diagrams)
7. Familiarize students with modern software programs to predict phase diagrams.
A student who has completed this course will be able to articulate the fundamental laws of thermodynamics and use them in basic problem solving, be able to discriminate between classical and statistical approaches, be able to use thermodynamics to describe the thermal behavior of solid materials, including phase transitions, be able to use thermodynamics to describe order-disorder transformations in materials, be capable of applying solution thermodynamics for describing liquid and solid solution behavior, to use thermodynamics and modern software packages to predict and interpret phase equilibria in simple unary and binary systems.
Relationship to Department Outcomes: Supports 2, 3, 4, 5
Textbook: "Thermodynamics in Materials Science," 2nd Ed., Robert DeHoff, (Taylor and Francis, 2006), ISBN:978-0849340659
MAT_SCI 318: Materials Selection
Quarter Offered
Winter : MWF 11:00-11:50 ; Carr
Spring : MWF 3:00-3:50 ; Carr
Prerequisites MatSci 201 or equivalent
Description
Course Topics
• Materials Structure, Properties, and Performance.
• Design, identification of performance criteria, selection decisions.
• Mechanical behavior of manufactured articles. Performance Efficiency formalisms; materials charts; sources of data.
• Selections for structural articles; metals, polymers, ceramics, and composites.
• Selections for coatings and surface treatments. Selection for electronic and optical articles. Materials Degradation; Failure analysis
Course Outcomes
After completing this course, a student should:
1. Be able to specify performance requirements of a desired material and the process for making it, in the context of a given application.
2. Be able to analyze quantitatively the Performance Efficiency relationships for an article.
3. Be able to identify appropriate materials based on required physical and chemical properties.
4. Be able to take into account collateral performance requirement to ensure proper materials selection.
Relationship to Department Objectives http://www.matsci.northwestern.edu/mission.html
Supports 2, 6, 7, 8, 9, 10, 11, 15, 16
Textbook: There is no required textbook. CES EduPack materials selection software will be provided to all registrants.
MAT_SCI 331: Soft Materials
Quarter Offered
Winter : MWF 3-3:50 ; Huang
Prerequisites MAT SCI 201 or equivalent, MAT SCI 314 or CHEM 342-1, and MAT SCI 316-1&2 or instructor consent
Description
Course Objectives
To develop an understanding of the relationships between processing, structure and properties as applied to polymeric materials, and other materials that are dominated by relatively weak bonding between the constituent molecules or particles.
Course Outcomes
1. Given the chemical structure of a common polymer, students will be able to draw the chemical structures of the monomer(s) from which it was made.
2. Given the chemical structure of a monomer (or monomers), students will be able to draw the chemical structure polymers that can be synthesized from it (or them).
3. Students will be able to differentiate between crystallization and glass formation in polymeric materials.
4. Given the relative sizes of the molecular components, students will be able to apply regular solution theory to determine the phase behavior of liquid/liquid mixtures.
5. Students will be able to calculate the modulus of an elastomer, given the molecular weight between crosslinks.
6. Students will be able to calculate diffusion coefficients and settling velocities for spherical particles in Newtonian liquids.
7. Students will be able to describe in physical terms the effect of electric charge, grafted water soluble polymer and non-grafted insoluble polymer on the interactions between surfaces that are immersed in a fluid.
8. Students will be able to interpret phase diagrams of liquid crystalline systems, describing how electric field and temperature affect the order parameter.
Relationship to Department Outcomes:(http://www.matsci.northwestern.edu/mission.html)
Supports 1, 2, 3, 5, 6
Textbook: Ian W. Hamley, Introduction to Soft Matter: Synthetic and Biological Self-Assembling Materials, Revised edition, Wiley, 2007. ISBN 978-0-470-51610-2
MAT_SCI 332: Mechanical Behavior of Solids
Quarter Offered
Winter : MWF 1-1:50 ; Shull
Prerequisites MAT SCI 316-1,2; 316-2 may be taken concurrently
Description
This course will provide the students with an in-depth study of plastic deformation and fracture of materials. With emphasis on structure/properties relations. The role of imperfections, state of stress, temperature and strain rate upon mechanical behavior, is examined. Teams consisting of about 4 students will carry out a project designed to simulate an industrial or university R&D investigation. Materials will be subjected to microstructural and mechanical tests from which an application will be evaluated. Each team will present an oral and a written report at the end of the quarter.
Relationship to Department Objectives Supports 1, 2, 3, 5, 6, 8, 15, 16
Textbook: Deformation and Fracture Mechanics of Engineering Materials, 5th ed., R.W. Hertzberg, R.P. Vinci and J.L. Hertzberg. John Wiley.
MAT_SCI 337: Conducting Polymers
Quarter Offered
Spring : MWF 12-12:50 ; Huang
Prerequisites 331 strongly recommended
Description
The student should be able to understand the synthesis-structures-properties-applications relationship of conducting polymers. They should be able to:
• Draw the molecular structure of common conducting polymer monomers/polymers
• Know basic synthetic methods
• Understand the concept of doping and dedoping
• Be familiar with common applications of conducting polymers and the science behind them
• Be familiar with the history of the field, some leading scientists and classical references, and some current research activities in the field
• Gain hands-on experiences on the synthesis of nanostructured conducting polymers and construct chemical vapor sensors
Choose one from the following (about 10 hours)
1: Polyaniline Nanofiber Sensors
• Session 1: Safety orientation and synthesis of polyaniline nanofibers
• Session 2: Purification of polyaniline nanofibers, preparation of sensor electrodes and deposition of polyaniline
• Session 3: Testing the sensors Pre-lab and post-lab reports are required
• Location: TBA
2: Polyaniline nanofiber actuators Synthesize polyaniline nanofibers and use them to make an artificial hand or a flower
3: Propose your own project on conducting polymers
Textbook: 1. Conducting Polymers, Fundamentals and Applications, by Prasanna. Chandrasekhar - 1999, ISBN: 9780792385646 2. Handbook of conducting polymers (1st, 2nd and 3rd Editions) ISBN: 9781574446654
For his honors project, Nick assisted a professor with improving composite rope for climbing, which later hit the market as Arachne or "rack line."
MAT_SCI 394: Honors Project in Materials Science
Arachne -- also called "rack line," this is a resilient rope that distributes force along its length during a fall while minimizing the elongation. It's made from a combination of gengineered spidersilk and synthetic fibers. A typical 3/8" safety line can take a falling weight up to about 500 pounds without breaking or causing severe injury, while remaining lighter and stronger than the 7/16" minimum that our world hasn't quite reached yet but set as a foreseeable minimum standard.
Adjunct Major in SCIENCE IN HUMAN CULTURE PROGRAM
ADJUNCT MAJOR - 10 UNITS
The SHC program offers an adjunct major, meaning that students who major in SHC must also fulfill the requirements of a departmental major. In consultation with the SHC director, students in the adjunct major develop a theme based on their particular interests. They then take ten (10) courses that match their interests, selected from the list of approved courses.
• Students must take three (3) of the following core courses including at least one (1) from each list below:
List A List B
Hist 275-1 - History of Early Modern Science and Medicine
Hum 220 - Health, Biomedicine, Culture, and Society (co-listed as Sociol 220; offered in 2009 and 2010 as Hum 260)
Hist 275-2 - History of Modern Science and Medicine
Phil 268 - Ethics and the Environment
Hist 325 - History of American Technology
Phil 269 - Bioethics
Hist 377 - History of American Medicine
Phil 326 - Philosophy of Medicine
Hist 378 - History of Law and Science
Soc 220 - Health, Biomedicine, Culture, and Society (co-listed as Hum 220; offered in 2009 as Sociol 205 and in 2010 as Sociol 276)
Hist 379 - Biomedicine and World History
Soc 319 - Sociology of Science
Soc 355 - Medical Sociology
• At least six (6) of the ten (10) courses for the adjunct major must be at the 300-level.
• No more than two (2) of the ten (10) courses may be double-counted with the other major (for WCAS majors).
• Course substitutions may be allowed with the consent of the SHC director.
Courses
Sociology 321: Numbers, Identity & Modernity
Communication Studies 351: Technology and Human Interaction
Communication Studies 353: Collaboration Technology
Philosophy 355: Scientific Methods in the Social Sciences
Minor in Philosophy (T-America offers a concentration in Ethics)
The minor in philosophy requires students to be well-grounded in the history of philosophy, especially ancient and early modern, covering the major texts of ethical and political theory as well as the major texts of epistemology and metaphysics. The emphasis on argument and logical structure in philosophy requires students to be familiar with contemporary logic, at least up to the level of the first-order predicate calculus. Beyond this foundational requirement, students take four courses tailored to their individual interests and, typically, to complement work being done in their major. To provide the greatest latitude for this, only three of the four remaining courses need be at the 300 level.
Minor course requirements (8 units)
(A) Four core requirements:
• Logic: 150 Elementary Logic I,
• History of Philosophy: 210-1 (Ancient Philosophy),
• History of Philosophy: 210-3 (Early Modern Philosophy),
• Classics of Ethical or Political Theory: at least one course from the area: 260 or 261.
(B) Four philosophy electives: at least three 300 level courses. Electives may not include Phil 109, 270, 373, or 398.
PHIL 150 – Intro to Logic
Subtle mistakes in reasoning can get us into trouble, especially in philosophy where reasoning can be very intricate. Logic symbolizes arguments to make subtle mistakes easier to spot, and intricate arguments easier to follow. In this class we will first learn how to use symbols to represent certain natural language sentences. The symbolization allows us to give step-by-step reconstructions of arguments. When these step-by-step symbolized arguments have a certain profile, they represent good arguments. When they don't have that profile, the corresponding arguments can go wrong---and we can devise examples of when they go wrong! Throughout we'll address some concepts (such as truth and existence) that are deployed in philosophy, and how logical techniques can help us sort the good uses from the bad.
PHIL 210-1 – History of Ancient Philosophy
This course will introduce you to some of the greatest thinkers and movements in the philosophy of the ancient Greek world. We will focus on these thinkers’ conceptions of the human soul, the capacity for knowledge, the good life, and law and morality. We will first discuss the views of the key figures in Classical philosophy: Socrates, Plato, and Aristotle. We will examine their answers to enduring questions such as: What are the fundamental constituents of reality? What is knowledge, and how do we come to have it? How can we be happy, and what is a good life? What makes for a just society? We will then move on to the Hellenistic period, and will examine Epicurean and Stoic conceptions of how we should live our lives, and why philosophy can help us flourish. Our emphasis will be on analyzing both these philosophers' views, and their reasons and arguments for holding these positions.
PHIL 210-3 – History of Philosophy: Early Modern
The transition from the Medieval to the Modern era in philosophy began, roughly, in the late 16th and early 17th centuries and ended, again roughly, in the late 18th century. New methods of acquiring knowledge, along with a radically different conception of the world, permanently transformed the philosophical enterprise and the broader culture. In this course we will examine the views of some of the most important modern philosophers;especially Descartes, Spinoza, Leibniz, Bayle, Locke, Berkeley, and Hume;on the nature of God, causation, substance, mind, knowledge, and the material world. Additional readings will be drawn from Elizabeth, Galileo, Masham, Boyle, Shepard, and Du Châtelet.
PHIL 260 – Intro to Moral Philosophy
This course will introduce students to some perennial questions in the philosophy of morality. We will be concerned with questions about (1) the nature of morality: For instance, are there universal, objective truths about right and wrong? Or is morality ultimately a subjective or relative matter? (2) The substance of morality: Are there certain actions that are absolutely forbidden, no matter what the consequences? When evaluating a person's action, in what way do his or her motives matter? And (3) the importance of morality: Should we really care whether or not we do the right thing?
PHIL 262 – Ethical Problems/Public Issues
PHIL 329 -- The Ethics of Superpowers and Zetetics (T-American)
PHIL 364 – Business Ethics
Do corporations have social responsibilities that extend beyond mere compliance with law? Or is business ethics a contradiction in terms? In this course, we will attempt to answer these questions. We will survey the major contemporary theories of business ethics, and we will apply these frameworks to issues such as climate change and worker's rights. Readings will be drawn from economics and organizational theory as well as philosophy.
PHIL 420 – Studies in Ancient Philosophy – “Pleasure”
We will examine discussions of pleasure in Plato, Aristotle, and Epicurus - as well as in later authors (Sidgwick, contemporary philosophers). What is pleasure? Has hedonism been refuted? What are the best arguments for and against it? Is all pleasure good to some extent? How does it compare in value to that of other goods (if there are any)? Students should own Plato's collected dialogues and Aristotle's Nicomachean Ethics. Other assigned readings will be made available.
PHIL 460 – Seminar in Ethical Theory - Valuing Attitudes: Reasons without Reasoning
Experiences of value play a central role in providing reasons for our normative commitments. It is more common to hold such commitments on the basis of experience than to embrace them simply because one is convinced by some argument. Love for another person on the basis of direct experience and appreciation of him is a paradigm example. The reasons that these experiences provide standardly outstrip any attempts to capture them in propositional form. We can therefore have perfectly good reason to value what we do, while being faultlessly incapable of saying what these reasons are. This calls into question a methodological assumption of a great deal of practical philosophy: normative commitments should be based on reasons, and these reasons should be expressible as claims that could figure in a philosophical argument. According to this ideal, if we lack such reasons, we should revise or suspend our commitments. We will consider instances of the phenomenon in question, ask how to make sense of the idea that experiences could rationally ground our normative commitments, consider comparisons and contrasts with the case of beliefs based on perception, and discuss some implications of rejecting the ideal of articulacy about our reasons for moral commitment, moral education and political reasoning.
THE BRADY SCHOLARS PROGRAM
The Brady Program in Ethics and Civic Life is a scholarly community in which undergraduates join together with graduate students and faculty to discuss values and norms, goodness and badness, rightness and wrongness, virtue and vice, duty and obligation, justice and rights, equality and freedom, and the application of these concepts to local, national, and international communities. It combines a year-long examination of these topics in a small-classroom setting, exposure to a part of the world outside the U.S., and a capstone project that addresses social, economic, or political issues in the Evanston community.
PHIL 273-1 – The Brady Scholars Program - “The Good Life”
This is the first in a sequence of three courses required of sophomores in the Brady Scholars Program in Ethics and Civic Life. Our topic, the good life, will be explored by reading and discussing several recent books, as well as authors of antiquity (Plato, Epictetus, Marcus Aurelius). We will ask: Are there objective truths about what is valuable – or about anything? Does life have a point or meaning? What should one try to get out of life? How should we think about death? Is each person the final judge of what is good for that individual, or is it possible to be mistaken about where one’s good lies? What is the relationship between living well and being moral? How important is pleasure? Since more good is better than less, should we aim at all times to promote “the greatest happiness of the greatest number?”
PHIL 273-2 – The Brady Scholars Program - "The Moral Life"
What does morality require of us? Does acting morally amount to consistently bringing about the best consequences that we can? Or are there other important considerations that we should take into account when thinking about how to act well? When we are trying to figure out how to act, what questions should we be asking ourselves? Drawing on both classic and contemporary readings in philosophy, as well as our own experiences, we will ask what it means to live a moral life in different spheres and situations. Do we have, or can we justify, special obligations to our friends and family? Do our professional and other roles shape what we have reason to do? How do we understand our obligations towards strangers? Is there some unified way to understand the reasons that should guide us in all of these spheres, or do they operate independently?
PHIL 273-3 – The Brady Scholars Program - "The Good Society"
What are the markers of a good society? How are we to achieve this? Instead of approaching these questions from an abstract theoretical perspective, this course will pursue them in a concrete and focused way through the lens of race and racial politics in the US. Some of the questions we will discuss include: What is racism? Should we distinguish between types of racism? Is there a difference between racism and racial insensitivity, racial anxiety, racial ignorance, and racial injustice? Is the concept of "race" itself morally destructive or socially damaging? Is color-blindness the right response to our racial problems, or is it misguided in specifiable ways? How can we overcome deep patterns of mistrust between racialized groups of citizens in the US? Why do American ghettos persist? Should governments foster integrated neighborhoods? How should our criminal justice system treat the oppressed? At the end of the course we will briefly turn to the ancient notion of cosmopolitanism to ask about how to deal with encounters across deep divides of not just race, but also ethnicity, religion, sexuality, and gender orientation.
Open only to students in the Brady Scholars Program.
Graduate Study
With distinguished faculty, renowned researcher centers, and state-of-the-art laboratories and classrooms, graduate education at McCormick is designed to meet the global demand for analytical and innovative problem solvers. Whether you wish to advance your professional and technical education or pursue cutting-edge research, the Department of Materials Science and Engineering can help you achieve your goal.
Master of Science in Materials Science and Engineering
The master of science in materials science and engineering is one of the highest rated graduate programs of its kind. We offer a rigorous program that trains graduate students to become leaders in industrial and university settings.
Curriculum & Requirements
The MS degree requires twelve advanced (graduate level) 300 and 400 level courses. Eight of the twelve must be in materials science, of which five must be 400-level courses. The remaining four courses may be in other disciplines.
Graduate Core and Foundational Courses
• 401 Analytical and Statistical Thermodynamics of Materials
• 404 Imperfections in Materials
• 405 Physics of Solids
• 406 Symmetry and Mechanical Properties of Materials
• 408 Phase Transformations in Materials
• 411 Phase Transformations in Crystalline Materials
• 416 Kinetics
• 458 Computational Materials Science
General Courses
• 318 Materials Selection
• 333 Composite Materials
• 381 Energy Materials
• 390 Materials Design
• 391 Process Design
Electronic, Photonic, and Magnetic Materials Courses
• 337 Conducting Polymers
• 355 Electronic Materials
• 376 Nanomaterials
• 381 Energy Materials
• 395 Special Topics: Magnetic Properties of Materials
• 398 Introduction to Plasma Science and Processing Technology
• 415 Fundamentals of Thin Film Materials
• 451 Advanced Physics of Materials
• 452 Selected Topics in the Solid State
• 455 Physics of Nanostructures
• 456 Functional Metamaterials
MAT_SCI 376: Nanomaterials
Quarter Offered Winter ;
Prerequisites Senior undergraduate or graduate students in materials science, engineering, chemistry, physics, or biology
Description
This course is an interdisciplinary introduction to synthesis, processing, characterization, and applications of nanomaterials. The course will be structured as a series of integrated lecture and discussion sessions that review foundational concepts in nanoscience in the context of recent research breakthroughs. The lectures will be provided by experts from the Center for Nanoscale Materials and Material Science Division at Argonne National Laboratory.
Specific topics to be emphasized include nanoparticles, nanomaterial synthesis and nanofabrication, cutting-edge characterization tools, functional nanomaterials, and biological nanomaterials. In addition, promising applications of nanomaterials in areas of energy conversion, medical therapeutics and diagnostics, and information storage will be explored. Students will gain a broad perspective on nanomaterials research and will receive useful training in proposal preparation to attract resources supporting their research.
MAT_SCI 404: Imperfections in Materials
Quarter Offered Winter : MWF 2-2:50 ; Seidman/Haile
Prerequisites Basic Materials Science to at least the level of MSE 301, 316-1 and 316-2 or equivalent
Description
The behavior of point, line and planar imperfections in crystalline materials, with special emphasis on dislocations and mechanical behavior.
“Imperfections in Crystalline Solids,” Wei Cai and William D. Nix (MRS-Cambridge Fundamentals, 2016),
MAT_SCI 408: Phase Transformations in Materials
Quarter Offered Spring : MWF 1-1:50 ; Voorhees
Prerequisites A graduate level course in chemical thermodynamics
Description
This course will cover a variety of topics associated with the thermodynamics and kinetics of phase transformations in materials. Topics to be covered include the various theories of nucleation, spinodal decomposition, grain growth, coarsening, order-disorder transformations, precipitation, and solidification.
Textbook: "Phase Transformations", by J.J. Hoyt, IBSN: 978-1-926633-28-1
MAT_SCI 445: Special Topics in High Polymer Science
Quarter Offered Fall : MW 4:00-5:20 ; Olvera
Prerequisites Mat Sci 332 or equivalent, or permission of instructor
Description
The goal of this course is to analyze the physical properties of complex macromolecular systems. We will discuss statistical mechanics and thermodynamics of polymers in various environments, gels, lipid membranes, copolymers and polyelectrolyte solutions.
Textbook: Textbook: "Introduction to Polymer Physics" by Masao Doi, 1996, Clarendon Press, Oxford. ISBN: 9780198517894
MAT_SCI 455: Physics of Nanostructures
Quarter Offered None ;
Prerequisites None
Description
With the development of advanced fabrication techniques materials and structures that exhibit reduced dimensionality can be synthesized. It is now possible to observe and control quantum size effects in a variety of materials. Examples include semiconductor quantum wells, quantum dots and heterojunctions. Topics to be covered in this course include electrical , optical and magnetic properties of reduced-dimensional materials and nanostructures.
Textbook: Quantum Heterostructures, V.V. Mitkin, V.A. Kochelap, and M. Stroscio. Cambridge University Press, 1999. ISBN-10: 0521636353 ISBN-13: 978-0521636353
MAT_SCI 456: Functional Metamaterials
Quarter Offered None ;
Prerequisites Mat Sci 405, or the equivalent
Description
Metamaterials are ordered composite materials with electronic, optical, and magnetic properties distinct from those of the component ¿building blocks'. Their unusual properties can often be derived by considering how waves (electrons, phonons, photons) interact with heterogeneous materials whose structure varies with a periodicity comparable to the wavelength. In this graduate survey course, we will discuss the structure, properties, and applications of metamaterials including photonic bandgap materials, negative index materials, digital alloys, and quantum dot crystals. For more developed materials, emphasis will be placed on quantitative understanding and simple modeling of structure-property relationships. For less developed materials and approaches, we will develop qualitative judgments of the potential for further development and applications.
Textbook: There will be no required textbook. Readings from various textbooks and the research literature will be assigned.
T-America offers a graduate minor in Education for students who plan to teach at the college level, so they can add instruction skills to their topical skills. It is modeled on the program for secondary education but separate sessions of the classes are offered for collegiate teaching.
Graduate Minor in Collegiate Education
Human Development and Psychological Services Courses
HDPS 305-0 Identity and Motivation
Examines the connection between conceptions of the self and goal-oriented motivation, with particular attention to the influence of social, structural, and cultural forces.
HDPS 341-0 Building Loving and Lasting Relationships: Marriage 101
The intricacies and problems of close, committed, interpersonal relationships, especially marriage. Open to first-year students.
Learning and Organizational Change
LOC 213-0 Cognition in Context
Explores how thinking and learning are organized in everyday settings.
LOC 346-0 Psychology of Technology and Instructional Design
Introduction to theory and practice in the development of technologies for formal and informal learning in the classroom, workplace, and everyday world.
LOC 391-0 Organizational Planning and Analysis
Culminating experience involving application of knowledge and skills to analyze real-world problems and solutions in learning and organizational change.
Social Policy Courses
SOC POL 307-0 Educational Policy
Conflict between societal imperatives to select and prepare young people for future careers and to offer youths opportunity; how society and schools address this conflict; various approaches to policy reform.
Secondary Teaching Courses
TEACH ED 304-0 Seminar on Teaching: Introduction to Schooling in Communities
Action research methods - including observation/field notes, interviewing, and artifact analysis - as means to understanding how schools work and how theory and practice relate. Includes 30 hours of field experience.
TEACH ED 313-0 Problems in the Philosophy of Education
Classical and modern philosophies of education. Text interpretation, analysis of ideas, argument construction; relationship of philosophy to educational issues. Students develop their own philosophy of education.
TEACH ED 327-0 Educating Exceptional Children
Students with disabilities, including learning disabilities resulting from human development and/or accidents; understanding and application of approved emergency, educational, and rehabilitative activities; interrelationships with medical, health, and educational personnel.
TEACH ED 336-0 Instructional Design & Assessmen
Students will gain an overview of various approaches to curriculum design and instructional models, and will investigate several kinds of assessments, including formative and summative, and how those assessments are linked to instructional design, teaching and learning.Opportunities will be given to practice grading, providing good feedback, and managing a class assessment system.
TEACH ED 358-0 Methods and Techniques: Sciences
See description for MS_ED 456-0.
TEACH ED 368-0 Methods and Techniques: Science
TEACH ED 379-0 Theory and Practice of Teaching: Secondary Math/Science
See description for MS_ED 478-0.
TEACH ED 389-0 Student Teaching Seminar: Mathematics and Science
(4 units)
Seminar and accompanying fulltime, 10-week internship involving intensive clinical experience and teaching under the supervision of a mentor.
Doctor of Philosophy in Materials Science and Engineering
The PhD program in materials science and engineering was the first in the world and is internationally renowned for the excellence of its graduates.
To pursue a broad range of research, we actively seek students with diverse backgrounds and undergraduate training, including physicists, chemists, and engineers from other disciplines.
Curriculum & Requirements
The following five courses comprise the graduate core curriculum in materials science and engineering and are to be taken in sequence by all students in their first three quarters (excluding summer) of graduate study.
Core Courses
Fall Quarter (1st Year)
• 401 Chemical and Statistical Thermodynamics of Materials
Winter Quarter (1st Year)
• 404 Imperfections in Materials
• 408 Phase Transformations in Materials
Spring Quarter (1st Year)
• 405 Physics of Solids
• 406 Symmetry and Mechanical Properties of Materials
Additional Courses
Students take ten additional courses, two of which constitute a recognizable minor and three of which must be in materials science at the 400 level or above, not including Mat Sci 499. The other courses are appropriate to the specialization or are useful for dissertation research.
General Courses
• 318 Materials Selection
• 333 Composite Materials
• 381 Energy Materials
• 390 Materials Design
• 391 Process Design
Computational MSE Courses
• 390 Materials Design
• 391 Process Design
• 411 Phase Transformations in Crystalline Materials
• 458 Computational Materials Science
• ES_APPL 495 Advanced Special Topics: Modeling of Soft Materials
Characterization Courses
• 361 Crystallography and Diffraction
• 380 Introduction to Surface Science and Spectroscopy
• 460 Electron Microscopy
• 461 Diffraction Methods in Materials Science
• 465 Advanced Electron Microscopy and Diffraction
• 466 Analytical Electron Microscopy
Electronic, Photonic, and Magnetic Materials Courses
• 337 Conducting Polymers
• 355 Electronic Materials
• 376 Nanomaterials
• 381 Energy Materials
• 395 Special Topics: Magnetic Properties of Materials
• 398 Introduction to Plasma Science and Processing Technology
• 415 Fundamentals of Thin Film Materials
• 451 Advanced Physics of Materials
• 452 Selected Topics in the Solid State
• 455 Physics of Nanostructures
• 456 Functional Metamaterials
Hard Materials Courses
• 333 Composite Materials
• 340 Ceramic Processing
• 341 Introduction to Modern Ceramics
• 434 Fracture of Brittle Solids
• 435 Special Topics in Mechanical Behavior of Solids
Soft and Hybrid Materials Courses
• 331 Physical Properties of Polymers
• 333 Composite Materials
• 337 Conducting Polymers
• 370 Biomaterials
• 371 Biominerals: Hierarchical Architecture & Function
• 372 Engineering Strategies in Tissue Engineering & Regenerative Medicine
• 445 Special Topics in High Polymer Science
• 495 Advanced Special Topics: Biomineralization
Ruth-Marie Fuller -- She has fair skin, green eyes, and long curly brown hair. She looks a lot like her mother, who died when she was born. Ruth-Marie is the daughter of Nick Fuller. She is touch-dominant and actually quite perceptive, a trait that her father encourages with great enthusiasm, but other people often misunderstand her. She reads and writes Braille for fun, and enjoys tactile crafts like crochet and ceramics. Her favorite colors are orange, yellow, and green. Like her father, Ruth-Marie is a cat lover, and they have numerous cats in the household.
Qualities: Good (+2) Cat Lover, Good (+2) Thoughtful, Good (+2) Touch-Dominant
Poor (-2) Misunderstood
Cleopatra the Alchemist "Cleo" -- She is an American Longhair Cat with fluffy orange-and-white fur. She belongs to Nick and Ruth-Marie Fuller. Typically she produces orange kittens, but the ones in the picture turned out dark gray, because she learned how to unlatch a window and let herself out to find a boyfriend. Then she sat atop the catio, like Juliet on her balcony, and obliged the local tomcats to devise a way to reach her before mating with the successful one. Cleo is a cat of discerning tastes in many regards. She hates water because her long fur takes forever to dry.
Qualities: Expert (+4) Smart, Good (+2) Cat, Good (+2) Discerning
Poor (-2) Hates Water
Cleopatra the Alchemist - wrote the alchemical book, Chrysopoeia, or "gold-making"
The American Longhair cat is a full-bodied, handsome cat with a dog-like personality and a medium-length to long-length double coat.
The American Longhair cat was the result of attempts by breeders to infuse certain Persian color varieties into American shorthair cats. The longer coat and some of these colors seemed genetically linked, and the result was a cat with a combination of traits from both it's Persian and American shorthair ancestors.
Dagny Ovesen -- She has tawny-fair skin, brown eyes, and brown hair that falls just past her shoulders. She is short and slim. Dagny has always been fascinated by what things are made of and how materials become useful things. She has little time or interest for most feminine topics, and no fashion sense at all. Clothes are just something she wears to keep chemicals off her skin. She buys capsule wardrobes from Basic Babe and calls it good. This would work better if she did not also collect T-shirts from conferences and geek shops, then pair them randomly with things from a capsule wardrobe. Unlike many geeks, however, Dagny gets along well with other people. She also enjoys crafts such as knitting, crochet, sewing, and scrapbooking.
Dagny graduated from Northwestern University. She earned a Bachelor of Arts in Materials Science in the Soft Materials track from the Weinberg College of Arts & Sciences. Her second major was Sociology with a concentration in Economic Sociology and Global Development. Dagny did a Chicago Field Studies internship with Public Housing that involved distributing furniture, housewares, and other necessities to needy families. Her senior thesis for the William Henry Exum Award examined material preference in household goods as it diverged across different ethnic groups, with an eye toward recommending products that would appeal to the target demographic. She also earned certificates in Financial Economics and Managerial Analytics. Then she got a Master in Business Administration from the Kellogg School of Management at Northwestern University with a major in Marketing and a pathway in Retro-engineering. At the time Microfyne was developed, Dagny was studying toward her doctorate in Materials Science and Engineering with a minor in Soft and Hybrid Materials, and her thesis involves the process of monetizing products from retro-engineering.
Qualities: Master (+6) Interpersonal Intelligence, Expert (+4) Businesswoman, Expert (+4) Retro-Engineering Materials Science, Good (+2) Sociology, Good (+2) Crafts, Good (+2) Graceful
Poor (-2) Fashion Sense
Materials Science (BA)
This degree is offered through the Weinberg College of Arts & Sciences and provides the opportunity to study materials science within the context of the college’s focus on liberal arts and sciences.
Please note: This degree is distinct from the bachelor of scienceoffered in the Department of Materials Science and Engineering in the McCormick School of Engineering and Applied Science.
There are strong connections with the physical and biological sciences, as well as with the various engineering disciplines. Dual majors and minors in materials science are strongly encouraged.
Career Paths
Graduates of materials science go on to careers in industry or seek higher degrees in graduate or professional schools. They enter fields such as research and development, quality assurance, marketing, management, education, among others.
Major in Materials Science
Students majoring in materials science in Weinberg College choose from two tracks: general materials or soft materials. Requirements include foundation courses in mathematics and science and advanced electives.
Fall Quarter Freshmen should consider taking MatSci 190 Materials Science and Engineering Freshman Projects. This elective class introduces students to use of the scanning electron microscope and other modern apparatus, as well as the correlation of structure with other properties of materials through lecture and laboratories. Students conduct their own research projects using skills developed in class labs.
Foundations in Mathematics and Science
(Courses depend upon chemistry and mathematics sequences taken.)
• MATH 220 and 224 or 212, 213 and 214; 230, 234 and 240 or 281-1,2,3 or 285-1,2,3 or 290-1,2,3 or 291-1,2,3.
• CHEM Lecture/lab: 110, 131/141 and 132/142 or 151/161 and 152/162 or 171/181 and 172/182
• PHYSICS 135-1,2,3 or 125-1,2,3 (and corresponding labs)
Students in the soft materials track who are interested in biomaterials and/or medicine are encouraged to take additional courses in biology.
Program Courses (13 Courses)
Laboratory components of general and organic chemistry courses require separate registration and bear separate credit; see the chemistry section for details.
• MAT SCI 201 or 301, 315, 316-1, 316-2, 351-1
Students take five courses in their chosen track:
General Materials Track
• CHEM 210-1 or 212-1
• CHEM 342-1 or MAT SCI 314
• MAT SCI 331; two courses chosen from 332, 351-2, 361
Soft Materials Track
• CHEM 210-1,2 or 212-1
• CHEM 342-1 or MAT SCI 314
• MAT SCI 331; 370 or equivalent
Advanced Electives
3 elective courses must be taken:
• At least one in materials science chosen from: 332, 333, 336, 337, 340, 341, 351-2, 355, 360, 361, 370, 371, 376, 380, 381, 390, 193, 395, 398
• At least one in another department chosen from the following:
• CHEM 210-3 or 212-3, 333, 342-2, 342-3
• EARTH 300
• MATH 250; 351 or 381
• PHYSICS 332, 333-1, 333-2, 337, 339-3, 357, 358, 359-3
The Department of Sociology at Northwestern is a top-ranked program with world-class faculty committed to teaching all students to engage more effectively with the world around them. The undergraduate program features a generous faculty-student ratio and many opportunities for students to get to know their professors beyond the classroom.
Sociology is an ideal major for pursuing a senior thesis, an internship through the Chicago Field Studies Program, or other capstone project.
Dagny's senior thesis examined material preference in household goods as it diverged across different ethnic groups, with an eye toward recommending products that would appeal to the target demographic.
WILLIAM HENRY EXUM AWARD
The intent of this prize is to honor the memory of William Henry Exum, a member of the Department of Sociology and the African American Studies Department, who died in 1986 at the age of 37. Exum was concerned with the quality of writing and research analysis in student papers. He was also interested in racial problems facing minority youths in higher education. This award was established as a means of continuing his goals of breaking barriers for all minorities.
Students are NOT limited to a sociological approach in preparing submissions, and this award is NOT limited to sociology/social science majors.
Papers should focus on the subject of race and ethnicity and be 15-25 pages (typed and double spaced). Include a cover sheet with your name, address, phone number, email address, year in school, and major. You may submit a paper from a course as long as the course was a 300-level or higher. Limit one entry per student per year.
Dagny did an internship with Public Housing that involved distributing furniture, housewares, and other necessities to needy families.
Chicago Field Studies (CFS) is a unique program that allows students to experience what it is like to be part of the workforce. CFS provides students the opportunity to intern while participating in a weekly seminar that incorporates readings, discussions, case studies, field trips, guest lectures and presentations to supplement what students learn in their workplaces.
MAJOR REQUIREMENTS
The department offers preparation for students who want to pursue careers in a wide range of fields. It provides an excellent background for all professions involved in the major institutions of modern society, such as business, public administration, law, medicine, journalism, communications, planning, research, and teaching. The department also emphasizes the sociological perspective as a fundamental part of a liberal education and a broad understanding of the world. Students may also declare an area of concentration within the sociology major.
Sociological Courses
1. Two courses in sociology at the 100 or 200-level
This excludes SOC 101: First-Year Seminar and SOC 226: Sociological Analysis
2. Three courses in methods of social research*
a. SOC 226: Sociological Analysis
b. SOC 303: Analysis of Social Data
c. SOC 329: Field Research & Methods
3. SOC 306: Sociological Theory
4. Six additional 300-level sociology courses**
. SOC 398-1,2: Senior Research Seminar may count as 2 of the 6 courses.
a. SOC 376: Topics in Soc. Analysis may count repeatedly with different topics and adviser approval.
b. Although SOC 399: Independent Study may be taken more than once, only 1 unit may count toward the major.
c. Students will be permitted to count either a Chicago Field Studies (CFS) course or a Global Engagement Studies Institute (GESI) course toward their 300-level course requirement with adviser approval. If students wish to count both a CFS and GESI course toward their sociology major, then they will be permitted with advisor approval to count the CFS course toward their 300-level course requirement and the GESI course toward their "related" courses requirement. If a student wishes to count a 4-credit CFS course as 2 courses toward their 300-level course requirement, they may submit a written appeal to the director of undergraduate studies, who will determine whether the level, amount, and kind of work merits this decision.
5. Four related 300-level courses with adviser approval.
Related departments are: African American studies, American studies, anthropology, Asian American studies, communication studies, economics, gender and sexuality studies, global health studies, history, international studies, Latina and Latino studies, legal studies, linguistics, philosophy, political science, psychology, science in human culture, statistics, or other fields selected with the approval of an adviser.
*It is recommended that students take SOC 226 in their first-year or sophomore year, and then SOC 303 and 329 in their junior year.
**If a thesis is not written, a student cannot get honors. If the thesis is written, the student must take the two senior thesis courses. A thesis does not guarantee honors.
Concentration in Economic Sociology and Global Development
SOCIOL 215–0 Economy and Society
SOCIOL 302-0 Sociology of Organizations
SOCIOL 309-0 Political Sociology
SOCIOL 316-0 Economic Sociology
SOCIOL 317-0 Global Development
SOCIOL 324-0 Global Capitalism
SOCIOL 325-0 Global and Local Inequalities
SOCIOL 330-0 Law, Markets and Globalization
SOCIOL 331-0 Markets, Hierarchies, and Democracies
SOCIOL 332-0 Work and Occupations
SOCIOL 335-0 Sociology of Rational Decision Making
Financial Economics Certificate and Managerial Analytics Certificate
Master in Business Administration from the Kellogg School of Management at Northwestern University
Our Two-Year Full-Time MBA Program is for students who want to gain the confidence to lead boldly and challenge conventional thinking in the global marketplace. With a start date in September, you'll begin to build core management skills and then move on to specialized electives that reflect your areas of interest. Both inside and outside the classroom, you’ll learn to lead by practicing in an environment that gives you an opportunity to try new things.
In T-America, "Leadership and Crisis Management" is also available as a 3-credit course with certification for emergency management in the business field. It covers everything from public relations to product flaws to factory fires, with an eye toward what managers can do for damage control.
Core & Electives
Kellogg's rigorous core MBA curriculum provides you grounding in the fundamentals of growth and the foundation for advanced, specialized work in academic majors and professional fields. The core curriculum for the Two-Year Program consists of nine courses in fundamental areas, including accounting; management and organizations; marketing; finance; managerial economics; decision sciences; operations; and management and strategy.
In addition, during the Pre-Term orientation sequence of their second year, students are required to complete a half-credit course, Leadership and Crisis Management (KPPI-440-A), that encompasses much of the knowledge from the first-year core.
The following core courses are required for graduation:
• ACCT-430-0 Accounting for Decision Making
• MGMT-431-0 Business Strategy
• FINC-430-0 Finance I
• MKTG-430-0 Marketing Management
• DECS-430-A Business Analytics I
• DECS-431-0 Business Analytics II
• MECN-430-0 Microeconomic Analysis
• OPNS-430-0 Operations Management
• MORS-430-0 Leadership in Organizations
Dagny developed a pathway in retro-engineering, a demanding field always in high demand.
Marketing
MKTG-465-0 Launching New Products and Services
Accounting
ACCT-459-5 Sustainability Reporting and Analysis
Economics
DECS-450-0 Decision Making and Modeling
KPPI-460-0 Values Based Leadership
Strategy
STRT-466-0 Strategic Challenges in Emerging Markets
STRT-441-0 Intellectual Capital Management
Managing Organizations
MORS-470-0 Negotiations
KIEI-927-5 Recruiting & Retaining Talent in Growth Companies
MORS-955-5 Creativity as a Business Tool
Entrepreneurship
KIEI 462 New Venture Discovery
KIEI 464 New Venture Development
KIEI 466 New Venture Launch
KPPI 452 Social Innovation: Designing for Change
KIEI 958 Commercializing Innovations
Entrepreneurship
NUvention: Advanced Materials
NUvention: Adv. Materials
NUvention: Advanced Materials, formerly known as NUvention: Nanotechnology, is a new partnership between the Farley Center for Entrepreneurship and the International Institute for Nanotechnology (IIN). Interdisciplinary students teams will be created and assigned to an NU faculty member to work on commercializing a technology the faculty member believes has potential. This technology will have been already disclosed to INVO and the faculty member has expressed an interest in creating a start-up to commercialize. There is no expectation for student-developed intellectual property. Any decision to create a start-up rests with NU faculty member, INVO and class faculty. The focus of the class is to determine a viable business model to commercialize faculty research. Student teams are not engaged in technology innovation, but their efforts may inform technology evolution. This singular focus has not been attempted in other NUvention classes.
Growth and Scaling
STRT 475-5 Strategies for Growth
KIEI 915-0 Growth Strategy Practicum
MKTG 650 Marketing Consulting Lab - Generating Profitable Growth
In addition to majors, Kellogg provides “pathways” to our students who are interested in building expertise in emerging areas and evolving industries.
A pathway is an integrated, cross-functional sequence of courses designed to address a particular skill set or industry for which there is active student and recruiter demand. You have the flexibility to pursue any number of pathways and go as deep as you’d like into each one.
Marketing Major
The marketing major provides students with the customer behavior and marketing analytics tools needed to create lasting customer advantage. It also provides marketing strategy frameworks that enable firms to apply these insights when creating and responding to disruptions in the market place. Students who complete the marketing major understand how to deliver superior customer experiences that strengthen competitive advantage and drive sustainable growth.
Summer 2015 - Spring 2016
A student must earn at least FOUR credits (in any combination of half-and full-credit courses) from the courses listed below to complete the major. Only one Lab credit can count toward the major.
At least ONE course credit from the following list:
MKTG-450-0 Marketing Research and Analytics
MKTG-462-0 Retail Analytics
MKTG-953-0 Customer Analytics
At least ONE course credit from the following list:
MKTG-451-0 Marketing Channel Strategies
MKTG-453-0 Business Marketing
MKTG-454-0 Advertising Strategy
MKTG-458-0 Consumer Insight for Brand Strategy
MKTG-465-0 Launching New Products and Services
MKTG-466-0 Marketing Strategy
MKTG-925-0 Strategic Brand Management
TWO additional course credits from the courses listed above OR from the following list:
MKTG-455-0 Media and Integrated Marketing (formerly designated MEDM-431)
MKTG-468-0 Technology Marketing
MKTG-940-0 C Suite and Boardroom Dynamics
MKTG-955-0 Digital Marketing Analytics
MKTG-957-0 eCommerce and Digital Marketing
MKTG-961-5 Entrepreneurial Tools for Digital Marketing
MKTG-962-5 Entrepreneurial Selling: Business to Business
HEMA-470-0 Biomedical Marketing (formerly designated HEMA-914-0)
Graduate Study
With distinguished faculty, renowned researcher centers, and state-of-the-art laboratories and classrooms, graduate education at McCormick is designed to meet the global demand for analytical and innovative problem solvers. Whether you wish to advance your professional and technical education or pursue cutting-edge research, the Department of Materials Science and Engineering can help you achieve your goal.
Materials Science and Engineering (PhD)
The PhD program in materials science and engineering was the first in the world and is internationally renowned for the excellence of its graduates.
To pursue a broad range of research, we actively seek students with diverse backgrounds and undergraduate training, including physicists, chemists, and engineers from other disciplines.
Curriculum & Requirements
The following five courses comprise the graduate core curriculum in materials science and engineering and are to be taken in sequence by all students in their first three quarters (excluding summer) of graduate study.
Core Courses
Fall Quarter (1st Year)
• 401 Chemical and Statistical Thermodynamics of Materials
Winter Quarter (1st Year)
• 404 Imperfections in Materials
• 408 Phase Transformations in Materials
Spring Quarter (1st Year)
• 405 Physics of Solids
• 406 Symmetry and Mechanical Properties of Materials
Additional Courses
Students take ten additional courses, two of which constitute a recognizable minor and three of which must be in materials science at the 400 level or above, not including Mat Sci 499. The other courses are appropriate to the specialization or are useful for dissertation research.
Additional Courses
Students take ten additional courses, two of which constitute a recognizable minor and three of which must be in materials science at the 400 level or above, not including Mat Sci 499. The other courses are appropriate to the specialization or are useful for dissertation research.
General Courses
• 318 Materials Selection
• 333 Composite Materials
• 381 Energy Materials
• 390 Materials Design
• 391 Process Design
Computational MSE Courses
• 390 Materials Design
• 391 Process Design
• 411 Phase Transformations in Crystalline Materials
• 458 Computational Materials Science
• ES_APPL 495 Advanced Special Topics: Modeling of Soft Materials
Characterization Courses
• 361 Crystallography and Diffraction
• 380 Introduction to Surface Science and Spectroscopy
• 460 Electron Microscopy
• 461 Diffraction Methods in Materials Science
• 465 Advanced Electron Microscopy and Diffraction
• 466 Analytical Electron Microscopy
Electronic, Photonic, and Magnetic Materials Courses
• 337 Conducting Polymers
• 355 Electronic Materials
• 376 Nanomaterials
• 381 Energy Materials
• 395 Special Topics: Magnetic Properties of Materials
• 398 Introduction to Plasma Science and Processing Technology
• 415 Fundamentals of Thin Film Materials
• 451 Advanced Physics of Materials
• 452 Selected Topics in the Solid State
• 455 Physics of Nanostructures
• 456 Functional Metamaterials
Hard Materials Courses
• 333 Composite Materials
• 340 Ceramic Processing
• 341 Introduction to Modern Ceramics
• 434 Fracture of Brittle Solids
• 435 Special Topics in Mechanical Behavior of Solids
Soft and Hybrid Materials Courses
• 331 Physical Properties of Polymers
• 333 Composite Materials
• 337 Conducting Polymers
• 370 Biomaterials
• 371 Biominerals: Hierarchical Architecture & Function
• 372 Engineering Strategies in Tissue Engineering & Regenerative Medicine
• 445 Special Topics in High Polymer Science
• 495 Advanced Special Topics: Biomineralization
• 496: Advanced Special Topics: Zetetics (T-American)
• 497: Advanced Special Topics: Retro-engineering (T-American)
See Dagny's Common Capsule summer clothes, accessories, winter clothes, holiday clothes, geek T-shirts, and science conference T-shirt.
The current members of the Nobel Committee for Chemistry are:
• Sara Snogerup Linse, chairman
• Jan-Erling Bäckvall
• Peter Brzezinski
• Gunnar von Heijne, also secretary
• Claes Gustafsson
• Sven Lidin
• Olof Ramström
• Johan Åqvist
jtthomas, erulisse, readera, and curiosity. It also fills the "coming home" square in my 8-2-19 card for the End of Summer Bingo fest. This poem has been sponsored by Anthony & Shirley Barrette. It belongs to the Polychrome Heroics series."A Combination of Brains and Materials"
[Tuesday, January 3, 2012]
Nick Fuller puttered away
in his garage laboratory
over winter break while
his daughter Ruth-Marie
curled up in the living room
with the latest issue of Taxxi.
He liked to bring home
the kind of projects that
didn't require the big lab
at the university and weren't
necessarily something that
would win a lot of grant money.
His department had succeeded
in retro-engineering ArgoFoam
into foomp, which was released
as a gift after a paramedic crew
saved the inventor's life.
Northwestern University
was quite satisfied with that,
but Nick wasn't ready to quit.
He had it in his head that he could
cut the price even more by switching from
the expensive argon-activated foam structure
to some sort of microfiber arrangement.
Fortunately he already had a spinneret
in his garage lab, which had started life
as a cotton candy machine that he
bought at bargain rate one fall.
Every time he set aside a sample
of the fabric to make the next batch,
though, it just ... disappeared.
At first, Nick wondered if it
could actually be evaporating.
Then he saw his housecat
Cleopatra the Alchemist
waddling across the floor
with his cloth in her mouth.
She was so pregnant that she
barely fit through the door crack.
Nick hadn't meant to have
a litter of winter kittens, but Cleo
had learned how to unlatch a window
and let herself out to find a boyfriend.
Then she sat atop the catio,
like Juliet on her balcony,
and obliged the local tomcats
to devise a way to reach her before
mating with the successful one.
Cleo was a cat of discerning tastes.
Right now, she had evidently discerned
that Nick's retro-engineered cloth
would make a great kitten bed.
Nick laughed and let her have it.
[Monday, January 9, 2012]
Nick set up the materials science lab
to continue his experiments. He laid out
the few bedraggled samples that he
had managed to retrieve from the cat.
The kittens had come out cute, though,
even if most of them were dark gray
instead of Cleo's usual orange-and-white.
"What are you working on?" said a voice.
Nick turned to see Dagny Ovesen, who
was studying for her doctorate. She shared
his interest in retro-engineering, but with
more focus on developing and marketing
products after the discovery phase.
"The world's most expensive cat bed,"
Nick said dryly. "I was fooling with this
over winter break, and Cleo kept stealing it."
"That bodes well for its customer appeal,"
Dagny said. "You wouldn't believe what
some people would spend on their pets."
Nick had modified much of his house
with catwalks and litter cabinets,
so yes, he would believe it.
"I was actually working on
a cheaper version of foomp,"
said Nick. "It doesn't have
nearly as much cushioning
as the earlier versions. It
flattens out when it gets warm."
Dagny picked up a piece.
"Oooh, it's so soft," she said.
"If your cat likes it, why not
consider making a blanket?"
"Now there's a good idea,"
Nick said, then shook his head.
"We don't have the equipment
to make anything that big."
"Leave it to me," Dagny said,
still fondling the fabric sample.
"I have all kinds of contacts
in manufacturing. Someone
will have a blanket machine
that we can beg, borrow, or buy."
"I'll leave it in your capable hands,"
Nick said, picking up his tablet computer.
"Let me just log this assignment so
that it will count for class credit."
"Thanks, Dr. Fuller," said Dagny.
"I love working with you."
[Saturday, March 24, 2012]
Eagerly Nick unpacked his supplies
and arranged them on the workbench.
He loved coming home to his own lab.
He had recruited both Cleo and Ruth-Marie,
since the cat had kept stealing his samples and
then his daughter stole them from the cat.
"Okay, ladies, listen up," said Nick.
"You two are now official lab assistants.
I'm going to make some swatches, and
then your job is to tell me which ones you
like best. Are we ready to do some science?"
"Yeah!" said Ruth-Marie. "I love this stuff."
So Nick started mixing up batches of goo,
carefully recording the small variations
in chemical composition between them.
The stuff was a lot less expensive
to make now that it didn't need argon,
but it still wasn't exactly cheap. He kept
hoping he could nudge the cost lower.
At least he had discovered a solvent
that took the goo right off, so he could
run several batches through the spinneret
just by rinsing it with the solvent instead of
having to break down the whole thing.
It was on the seventh formulation
that Nick noticed a definite change.
"That's ... funny," he muttered,
watching the strands almost crawling
around the inside of the metal drum.
Still, he swished them out with a cone
and patted them into a washcloth shape,
the way he used to sculpt cotton candy
as a little boy. This turned out much better.
When he offered the latest sample to
his assistants, though, they loved it.
Cleo flopped down on top of it
and made motorboat noises.
Ruth-Marie tugged it out from
under her and cuddled it. "I like
this one the bestest," she declared.
"Okay, why?" Nick asked. "It's
important to be specific in science."
"It's all warm and fuzzy, and it
makes me feel safe," she said.
[Monday, April 2, 2012]
Nick clapped his hands together
and rubbed them briskly.
"Okay, Dagny, fire up the lab,"
he said. "We got a hot one here!"
"I guess I don't have to ask if
your spring break went well,"
Dagny said with a grin.
"I stumbled over the key
on Saturday, but it took me
the rest of the week to get
consistent results," Nick said.
"What I have now is pretty great,
but I think it'd work even better
running the microfiber through
some real factory machines."
"I've got a line on a fleece factory
that can help us out," Dagny said.
"Show me what you got, doc!"
So Nick worked up a batch of goo,
spun it into fibers, and patted them
into the shape of a washcloth.
Dagny stroked the fabric and said,
"I will have nooo trouble selling this.
It feels like it's actually hugging me back."
"Yeah, that's something I want to test,"
Nick said. "This stuff has weird properties."
"Too bad your cheaper version of foomp
didn't pan out, but something tells me
that this could be better," Dagny said.
"I'm still impressed that you managed
to do anything without the argon."
"That's the secret," Nick said. "Inventing
is a combination of brains and materials.
The more brains you use, the less material
you need. The argon wasn't critical to
the compound, only to the foam."
"Fair enough," Dagny said,
and then she went to work.
The two scientists spent the day
setting up a range of experiments.
Further investigation revealed
unique thermal retention properties,
in that the material stored heat as well
as insulating against heat loss, while
responding to changing body temperature
well enough to prevent overheating.
It was thermotaxic, buffering toward
standard human body temperature, so that
it fluffed in response to lower temperatures
and then flattened down at higher ones.
"This is a very smart material,"
Dagny said, petting a new sample.
"Is it just me, or does the fabric
seem to boost your mood?"
"It seems to, but I haven't
even tried measuring that yet,"
Nick said. "What do you think?"
"I think you should talk to Philosophy
and I should talk to Sociology and we
should set up a study to explore
its mood effects," Dagny said.
[Saturday, June 9, 2012]
"I am so glad that's over,"
Nick groaned, rubbing his face.
"Yeah, now we just have to survive
finals week," Dagny commiserated."
"At least I took a light schedule
for summer, so that I'll have
plenty of time to work on
the new fiber," said Nick.
"What about yours?"
"Moderate, but I picked
things that dovetail with
this project," Dagny said.
"I can get lots of credit for
what I'm doing here."
"Excellent," Nick said.
"How's the study coming?"
"Done and purring away in
the computer," Dagny said.
"We should have the details soon,
but the preliminary results suggest
that it provides a subtle yet definite boost
to emotional state, higher than that from
other materials used in comfort objects."
"So we just need to prove that number is
higher than statistical significance, and
then analyze whether it's high enough
to justify all the added costs," Nick said.
"The latter is more your field than mine."
"I think it's worth it," Dagny said.
"Sometimes, it's not about numbers,
it's about how a product makes you feel."
"How did our student volunteers feel
about it, then?" Nick wondered.
Dagny laughed. "Only two of them
gave their samples back when I asked.
Everyone else managed to 'lose' theirs.
I didn't have the heart to fight them."
"Yeah, it'd be worse than fighting
with the kittens," Nick admitted.
"Also, it looks like the new material
retains the hypoallergenic nature of
the earlier foomp and ArgoFoam,"
Dagny said. "That will help sales.
Have you decided on a name yet?"
"I'm going with Microfyne," said Nick.
"It's a microfiber and it has a fine texture."
"Sounds good," Dagny said. "I think
I can pitch that with no problems."
"Listen, about pitching it ..."
Nick said slowly. "You've said
that this project has legs, and you're
much more into the manufacturing and
marketing side than I am. Would you
consider riding it all the way through?
Taking over a development factory?"
Dagny squealed and clapped her hands,
jumping up and down. "Oh, I'd love to!"
she said. "Microfyne has so much potential,
and I can't wait to see what we can do with it.
My doctoral thesis is actually on the process of
monetizing products from retro-engineering."
"Do you think you can defend this?"
Nick said. "I mean, it's pretty fuzzy science."
"Don't you worry about that," Dagny said.
"I'll do up the paper with a Latin inscription
and everything, I but I think all I'll have to do
is hand the examiners a blanket. Each."
"Well then, congratulations," Nick said.
[Friday, June 21, 2013]
Nick clapped wildly as
Dagny Ovesen walked across
the stage to receive her doctorate.
In the audience he could see
his daughter Ruth-Marie in
her sherbet-orange dress
clapping just as hard and
clutching a picture of Cleo.
After the ceremony, they all
got together to celebrate
at the ice cream parlor.
"I'm so proud of you,"
Nick said. "It's always
a pleasure when the student
exceeds the teacher's achievements."
"Nonsense," Dagny said. "You're
the one who invented Microfyne."
"But you recognized its potential
as a product, different than what I
set out to make," Nick argued. "You're
developing and marketing it, too."
"We all worked together,"
said Ruth-Marie. "Team effort."
"What she said," Dagny added.
"So how is the project going?"
Nick asked. "Last I heard, you were
still trying to wrangle equipment,
but that was before finals ate
a week of our mortal lives."
"We have a factory on contract,"
Dagny said proudly. "Production
starts on the first of July. It will
take time to work out the bugs, but
I expect to have enough samples
available for testing by January."
"I heard back from our contacts
on testing," Nick said. "We have
several ambulance companies eager
for beta-testing in field conditions."
"I love my job," Dagny said.
"This is all so exciting!"
[Friday, October 3, 2014]
Nick was rushing between classes
when he answered his phone to hear,
"This is Gunnar von Heijne. I am
pleased to announce that you have
won the Nobel Prize in Chemistry
for the development of Microfyne."
Nick promptly dropped his phone.
Fortunately it was still live when
he managed to pick it up again.
"That -- that's wonderful,"
he stammered. "I'm glad
it's testing out so well."
"You and your colleagues
have done a fine job with it,"
said von Heijne. Then he listed
them ... and one was missing.
"You left off Cleopatra," said Nick.
The other chemist made a testy noise.
"Dr. Fuller, the Nobel Prize is awarded
only to humans. You cannot list a cat
on your material development team."
"Well that's speciesist," Nick said.
"In that case, I'm sorry but I must decline.
I can't in good conscience deny credit
to an essential team member due to
her species and probably also gender."
"You can't be serious," von Heijne said.
"This is the Nobel Prize, man!
Think of your career."
"Nope, my answer stands,"
Nick said firmly. "If it weren't for
my cat Cleopatra the Alchemist,
you wouldn't have that blanket
you're cuddling right now."
There was a long, pregnant pause.
"How did you know that?"
von Heijne demanded.
"Call it a lucky guess," Nick said.
"We've been playtesting the product.
You're involved with the prize. I
figured you would have tested it --
and almost nobody puts it down
once they've picked it up."
The man sighed. "You win."
"Thought you'd see it my way,"
Nick said. "I'll tell the ladies."
And maybe he'd buy Cleo
a date with that Grand Champion
she'd been eyeing at the cat show.
They'd make some brilliant kittens.
Nick ended the call, then went
to hide in his office until he
stopped jittering so much.
He unlocked his desk drawer
and pulled out his blanket
of deep blue Microfyne, then
wrapped it around himself.
It felt like coming home.
* * *
Notes:
Nicolaus "Nick" Fuller -- He has pinkish-fair skin and brown eyes. His short hair was black in his youth and now mostly gray, slowly receding on top. Nick is a widower with a daughter, Ruth-Marie. Nick and his wife tried for years to have children, but when they finally succeeded, she died in childbirth: "My greatest joy and my greatest grief woven into a single moment." Nevertheless, he is a good father and a good citizen. He loves cats, and casually breeds them for intelligence. They're very popular pets among scientists and other nerds.
Nick earned a Bachelor of Science in Materials Science and Engineering from the McCormick School of Engineering at Northwestern University with concentrations in Design and Manufacturing and Polymeric Materials. For his honors project, Nick assisted a professor with improving composite rope for climbing, which later hit the market as Arachne or "rack line." He also got an adjunct major in Science in Human Culture. He had a minor in Philosophy with a concentration in Ethics, and he participated in the Bradley Scholars program. Then Nick earned a Master of Science in Materials Science and Engineering with a minor in Collegiate Education. After this, he took a teaching position at the McCormick School of Engineering. Finally he went back for a Doctor of Philosophy in Materials Science and Engineering.
Qualities: Master (+6) Retro-engineering Materials Science, Expert (+4) Logical-Mathematical Intelligence, Expert (+4) Father, Expert (+4) Wholesome, Good (+2) Cat Lover, Good (+2) Citizen, Good (+2) Dexterity, Good (+2) Ethics, Good (+2) That's ... Funny
Poor (-2) Widower
2019 Best Colleges with Materials Science Degrees in America
Northwestern University
#2 in Materials Science
#1 in Best Colleges in Illinois
#14 Best Colleges in America
• A+
• 4 Year
• Evanston, IL
Northwestern is an elite private university located in Evanston, Illinois in the Chicago Area. It is a mid-size institution with an enrollment of 8,205 undergraduate students. Admissions is extremely competitive as the Northwestern acceptance rate is only 9%. Popular majors include Economics, Communications, and Psychology. Graduating 94% of students, Northwestern alumni go on to earn a starting salary of $58,900.
Bachelor of Science in Materials Science and Engineering
from the McCormick School of Engineering at Northwestern University
Curriculum & Requirements
We empower our students to become whole-brain engineers by integrating elements of left-brain thinking (analysis, logic, and math) with the high-level right-brain thinking that fosters intuition and creativity. The required and recommended courses have been selected to give students a broad exposure to various aspects of engineering and a firm background for materials science and engineering.
Fall Quarter Freshmen should consider taking MatSci 190 Materials Science and Engineering Freshman Projects. This elective class introduces students to use of the scanning electron microscope and other modern apparatus, as well as the correlation of structure with other properties of materials through lecture and laboratories. Students conduct their own research projects using skills developed in class labs.
Degree Requirements
Students must complete a minimum of 48 courses, including the following:
Core Courses (32 courses)
• Mathematics (4 courses)
• Engineering analysis and computer proficiency (4 courses)
• Basic sciences (4 courses)
• Design and communications (3 courses)
• Basic engineering (5 courses)
• Social sciences/humanities (7 courses)
• Unrestricted electives (5 courses)
Materials Science and Engineering Major (16 courses)
• MAT SCI 316-1: Microstructural Dynamics
• MAT SCI 316-2 : Microstructural Dynamics
• MAT SCI 331 : Soft Materials
• MAT SCI 332 : Mechanical Behavior of Solids
• MAT SCI 351-1 : Introductory Physics of Materials
• MAT SCI 351-2 : Introductory Physics of Materials
• MAT SCI 361 : Crystallography & Diffraction
• MAT SCI 390 : Materials Design
• MAT SCI 391 : Process Design
• MAT SCI 396-1, 2 : Senior Project in Materials Science and Engineering
Technical Electives (5 courses)
These technical electives in engineering, natural sciences (usually chemistry or physics), and mathematics are chosen to fulfill an area of concentration.
• No more than 2 of the 5 courses may be 200-level courses.
• At least 2 of the 5 must be 300-level materials science and engineering courses.
• Examples of programs for concentrations in bio-materials, design and manufacturing, electronic materials, metals and ceramics, nanomaterials, polymeric materials, and surface science are described in a departmental manual for degree candidates.
• No more than 1 unit of 399 may be counted.
Design and Manufacturing
This concentration is especially appropriate for those planning a career in industry, where engineers typically work in teams on projects requiring experience with design and manufacturing. It builds on the design content in the materials science curriculum and provides additional interdisciplinary design experience. The concentration also develops industrially relevant strengths in the areas of materials selection, computational tools, materials processing, and failure analysis.
Polymeric Materials
Synthetic polymers offer the engineering community an ever-expanding array of materials having properties tailored by chemical and physical processing. New developments are opening up applications for polymers as high-strength, low-weight materials, optoelectronic components, and key materials in other revolutionary areas. The basic understanding of engineering properties, in terms of multilevel microstructure, is essential for the full utilization of polymers.
MAT_SCI 201: Principles of the Properties of Materials
Quarter Offered
Fall : TTh 9:30-10:50 ; Emery/Wolverton
Winter : MWF 10:00-10:50 ; Chung
Spring : TTh 9:30-10:50 ; Emery
Prerequisites CHEM 102
Description
Course Outcomes: (Things students should be able to accomplish after completing the course) Introduction to Electrical Conduction, Semiconductors, Crystalline structures, Imperfections, Phase Diagrams, Kinetics, Mechanical properties, Ceramics, Polymers, Corrosion, Magnetic Materials, and Thin Films.
A student completing this course will be able to look at various materials as assemblies of atoms and molecules and understand:
1. How these assemblies (structures) dictate properties
2. How processing changes the assemblies.
3. How engineering materials are selected for various purposes
4. How materials facilitate technological development and influence society Relationship to Department Objectives: Supports 1, 2, 3
Textbook: Materials Science & Engineering 9e By Callister ISBN: 978-1118324578
MAT_SCI 301: Materials Science Principles
Quarter Offered
None : MWF 12-12:50 ; Shull
Spring : TTh 9:30-10:50 ; Haile
Prerequisites Reserved for Material Science or Chemical Engineering majors only
Description
Thermodynamics and bonding in condensed matter. Equilibrium and nonequilibrium development of microstructures. Processing/structure/property/performance relationships underlying behavior of metals, ceramics, polymers, and composites. Mechanical, electrical, chemical properties of engineering materials.
Course Outcomes: A student completing this course will be able to look at materials of different sorts as structures on the atomic level, on the microscopic level and on the macroscopic level and understand:
1. Why atoms, ions and/or molecules assemble into particular crystal structures
2. How these structures dictate certain properties
3. How processing can alter the structures present and their attendant properties
4. How engineering materials are selected for different applications
5. The importance of materials in society Relationship to Department Objectives: Supports 1, 2, 3
Textbook: Materials Science & Engineering 9e By Callister ISBN: 978-1118324578 or Introduction to Materials Science and Engineering, Y. W. Chung, CRC Press/Taylor and Francis Group, ISBN 978-0-8493-9263-4
MAT_SCI 314: Thermodynamics of Materials
Quarter Offered
Fall : MTWF 3-3:50 ; Barnett
Prerequisites Chem 103 or 172; Math 230; Phys 135-1
Description
Classical and statistical thermodynamics; entropy and energy functions in liquid and solid solutions and their applications to phase equilibria. Lectures, problem solving.
Objectives
1. Introduce the fundamental laws of thermodynamics
2. Familiarize students with both classical and statistical approaches
3. Describe the thermal behavior of solid materials, including phase transitions
4. Introduce solution thermodynamics with respect to liquid and solid solutions
5. Consider the basis of order-disorder transformations in materials
6. Use thermodynamics to predict and interpret phase equilibria (simple phase diagrams)
7. Familiarize students with modern software programs to predict phase diagrams.
A student who has completed this course will be able to articulate the fundamental laws of thermodynamics and use them in basic problem solving, be able to discriminate between classical and statistical approaches, be able to use thermodynamics to describe the thermal behavior of solid materials, including phase transitions, be able to use thermodynamics to describe order-disorder transformations in materials, be capable of applying solution thermodynamics for describing liquid and solid solution behavior, to use thermodynamics and modern software packages to predict and interpret phase equilibria in simple unary and binary systems.
Relationship to Department Outcomes: Supports 2, 3, 4, 5
Textbook: "Thermodynamics in Materials Science," 2nd Ed., Robert DeHoff, (Taylor and Francis, 2006), ISBN:978-0849340659
MAT_SCI 318: Materials Selection
Quarter Offered
Winter : MWF 11:00-11:50 ; Carr
Spring : MWF 3:00-3:50 ; Carr
Prerequisites MatSci 201 or equivalent
Description
Course Topics
• Materials Structure, Properties, and Performance.
• Design, identification of performance criteria, selection decisions.
• Mechanical behavior of manufactured articles. Performance Efficiency formalisms; materials charts; sources of data.
• Selections for structural articles; metals, polymers, ceramics, and composites.
• Selections for coatings and surface treatments. Selection for electronic and optical articles. Materials Degradation; Failure analysis
Course Outcomes
After completing this course, a student should:
1. Be able to specify performance requirements of a desired material and the process for making it, in the context of a given application.
2. Be able to analyze quantitatively the Performance Efficiency relationships for an article.
3. Be able to identify appropriate materials based on required physical and chemical properties.
4. Be able to take into account collateral performance requirement to ensure proper materials selection.
Relationship to Department Objectives http://www.matsci.northwestern.edu/mission.html
Supports 2, 6, 7, 8, 9, 10, 11, 15, 16
Textbook: There is no required textbook. CES EduPack materials selection software will be provided to all registrants.
MAT_SCI 331: Soft Materials
Quarter Offered
Winter : MWF 3-3:50 ; Huang
Prerequisites MAT SCI 201 or equivalent, MAT SCI 314 or CHEM 342-1, and MAT SCI 316-1&2 or instructor consent
Description
Course Objectives
To develop an understanding of the relationships between processing, structure and properties as applied to polymeric materials, and other materials that are dominated by relatively weak bonding between the constituent molecules or particles.
Course Outcomes
1. Given the chemical structure of a common polymer, students will be able to draw the chemical structures of the monomer(s) from which it was made.
2. Given the chemical structure of a monomer (or monomers), students will be able to draw the chemical structure polymers that can be synthesized from it (or them).
3. Students will be able to differentiate between crystallization and glass formation in polymeric materials.
4. Given the relative sizes of the molecular components, students will be able to apply regular solution theory to determine the phase behavior of liquid/liquid mixtures.
5. Students will be able to calculate the modulus of an elastomer, given the molecular weight between crosslinks.
6. Students will be able to calculate diffusion coefficients and settling velocities for spherical particles in Newtonian liquids.
7. Students will be able to describe in physical terms the effect of electric charge, grafted water soluble polymer and non-grafted insoluble polymer on the interactions between surfaces that are immersed in a fluid.
8. Students will be able to interpret phase diagrams of liquid crystalline systems, describing how electric field and temperature affect the order parameter.
Relationship to Department Outcomes:(http://www.matsci.northwestern.edu/mission.html)
Supports 1, 2, 3, 5, 6
Textbook: Ian W. Hamley, Introduction to Soft Matter: Synthetic and Biological Self-Assembling Materials, Revised edition, Wiley, 2007. ISBN 978-0-470-51610-2
MAT_SCI 332: Mechanical Behavior of Solids
Quarter Offered
Winter : MWF 1-1:50 ; Shull
Prerequisites MAT SCI 316-1,2; 316-2 may be taken concurrently
Description
This course will provide the students with an in-depth study of plastic deformation and fracture of materials. With emphasis on structure/properties relations. The role of imperfections, state of stress, temperature and strain rate upon mechanical behavior, is examined. Teams consisting of about 4 students will carry out a project designed to simulate an industrial or university R&D investigation. Materials will be subjected to microstructural and mechanical tests from which an application will be evaluated. Each team will present an oral and a written report at the end of the quarter.
Relationship to Department Objectives Supports 1, 2, 3, 5, 6, 8, 15, 16
Textbook: Deformation and Fracture Mechanics of Engineering Materials, 5th ed., R.W. Hertzberg, R.P. Vinci and J.L. Hertzberg. John Wiley.
MAT_SCI 337: Conducting Polymers
Quarter Offered
Spring : MWF 12-12:50 ; Huang
Prerequisites 331 strongly recommended
Description
The student should be able to understand the synthesis-structures-properties-applications relationship of conducting polymers. They should be able to:
• Draw the molecular structure of common conducting polymer monomers/polymers
• Know basic synthetic methods
• Understand the concept of doping and dedoping
• Be familiar with common applications of conducting polymers and the science behind them
• Be familiar with the history of the field, some leading scientists and classical references, and some current research activities in the field
• Gain hands-on experiences on the synthesis of nanostructured conducting polymers and construct chemical vapor sensors
Choose one from the following (about 10 hours)
1: Polyaniline Nanofiber Sensors
• Session 1: Safety orientation and synthesis of polyaniline nanofibers
• Session 2: Purification of polyaniline nanofibers, preparation of sensor electrodes and deposition of polyaniline
• Session 3: Testing the sensors Pre-lab and post-lab reports are required
• Location: TBA
2: Polyaniline nanofiber actuators Synthesize polyaniline nanofibers and use them to make an artificial hand or a flower
3: Propose your own project on conducting polymers
Textbook: 1. Conducting Polymers, Fundamentals and Applications, by Prasanna. Chandrasekhar - 1999, ISBN: 9780792385646 2. Handbook of conducting polymers (1st, 2nd and 3rd Editions) ISBN: 9781574446654
For his honors project, Nick assisted a professor with improving composite rope for climbing, which later hit the market as Arachne or "rack line."
MAT_SCI 394: Honors Project in Materials Science
Arachne -- also called "rack line," this is a resilient rope that distributes force along its length during a fall while minimizing the elongation. It's made from a combination of gengineered spidersilk and synthetic fibers. A typical 3/8" safety line can take a falling weight up to about 500 pounds without breaking or causing severe injury, while remaining lighter and stronger than the 7/16" minimum that our world hasn't quite reached yet but set as a foreseeable minimum standard.
Adjunct Major in SCIENCE IN HUMAN CULTURE PROGRAM
ADJUNCT MAJOR - 10 UNITS
The SHC program offers an adjunct major, meaning that students who major in SHC must also fulfill the requirements of a departmental major. In consultation with the SHC director, students in the adjunct major develop a theme based on their particular interests. They then take ten (10) courses that match their interests, selected from the list of approved courses.
• Students must take three (3) of the following core courses including at least one (1) from each list below:
List A List B
Hist 275-1 - History of Early Modern Science and Medicine
Hum 220 - Health, Biomedicine, Culture, and Society (co-listed as Sociol 220; offered in 2009 and 2010 as Hum 260)
Hist 275-2 - History of Modern Science and Medicine
Phil 268 - Ethics and the Environment
Hist 325 - History of American Technology
Phil 269 - Bioethics
Hist 377 - History of American Medicine
Phil 326 - Philosophy of Medicine
Hist 378 - History of Law and Science
Soc 220 - Health, Biomedicine, Culture, and Society (co-listed as Hum 220; offered in 2009 as Sociol 205 and in 2010 as Sociol 276)
Hist 379 - Biomedicine and World History
Soc 319 - Sociology of Science
Soc 355 - Medical Sociology
• At least six (6) of the ten (10) courses for the adjunct major must be at the 300-level.
• No more than two (2) of the ten (10) courses may be double-counted with the other major (for WCAS majors).
• Course substitutions may be allowed with the consent of the SHC director.
Courses
Sociology 321: Numbers, Identity & Modernity
Communication Studies 351: Technology and Human Interaction
Communication Studies 353: Collaboration Technology
Philosophy 355: Scientific Methods in the Social Sciences
Minor in Philosophy (T-America offers a concentration in Ethics)
The minor in philosophy requires students to be well-grounded in the history of philosophy, especially ancient and early modern, covering the major texts of ethical and political theory as well as the major texts of epistemology and metaphysics. The emphasis on argument and logical structure in philosophy requires students to be familiar with contemporary logic, at least up to the level of the first-order predicate calculus. Beyond this foundational requirement, students take four courses tailored to their individual interests and, typically, to complement work being done in their major. To provide the greatest latitude for this, only three of the four remaining courses need be at the 300 level.
Minor course requirements (8 units)
(A) Four core requirements:
• Logic: 150 Elementary Logic I,
• History of Philosophy: 210-1 (Ancient Philosophy),
• History of Philosophy: 210-3 (Early Modern Philosophy),
• Classics of Ethical or Political Theory: at least one course from the area: 260 or 261.
(B) Four philosophy electives: at least three 300 level courses. Electives may not include Phil 109, 270, 373, or 398.
PHIL 150 – Intro to Logic
Subtle mistakes in reasoning can get us into trouble, especially in philosophy where reasoning can be very intricate. Logic symbolizes arguments to make subtle mistakes easier to spot, and intricate arguments easier to follow. In this class we will first learn how to use symbols to represent certain natural language sentences. The symbolization allows us to give step-by-step reconstructions of arguments. When these step-by-step symbolized arguments have a certain profile, they represent good arguments. When they don't have that profile, the corresponding arguments can go wrong---and we can devise examples of when they go wrong! Throughout we'll address some concepts (such as truth and existence) that are deployed in philosophy, and how logical techniques can help us sort the good uses from the bad.
PHIL 210-1 – History of Ancient Philosophy
This course will introduce you to some of the greatest thinkers and movements in the philosophy of the ancient Greek world. We will focus on these thinkers’ conceptions of the human soul, the capacity for knowledge, the good life, and law and morality. We will first discuss the views of the key figures in Classical philosophy: Socrates, Plato, and Aristotle. We will examine their answers to enduring questions such as: What are the fundamental constituents of reality? What is knowledge, and how do we come to have it? How can we be happy, and what is a good life? What makes for a just society? We will then move on to the Hellenistic period, and will examine Epicurean and Stoic conceptions of how we should live our lives, and why philosophy can help us flourish. Our emphasis will be on analyzing both these philosophers' views, and their reasons and arguments for holding these positions.
PHIL 210-3 – History of Philosophy: Early Modern
The transition from the Medieval to the Modern era in philosophy began, roughly, in the late 16th and early 17th centuries and ended, again roughly, in the late 18th century. New methods of acquiring knowledge, along with a radically different conception of the world, permanently transformed the philosophical enterprise and the broader culture. In this course we will examine the views of some of the most important modern philosophers;especially Descartes, Spinoza, Leibniz, Bayle, Locke, Berkeley, and Hume;on the nature of God, causation, substance, mind, knowledge, and the material world. Additional readings will be drawn from Elizabeth, Galileo, Masham, Boyle, Shepard, and Du Châtelet.
PHIL 260 – Intro to Moral Philosophy
This course will introduce students to some perennial questions in the philosophy of morality. We will be concerned with questions about (1) the nature of morality: For instance, are there universal, objective truths about right and wrong? Or is morality ultimately a subjective or relative matter? (2) The substance of morality: Are there certain actions that are absolutely forbidden, no matter what the consequences? When evaluating a person's action, in what way do his or her motives matter? And (3) the importance of morality: Should we really care whether or not we do the right thing?
PHIL 262 – Ethical Problems/Public Issues
PHIL 329 -- The Ethics of Superpowers and Zetetics (T-American)
PHIL 364 – Business Ethics
Do corporations have social responsibilities that extend beyond mere compliance with law? Or is business ethics a contradiction in terms? In this course, we will attempt to answer these questions. We will survey the major contemporary theories of business ethics, and we will apply these frameworks to issues such as climate change and worker's rights. Readings will be drawn from economics and organizational theory as well as philosophy.
PHIL 420 – Studies in Ancient Philosophy – “Pleasure”
We will examine discussions of pleasure in Plato, Aristotle, and Epicurus - as well as in later authors (Sidgwick, contemporary philosophers). What is pleasure? Has hedonism been refuted? What are the best arguments for and against it? Is all pleasure good to some extent? How does it compare in value to that of other goods (if there are any)? Students should own Plato's collected dialogues and Aristotle's Nicomachean Ethics. Other assigned readings will be made available.
PHIL 460 – Seminar in Ethical Theory - Valuing Attitudes: Reasons without Reasoning
Experiences of value play a central role in providing reasons for our normative commitments. It is more common to hold such commitments on the basis of experience than to embrace them simply because one is convinced by some argument. Love for another person on the basis of direct experience and appreciation of him is a paradigm example. The reasons that these experiences provide standardly outstrip any attempts to capture them in propositional form. We can therefore have perfectly good reason to value what we do, while being faultlessly incapable of saying what these reasons are. This calls into question a methodological assumption of a great deal of practical philosophy: normative commitments should be based on reasons, and these reasons should be expressible as claims that could figure in a philosophical argument. According to this ideal, if we lack such reasons, we should revise or suspend our commitments. We will consider instances of the phenomenon in question, ask how to make sense of the idea that experiences could rationally ground our normative commitments, consider comparisons and contrasts with the case of beliefs based on perception, and discuss some implications of rejecting the ideal of articulacy about our reasons for moral commitment, moral education and political reasoning.
THE BRADY SCHOLARS PROGRAM
The Brady Program in Ethics and Civic Life is a scholarly community in which undergraduates join together with graduate students and faculty to discuss values and norms, goodness and badness, rightness and wrongness, virtue and vice, duty and obligation, justice and rights, equality and freedom, and the application of these concepts to local, national, and international communities. It combines a year-long examination of these topics in a small-classroom setting, exposure to a part of the world outside the U.S., and a capstone project that addresses social, economic, or political issues in the Evanston community.
PHIL 273-1 – The Brady Scholars Program - “The Good Life”
This is the first in a sequence of three courses required of sophomores in the Brady Scholars Program in Ethics and Civic Life. Our topic, the good life, will be explored by reading and discussing several recent books, as well as authors of antiquity (Plato, Epictetus, Marcus Aurelius). We will ask: Are there objective truths about what is valuable – or about anything? Does life have a point or meaning? What should one try to get out of life? How should we think about death? Is each person the final judge of what is good for that individual, or is it possible to be mistaken about where one’s good lies? What is the relationship between living well and being moral? How important is pleasure? Since more good is better than less, should we aim at all times to promote “the greatest happiness of the greatest number?”
PHIL 273-2 – The Brady Scholars Program - "The Moral Life"
What does morality require of us? Does acting morally amount to consistently bringing about the best consequences that we can? Or are there other important considerations that we should take into account when thinking about how to act well? When we are trying to figure out how to act, what questions should we be asking ourselves? Drawing on both classic and contemporary readings in philosophy, as well as our own experiences, we will ask what it means to live a moral life in different spheres and situations. Do we have, or can we justify, special obligations to our friends and family? Do our professional and other roles shape what we have reason to do? How do we understand our obligations towards strangers? Is there some unified way to understand the reasons that should guide us in all of these spheres, or do they operate independently?
PHIL 273-3 – The Brady Scholars Program - "The Good Society"
What are the markers of a good society? How are we to achieve this? Instead of approaching these questions from an abstract theoretical perspective, this course will pursue them in a concrete and focused way through the lens of race and racial politics in the US. Some of the questions we will discuss include: What is racism? Should we distinguish between types of racism? Is there a difference between racism and racial insensitivity, racial anxiety, racial ignorance, and racial injustice? Is the concept of "race" itself morally destructive or socially damaging? Is color-blindness the right response to our racial problems, or is it misguided in specifiable ways? How can we overcome deep patterns of mistrust between racialized groups of citizens in the US? Why do American ghettos persist? Should governments foster integrated neighborhoods? How should our criminal justice system treat the oppressed? At the end of the course we will briefly turn to the ancient notion of cosmopolitanism to ask about how to deal with encounters across deep divides of not just race, but also ethnicity, religion, sexuality, and gender orientation.
Open only to students in the Brady Scholars Program.
Graduate Study
With distinguished faculty, renowned researcher centers, and state-of-the-art laboratories and classrooms, graduate education at McCormick is designed to meet the global demand for analytical and innovative problem solvers. Whether you wish to advance your professional and technical education or pursue cutting-edge research, the Department of Materials Science and Engineering can help you achieve your goal.
Master of Science in Materials Science and Engineering
The master of science in materials science and engineering is one of the highest rated graduate programs of its kind. We offer a rigorous program that trains graduate students to become leaders in industrial and university settings.
Curriculum & Requirements
The MS degree requires twelve advanced (graduate level) 300 and 400 level courses. Eight of the twelve must be in materials science, of which five must be 400-level courses. The remaining four courses may be in other disciplines.
Graduate Core and Foundational Courses
• 401 Analytical and Statistical Thermodynamics of Materials
• 404 Imperfections in Materials
• 405 Physics of Solids
• 406 Symmetry and Mechanical Properties of Materials
• 408 Phase Transformations in Materials
• 411 Phase Transformations in Crystalline Materials
• 416 Kinetics
• 458 Computational Materials Science
General Courses
• 318 Materials Selection
• 333 Composite Materials
• 381 Energy Materials
• 390 Materials Design
• 391 Process Design
Electronic, Photonic, and Magnetic Materials Courses
• 337 Conducting Polymers
• 355 Electronic Materials
• 376 Nanomaterials
• 381 Energy Materials
• 395 Special Topics: Magnetic Properties of Materials
• 398 Introduction to Plasma Science and Processing Technology
• 415 Fundamentals of Thin Film Materials
• 451 Advanced Physics of Materials
• 452 Selected Topics in the Solid State
• 455 Physics of Nanostructures
• 456 Functional Metamaterials
MAT_SCI 376: Nanomaterials
Quarter Offered Winter ;
Prerequisites Senior undergraduate or graduate students in materials science, engineering, chemistry, physics, or biology
Description
This course is an interdisciplinary introduction to synthesis, processing, characterization, and applications of nanomaterials. The course will be structured as a series of integrated lecture and discussion sessions that review foundational concepts in nanoscience in the context of recent research breakthroughs. The lectures will be provided by experts from the Center for Nanoscale Materials and Material Science Division at Argonne National Laboratory.
Specific topics to be emphasized include nanoparticles, nanomaterial synthesis and nanofabrication, cutting-edge characterization tools, functional nanomaterials, and biological nanomaterials. In addition, promising applications of nanomaterials in areas of energy conversion, medical therapeutics and diagnostics, and information storage will be explored. Students will gain a broad perspective on nanomaterials research and will receive useful training in proposal preparation to attract resources supporting their research.
MAT_SCI 404: Imperfections in Materials
Quarter Offered Winter : MWF 2-2:50 ; Seidman/Haile
Prerequisites Basic Materials Science to at least the level of MSE 301, 316-1 and 316-2 or equivalent
Description
The behavior of point, line and planar imperfections in crystalline materials, with special emphasis on dislocations and mechanical behavior.
“Imperfections in Crystalline Solids,” Wei Cai and William D. Nix (MRS-Cambridge Fundamentals, 2016),
MAT_SCI 408: Phase Transformations in Materials
Quarter Offered Spring : MWF 1-1:50 ; Voorhees
Prerequisites A graduate level course in chemical thermodynamics
Description
This course will cover a variety of topics associated with the thermodynamics and kinetics of phase transformations in materials. Topics to be covered include the various theories of nucleation, spinodal decomposition, grain growth, coarsening, order-disorder transformations, precipitation, and solidification.
Textbook: "Phase Transformations", by J.J. Hoyt, IBSN: 978-1-926633-28-1
MAT_SCI 445: Special Topics in High Polymer Science
Quarter Offered Fall : MW 4:00-5:20 ; Olvera
Prerequisites Mat Sci 332 or equivalent, or permission of instructor
Description
The goal of this course is to analyze the physical properties of complex macromolecular systems. We will discuss statistical mechanics and thermodynamics of polymers in various environments, gels, lipid membranes, copolymers and polyelectrolyte solutions.
Textbook: Textbook: "Introduction to Polymer Physics" by Masao Doi, 1996, Clarendon Press, Oxford. ISBN: 9780198517894
MAT_SCI 455: Physics of Nanostructures
Quarter Offered None ;
Prerequisites None
Description
With the development of advanced fabrication techniques materials and structures that exhibit reduced dimensionality can be synthesized. It is now possible to observe and control quantum size effects in a variety of materials. Examples include semiconductor quantum wells, quantum dots and heterojunctions. Topics to be covered in this course include electrical , optical and magnetic properties of reduced-dimensional materials and nanostructures.
Textbook: Quantum Heterostructures, V.V. Mitkin, V.A. Kochelap, and M. Stroscio. Cambridge University Press, 1999. ISBN-10: 0521636353 ISBN-13: 978-0521636353
MAT_SCI 456: Functional Metamaterials
Quarter Offered None ;
Prerequisites Mat Sci 405, or the equivalent
Description
Metamaterials are ordered composite materials with electronic, optical, and magnetic properties distinct from those of the component ¿building blocks'. Their unusual properties can often be derived by considering how waves (electrons, phonons, photons) interact with heterogeneous materials whose structure varies with a periodicity comparable to the wavelength. In this graduate survey course, we will discuss the structure, properties, and applications of metamaterials including photonic bandgap materials, negative index materials, digital alloys, and quantum dot crystals. For more developed materials, emphasis will be placed on quantitative understanding and simple modeling of structure-property relationships. For less developed materials and approaches, we will develop qualitative judgments of the potential for further development and applications.
Textbook: There will be no required textbook. Readings from various textbooks and the research literature will be assigned.
T-America offers a graduate minor in Education for students who plan to teach at the college level, so they can add instruction skills to their topical skills. It is modeled on the program for secondary education but separate sessions of the classes are offered for collegiate teaching.
Graduate Minor in Collegiate Education
Human Development and Psychological Services Courses
HDPS 305-0 Identity and Motivation
Examines the connection between conceptions of the self and goal-oriented motivation, with particular attention to the influence of social, structural, and cultural forces.
HDPS 341-0 Building Loving and Lasting Relationships: Marriage 101
The intricacies and problems of close, committed, interpersonal relationships, especially marriage. Open to first-year students.
Learning and Organizational Change
LOC 213-0 Cognition in Context
Explores how thinking and learning are organized in everyday settings.
LOC 346-0 Psychology of Technology and Instructional Design
Introduction to theory and practice in the development of technologies for formal and informal learning in the classroom, workplace, and everyday world.
LOC 391-0 Organizational Planning and Analysis
Culminating experience involving application of knowledge and skills to analyze real-world problems and solutions in learning and organizational change.
Social Policy Courses
SOC POL 307-0 Educational Policy
Conflict between societal imperatives to select and prepare young people for future careers and to offer youths opportunity; how society and schools address this conflict; various approaches to policy reform.
Secondary Teaching Courses
TEACH ED 304-0 Seminar on Teaching: Introduction to Schooling in Communities
Action research methods - including observation/field notes, interviewing, and artifact analysis - as means to understanding how schools work and how theory and practice relate. Includes 30 hours of field experience.
TEACH ED 313-0 Problems in the Philosophy of Education
Classical and modern philosophies of education. Text interpretation, analysis of ideas, argument construction; relationship of philosophy to educational issues. Students develop their own philosophy of education.
TEACH ED 327-0 Educating Exceptional Children
Students with disabilities, including learning disabilities resulting from human development and/or accidents; understanding and application of approved emergency, educational, and rehabilitative activities; interrelationships with medical, health, and educational personnel.
TEACH ED 336-0 Instructional Design & Assessmen
Students will gain an overview of various approaches to curriculum design and instructional models, and will investigate several kinds of assessments, including formative and summative, and how those assessments are linked to instructional design, teaching and learning.Opportunities will be given to practice grading, providing good feedback, and managing a class assessment system.
TEACH ED 358-0 Methods and Techniques: Sciences
See description for MS_ED 456-0.
TEACH ED 368-0 Methods and Techniques: Science
TEACH ED 379-0 Theory and Practice of Teaching: Secondary Math/Science
See description for MS_ED 478-0.
TEACH ED 389-0 Student Teaching Seminar: Mathematics and Science
(4 units)
Seminar and accompanying fulltime, 10-week internship involving intensive clinical experience and teaching under the supervision of a mentor.
Doctor of Philosophy in Materials Science and Engineering
The PhD program in materials science and engineering was the first in the world and is internationally renowned for the excellence of its graduates.
To pursue a broad range of research, we actively seek students with diverse backgrounds and undergraduate training, including physicists, chemists, and engineers from other disciplines.
Curriculum & Requirements
The following five courses comprise the graduate core curriculum in materials science and engineering and are to be taken in sequence by all students in their first three quarters (excluding summer) of graduate study.
Core Courses
Fall Quarter (1st Year)
• 401 Chemical and Statistical Thermodynamics of Materials
Winter Quarter (1st Year)
• 404 Imperfections in Materials
• 408 Phase Transformations in Materials
Spring Quarter (1st Year)
• 405 Physics of Solids
• 406 Symmetry and Mechanical Properties of Materials
Additional Courses
Students take ten additional courses, two of which constitute a recognizable minor and three of which must be in materials science at the 400 level or above, not including Mat Sci 499. The other courses are appropriate to the specialization or are useful for dissertation research.
General Courses
• 318 Materials Selection
• 333 Composite Materials
• 381 Energy Materials
• 390 Materials Design
• 391 Process Design
Computational MSE Courses
• 390 Materials Design
• 391 Process Design
• 411 Phase Transformations in Crystalline Materials
• 458 Computational Materials Science
• ES_APPL 495 Advanced Special Topics: Modeling of Soft Materials
Characterization Courses
• 361 Crystallography and Diffraction
• 380 Introduction to Surface Science and Spectroscopy
• 460 Electron Microscopy
• 461 Diffraction Methods in Materials Science
• 465 Advanced Electron Microscopy and Diffraction
• 466 Analytical Electron Microscopy
Electronic, Photonic, and Magnetic Materials Courses
• 337 Conducting Polymers
• 355 Electronic Materials
• 376 Nanomaterials
• 381 Energy Materials
• 395 Special Topics: Magnetic Properties of Materials
• 398 Introduction to Plasma Science and Processing Technology
• 415 Fundamentals of Thin Film Materials
• 451 Advanced Physics of Materials
• 452 Selected Topics in the Solid State
• 455 Physics of Nanostructures
• 456 Functional Metamaterials
Hard Materials Courses
• 333 Composite Materials
• 340 Ceramic Processing
• 341 Introduction to Modern Ceramics
• 434 Fracture of Brittle Solids
• 435 Special Topics in Mechanical Behavior of Solids
Soft and Hybrid Materials Courses
• 331 Physical Properties of Polymers
• 333 Composite Materials
• 337 Conducting Polymers
• 370 Biomaterials
• 371 Biominerals: Hierarchical Architecture & Function
• 372 Engineering Strategies in Tissue Engineering & Regenerative Medicine
• 445 Special Topics in High Polymer Science
• 495 Advanced Special Topics: Biomineralization
Ruth-Marie Fuller -- She has fair skin, green eyes, and long curly brown hair. She looks a lot like her mother, who died when she was born. Ruth-Marie is the daughter of Nick Fuller. She is touch-dominant and actually quite perceptive, a trait that her father encourages with great enthusiasm, but other people often misunderstand her. She reads and writes Braille for fun, and enjoys tactile crafts like crochet and ceramics. Her favorite colors are orange, yellow, and green. Like her father, Ruth-Marie is a cat lover, and they have numerous cats in the household.
Qualities: Good (+2) Cat Lover, Good (+2) Thoughtful, Good (+2) Touch-Dominant
Poor (-2) Misunderstood
Cleopatra the Alchemist "Cleo" -- She is an American Longhair Cat with fluffy orange-and-white fur. She belongs to Nick and Ruth-Marie Fuller. Typically she produces orange kittens, but the ones in the picture turned out dark gray, because she learned how to unlatch a window and let herself out to find a boyfriend. Then she sat atop the catio, like Juliet on her balcony, and obliged the local tomcats to devise a way to reach her before mating with the successful one. Cleo is a cat of discerning tastes in many regards. She hates water because her long fur takes forever to dry.
Qualities: Expert (+4) Smart, Good (+2) Cat, Good (+2) Discerning
Poor (-2) Hates Water
Cleopatra the Alchemist - wrote the alchemical book, Chrysopoeia, or "gold-making"
The American Longhair cat is a full-bodied, handsome cat with a dog-like personality and a medium-length to long-length double coat.
The American Longhair cat was the result of attempts by breeders to infuse certain Persian color varieties into American shorthair cats. The longer coat and some of these colors seemed genetically linked, and the result was a cat with a combination of traits from both it's Persian and American shorthair ancestors.
Dagny Ovesen -- She has tawny-fair skin, brown eyes, and brown hair that falls just past her shoulders. She is short and slim. Dagny has always been fascinated by what things are made of and how materials become useful things. She has little time or interest for most feminine topics, and no fashion sense at all. Clothes are just something she wears to keep chemicals off her skin. She buys capsule wardrobes from Basic Babe and calls it good. This would work better if she did not also collect T-shirts from conferences and geek shops, then pair them randomly with things from a capsule wardrobe. Unlike many geeks, however, Dagny gets along well with other people. She also enjoys crafts such as knitting, crochet, sewing, and scrapbooking.
Dagny graduated from Northwestern University. She earned a Bachelor of Arts in Materials Science in the Soft Materials track from the Weinberg College of Arts & Sciences. Her second major was Sociology with a concentration in Economic Sociology and Global Development. Dagny did a Chicago Field Studies internship with Public Housing that involved distributing furniture, housewares, and other necessities to needy families. Her senior thesis for the William Henry Exum Award examined material preference in household goods as it diverged across different ethnic groups, with an eye toward recommending products that would appeal to the target demographic. She also earned certificates in Financial Economics and Managerial Analytics. Then she got a Master in Business Administration from the Kellogg School of Management at Northwestern University with a major in Marketing and a pathway in Retro-engineering. At the time Microfyne was developed, Dagny was studying toward her doctorate in Materials Science and Engineering with a minor in Soft and Hybrid Materials, and her thesis involves the process of monetizing products from retro-engineering.
Qualities: Master (+6) Interpersonal Intelligence, Expert (+4) Businesswoman, Expert (+4) Retro-Engineering Materials Science, Good (+2) Sociology, Good (+2) Crafts, Good (+2) Graceful
Poor (-2) Fashion Sense
Materials Science (BA)
This degree is offered through the Weinberg College of Arts & Sciences and provides the opportunity to study materials science within the context of the college’s focus on liberal arts and sciences.
Please note: This degree is distinct from the bachelor of scienceoffered in the Department of Materials Science and Engineering in the McCormick School of Engineering and Applied Science.
There are strong connections with the physical and biological sciences, as well as with the various engineering disciplines. Dual majors and minors in materials science are strongly encouraged.
Career Paths
Graduates of materials science go on to careers in industry or seek higher degrees in graduate or professional schools. They enter fields such as research and development, quality assurance, marketing, management, education, among others.
Major in Materials Science
Students majoring in materials science in Weinberg College choose from two tracks: general materials or soft materials. Requirements include foundation courses in mathematics and science and advanced electives.
Fall Quarter Freshmen should consider taking MatSci 190 Materials Science and Engineering Freshman Projects. This elective class introduces students to use of the scanning electron microscope and other modern apparatus, as well as the correlation of structure with other properties of materials through lecture and laboratories. Students conduct their own research projects using skills developed in class labs.
Foundations in Mathematics and Science
(Courses depend upon chemistry and mathematics sequences taken.)
• MATH 220 and 224 or 212, 213 and 214; 230, 234 and 240 or 281-1,2,3 or 285-1,2,3 or 290-1,2,3 or 291-1,2,3.
• CHEM Lecture/lab: 110, 131/141 and 132/142 or 151/161 and 152/162 or 171/181 and 172/182
• PHYSICS 135-1,2,3 or 125-1,2,3 (and corresponding labs)
Students in the soft materials track who are interested in biomaterials and/or medicine are encouraged to take additional courses in biology.
Program Courses (13 Courses)
Laboratory components of general and organic chemistry courses require separate registration and bear separate credit; see the chemistry section for details.
• MAT SCI 201 or 301, 315, 316-1, 316-2, 351-1
Students take five courses in their chosen track:
General Materials Track
• CHEM 210-1 or 212-1
• CHEM 342-1 or MAT SCI 314
• MAT SCI 331; two courses chosen from 332, 351-2, 361
Soft Materials Track
• CHEM 210-1,2 or 212-1
• CHEM 342-1 or MAT SCI 314
• MAT SCI 331; 370 or equivalent
Advanced Electives
3 elective courses must be taken:
• At least one in materials science chosen from: 332, 333, 336, 337, 340, 341, 351-2, 355, 360, 361, 370, 371, 376, 380, 381, 390, 193, 395, 398
• At least one in another department chosen from the following:
• CHEM 210-3 or 212-3, 333, 342-2, 342-3
• EARTH 300
• MATH 250; 351 or 381
• PHYSICS 332, 333-1, 333-2, 337, 339-3, 357, 358, 359-3
The Department of Sociology at Northwestern is a top-ranked program with world-class faculty committed to teaching all students to engage more effectively with the world around them. The undergraduate program features a generous faculty-student ratio and many opportunities for students to get to know their professors beyond the classroom.
Sociology is an ideal major for pursuing a senior thesis, an internship through the Chicago Field Studies Program, or other capstone project.
Dagny's senior thesis examined material preference in household goods as it diverged across different ethnic groups, with an eye toward recommending products that would appeal to the target demographic.
WILLIAM HENRY EXUM AWARD
The intent of this prize is to honor the memory of William Henry Exum, a member of the Department of Sociology and the African American Studies Department, who died in 1986 at the age of 37. Exum was concerned with the quality of writing and research analysis in student papers. He was also interested in racial problems facing minority youths in higher education. This award was established as a means of continuing his goals of breaking barriers for all minorities.
Students are NOT limited to a sociological approach in preparing submissions, and this award is NOT limited to sociology/social science majors.
Papers should focus on the subject of race and ethnicity and be 15-25 pages (typed and double spaced). Include a cover sheet with your name, address, phone number, email address, year in school, and major. You may submit a paper from a course as long as the course was a 300-level or higher. Limit one entry per student per year.
Dagny did an internship with Public Housing that involved distributing furniture, housewares, and other necessities to needy families.
Chicago Field Studies (CFS) is a unique program that allows students to experience what it is like to be part of the workforce. CFS provides students the opportunity to intern while participating in a weekly seminar that incorporates readings, discussions, case studies, field trips, guest lectures and presentations to supplement what students learn in their workplaces.
MAJOR REQUIREMENTS
The department offers preparation for students who want to pursue careers in a wide range of fields. It provides an excellent background for all professions involved in the major institutions of modern society, such as business, public administration, law, medicine, journalism, communications, planning, research, and teaching. The department also emphasizes the sociological perspective as a fundamental part of a liberal education and a broad understanding of the world. Students may also declare an area of concentration within the sociology major.
Sociological Courses
1. Two courses in sociology at the 100 or 200-level
This excludes SOC 101: First-Year Seminar and SOC 226: Sociological Analysis
2. Three courses in methods of social research*
a. SOC 226: Sociological Analysis
b. SOC 303: Analysis of Social Data
c. SOC 329: Field Research & Methods
3. SOC 306: Sociological Theory
4. Six additional 300-level sociology courses**
. SOC 398-1,2: Senior Research Seminar may count as 2 of the 6 courses.
a. SOC 376: Topics in Soc. Analysis may count repeatedly with different topics and adviser approval.
b. Although SOC 399: Independent Study may be taken more than once, only 1 unit may count toward the major.
c. Students will be permitted to count either a Chicago Field Studies (CFS) course or a Global Engagement Studies Institute (GESI) course toward their 300-level course requirement with adviser approval. If students wish to count both a CFS and GESI course toward their sociology major, then they will be permitted with advisor approval to count the CFS course toward their 300-level course requirement and the GESI course toward their "related" courses requirement. If a student wishes to count a 4-credit CFS course as 2 courses toward their 300-level course requirement, they may submit a written appeal to the director of undergraduate studies, who will determine whether the level, amount, and kind of work merits this decision.
5. Four related 300-level courses with adviser approval.
Related departments are: African American studies, American studies, anthropology, Asian American studies, communication studies, economics, gender and sexuality studies, global health studies, history, international studies, Latina and Latino studies, legal studies, linguistics, philosophy, political science, psychology, science in human culture, statistics, or other fields selected with the approval of an adviser.
*It is recommended that students take SOC 226 in their first-year or sophomore year, and then SOC 303 and 329 in their junior year.
**If a thesis is not written, a student cannot get honors. If the thesis is written, the student must take the two senior thesis courses. A thesis does not guarantee honors.
Concentration in Economic Sociology and Global Development
SOCIOL 215–0 Economy and Society
SOCIOL 302-0 Sociology of Organizations
SOCIOL 309-0 Political Sociology
SOCIOL 316-0 Economic Sociology
SOCIOL 317-0 Global Development
SOCIOL 324-0 Global Capitalism
SOCIOL 325-0 Global and Local Inequalities
SOCIOL 330-0 Law, Markets and Globalization
SOCIOL 331-0 Markets, Hierarchies, and Democracies
SOCIOL 332-0 Work and Occupations
SOCIOL 335-0 Sociology of Rational Decision Making
Financial Economics Certificate and Managerial Analytics Certificate
Master in Business Administration from the Kellogg School of Management at Northwestern University
Our Two-Year Full-Time MBA Program is for students who want to gain the confidence to lead boldly and challenge conventional thinking in the global marketplace. With a start date in September, you'll begin to build core management skills and then move on to specialized electives that reflect your areas of interest. Both inside and outside the classroom, you’ll learn to lead by practicing in an environment that gives you an opportunity to try new things.
In T-America, "Leadership and Crisis Management" is also available as a 3-credit course with certification for emergency management in the business field. It covers everything from public relations to product flaws to factory fires, with an eye toward what managers can do for damage control.
Core & Electives
Kellogg's rigorous core MBA curriculum provides you grounding in the fundamentals of growth and the foundation for advanced, specialized work in academic majors and professional fields. The core curriculum for the Two-Year Program consists of nine courses in fundamental areas, including accounting; management and organizations; marketing; finance; managerial economics; decision sciences; operations; and management and strategy.
In addition, during the Pre-Term orientation sequence of their second year, students are required to complete a half-credit course, Leadership and Crisis Management (KPPI-440-A), that encompasses much of the knowledge from the first-year core.
The following core courses are required for graduation:
• ACCT-430-0 Accounting for Decision Making
• MGMT-431-0 Business Strategy
• FINC-430-0 Finance I
• MKTG-430-0 Marketing Management
• DECS-430-A Business Analytics I
• DECS-431-0 Business Analytics II
• MECN-430-0 Microeconomic Analysis
• OPNS-430-0 Operations Management
• MORS-430-0 Leadership in Organizations
Dagny developed a pathway in retro-engineering, a demanding field always in high demand.
Marketing
MKTG-465-0 Launching New Products and Services
Accounting
ACCT-459-5 Sustainability Reporting and Analysis
Economics
DECS-450-0 Decision Making and Modeling
KPPI-460-0 Values Based Leadership
Strategy
STRT-466-0 Strategic Challenges in Emerging Markets
STRT-441-0 Intellectual Capital Management
Managing Organizations
MORS-470-0 Negotiations
KIEI-927-5 Recruiting & Retaining Talent in Growth Companies
MORS-955-5 Creativity as a Business Tool
Entrepreneurship
KIEI 462 New Venture Discovery
KIEI 464 New Venture Development
KIEI 466 New Venture Launch
KPPI 452 Social Innovation: Designing for Change
KIEI 958 Commercializing Innovations
Entrepreneurship
NUvention: Advanced Materials
NUvention: Adv. Materials
NUvention: Advanced Materials, formerly known as NUvention: Nanotechnology, is a new partnership between the Farley Center for Entrepreneurship and the International Institute for Nanotechnology (IIN). Interdisciplinary students teams will be created and assigned to an NU faculty member to work on commercializing a technology the faculty member believes has potential. This technology will have been already disclosed to INVO and the faculty member has expressed an interest in creating a start-up to commercialize. There is no expectation for student-developed intellectual property. Any decision to create a start-up rests with NU faculty member, INVO and class faculty. The focus of the class is to determine a viable business model to commercialize faculty research. Student teams are not engaged in technology innovation, but their efforts may inform technology evolution. This singular focus has not been attempted in other NUvention classes.
Growth and Scaling
STRT 475-5 Strategies for Growth
KIEI 915-0 Growth Strategy Practicum
MKTG 650 Marketing Consulting Lab - Generating Profitable Growth
In addition to majors, Kellogg provides “pathways” to our students who are interested in building expertise in emerging areas and evolving industries.
A pathway is an integrated, cross-functional sequence of courses designed to address a particular skill set or industry for which there is active student and recruiter demand. You have the flexibility to pursue any number of pathways and go as deep as you’d like into each one.
Marketing Major
The marketing major provides students with the customer behavior and marketing analytics tools needed to create lasting customer advantage. It also provides marketing strategy frameworks that enable firms to apply these insights when creating and responding to disruptions in the market place. Students who complete the marketing major understand how to deliver superior customer experiences that strengthen competitive advantage and drive sustainable growth.
Summer 2015 - Spring 2016
A student must earn at least FOUR credits (in any combination of half-and full-credit courses) from the courses listed below to complete the major. Only one Lab credit can count toward the major.
At least ONE course credit from the following list:
MKTG-450-0 Marketing Research and Analytics
MKTG-462-0 Retail Analytics
MKTG-953-0 Customer Analytics
At least ONE course credit from the following list:
MKTG-451-0 Marketing Channel Strategies
MKTG-453-0 Business Marketing
MKTG-454-0 Advertising Strategy
MKTG-458-0 Consumer Insight for Brand Strategy
MKTG-465-0 Launching New Products and Services
MKTG-466-0 Marketing Strategy
MKTG-925-0 Strategic Brand Management
TWO additional course credits from the courses listed above OR from the following list:
MKTG-455-0 Media and Integrated Marketing (formerly designated MEDM-431)
MKTG-468-0 Technology Marketing
MKTG-940-0 C Suite and Boardroom Dynamics
MKTG-955-0 Digital Marketing Analytics
MKTG-957-0 eCommerce and Digital Marketing
MKTG-961-5 Entrepreneurial Tools for Digital Marketing
MKTG-962-5 Entrepreneurial Selling: Business to Business
HEMA-470-0 Biomedical Marketing (formerly designated HEMA-914-0)
Graduate Study
With distinguished faculty, renowned researcher centers, and state-of-the-art laboratories and classrooms, graduate education at McCormick is designed to meet the global demand for analytical and innovative problem solvers. Whether you wish to advance your professional and technical education or pursue cutting-edge research, the Department of Materials Science and Engineering can help you achieve your goal.
Materials Science and Engineering (PhD)
The PhD program in materials science and engineering was the first in the world and is internationally renowned for the excellence of its graduates.
To pursue a broad range of research, we actively seek students with diverse backgrounds and undergraduate training, including physicists, chemists, and engineers from other disciplines.
Curriculum & Requirements
The following five courses comprise the graduate core curriculum in materials science and engineering and are to be taken in sequence by all students in their first three quarters (excluding summer) of graduate study.
Core Courses
Fall Quarter (1st Year)
• 401 Chemical and Statistical Thermodynamics of Materials
Winter Quarter (1st Year)
• 404 Imperfections in Materials
• 408 Phase Transformations in Materials
Spring Quarter (1st Year)
• 405 Physics of Solids
• 406 Symmetry and Mechanical Properties of Materials
Additional Courses
Students take ten additional courses, two of which constitute a recognizable minor and three of which must be in materials science at the 400 level or above, not including Mat Sci 499. The other courses are appropriate to the specialization or are useful for dissertation research.
Additional Courses
Students take ten additional courses, two of which constitute a recognizable minor and three of which must be in materials science at the 400 level or above, not including Mat Sci 499. The other courses are appropriate to the specialization or are useful for dissertation research.
General Courses
• 318 Materials Selection
• 333 Composite Materials
• 381 Energy Materials
• 390 Materials Design
• 391 Process Design
Computational MSE Courses
• 390 Materials Design
• 391 Process Design
• 411 Phase Transformations in Crystalline Materials
• 458 Computational Materials Science
• ES_APPL 495 Advanced Special Topics: Modeling of Soft Materials
Characterization Courses
• 361 Crystallography and Diffraction
• 380 Introduction to Surface Science and Spectroscopy
• 460 Electron Microscopy
• 461 Diffraction Methods in Materials Science
• 465 Advanced Electron Microscopy and Diffraction
• 466 Analytical Electron Microscopy
Electronic, Photonic, and Magnetic Materials Courses
• 337 Conducting Polymers
• 355 Electronic Materials
• 376 Nanomaterials
• 381 Energy Materials
• 395 Special Topics: Magnetic Properties of Materials
• 398 Introduction to Plasma Science and Processing Technology
• 415 Fundamentals of Thin Film Materials
• 451 Advanced Physics of Materials
• 452 Selected Topics in the Solid State
• 455 Physics of Nanostructures
• 456 Functional Metamaterials
Hard Materials Courses
• 333 Composite Materials
• 340 Ceramic Processing
• 341 Introduction to Modern Ceramics
• 434 Fracture of Brittle Solids
• 435 Special Topics in Mechanical Behavior of Solids
Soft and Hybrid Materials Courses
• 331 Physical Properties of Polymers
• 333 Composite Materials
• 337 Conducting Polymers
• 370 Biomaterials
• 371 Biominerals: Hierarchical Architecture & Function
• 372 Engineering Strategies in Tissue Engineering & Regenerative Medicine
• 445 Special Topics in High Polymer Science
• 495 Advanced Special Topics: Biomineralization
• 496: Advanced Special Topics: Zetetics (T-American)
• 497: Advanced Special Topics: Retro-engineering (T-American)
See Dagny's Common Capsule summer clothes, accessories, winter clothes, holiday clothes, geek T-shirts, and science conference T-shirt.
The current members of the Nobel Committee for Chemistry are:
• Sara Snogerup Linse, chairman
• Jan-Erling Bäckvall
• Peter Brzezinski
• Gunnar von Heijne, also secretary
• Claes Gustafsson
• Sven Lidin
• Olof Ramström
• Johan Åqvist
(no subject)
Date: 2019-10-19 06:05 am (UTC)and you damn right the cat gets credit. Right, Cricket? "Meow!"
(We have a set of sheets that's sadly NOT thermotaxic or "huggy" but otherwise closely resembles Microfyne; she *adores* the stuff. A memory foam pillow with a fuzzy 'case on it? A throne fit for Her Whiskered Majesty, and she's a bit of a pill to disloge from it at bedtime. :)
(Oddly, Bronx the Mini-Panther? Leather fetish.)
Thoughts
Date: 2019-10-19 06:45 am (UTC)It's possible.
>>and you damn right the cat gets credit. Right, Cricket? "Meow!" <<
:D
>> (We have a set of sheets that's sadly NOT thermotaxic or "huggy" but otherwise closely resembles Microfyne; she *adores* the stuff. A memory foam pillow with a fuzzy 'case on it? A throne fit for Her Whiskered Majesty, and she's a bit of a pill to disloge from it at bedtime. :) <<
Aww.
>> (Oddly, Bronx the Mini-Panther? Leather fetish.) <<
In fact, one of the prison inmates who wasn't interested in Microfyne was instead fond of leather.
(no subject)
Date: 2019-10-19 07:37 am (UTC)(And YAY a Nobel Prize winning male scientist who actually insists the crucial (female) parts of his team also get appropriate credit! Huzzah! Further proof that T-anywhere is more awesome than here.)
Thank you!
Date: 2019-10-19 08:36 am (UTC)Yay! I'm glad you liked this.
>> (And YAY a Nobel Prize winning male scientist who actually insists the crucial (female) parts of his team also get appropriate credit! Huzzah! <<
Yep. He's thinking about how he really wouldn't have recognized Microfyne as an asset, rather than a failure, without their assistance. Who knows what else they might help him discover? He's also thinking about his daughter's future as a touch-dominant person, which is challenging. Then there are all the animal soups and primal soups, which makes speciesism a serious problem. He was in a position to make a very sharp point, so he did.
>> Further proof that T-anywhere is more awesome than here.) <<
Sooth. But who knows, maybe a scientist will read my work and be inspired by it. ;)
(no subject)
Date: 2019-10-19 10:20 am (UTC)Yes ...
Date: 2019-10-19 10:24 am (UTC)Re: Yes ...
Date: 2019-10-19 10:27 am (UTC)Re: Yes ...
Date: 2019-10-19 01:39 pm (UTC)(no subject)
Date: 2019-10-20 12:17 am (UTC)Thank you!
Date: 2019-10-20 01:55 am (UTC)(no subject)
Date: 2019-10-20 09:53 pm (UTC)And the cat is a contributor, and listed as such! Yay! ... I still love the image of Cleo curling up on the microfine sample and turning into motorboat kitteh. :D
Why do I now imagine one of the grey kittens resulting from clever Cleo's method of mate selection turning out to be something more than on the high end of intelligence for their species? The name that comes to mind, in line with momcat's assignation, is Charcoal's Surprising Alchemical Reaction, usually just Charcoal. And why do I keep wondering if, in amid the greybies, there might be white+grey+very pale peachy pink=a longhair dilute tortie or calico fluffball? <3
Thoughts
Date: 2019-10-21 07:50 am (UTC)Yep. A lot of the greatest discoveries start not with "Eureka!" but "That's funny."
>>And the cat is a contributor, and listed as such! Yay! ... I still love the image of Cleo curling up on the microfine sample and turning into motorboat kitteh. :D <<
\o/ It's good stuff.
>> Why do I now imagine one of the grey kittens resulting from clever Cleo's method of mate selection turning out to be something more than on the high end of intelligence for their species?<<
That is entirely possible.
>> The name that comes to mind, in line with momcat's assignation, is Charcoal's Surprising Alchemical Reaction, usually just Charcoal.<<
I love it.
>> And why do I keep wondering if, in amid the greybies, there might be white+grey+very pale peachy pink=a longhair dilute tortie or calico fluffball? <3 <<
That would be my bet given cat genetics -- several gray or gray-and-white kittens and one of the girls a dilute calico.
Feel free to prompt for more!
(no subject)
Date: 2019-10-21 11:19 pm (UTC)... & an orange tabby female at that!
(no subject)
Date: 2021-05-11 05:17 am (UTC)... dammit Ysabet I went down like seventeen rabbit holes on this one.
OK so: minky fabric, as it stands, is probably the closest match we have thus far. It's got variable-length fluff depending on which variety one gets, and it's mildly thermotaxic at much higher temps than body temp for either humans or cats -- only does it when being ironed, but that's still progress. However, it's a polyester mess and not particularly soft to the touch for many folks.
On the other hand, there's modal, which is a semisynthetic fabric related to rayon. It has a very complicated manufacturing process to turn tree pulp into extremely fine fibers, which closely parallels Microfyne's complex stuff. Somehow, and very surprisingly, nobody's done the rayon-velvet thing with any purely modal fabric that I can find, including micromodal which is even softer than regular modal. I have the feeling it's pretty much bound to happen within the next decade, though, and once that happens minky wouldn't be much more difficult. In addition, the thermotaxic property would probably shift down to a more familiar range just by eliminating the plastic component ... so I think I have it pinned down.
Update 6/7/21: OH MY GOSH ok so on a sneaking suspicion, I got some fabric swatches of cotton-modal blend velveteen to see what would happen, and I can confirm, it. cuddles. back. I never want to put this stuff down, Ysabet. Thank you.