Curriculum

Mission Statement

The Physics Department provides education in physics to both undergraduate and graduate students and contributes to the growth of human knowledge through scholarly work.

Program Educational Objectives

The physics department educates students with a program characterized by curricular flexibility, student project work, and active involvement of students in their learning. Through a balanced, integrated curriculum stressing the widely applicable skills and knowledge of physics, we provide an education that is strong both in fundamentals and in applied knowledge, appropriate for immediate use in a variety of fields as well as graduate study and lifelong learning.

Program Outcomes

We expect that physics graduates:

  1. Know, understand, and use a broad range of basic physical principles.
  2. Have an understanding of appropriate mathematical methods, and an ability to apply them to physics.
  3. Have demonstrated oral and written communications skills.
  4. Understand options for careers and further education, and have the necessary educational preparation to pursue those options.
  5. Have an ability to learn independently.
  6. Have acquired the broad education envisioned by the WPI Plan.
  7. Are prepared for entry level careers in a variety of fields, and are aware of the technical, professional, and ethical components.
  8. Are prepared for graduate study in physics and/or other fields.
  9. Can find, read, and critically evaluate selected original scientific literature.

Introduction

Ask a physicist what physics has to do with, and you are likely to be told: "Everything!" Though oversimplified, this answer does contain a kernel of truth. In their study of nature, physicists concern themselves with interactions involving matter and energy of every form.

Physicists' interests range from the tiny world of subatomic particles to stars, galaxies and the vast cosmic sea of space and time in which they travel. They have developed intricate tools to assist the human senses in probing these remote extremes of our natural environment. They have distilled their understanding of nature into laws of great generality and elegance, from the mathematical patterns needed to interpret the perfect symmetry and the regularity of atoms and crystals, to the powerful mathematical treatment of chaos and disorder needed to deal with the concept of heat.

Of course, not all physicists work at the very limits of our knowledge of nature. Many use their understanding of physics to develop practical applications that solve more familiar human problems. The pioneering work on semiconductors in the 1940s led to the development of computers, transistor radios and a communication network that is bringing the peoples of the world ever closer together. The laser, invented in the 1960s, has been used in such varied applications as eye surgery and radar, and even in computerized cash registers. The list of problems solved is long; the list of future possibilities is endless. So there is some truth in the statement that "physics has to do with everything."

One of the distinguishing characteristics of the physicist's approach is a cyclical growth pattern. Systematic experiments provide new facts. New theory is developed to summarize these facts and make them manageable. The new theory has as its consequences practical applications and new questions, leading to new experimentation. Along the way, physicists are guided by certain fundamental principles such as symmetry, continuity and conservation laws.

Students come to the study of physics from many backgrounds and for many reasons. Two aspects in particular seem to attract them. The first is the opportunity to choose from a wide range of intriguing subjects of study, both theoretical and experimental, both fundamental and applied. The second is the combination of intuitive ideas and the penetrating style of logical and mathematical problem-solving which students come to realize physics "has to do with."

Career Opportunities in Physics

Undergraduate physics programs were once formulated with the expectation that graduating students would enter postgraduate programs, where they would earn an advanced degree under the guidance of a practicing physicist. The long-term career objective was assumed to be a permanent position in an academic physics department, with interests divided between scientific research and teaching. Although this traditional outlook is still valid for many students entering the study of physics today, the unprecedented worldwide growth of sciencebased industries has led to exciting new career opportunities involving pure physics mixed with engineering and applied science. Many technically oriented students have also a deep interests in pure science; they are attracted to applied physics because it allows them to satisfy their scientific curiosity while at the same time pursuing the practical objectives of an engineer. In recognition of this new career choice the physics department offers a degree in engineering physics in addition to the traditional physics program. As shown in the sample programs below, students for this degree have great freedom to shape their program to match their individual interests.

Areas of Faculty Interest (Project and Independent Studies)

P. AravindQuantum optics, quantum mechanics, group theory.
N. BurnhamAtomic force microscopy, nanomechanics
R. GarciaCondensed matter
G. IannacchioneCalorimetry, liquid crystals
S. JaspersonOptical properties of solids, optical instruments.
T. KeilSolid State Physics, mathematical physics, fluid mechanics.
C. KoleciPhysics education research.
D. NelsonOptical and transport properties, solid state physics, lattice dynamics.
J. NorburyTheoretical Nuclear and Particle Physics
G. PhilliesLight scattering spectroscopy, complex fluids, biochemical physics.
R. QuimbyOptical properties of solids, laser spectroscopy.
L. Ram-MohanField theory, many body problems, solid state physics, linear and non-linear optical properties of semiconductors, computational physics.
A. ZozulyaNon-linear optics, photo-refractive materials

Program Distribution Requirements for the Physics and Engineering Physics Majors

The normal period of residency at WPI is 16 terms. In addition to the WPI requirements applicable to all students, completion of a minimum of 10 units of study is required in the areas of mathematics, physics, and related fields as follows:

Physics RequirementsMinimum Units
1. Mathematics (Note 1).3
2. Physics (including the MQP) (Notes 2, 3).5
3. Other subjects to be selected from mathematics, science, engineering, computer science, and management (Note 3).2

Notes:

  1. Mathematics must include at least 2/3 unit of mathematics at the level of MA 3000 or higher.
  2. ES 3001 and CH 3510 count as physics courses.
  3. Either item 2 or 3 must include at least 1/3 unit from each of the five principal areas of physics: mechanics, experimental physics, electromagnetism, quantum mechanics, and thermal and statistical physics. This core distribution requirement is satisfied by successfully completing at least one course from each of the following five sets of courses: PH 2201 or 2202 (mechanics); PH 2651 or 2601 (experimental physics); PH 2301 or 3301 (electromagnetism); PH 3401 or 3402 (quantum mechanics); ES 3001, CH 3510, or PH 4206 (thermal and statistical physics); or other courses approved by the department Program Review Committee following petition by the student.

Engineering Physics

  1. Same requirements as PHYSICS, with the addition that the 10 units must include 2 units of coordinated engineering and other technical/scientific activities. The 2-unit program must be formulated prior to final year of study by the student in consultation with the academic advisor, and must be certified prior to the final year by the departmental Program Review Committee.

Curriculum Outline — Physics and Engineering-Physics

The programs of study described below are designed to fulfill the needs and interests of students over the range from "pure" to "applied," or "engineering" science. They are designed to provide, first of all, a foundation in the indispensable principles and techniques of classical and modern physics. Such preparation is necessary and appropriate for any future in science and technology, including that of postgraduate study and research. Moreover, insofar as appropriate within an undergraduate curriculum, programs are offered which allow options of special experience in some of the active areas of applied or engineering physics.

All programs include a common group of recommended core courses which provide the foundation, beginning with the great themes of physics—matter, motion, forces, energy, and the nature and concepts of electricity and magnetism. They build on that basic knowledge and perspective together with progressively more sophisticated mathematical techniques. Beyond this essential core, a student may choose either a more traditional program of physics study or one relating to an area of individual interest with engineering applications. Illustrations of these options are outlined in the section below, "Physics and Engineering-Physics Programs."

Guidance in the planning of students' programs will be provided by academic advisors. A departmental engineering- physics coordinator is also available for consultation by students and academic advisors on questions pertaining to curriculum and project matters.

In addition to the courses, the Major Qualifying Project (MQP) has the potential to provide valuable experience and to broaden students' perspectives in the chosen subject area—this is one of the exceptional opportunities uniquely associated with the WPI Plan. In the case of students concentrating in one of the engineering-physics fields, the project topic would be chosen for its relevance to that area of interest. Additional information about the MQP is presented in the section on page 178, "Project Opportunities in Physics and Engineering-Physics."

Students who feel that their interests and objectives do not fit naturally into any of the illustrative programs presented here are invited to consult with their academic advisors and with representatives of the Physics Department. It is usually possible to adapt a program to their individual needs.

Physics and Engineering-Physics Programs

For a student entering the study of physics, there is a natural progression of subjects which provide a foundation for advanced work within physics and engineering-physics programs. This constitutes a core sequence which embodies the following indispensable basic areas of study: classical mechanics, electromagnetism, a survey of modern physics, statistical and quantum physics, and laboratory experimental methods. Because the language of the exact sciences is mathematics, there is a parallel core sequence of mathematics courses normally taken either as preparation for or concurrently with the physics courses with which they are paired in the list presented below. In the following table indicates that the mathematics course is strongly recommended; indicates that concurrent study is acceptable.

MA 1021 Calculus I PH 1110 Mechanics
MA 1022 Calculus II PH 1120 Electricity and Magnetism
MA 1023 Calculus III PH 1111 Mechanics
MA 1024 Calculus IV PH 1121 Electricity and Magnetism
MA 1023 Calculus III PH 1130 Introduction to 20th Century Physics
MA 1024 Calculus IV PH 1140 Oscillations and Waves
MA 2051 Differential EquationsPH 2202 Intermediate Mechanics II
MA 2071 Linear Algebra PH 2651 Physics Laboratory
MA 2251 Vector/Tensor CalculusPH 2301 Electromagnetic Fields I
MA 4451 Boundary Value Problems}


(PH 1110, PH 1120)PH 3301 Electromagnetic Theory
PH 3401 Quantum Mechanics I
PH 4206 Statistical Physics
Students needing a somewhat more gradual introduction and an opportunity to gain mathematical skills concurrently are advised to substitute these courses for PH 1111 and PH 1121.

Physics and engineering-physics students should also reserve part of their undergraduate experience for developing perspective in a range of other science and engineering disciplines. A few of the many possibilities are illustrated by the following examples.

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Last modified: February 05, 2008 11:31:13