Research Courses

Led by Robert Merritt, Ph.D., professor of biological sciences, Smith College.

Mercury is toxic and enters our water systems through both natural and human processes. Methyl mercury (a positively charged molecule containing mercury) is not only toxic but builds up over time in organisms—a process called bioaccumulation. Beaver ponds are known to provide a suitable habitat for the sulfur reducing bacteria that methylate mercury. They are also hotspots of biogeochemical cycling, the process by which chemicals circulate through an environment (a familiar example is the water cycle). In this course we will isolate DNA from beaver pond sediments to identify bacteria species present in those sediments. We will employ metagenomics to identify the sulfur-reducing bacteria, a source of methyl mercury. We will measure mercury levels in groundwater and in beaver pond inlet and outlet streams. Finally, we'll put it all together and assess bioaccumulation in organisms on land and in the water.

Open to all interested students; however, best suited to students who have completed a year of high school biology. Students in this course spend time in both the research laboratory and in the field. Clothing and shoes that you don't mind getting wet and dirty are a must!

This is a new course for the summer of 2013, so there are not yet any student evaluations.

Led by Katlin Okamoto, M.S., lecturer of exercise and sport studies, Smith College.

The ability of the body to generate, maintain and optimize movement is both scientifically fascinating and essential to the activities of our daily lives. In this course we will investigate concepts and principles of kinesiology and exercise physiology, building understanding of how our bodies produce motion, utilize energy and optimize the movements required for exercise and sport. A hands-on approach will be used to learn about topics including: the tissues and joints of the body, energy expenditure, energy systems, and training principles. Students will learn methods to assess their current physical fitness and will become familiar with training programs used to attain specific performance and health-related goals. The course is inherently experiential and will be taught with a blend of discussions, activities and laboratories where individuals will quite literally, move their way through the science of exercise.

Open to all students. The course may be particularly relevant to those who have an interest in exercise science, sports, and fitness and health. There are no necessary prerequisites for this course, however students must be willing to participate in regular activities that require moderate physical activity and movement. All fitness and ability levels are welcome and encouraged to take this course!

This is a new course for the summer of 2013, so there are not yet any student evaluations.

Led by Leslie Jaffe, M.D., director of Health Services, Smith College.

Adolescent girls face an array of health-related challenges in their daily lives, and this course empowers them to address these challenges while investigating other health issues that affect them. Using individual and group activities, the course involves research, discussion, field trips and presentations. Participants travel to New York City to work with theater coaches and to develop skits that convey information and stimulate peer dialogue about issues affecting young women, such as the menstrual cycle, healthy eating, media literacy, violence, alcohol and other drugs, reproductive health, contraception and sexually transmitted diseases, and emotional health. These topics are considered within the contexts of current research in biology and medicine, and today's multicultural society. Supported by the Howard Hughes Medical Institute, a medical research organization.

Open to all students motivated to learn. Students in this course become members of a close-knit working group, sharing their own stories and learning from others while conducting research and participating in course activities. Students interested in health-related careers and medicine will find this course useful.

Student Comments

I really enjoyed the acting experience, and being able to take trips to hospitals was really a privilege. I learned from this course that people around us need to be aware of issues that surround girls' and women's health.

I really liked all the doctors and other speakers who came to tell us about their careers. I've learned a lot about different fields in medicine and women's health.

I liked how informal the class was, how open discussion could be, how honest and thoughtful the information was.

I really liked learning about issues that directly affect me.

The professor was great! He was attentive to individual opinions of all involved.

I recommend this course to anyone interested in women's health who wants to be a doctor.

Led by Doreen Weinberger, Ph.D., professor of physics, Smith College.

This course is a hands-on introduction to robot design and programming. Student teams will receive a kit containing a microprocessor controller, a set of motors and sensors, and various Lego building parts and tools. They will learn how to connect the components and program the controller to make a robot that can move autonomously and intelligently in its environment. For instance, with appropriate programming the robot can avoid obstacles, seek out light, make decisions for changing its behavior based on sensory input, or respond to messages communicated by other robots. Students will perform a variety of activities: building simple robots to accomplish specific tasks, programming in a PC lab, creating their own final robot project, and testing and redesigning to optimize their robot performance. They will also learn HTML and use it to create their own Web pages, which will serve as a record of their progress in the course.

Open to all students. Unlike many courses in robotics where the task is to build a robot that performs a specific function (for example pushing ping-pong balls or battling with another robot), in this course students use their own creativity to design robots that do whatever they want. There is lots of trial and error problem-solving in both computer programming and building the robots. Students also learn how to create their own Web pages where they document their design process.

Student Comments

It was very hands-on, I love learning that way—building something, then learning from its flaws. Teamwork!

I loved building my web site. I also loved the feeling I got after I had completed my first robot—it was a feeling of pride, astonishment, accomplishment, joyfulness, and sheer self-confidence all mixed into one.

My professor was the greatest—very experienced and always helpful.

I would definitely recommend this course. It was a great learning experience from the designing to programming to your finished product. It's a great hands-on course that provides excitement and hard work.

Led by Adam Hall, Ph.D., associate professor of biological sciences, and Michael Barresi, assistant professor of biological sciences, Smith College.

Through studies of the nervous system, neuroscientists explore how we sense, feel, think and move. Students in this course will learn about how neurons (cells of the nervous system) communicate through a fascinating array of mechanisms and networks to generate complex human behaviors. Using sophisticated microscopes, we will examine the cells of the nervous system and the neuroanatomy of the brain. Through experiments in the laboratory, we will explore how neurons function at multiple levels: molecular, cellular and in living organisms like ourselves. With some simple (and painless) techniques, we will even measure nerve conduction in our own bodies and brains. This course is supported by the Howard Hughes Medical Institute, a medical research organization.

Open to students who have completed one year of high school biology. This course is suited to science students who want to get an idea of neuroscience and of what it's like to work in a laboratory. Students will make observations of brain cells and anatomy, relate it to function, and then measure and analyze neuronal conductions in their own peripheral and central nervous systems.

Led by Naila Moreira, Ph.D., science writing counselor, Smith College.

In both its intrinsic nature and its pursuit by scientists, science holds a special glamour that can light up writing and art like a candle. In this course, we will write creatively and journalistically about science through field trips, workshops and independent projects. We'll start by writing from observation, the scientist's primary tool, drawing directly from nature and local museums such as Smith's Lyman Plant House. Because reading is crucial to writing well, we'll also read a variety of essays, articles, and poems focused on science and written by some of the greats in literature and science. Finally, students will try their hand at science journalism, interviewing local scientists at work and producing a reportorial, newspaper-style article.

Open to all students. Clear, concise and effective expression is vital to scientific achievement and exchange, and all students, even those unpracticed or uncomfortable with writing, will have the opportunity to enhance and develop their written work. Each student will develop a portfolio of original writing.

This is a new course for the summer of 2013, so there are not yet any student evaluations.

Led by Katlin Okamoto, M.S., lecturer of exercise and sport studies, Smith College.

The ability of the body to generate, maintain and optimize movement is both scientifically fascinating and essential to the activities of our daily lives. In this course we will investigate concepts and principles of kinesiology and exercise physiology, building understanding of how our bodies produce motion, utilize energy and optimize the movements required for exercise and sport. A hands-on approach will be used to learn about topics including: the tissues and joints of the body, energy expenditure, energy systems, and training principles. Students will learn methods to assess their current physical fitness and will become familiar with training programs used to attain specific performance and health-related goals. The course is inherently experiential and will be taught with a blend of discussions, activities and laboratories where individuals will quite literally, move their way through the science of exercise.

Open to all students. The course may be particularly relevant to those who have an interest in exercise science, sports, and fitness and health. There are no necessary prerequisites for this course, however students must be willing to participate in regular activities that require moderate physical activity and movement. All fitness and ability levels are welcome and encouraged to take this course!

This is a new course for the summer of 2013, so there are not yet any student evaluations.

Led by Katherine Halvorsen, Sc.D., Professor of Mathematics and Statistics, Smith College.

Join us to celebrate The International Year of Statistics (Statistics 2013). Learn about taking a census through the Census at Schools project and about the U.S. Decennial Census, taken every 10 years, that provides essential information for planning education, health, transportation and many other services throughout the country. U.S. Census at School is an international classroom project that engages students in statistical problem solving. Students anonymously complete a brief online survey (about such things as the length of their right foot, height and favorite subject in school) and submit the data to a national database. Thirteen questions are common to every country participating in Census at School, but each country adds its own questions specific to the interests of its students. After all students have answered the survey, we will analyze the class census results and compare our class with random samples of students in the United States and in other countries. Census at School survey results serve as tools for teaching and learning, not research. Responses are maintained on a secure database and do not include any personal identifiable information.

Open to all students. You will learn statistical concepts, the importance of methods of measurement, data analysis and graphing, as well as explore various social concepts.

This is a new course for the summer of 2013, so there are not yet any student evaluations.

Led by Leslie Jaffe, M.D., director of health services, Smith College.

Globally, adolescent girls face an array of health-related challenges in their daily lives, and this course empowers young women to explore them. Lack of gender equity, including the right to an education and access to health care, places millions of girls in poor and developing countries at increased risk for poor health and preventable deaths. Through individual and group activities, this course explores many of these issues, including health disparities in the United States, child brides in Asia, obstetric fistula in Africa, maternal deaths in India, and violence against women globally. Course activities include research, discussion, field trips and presentations. Participants contribute to the program Web site, while also investigating essential young women's health topics such as the menstrual cycle, healthy eating, media literacy, violence, contraception and sexually transmitted diseases, and emotional health. These topics are considered within the contexts of current research in biology and medicine, and today's multicultural society. Supported by the Howard Hughes Medical Institute, a medical research organization.

Open to all students motivated to learn. Students in this course become members of a close-knit working group, sharing their own stories and learning from others while conducting research and participating in course activities. Students interested in health-related careers and medicine may find this course useful.

Student Comments

Dr. Jaffe was absolutely amazing! He made sure everyone had the opportunity to voice their opinions and provided a safe environment for us to ask questions and share personal experiences.

The discussions we would have in class helped me better understand some of the material we were learning about.

Dr. Jaffe did an excellent job of including a wide range of topics and approaching them from a variety of angles.

I learned a lot about morals and ethics. I was able to see glimpses of what other people's morals were but also learned how I think as well.

This course definitely opened my eyes! I was able to learn both academically and morally.

It helps me understand the world better, especially from a young woman's point of view.

Although they were really intense topics, I am really glad I got to learn about them. I now feel that I have to do something to help the world, and it has made me think about becoming a doctor.

Led by Naila Moreira, Ph.D., science writing counselor, Smith College.

In both its intrinsic nature and its pursuit by scientists, science holds a special glamour that can light up writing and art like a candle. In this course, we will write creatively and journalistically about science through field trips, workshops and independent projects. We'll start by writing from observation, the scientist's primary tool, drawing directly from nature and local museums such as Smith's Lyman Plant House. Because reading is crucial to writing well, we'll also read a variety of essays, articles, and poems focused on science and written by some of the greats in literature and science. Finally, students will try their hand at science journalism, interviewing local scientists at work and producing a reportorial, newspaper-style article.

Open to all students. Clear, concise and effective expression is vital to scientific achievement and exchange, and all students, even those unpracticed or uncomfortable with writing, will have the opportunity to enhance and develop their written work. Each student will develop a portfolio of original writing.

This is a new course for the summer of 2013, so there are not yet any student evaluations.

Led by Rebecca Thomas, Ph.D., laboratory instructor, Department of Chemistry, Smith College.

In this course, we will use chemical methods to uncover the truth about what we as consumers are told about products that we purchase every day. We will investigate consumer labels on products from orange juice to margarine, calculate the amounts of key ingredients, determine the accuracy of the labels, and develop an understanding of the theory behind the marketing of household products. We also will look at the effectiveness of household products such as laundry detergent and soap, and will explore the chemistry behind the production of various foods, from ice cream to beer.

For students who have not yet taken chemistry in high school. The goal will be for students to explore how chemists think about problems while learning some fundamental techniques used in the chemistry laboratory. This course will be a great preparation for students who are anticipating (or dreading) taking chemistry in high school.

Student Comments

I really liked the labs and field trips, and I thought that we all learned a lot about what is really in products.

It was fun, yet educational, and it helped me prepare for chemistry next year, plus the teacher was awesome.

I liked everything. All the field trips were fun, as were all the labs. I learned everything I would ever want to know about food and then some. I learned how ice cream was made and how much vitamin C there was in orange juice and so much more. I really liked the class.

I learned all about chemistry and what products actually contain.

We took a field trip to Bart's Ice Cream. We did lots of practical experiments to discover the "TRUTH" in advertising of Coke, potato chips and orange juice.

It was very useful and interesting, and it allowed me to be a smarter consumer.

The professor was so nice and funny, and really treated us like equals. She taught us so much and was the nicest person. It's a fantastic class!

Led by Robert Merritt, Ph.D., professor of biological sciences, and Lou Ann Bierwert, M.A., information and technology director, Center for Molecular Biology, Smith College.

Human genetics has fascinated us for centuries—beginning with the basic question of why we look like our ancestors and continuing to recent advances in medical and courtroom analyses. In this course, students will gain experience with a variety of classical and modern techniques used in human genetic analysis. The course will include explorations in basic genetics, probability, pedigree analysis, molecular genetics, and population genetics. Participants will determine their own blood types and calculate the frequencies of blood-type alleles in their class, photograph their own chromosomes, sort them into a karyotype and construct part of their own DNA fingerprints using the polymerase chain reaction (PCR).

Open to students who have completed one year of high school biology. Students in this course spend most of their time in the research laboratory. The subjects of the experiments are the students themselves—students will collect their own blood samples (with a simple finger poke) for a variety of analyses. Time between experiments is spent working on genetic problem sets. Visiting speakers include a genetic counselor and a DNA crime scene analyst.

Student Comments

This class had a lot of hands-on activities, visitors. We did a lot of good blood work, which was new to me since I have never done any blood typing or even looked at my cells.

Our experiments helped me actually see my 46 chromosomes and what DNA bands are supposed to look like! The genetic problem sets were difficult and challenging, but it was fun to solve them by myself and with others.

Practical, real-world applications of genetics, whether in medicine or forensic science; discussions of ethical implications of this field; covering a third to half of my high school biology course and also going far beyond it.

Studying with Professor Merritt was one of the great experiences of my life! He was really smart and enthusiastic about genetics—he knew so much about it.

I recommend this course because it was very informative and the experiments were cool. I liked finding out my blood type and photographing my chromosomes.