Appendices for
the physics
undergraduate
review.
Table of contents:
Contents
APPENDIX A.1 Requirements for the major degree program. ...................................................................... 3
APPENDIX A.2: Catalogue Descriptions of All Undergraduate Physics Courses ......................................... 10
APPENDIX B: Physics Today article: ............................................................................................................ 18
APPENDIX C: WIC overview......................................................................................................................... 19
APPENDIX D: Discipline Based Education Research involvement: ............................................................. 31
APPENDIX E. Enrollment demographics: .................................................................................................... 37
APPENDIX F1. Initial budget information past fiscal year 2012-2013: ....................................................... 38
APPENDIX F2. Initial budget information current fiscal year 2013-2014 (not yet finalized): ..................... 39
APPENDIX G. Faculty Status: ....................................................................................................................... 40
APPENDIX H1. Statements from the American Physical Society: ............................................................... 41
APPENDIX H2. Learning outcomes 2012, 2004, 1997: ................................................................................ 50
APPENDIX H3. Current topics for upper division discussion: ...................................................................... 54
APPENDIX H4. Exit interview questions: ..................................................................................................... 55
APPENDIX I. FCI and CSEM data: ................................................................................................................. 56
APPENDIX J. Student awards and honors: .................................................................................................. 58
APPENDIX K. Faculty data: .......................................................................................................................... 64
APPENDIX A.1 Requirements for the major degree program.
Undergraduate Major
All physics majors must complete the following lower-division courses:
CH 231, CH 232, CH 233. *General Chemistry (4,4,4)
and CH 261, CH 262, CH 263. *Laboratory for Chemistry 231, 232, 233 (1,1,1)
MTH 251. *Differential Calculus (4)
MTH 252. Integral Calculus (4)
MTH 253. Infinite Series and Sequences (4)
MTH 254. Vector Calculus I (4)
MTH 255. Vector Calculus II (4)
MTH 256. Applied Differential Equations (4)
PH 211, PH 212, PH 213. *General Physics with Calculus (4,4,4)
PH 221, PH 222, PH 223. Recitations for PH 211, PH 212, PH 213 (1,1,1)
PH 265 or another approved course in computer programming.
Seniors must complete at least 3 credits of PH 403 to satisfy the WIC requirement.
For graduation under the basic physics option, upper-division course requirements include:
MTH 341. Linear Algebra I (3)
PH 314. Introductory Modern Physics (4)
PH 320. Paradigms in Physics: Symmetries (2)
PH 411. Analog and Digital Electronics (3)
PH 412. Analog and Digital Electronics (3)
PH 421. Paradigms in Physics: Oscillations (2)
PH 422. Paradigms in Physics: Static Vector Fields (2)
PH 423. Paradigms in Physics: Energy and Entropy (2)
PH 424. Paradigms in Physics: Waves in One Dimension (2)
PH 425. Paradigms in Physics: Quantum Measurements and Spin (2)
PH 426. Paradigms in Physics: Central Forces (2)
PH 427. Paradigms in Physics: Periodic Systems (2)
PH 429. Paradigms in Physics: Reference Frames (2)
PH 431. Capstones in Physics: Electromagnetism (3)
PH 435. Capstones in Physics: Classical Mechanics (3)
PH 441. Capstones in Physics: Thermal and Statistical Physics (3)
PH 451. Capstones in Physics: Quantum Mechanics (3)
PH 461. Capstones in Physics: Mathematical Methods (3)
PH 481. Physical Optics (4)
PH 415. Computer Interfacing and Instrumentation (3)
or PH 464. Scientific Computing II (3)
At least one additional course must be chosen from the following:
PH 415. Computer Interfacing and Instrumentation (3)
PH 464. Scientific Computing II (3)
PH 465. Computational Physics (3)
PH 475. Introduction to Solid State Physics (3)
PH 482. Optical Electronic Systems (4)
PH 483. Guided Wave Optics (4)
PH 485. Atomic, Molecular, and Optical Physics (3)
PH 495. Introduction to Particle and Nuclear Physics (3)
To qualify for the Bachelor of Arts degree in Physics, students must complete:
PH 314. Introductory Modern Physics (4)
PH 320. Paradigms in Physics: Symmetries (2)
PH 421. Paradigms in Physics: Oscillations (2)
PH 422. Paradigms in Physics: Static Vector Fields (2)
PH 423. Paradigms in Physics: Energy and Entropy (2)
PH 424. Paradigms in Physics: Waves in One Dimension (2)
PH 425. Paradigms in Physics: Quantum Measurements and Spin (2)
PH 426. Paradigms in Physics: Central Forces (2)
PH 427. Paradigms in Physics: Periodic Systems (2)
PH 429. Paradigms in Physics: Reference Frames (2)
And at least one of:
PH 431. Capstones in Physics: Electromagnetism (3)
PH 435. Capstones in Physics: Classical Mechanics (3)
PH 441. Capstones in Physics: Thermal and Statistical Physics (3)
PH 451. Capstones in Physics: Quantum Mechanics (3)
PH 461. Capstones in Physics: Mathematical Methods (3)
And at least 7 additional credits chosen from among the non-blanket 400-level courses listed for the BS
degree in Physics.
In addition, the student must complete 9 credits of approved electives in the College of Liberal Arts and
must complete or demonstrate proficiency in the second year of a foreign language.
Grades of C– or better must be attained in all courses required for the Physics major. Courses in which a
lower grade is received must be repeated until a satisfactory grade is received.
Options:
Option Applied Physics Option
PH 314. Introduction to Modern Physics (4)
PH 320. Paradigms in Physics: Symmetries (2)
PH 411, PH 412. Analog and Digital Electronics (3,3)
PH 415. Computer Interfacing and Instrumentation (3)
PH 421. Paradigms in Physics: Oscillations (2)
PH 422. Paradigms in Physics: Static Vector Fields (2)
PH 423. Paradigms in Physics: Energy and Entropy (2)
PH 424. Paradigms in Physics: Waves in One Dimension (2)
PH 425. Paradigms in Physics: Quantum Measurements and Spin (2)
PH 426. Paradigms in Physics: Central Forces (2)
PH 427. Paradigms in Physics: Periodic Systems (2)
PH 431. Capstones in Physics: Electromagnetism (3)
PH 435. Capstones in Physics: Classical Mechanics (3)
or PH 451. Capstones in Physics: Quantum Mechanics (3)
PH 461. Capstones in Physics: Mathematical Methods (3)
PH 481. Physical Optics (4)
Plus: 15 credits of upper-division work in an engineering discipline that may include:
PH 482. Optical Electronic Systems (4)
and PH 483. Guided Wave Optics (4)
It also may include one of:
PH 475. Introduction to Solid State Physics (3)
PH 495. Introduction to Particle and Nuclear Physics (3)
(The engineering courses must be approved in advance by a Department of Physics advisor.)
Engineering science (ENGR) courses cannot be used to satisfy this option.
Biophysics Option
BB 450. General Biochemistry (4)
BB 451. General Biochemistry (3)
BB 481. Biophysics (3)
CH 331, CH 332. Organic Chemistry (4,4)
PH 314. Introductory Modern Physics (4)
PH 320. Paradigms in Physics: Symmetries (2)
PH 411, PH 412. Analog and Digital Electronics (3,3)
PH 415. Computer Interfacing and Instrumentation (3)
PH 421. Paradigms in Physics: Oscillations (2)
PH 422. Paradigms in Physics: Static Vector Fields (2)
PH 423. Paradigms in Physics: Energy and Entropy (2)
PH 424. Paradigms in Physics: Waves in One Dimension (2)
PH 425. Paradigms in Physics: Quantum Measurements and Spin (2)
PH 426. Paradigms in Physics: Central Forces (2)
PH 427. Paradigms in Physics: Periodic Systems (2)
PH 428. Paradigms in Physics: Rigid Bodies (2)
PH 431. Capstones in Physics: Electromagnetism (3)
PH 435. Capstones in Physics: Classical Mechanics (3)
or PH 451. Capstones in Physics: Quantum Mechanics (3)
PH 461. Capstones in Physics: Mathematical Methods (3)
PH 481. Physical Optics (4)
Chemical Physics Option
PH 314. Introduction to Modern Physics (4)
PH 320. Paradigms in Physics: Symmetries (2)
PH 411, PH 412. Analog and Digital Electronics (3,3)
PH 415. Computer Interfacing and Instrumentation (3)
PH 421. Paradigms in Physics: Oscillations (2)
PH 422. Paradigms in Physics: Static Vector Fields (2)
PH 423. Paradigms in Physics: Energy and Entropy (2)
PH 424. Paradigms in Physics: Waves in One Dimension (2)
PH 425. Paradigms in Physics: Quantum Measurements and Spin (2)
PH 426. Paradigms in Physics: Central Forces (2)
PH 427. Paradigms in Physics: Periodic Systems (2)
PH 431. Capstones in Physics: Electromagnetism (3)
PH 435. Capstones in Physics: Classical Mechanics (3)
PH 441. Capstones in Physics: Thermal and Statistical Physics (3)
or CH 440. Physical Chemistry (3)
PH 451. Capstones in Physics: Quantum Mechanics (3)
PH 461. Capstones in Physics: Mathematical Methods (3)
Plus: 12 credits of approved upper-division work in chemistry, including at least one lab course.
Computational Physics Option
PH 314. Introduction to Modern Physics (4)
PH 320. Paradigms in Physics: Symmetries (2)
PH 411, PH 412. Analog and Digital Electronics (3,3)
PH 415. Computer Interfacing and Instrumentation (3)
PH 421. Paradigms in Physics: Oscillations (2)
PH 422. Paradigms in Physics: Static Vector Fields (2)
PH 423. Paradigms in Physics: Energy and Entropy (2)
PH 424. Paradigms in Physics: Waves in One Dimension (2)
PH 425. Paradigms in Physics: Quantum Measurements and Spin (2)
PH 426. Paradigms in Physics: Central Forces (2)
PH 431. Capstones in Physics: Electromagnetism (3)
PH 461. Capstones in Physics: Mathematical Methods (3)
PH 464. Scientific Computing II (3)
PH 465. Computational Physics (3)
PH 481. Physical Optics (4)
Plus: 15 credits of upper-division work constituting a coherent program in computational science.
Geophysics Option
PH 314. Introduction to Modern Physics (4)
PH 320. Paradigms in Physics: Symmetries (2)
PH 411, PH 412. Analog and Digital Electronics (3,3)
PH 415. Computer Interfacing and Instrumentation (3)
PH 421. Paradigms in Physics: Oscillations (2)
PH 422. Paradigms in Physics: Static Vector Fields (2)
PH 423. Paradigms in Physics: Energy and Entropy (2)
PH 424. Paradigms in Physics: Waves in One Dimension (2)
PH 425. Paradigms in Physics: Quantum Measurements and Spin (2)
PH 426. Paradigms in Physics: Central Forces (2)
PH 431. Capstones in Physics: Electromagnetism (3)
PH 435. Capstones in Physics: Classical Mechanics (3)
PH 441. Capstones in Physics: Thermal and Statistical Physics (3)
PH 461. Capstones in Physics: Mathematical Methods (3)
PH 481. Physical Optics (4)
Plus 15 credits selected from below:
ATS 411. Thermodynamics and Cloud Microphysics (4)
ATS 412. Atmospheric Radiation (3)
ATS 475. Planetary Atmospheres (3)
GEO 463. ^Geophysics and Tectonics (4)
GEO 487. Hydrogeology (4)
OC 430. Principles of Physical Oceanography (4)
Mathematical Physics Option
PH 314. Introduction to Modern Physics (4)
PH 320. Paradigms in Physics: Symmetries (2)
PH 411, PH 412. Analog and Digital Electronics (3,3)
PH 415. Computer Interfacing and Instrumentation (3)
PH 421. Paradigms in Physics: Oscillations (2)
PH 422. Paradigms in Physics: Static Vector Fields (2)
PH 423. Paradigms in Physics: Energy and Entropy (2)
PH 424. Paradigms in Physics: Waves in One Dimension (2)
PH 425. Paradigms in Physics: Quantum Measurements and Spin (2)
PH 426. Paradigms in Physics: Central Forces (2)
PH 428. Paradigms in Physics: Rigid Bodies (2)
or PH 429. Paradigms in Physics: Reference Frames (2)
PH 431. Capstones in Physics: Electromagnetism (3)
PH 435. Capstones in Physics: Classical Mechanics (3)
PH 441. Capstones in Physics: Thermal and Statistical Physics (3)
PH 451. Capstones in Physics: Quantum Mechanics (3)
PH 461. Capstones in Physics: Mathematical Methods (3)
PH 464. Scientific Computing II (3)
Plus: 12 credits of approved upper-division work in mathematics.
Optical Physics Option
PH 314. Introduction to Modern Physics (4)
PH 320. Paradigms in Physics: Symmetries (2)
PH 411, PH 412. Analog and Digital Electronics (3,3)
PH 415. Computer Interfacing and Instrumentation (3)
PH 421. Paradigms in Physics: Oscillations (2)
PH 422. Paradigms in Physics: Static Vector Fields (2)
PH 423. Paradigms in Physics: Energy and Entropy (2)
PH 424. Paradigms in Physics: Waves in One Dimension (2)
PH 425. Paradigms in Physics: Quantum Measurements and Spin (2)
PH 426. Paradigms in Physics: Central Forces (2)
PH 427. Paradigms in Physics: Periodic Systems (2)
PH 428. Paradigms in Physics: Rigid Bodies (2)
or PH 429. Paradigms in Physics: Reference Frames (2)
PH 431. Capstones in Physics: Electromagnetism (3)
PH 435. Capstones in Physics: Classical Mechanics (3)
PH 441. Capstones in Physics: Thermal and Statistical Physics (3)
PH 451. Capstones in Physics: Quantum Mechanics (3)
PH 461. Capstones in Physics: Mathematical Methods (3)
PH 481. Physical Optics (4)
PH 482. Optical Electronic Systems (4)
PH 483. Guided Wave Optics (4)
Physics Education Option
Physics Core (49)
PH 211, PH 212, PH 213. *General Physics with Calculus (4,4,4)
PH 221, PH 222, PH 223. Recitation for Physics 211, 212, 213 (1,1,1)
PH 314. Introductory Modern Physics (4)
PH 320. Paradigms in Physics: Symmetries (2)
PH 403. ^Thesis (3)
PH 421. Paradigms in Physics: Oscillations (2)
PH 422. Paradigms in Physics: Static Vector Fields (2)
PH 424. Paradigms in Physics: Waves in One Dimension (2)
PH 425. Paradigms in Physics: Quantum Measurements and Spin (2)
PH 426. Paradigms in Physics: Central Forces (2)
PH 431. Capstones in Physics: Electromagnetism (3)
PH 435. Capstones in Physics: Classical Mechanics (3)
PH 451. Capstones in Physics: Quantum Mechanics (3)
400-level physics electives (6)
Writing Intensive Course (3)
Option requirements (21)
PH 265. Scientific Computing (3)
PH 407. Seminar (Teaching) (3)
SED 409. Field Practicum: Science and Mathematics–Elem, MS (3)
SED 409. Field Practicum: Science and Mathematics–MS, HS (3)
SED 412. Technology Foundations for Teaching Math and Science (3)
SED 413. Inquiry in Science and Science Education (3)
Chemistry (15)
CH 231, CH 232, CH 233. *General Chemistry (4,4,4)
and CH 261, CH 262, CH 263. *Laboratory for Chemistry 231, 232, 233 (1,1,1)
Math (24)
MTH 251. *Differential Calculus (4)
MTH 252. Integral Calculus (4)
MTH 254. Vector Calculus I (4)
MTH 255. Vector Calculus II (4)
MTH 256. Applied Differential Equations (4)
MTH 306. Matrix and Power Series Methods (4)
Baccalaureate Core (37)
Electives (34)
Total=180
The selected option courses meet the requirements for an option (21 credits, 18 upper division) and are
made up of courses not specifically required in the Physics major.
APPENDIX A.2: Catalogue Descriptions of All Undergraduate Physics
Courses
Service Courses are marked with the designation (Service) and Baccalaureate Core Courses with the
designation (Bacc.)
PH 104 DESCRIPTIVE ASTRONOMY (4) (Bacc.)
Historical and cultural context of discoveries concerning planets and stars and their motions. Topics include
the solar system, the constellations, birth and death of stars, pulsars and black holes. An accompanying
laboratory is used for demonstrations, experiments, and projects, as well as for outdoor observations.
Lec/lab. (Bacc Core Course)
PH 104H DESCRIPTIVE ASTRONOMY (4) (Bacc.)
Historical and cultural context of discoveries concerning planets and stars and their motions. Topics include
the solar system, the constellations, birth and death of stars, pulsars and black holes. An accompanying
laboratory is used for demonstrations, experiments, and projects, as well as for outdoor observations.
Lec/lab. (Bacc Core Course) PREREQS: Honors College approval required.
PH 106 PERSPECTIVES IN PHYSICS (4) (Bacc.)
A descriptive and non-mathematical study of the development of physical concepts and their historical and
philosophical context. The emphasis is on the origin, meaning, significance, and limitations of these
concepts and their role in the evolution of current understanding of the universe. Concepts to be covered
include Copernican astronomy, Newtonian mechanics, energy, electricity and magnetism, relativity, and
quantum theory. Intended primarily for non-science students. Lec/lab. (Bacc Core Course)
PH 111 INQUIRING INTO PHYSICAL PHENOMENA (4) (Service) (Bacc.)
Development of conceptual understandings through investigation of everyday phenomena. Emphasis is on
questioning, predicting, exploring, observing, discussing, and writing in physical science contexts. Students
document their initial thinking, record their evolving understandings, and write reflections upon how their
thinking changed and what fostered their learning. Lec/lab. (Baccalaureate Core Course)
PH 199 SPECIAL STUDIES (1-16)
One-credit sections are graded pass/no pass. This course is repeatable for a maximum of 99 credits.
PREREQS: Departmental approval required.
PH 201 GENERAL PHYSICS (5) (Service) (Bacc.)
Introductory survey course covering a broad spectrum of classical and modern physics with applications.
Topics include dynamics, vibrations and waves, electricity and magnetism, optics, and modern physics.
Laboratory and recitation sections accompany the lectures. Mathematical preparation should include college
algebra and trigonometry. Lec/lab/rec. (Bacc Core Course) PREREQS: MTH 111 and MTH 112. PH 201,
PH 202, PH 203 must be taken in order.
PH 201H GENERAL PHYSICS (5) (Service) (Bacc.)
Introductory survey course covering a broad spectrum of classical and modern applications with physics.
Topics include dynamics, vibrations and waves, electricity and magnetism, optics, and modern physics.
Laboratory and recitation sections accompany the lectures. Mathematical preparation should include college
algebra and trigonometry. Lec/lab/rec. (Bacc Core Course) PREREQS: MTH 111 and MTH 112. PH 201,
PH 202, PH 203 must be taken in order. Honors College approval required.
PH 202 GENERAL PHYSICS (5) (Service) (Bacc.)
Introductory survey course covering broad spectrum of classical and modern physics with applications.
Topics include dynamics, vibrations and waves, electricity and magnetism, optics, and modern physics.
Laboratory and recitation sections accompany the lectures. Mathematical preparation should include college
algebra and trigonometry. Lec/lab/rec. (Bacc Core Course) PREREQS: MTH 111 and MTH 112 and PH
201
PH 202H GENERAL PHYSICS (5) (Service) (Bacc.)
Introductory survey course covering broad spectrum of classical and modern physics with applications.
Topics include dynamics, vibrations and waves, electricity and magnetism, optics, and modern physics.
Laboratory and recitation sections accompany the lectures. Mathematical preparation should include college
algebra and trigonometry. (Bacc Core Course) PREREQS: MTH 111 and MTH 112 and PH 201. Honors
College approval required.
PH 203 GENERAL PHYSICS (5) (Service) (Bacc.)
Introductory survey course covering broad spectrum of classical and modern physics with applications.
Topics include dynamics, vibrations and waves, electricity and magnetism, optics, and modern physics.
Laboratory and recitation sections accompany the lectures. Mathematical preparation should include college
algebra and trigonometry. Lec/lab/rec. (Bacc Core Course) PREREQS: MTH 111 and MTH 112 and PH
202
PH 203H GENERAL PHYSICS (5) (Service) (Bacc.)
Introductory survey course covering a broad spectrum of classical and modern physics with applications.
Topics include dynamics, vibrations and waves, electricity and magnetism, optics, and modern physics.
Laboratory and recitation sections accompany the lectures. Mathematical preparation should include college
algebra and trigonometry. (Bacc Core Course) PREREQS: MTH 111 and MTH 112 and PH 202. Honors
College approval required.
PH 205 SOLAR SYSTEM ASTRONOMY (4) (Bacc.)
History, laws, and tools of astronomy. Composition, motion, and origin of the sun, planets, moons, asteroids,
and comets. An accompanying laboratory is used for demonstrations, experiments, and projects, as well as
for outdoor observations. The courses in the astronomy sequence (PH 205, PH 206, PH 207) can be taken in
any order. Lec/lab. (Bacc Core Course)
PH 206 STARS AND STELLAR EVOLUTION (4) (Bacc.)
Properties of stars; star formation, evolution, and death; supernovae, pulsars, and black holes. An
accompanying laboratory is used for demonstrations, experiments, and projects, as well as for outdoor
observations. The courses in the astronomy sequence (PH 205, PH 206, PH 207) can be taken in any order.
Lec/lab. (Bacc Core Course)
PH 207 GALAXIES, QUASARS, AND COSMOLOGY (4) (Bacc.)
Nature and content of galaxies, properties of quasars, and the cosmic background radiation. Emphasis on the
Big-Bang model and its features. An accompanying laboratory is used for demonstrations, experiments, and
projects, as well as for outdoor observations. The courses in the astronomy sequence (PH 205, PH 206, PH
207) can be taken in any order. Lec/lab. (Bacc Core Course)
PH 211 GENERAL PHYSICS WITH CALCULUS (4) (Service) (Bacc.)
A comprehensive introductory survey course intended primarily for students in the sciences and engineering.
Topics include mechanics, wave motion, thermal physics, electromagnetism, and optics. Elementary
calculus is used. Laboratory work accompanies the lectures. Lec/lab/rec. (Bacc Core Course) PREREQS:
MTH 251. COREQ: MTH 252. Concurrent enrollment in a recitation section is strongly recommended.
PH 211H GENERAL PHYSICS WITH CALCULUS (4) (Service) (Bacc.)
A comprehensive introductory survey course intended primarily for students in the sciences and engineering.
Topics include mechanics, wave motion, thermal physics, electromagnetism, and optics. Elementary
calculus is used. Laboratory work accompanies the lectures. Lec/lab/rec. (Bacc Core Course) PREREQS:
MTH 251. COREQ: MTH 252. Concurrent enrollment in a recitation section is strongly recommended.
Honors College approval required.
PH 212 GENERAL PHYSICS WITH CALCULUS (4) (Service) (Bacc.)
A comprehensive introductory survey course intended primarily for students in the sciences and engineering.
Topics include mechanics, wave motion, thermal physics, electromagnetism, and optics. Elementary
calculus is used. Laboratory work accompanies the lectures. Lec/lab/rec. (Bacc Core Course) PREREQS:
MTH 252 and PH 211. COREQ: MTH 254. Concurrent enrollment in a recitation section is strongly
recommended.
PH 212H GENERAL PHYSICS WITH CALCULUS (4) (Service) (Bacc.)
A comprehensive introductory survey course intended primarily for students in the sciences and engineering.
Topics include mechanics, wave motion, thermal physics, electromagnetism, and optics. Elementary
calculus is used. Laboratory work accompanies the lectures. Lec/lab/rec. (Bacc Core Course) PREREQS:
MTH 252 and PH 211. COREQ: MTH 254. Concurrent enrollment in a recitation section is strongly
recommended. Honors college approval required.
PH 213 GENERAL PHYSICS WITH CALCULUS (4) (Service) (Bacc.)
A comprehensive introductory survey course intended primarily for students in the sciences and engineering.
Topics include mechanics, wave motion, thermal physics, electromagnetism, and optics. Elementary
calculus is used. Laboratory work accompanies the lectures. Lec/lab/rec. (Bacc Core Course) PREREQS:
MTH 254 and PH 212. Concurrent enrollment in a recitation section is strongly recommended.
PH 213H GENERAL PHYSICS WITH CALCULUS (4) (Service) (Bacc.)
A comprehensive introductory survey course intended primarily for students in the sciences and engineering.
Topics include mechanics, wave motion, thermal physics, electromagnetism, and optics. Elementary
calculus is used. Laboratory work accompanies the lectures. Lec/lab/rec. (Bacc Core Course) PREREQS:
MTH 254 and PH 212. Concurrent enrollment in a recitation section is strongly recommended. Honors
College approval required.
PH 221 RECITATION FOR PHYSICS 211 (1)
One-hour weekly session for the development of problem-solving skills in calculus-based general physics.
Lec/rec. Graded P/N. COREQS: PH 211
PH 221H RECITATION FOR PHYSICS 211 (1)
One-hour weekly session for the development of problem-solving skills in calculus-based general physics.
Lec/rec. PREREQS: Honors College approval required. Students must take coreq PH 211 or PH 211H.
PH 222 RECITATION FOR PHYSICS 212 (1)
One-hour weekly session for the development of problem-solving skills in calculus-based general physics.
Graded P/N. COREQS: PH 212
PH 222H RECITATION FOR PHYSICS 212 (1)
One-hour weekly session for the development of problem-solving skills in calculus-based general physics.
Lec/rec. PREREQS: Honors College approval required. Students must take coreq PH 212 or PH 212H.
PH 223 RECITATION FOR PHYSICS 213 (1)
One-hour weekly session for the development of problem-solving skills in calculus-based general physics.
Lec/rec. Graded P/N. COREQS: PH 213
PH 223H RECITATION FOR PHYSICS 213 (1)
One-hour weekly session for the development of problem-solving skills in calculus-based general physics.
Lec/rec. PREREQS: Honors College approval required. Students must take coreq PH 213 or PH 213H.
PH 265 SCIENTIFIC COMPUTING (3)
Basic computational tools and techniques for courses in science and engineering. Project approach to
problem solving using symbolic and compiled languages with visualization. Basic computer literacy
assumed. PREREQS: Concurrent enrollment in MTH 251.
PH 313 ENERGY ALTERNATIVES (3) (Service) (Bacc.)
Exploration of the challenges and opportunities posed by dwindling resources; physical and technological
basis of our current energy alternatives; new or controversial technologies such as nuclear or solar power;
overview of resource availability, patterns of energy consumption, and current governmental policies. (Bacc
Core Course) PREREQS: Upper-division standing and 12 credits of introductory science.
PH 314 INTRODUCTORY MODERN PHYSICS (4) (Service)
An elementary introduction to relativity and quantum theory, emphasizing the experiments that revealed the
limitations of classical physics. Applications include the properties of atoms, nuclei, and solids. Laboratory
work accompanies lectures. Lec/lab. PREREQS: PH 213. COREQ: MTH 256.
PH 320 PARADIGMS IN PHYSICS: SYMMETRIES (2)
Symmetry and idealization in problem-solving. Gauss's and Ampere's laws in orthonormal coordinates,
power series as approximations, complex numbers. PREREQS: PH 213. COREQ: MTH 255
PH 331 SOUND, HEARING, AND MUSIC (3) (Bacc.)
Basic course in the physics, technology, and societal implications of sound. Intended for students in
nontechnical majors. Topics include wave motion, hearing and the perception of sound, noise pollution,
music and musical instruments, architectural acoustics, and sound recording and reproduction. (Bacc Core
Course) PREREQS: Upper-division standing and one year of university science, or instructor approval
required.
PH 332 LIGHT, VISION, AND COLOR (3) (Bacc.)
Basic physics of light, optical instruments (lenses, telescopes, microscopes), the eye and visual perception,
colors, photography, environmental lighting, lasers and holography. For nontechnical majors. (Bacc Core
Course) PREREQS: Upper-division standing and one year of university science or instructor approval
required.
PH 365 APPLICATIONS IN COMPUTATIONAL PHYSICS I (1)
A project-driven laboratory experience in computational physics. Includes the use of basic mathematical and
numerical techniques in computer calculations leading to solutions for typical physical problems. Topics to
be covered include classical mechanics and electromagnetism. PREREQS: PH 213 and Students should
take PH 265 prior to PH 365, or talk with the instructor about whether they have adequate preparation.
PH 366 APPLICATIONS IN COMPUTATIONAL PHYSICS II (1)
A project-driven laboratory experience in computational physics. Includes the use of basic mathematical and
numerical techniques in computer calculations leading to solutions for typical physical problems. Topics to
be covered focus on quantum mechanics. PREREQS: PH 213 and Students should take PH 265 prior to PH
366, or talk with the instructor about whether they have adequate preparation.
PH 367 APPLICATIONS IN COMPUTATIONAL PHYSICS III (1)
A project-driven laboratory experience in computational physics. Includes the use of basic mathematical and
numerical techniques in computer calculations leading to solutions for typical physical problems. Topics to
be covered include statistical mechanics and many-body systems. PREREQS: PH 213 and Students should
take PH 265 prior to PH 367, or talk with the instructor about whether they have adequate preparation.
PH 399 SPECIAL TOPICS (1-16)
This course is repeatable for a maximum of 16 credits.
PH 399H SPECIAL TOPICS (1-16)
This course is repeatable for a maximum of 16 credits. PREREQS: Honors College approval required.
PH 401 RESEARCH (1-16)
A research project under the supervision of a faculty member, whose approval must be arranged by the
student in advance of registration. This course is repeatable for a maximum of 16 credits. PREREQS:
Departmental approval required.
PH 403 THESIS (1-16)
A research project leading to a thesis under the supervision of a faculty member, whose approval must be
arranged by the student in advance of registration. (Writing Intensive Course) This course is repeatable for a
maximum of 16 credits. PREREQS: Departmental approval required.
PH 405 READING AND CONFERENCE (1-16)
An independent study project under the supervision of a faculty member, whose approval must be arranged
by the student in advance of registration. This course is repeatable for a maximum of 16 credits.
PREREQS: Departmental approval required.
PH 407 SEMINAR (1-16)
Departmental seminars or colloquium. Graded P/N. This course is repeatable for a maximum of 16 credits.
PH 407H SEMINAR (1-16)
Departmental seminars or colloquium. This course is repeatable for a maximum of 16 credits. PREREQS:
Honors College approval required.
PH 410 INTERNSHIP (1-16)
This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.
PH 411 ANALOG AND DIGITAL ELECTRONICS (3)
Circuit theory. Passive dc and ac circuits including filters, resonance, complex impedance and Fourier
analysis. Operational amplifiers, gates and combinational logic. Semiconductor principles, diodes,
transistors, BJTs and FETs. Multiplexing, flip-flops and sequential logic, 555 timer, registers and memory,
DAC, ADC. PREREQS: PH 314*. PH 411 and PH 412 must be taken in order.
PH 412 ANALOG AND DIGITAL ELECTRONICS (3)
Circuit theory. Passive dc and ac circuits including filters, resonance, complex impedance and Fourier
analysis. Operational amplifiers, gates and combinational logic. Semiconductor principles, diodes,
transistors, BJTs and FETs. Multiplexing, flip-flops and sequential logic, 555 timer, registers and memory,
DAC, ADC. PREREQS: PH 314* and PH 411
PH 415 COMPUTER INTERFACING AND INSTRUMENTATION (3)
Applications of computers as scientific instruments, with emphasis on hardware and instrumentation, online
data acquisition, and computer control of experiments. PREREQS: Upper-division or graduate standing;
PH 412/PH 512 or equivalent background in electronics; and instructor approval required. Departmental
approval required.
PH 421 PARADIGMS IN PHYSICS: OSCILLATIONS (2)
Dynamics of mechanical and electrical oscillations using Fourier series and integrals, time and frequency
representations for driven damped oscillators, resonance, coupled oscillators, and vector spaces.
PREREQS: PH 213
PH 422 PARADIGMS IN PHYSICS: STATIC VECTOR FIELDS (2)
Theory of static electric and magnetic fields, including sources, superposition, using the techniques of vector
calculus, including Stokes and divergence theorems, and computer visualizations. PREREQS: PH 213 and
MTH 255*
PH 423 PARADIGMS IN PHYSICS: ENERGY AND ENTROPY (2)
Basic thermodynamic methods of simple polymers, magnetic systems and stars. PREREQS: PH 212 and
(PH 424 or PH 524) or (PH 425 or PH 525)
PH 424 PARADIGMS IN PHYSICS: WAVES IN ONE DIMENSION (2)
One-dimensional waves in classical and quantum mechanics, barriers and wells, reflection and transmission,
resonance and normal modes, wave packets with and without dispersion. PREREQS: PH 314 and (PH 421
or PH 521)
PH 425 PARADIGMS IN PHYSICS: QUANTUM MEASUREMENTS AND SPIN (2)
Introduction to quantum mechanics through Stern-Gerlach spin measurements. Probability, eigenvalues,
operators, measurement, state reduction, Dirac notation, matrix mechanics, time evolution, spin precession,
Rabi oscillations. PREREQS: PH 314 and MTH 341*
PH 426 PARADIGMS IN PHYSICS: CENTRAL FORCES (2)
Central forces: gravitational and electrostatic, angular momentum and spherical harmonics, separation of
variables in classical and quantum mechanics, hydrogen atom. PREREQS: PH 314 and (PH 422 or PH 522)
and (PH 424 or PH 524)
PH 427 PARADIGMS IN PHYSICS: PERIODIC SYSTEMS (2)
Quantum waves in one-dimensional periodic systems; Bloch waves, band structure, phonons and electrons
in solids, reciprocal lattice, x-ray diffraction. PREREQS: PH 424 or PH 524
PH 428 PARADIGMS IN PHYSICS: RIGID BODIES (2)
Rigid body dynamics, invariance, angular momentum, rotational motion, tensors and eigenvalues.
PREREQS: PH 426 or PH 526
PH 429 PARADIGMS IN PHYSICS: REFERENCE FRAMES (2)
Inertial and non-inertial frames of reference, rotations, Galilean and Lorentz transformation, collisions,
equivalence principle, special relativity, symmetries and conservation laws, invariants, and
electromagnetism. PREREQS: PH 314
PH 431 CAPSTONES IN PHYSICS: ELECTROMAGNETISM (3)
Static electric and magnetic fields in matter, electrodynamics, Maxwell equations, electromagnetic waves,
wave guides, dipole radiation. PREREQS: (PH 424 or 524) and (PH 426 or PH 526)
PH 435 CAPSTONES IN PHYSICS: CLASSICAL MECHANICS (3)
Newtonian, Lagrangian and Hamiltonian formulations of classical mechanics: single-particle motion,
collisions, variational methods, and normal coordinate description of coupled oscillators. PREREQS: (PH
424 or PH 524) and (PH 426 or PH 526)
PH 441 CAPSTONES IN PHYSICS: THERMAL AND STATISTICAL PHYSICS (3)
Entropy and quantum mechanics; canonical Gibbs probability; ideal gas; thermal radiation; Einstein and
Debye lattices; grand canonical Gibbs probability; ideal Fermi and Bose gases; chemical reactions and phase
transformations. PREREQS: (PH 423 or PH 523) and (PH 451 or PH 551)
PH 451 CAPSTONES IN PHYSICS: QUANTUM MECHANICS (3)
Wave mechanics, Schroedinger equation, operators, harmonic oscillator, identical particles, atomic fine
structure, approximation methods and applications. PREREQS: (PH 424 or PH 524) and (PH 425 or PH
525) and (PH 426 or PH 526)
PH 461 CAPSTONES IN PHYSICS: MATHEMATICAL METHODS (3)
Complex algebra, special functions, partial differential equations, series solutions, complex integration,
calculus of residues. PREREQS: (PH 424 or PH 524) and (PH 426 or PH 526) and MTH 256
PH 464 SCIENTIFIC COMPUTING II (3)
Mathematical, numerical, and conceptual elements forming foundations of scientific computing: computer
hardware, algorithms, precision, efficiency, verification, numerical analysis, algorithm scaling, profiling,
and tuning. Lec/lab.
PH 465 COMPUTATIONAL PHYSICS (3)
The use of basic mathematical and numerical techniques in computer calculations leading to solutions for
typical physical problems. Topics to be covered include models and applications ranging from classical
mechanics and electromagnetism to modern solid state and particle physics. PREREQS: PH 464 or PH 564
PH 466 COMPUTATIONAL PHYSICS (3)
The use of basic mathematical and numerical techniques in computer calculations leading to solutions for
typical physical problems. Topics to be covered include models and applications ranging from classical
mechanics and electromagnetism to modern solid state and particle physics. PREREQS: Mathematical
physics such as PH 461, PH 462/PH 562 or MTH 481/MTH 581, MTH 482/MTH 582, MTH 483/MTH 583,
plus knowledge of a compiled language such as Pascal, C, or Fortran. A physics background including PH
431/PH 531, PH 435/PH 535, and PH 451/PH 551 is assumed.
PH 481 PHYSICAL OPTICS (4)
Wave propagation, polarization, interference, diffraction, and selected topics in modern optics. PREREQS:
(PH 431 or PH 531) or equivalent.
PH 482 OPTICAL ELECTRONIC SYSTEMS (4)
Photodetectors, laser theory, and laser systems. Lec/lab. CROSSLISTED as ECE 482/ECE 582.
PREREQS: ECE 391 or (PH 481 or PH 581) or equivalent.
PH 483 GUIDED WAVE OPTICS (4)
Optical fibers, fiber mode structure and polarization effects, fiber interferometry, fiber sensors, optical
communication systems. Lec/lab. CROSSLISTED as ECE 483/ECE 583. PREREQS: (ECE 391* or PH
481*)
PH 495 INTRODUCTION TO PARTICLE AND NUCLEAR PHYSICS (3)
Elementary particles and forces, nuclear structure and reactions. PREREQS: (PH 429 or PH 529) and (PH
441 or PH 541) and (PH 451 or PH 551)
APPENDIX B: Physics Today article:
This article is sent separately.
APPENDIX C: WIC overview
Participants in the
PH403 Thesis Course in
Fall 2013, Winter and
Spring 2014
Name
Daniel Gluck
Michael Goldtrap
Patrick Grollmann
Bradley Hermens
Arlyn Hodson
Alec Holmes
Aaron Kratzer
MacKenzie Lenz
Samuel Loomis
Paho Lurie-Gregg
Cord Meados
Abigail Merkel
Jordan Pommerenck
Christoffer Poulsen
Cole Schoonmaker
Grant Sherer
Harsukh Singh
Rodney Snyder
Daniel Speer
Dustin Swanson
Mattson Thieme
Kyle Thomas
Heather Wilson
Rene Zeto
24
Participants in the
PH403 Thesis Course in
Fall 2012, Winter and
Spring 2013
Name
Alex Abelson
30
Maxwell Atkins
Novela Auparay
Title of Presentation
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
TBA
Title of Presentation
I-V characteristics of micron-scale
plasma devices
TBA
Room-temperature Seebeck
coefficients of metals and
Advisor
Roundy
Manogue
Farr
Hetherington
van Zee
Schneider
Tate
Lee
Roundy
Roundy
McIntyre
Hetherington
Yokochi
Hetherington
Schneider
Manogue
Hetherington
Tate
Tate
Minot
Ostroverkhova
Sun
Minot
Roundy
Advisor
Northrup-Grummin REU
Hetherington
Tate
semiconductors
William Bramblett
Solar Radiation in the 70-cm band
measured through a Yagi-Uda Antenna
Hetherington
Morgan Brethower
Implementing the Autocorrelation
Transform for Nanosecond-Scale
Optical Pulse Resolution
Reflection from Graphene
Raman spectroscopy of graphene
Design and Implemenation of Next
Generation Digital Scientific
Instrumentation
Measuring Low Intensity Light
Reflections of High Temperature CO2
Adsorbed on SiO2 Near Brewster's
Angle
TBA
Solar Radiation in the 70-cm band
measured through a Yagi-Uda Antenna
TBA
Practical Implementation of a Physical
Vapor Deposition System in a Research
Environment
Detecting ZnS films on Si substrates
using X-ray diffraction
Hetherington
Fall 2013
Minot
Fall 2013
Building a basic computational model
of impurity and surface states in a 1dimensional solid
Exploration of charge-transfer exciton
formation in organic semiconductors
through transient photoconductivity
measurements
Acoustic Backscatter Surveys over
Methane Vents along the Cascadia
Continental Margin
Optical Tweezer Trapping of Colloidal
Polystyrene and Silica Microspheres
A weathering balloon program at
Western Oregon University
Fall 2013
A weathering balloon program at
Western Oregon University
Jansen
Jansen
Chaelim Reed Coffman
Nicholas Coyle
John Elliot
Thomas Ferron
David Froman
Ky Hale
Louise Henderson
Casey Hines
Benjamin Howorth
Caleb Joiner (Honors
College)
Maia Manock
Bethany Mathews
(Honors College)
Afina Neunzert
Benjamin Norford
Kyle Peters
Justin Schepige (Honors
College)
Kathleen Stevens Prudell
Eric Stringer
Minot
Minot
Hetherington
Hetherington
Roundy
Hetherington
Hetherington
Tate
Tate
Ostroverkhova
Trehu, CEOS
Ostroverkhova
Schoenfeld, WOU
McIntyre
Schoenfeld, WOU
Andy Svesko (Honors
College)
Sean van Hatten
A Detailed Introduction to String
Theory
Calibrating an aerolab 375 sting
balance for wind tunnel testing
A Guide to Graphene Growth and
Characterization
TBA
Thermal conductivity measurements
via the 3ω method
SPR: Surface Polarization Reflection of
Few-Monolayer Adsorbates on SiO2
Stetz
Erica Ogami
None
Eng PH
Participants in the
PH403 Thesis Course in
Fall 2011, Winter and
Spring 2012
Name
Marcus Cappiello
17
Jenna Wardini
Joshua White
River Wiedle (Honors
College)
Thomas Windom
Albertani, MIME
Minot
Roundy
Tate
Hetherington
Title of Presentation
Effects on the Corpus Callosum of
Ferrets Due to Restriction of Visual
Input During the Prenatal Stage and
Optimization of Diffusion Tensor
Imaging Protocol
TBA
Melting Curve of a Lennard-Jones 12-6
System Determined by Coexistence
Point Simulations
Use of a Digital Micromirror Array as a
Configurable Mask in Optical
Astronomy
The Pressure Transmission Through an
Air-filled Rubber Shell
Advisor
Kroenke, OHSU
Jonathan Greene
Effects of Van der Waals Interactions
on Surface Polarization Reflection
Hetherington
Christopher Jones
Discrete time quantum walk with twostep memory
X-ray Spectroscopy in Astrophysics and
Neutron Capture Cross Section
Measurements
Temperature effects on FowlerNordheim tunneling regime in a
2N7000 (n-channel enhanced MOSFET)
Solar Granulation Imaging Techniques
Using Optical Fourier Analysis
Radiotelescope at OSU
Kovchegov/Dimcovic
Brian Devlin
Billy Geerhart
Shawn Gilliam
Jacob Goodwin
Mason Keck (Honors
College)
Timothy Mathews
Teal Pershing
James Montgomery
Krane
Schneider
Hetherington
Bay, MIME
Krane
Hetherington
Hetherington
Hetherington
Nicholas Petersen
Samuel Settelmeyer
(Honors college)
Tyler Turner
Jaryd Ulbricht
Murray Wade
Colby Whitaker
Participants in the
PH403 Thesis Course in
Fall 2010, Winter and
Spring 2011
Name
Sean Caudle
Lee Collins (Honors
College)
Howard Dearmon
Alison Gicking
Jessica Gifford (Honors
College)
David Mack
Kris Paul
Rachel Waite
Jesse Weller
Measuring Neutron Absorption Cross
Sections and Epithermal Resonance
Integrals of Natural Platinum via
Neutron Activation Analysis
Student Motivation, Introductory
Calculus Based Physics (PH 211) and
Project Based Learning, Oh my!
Developing Techniques to Measure
Single Molecule Conductance: Design
Considerations, Complications, and
Instrumentation
Design and Implementation of
Apparatus to Create Calibration Curves
for use in Laser Induced Fluorescence
Experiments
Creating a Thermodynamics Simulation
Using the Ising Model: A
Microcanonical Monte Carlo Approach
Noise reduction of OSU's radio
telescope
Krane
Demaree
Hetherington
Narayanan, MIME
Roundy
Hetherington
9
Title of Presentation
Simulated Radial Compression of
Carbon Nanotubes
Monte Carlo simulations of structure
and melting transitions of small Ag
clusters
Neutron capture cross sections of Cd
Neutron capture cross sections of Se
Gravitational Wave Detection with the
Laser Interferometer Space Antenna
and Optical Trapping and Fluorescence
Spectroscopy of Nanoparticle Sensors
in Microfluidic Devices.
Optical and Electrical Properties of Thin
Film BaSnO3
Propagation of error in estimating
redshift from photometric data.
Seebeck effect in chalcogenides
TBA
Advisor
Schneider
Schneider
Krane
Krane
UW REU & OO
Tate
NASA Ames
internship/Hetherington
Tate
TBA
Participants in the
PH403 Thesis Course in
Winter and Spring 2010
Name
Pat Bice
Steven Brinkley
Steven Bussell
Chris Carlsen
Matt Cibula
Alex Dauenauer
Daniel Gruss (Honors
College)
Tom Hathaway
Jeff Holmes
Shaun Kibby
Howard Hui
Michael Nielsen
Cory Pollard
Keith Schaefer
Colin Shear (Honors
College)
Andrew Stickel
Sol Torrel
Kyle Williams
18
Title of Presentation
Magnetic treatment device for
stimulating magnetoreceptors in
Chinook salmon
Measuring acoustic response functions
with white noise
A dual polarized waveguide for
observations at 4 GHz
Persistent interlayer coupling by an
antiferromagnetic spacer above its Néel
temperature (a Monte Carlo study)
Generation of high-energy terahertz
radiation through optical rectification
using tilted pulse fronts in LiNbO3
Neutron Capture Cross Sections,
Resonance Integrals and Half-lives of
Barium Isotopes
Applied computing techniques for
holographic optical tweezers
Winter 2011
Digital signal processing enhancement
to the OSU single-dish radio telescope
network (Spring 2011)
Three-meter dish radio telescope
service life extension program
(SLEP)(Spring 2011)
Instrument design for measuring the
polarization of the cosmic microwave
background
Measuring acoustic response functions
with white noise
OSU MASLWR Secondary Systems
Control Algorithm (Winter 2011)
Advisor
Bellinger/Giebultowicz
Winter 2011
Thin Film Bi-based Perovskites for High
Energy Density Capacitor Applications
Interactions of narrow band multi-cycle
THz pulse with microcavity quantum
well
Neutron Capture Cross Sections and
Half-lives of Cerium Isotopes
Winter 2011
Ostroverkhova
Gibbons
Roundy
Hetherington
Giebultowicz
Lee
Krane
McIntyre
Ostroverkhova
Hetherington
Hetherington
Internship JPL
Roundy
Nuclear Rad Center/Jansen
Lee
Krane
Ostroverkhova
Participants in the
PH403 Thesis Course in
Winter and Spring 2009
Name
Troy Ansell
Alex Brummer
13
Abel Condrea
GPS Autonomous Precision Aerial
Delivery System
Characterization of BaCuSF Thin Films
Grown in Excess Copper by Pulsed
Laser Deposition
A Further Investigation of 1,4cyclohexanedione via Gas Phase
Electron Diffraction
Utilizing the Investigative Science
Learning Environment (ISLE) Model to
Develop an Undergraduate Laboratory
Exploring Bulk and Quantum Resistivity
A Search for Low Temperature
Thermoelectric Materials
Simulated Radial Compression of
Carbon Nanotubes
The Art of LABView: Running a
Spectrometer for Thin Films and
Powders
Analysis of an Electrostatics Activity for
Introductory Calculus-Based Physics
Later, TBA
Reflection Imaging of Carbon Nanotube
Transistor Chips
Validation by Single Molecule
Fluorescent Resonant Energy Transfer
Evan deBlander (Honors
College)
John Hart
Ramsi Hawkins
Chris Homes-Parker
(Honors College)
Jonathan Hunt
Jeff Macklem
Scott Marler
Sean McDonough
Michael Paul
Colin Podelnyk
Participants in the
PH403 Thesis Course in
Winter and Spring 2008
Name
Patrick Bice
Doug Francisco
Scott Griffiths (Honors
College)
Title of Presentation
Observations at 1.4205 GHz
3x3 Octonionic Hermitian Matrices with
Non-Real Eigenvalues
Title of Presentation
Spring 2010
Later, TBA
Seasonal and Solar Cycle Variations in
High Probability Reconnection Regions
on the Dayside Magnetopause
Advisor
Hetherington
Dray
Tate
Minot/Demaree
Hetherington
Schneider
McIntyre
Demaree
Minot
Minot
Advisor
Bellinger/Giebultowicz
Hetherington
Jansen
Daniel Harada
David Hasenjaeger
Caleb Joiner
Alden Jurling
Henry Priest
Daniel Schwartz
Ken Takahashi
Drew Watson (Honors
College)
Participants in the
PH403 Thesis Course in
Winter and Spring 2007
Name
Tyler Backman
Scott Clark
Zachary Haines
Doug Jacobson
Kim Johnson
Joseph Kinney
Nicholas Kuhta
Ken Lett
David Mack
William Martin
Nick Meredith
Gabriel Mitchell
Rozy Nystrom
Joshua Russell
Ken Takahashi
Noise mechanisms in carbon nanotube
biosensors
Random Anisotropy model of a lattice
structure
Fall 2013
Impedance Spectroscopy of Thin Film
Dielectric Materials
Empirical Annotation of the
Brachypodium Transcriptome
Optimum Feed Design for a 1.4 GHz
Radio Telescope
Neutron Capture Cross Sections and
Resonance Integrals of Cadmium
Isotopes
The Impact of Guiding Questions and
Rubrics in the Scientific Writing of
Middle-Division Physics Students
Minot
Title of Presentation
Thermodynamic Analysis of the
Biodiesel Cycle
Protein Statistics
Light Propagation in a Photonic Crystal
Domain Structures and Hysteresis
Curves of Ferromagnetic Systems
The Effects of Air Mass Origin on
Cumulus Clouds in the Caribbean
Room Temperature Excitons in
BaCuChF
Electrodynamics of the Planar Negative
Index Lens
Modeling the anisotropic superlens
Fall 2011
Simulating the reaction-diffusion
equation in space and time
Computing Occupation Times with
Integral Equations
Light scattering from large particles
Radio Telescope II
Radio Telescope I
Later, TBA
Advisor
Tate
Hetherington
Krane
Manogue
Landau
Landau/Giebultowicz
Tate
Podolskiy
Podolskiy
Tate
Landau
Hetherington
Hetherington
Curtis Taylor
Participants in the
PH403 Thesis Course in
2006
Name
Timothy Anna
Transverse Flux Permanent Magnet
Linear Generator
Title of Presentation
Nuclear Spin Relaxation Rate Study of
P-Type Transparent conductive Oxide
CuSc02:Mg
ThermoSolver: An Integrated
Educational Thermodynamics Software
Program
Optical Tweezers
Parallel Computing on the physics
Beowulf cluster
Seminar in COAS
Neutron Capture Cross Sections of
Tellurium Isotopes
The Effect of Transverse Shifts in the
LIGO Interferometer
Inductively Coupled Plasma
Autocorrelation
Optical and electrical behavior of 200nm diameter Au particles deposited on
polythiophene and undoped
polythiophene thin films
Instabilities of the Thermolhaline Ocean
Circulation and its Effect on the Pacific
Ocean Oxygen Minimum Zone
Creating the Paradigm Portfolio
Near Earth Object Collisional Mitigation
Via Intense Neutron and Photon
Sources: a Study in Asteroid
Interdiction and Energy Coupling
Experiments into Plasma Physics
Advisor
Warren
Measurements of autocorrelation for
femtosecond pulses
Lee
Ben Weston
Simulating Optical Interfaces
Podolskiy
Participants in the
PH403 Thesis Course in
2005
Name
Title of Presentation
Advisor
Connelly Barnes (Honors
College)
Mark Blanding
Phil Carter
Matthew Christensen
Micah Eastman
Doug Fettig (Honors
College)
Nathan Paul
Joe Peterson
Zack Peterson
Christopher Somes
Joshua Stager
JC Sanders (Honors
College)
Chris Smith (Honors
College)
Brent Valle
Landau
McIntyre
Landau
Krane
McIntyre
Ostroverkhova
Ostroverkhova
Manogue
Jansen
Jansen
Jason Gieske
Susan Guyler
Design Optimization and Theoretical
Analysis of a Linear Reluctance Mass
Accelerator
Optical Measurements of P-Type Thin
Film Semiconductors
Tate
Ae Kim
THz wave propagation in onedimensional photonic crystals
Lee
Adam Rand
Frequency Modulation Spectroscopy:
Fast measurement of resonance and
linewidth
Dynamics of Absorption Using the
Techniques of Surface Polarization
Reflectance
Neutron Activation Analysis of Sn
Isotopes
Scientific Visualization with OpenDx:
Uses and Applications in Physics
Surface Absorption Studies of Benzene
Via SPR
McIntyre
Title of Presentation
Measuring the Neutron Capture Cross
Section of 148Gd
Using Angular Correlation to Determine
Decay Behavior in Nuclei through the
Analysis of Coincidence Sum Peaks
Investigating grain boundaries in
BaCuS1xSexF Using Impedance
Spectroscopy
Time Periodic Sand Ripples at the
Oregon Coast
Advisor
Krane
Title of Presentation
Room Temperature Seebeck
Measurements on CuSc1-x Mgx02+y
Transparent Conductive Thin Films
Photonic crystals for broadband signal
from 0.5 THz to 2.5 THz
Advisor
Tate
Gary Schwab
Jeremy Sylvester
Juan Vanegas
Andrew Walker
Participants in the
PH403 Thesis Course in
2004
Name
Robert Casperson
Werner Hager (Honors
College)
Briony Horgan
Abraham Korn (Honors
College)
Participants in the
PH403 Thesis Course in
2003
Name
Dara Easley(Honors
College)
Modesto Godinez
Hetherington
Krane
Landau
Hetherington
Krane
Tate
Siemens
Lee
Levi Kilcher
Participants in the
PH403 Thesis Course in
2002
Name
Scott Bain(Honors
College)
Rachel Bartlett
Martin Held
Michael Joyer (Honors
College)
Derek Tucker (Honors
College)
Participants in the
PH403 Thesis Course in
2001
Name
Ross Brody
Skye Dorsett
Christopher Duncan
Jeremy Wolf
Participants in the
PH403 Thesis Course in
2000
Name
Miriam Lambert (Honors
College)
Diedrich Schmidt
Optical Spectroscopy of Transparent
Conducting Oxides from the UV to
near-IR and a Method for Determining
the Refractive Index of Transparent
Thin Films
Tate/McIntyre
Title of Presentation
Wavelength Dependence of the
Scattering of Small Particles by Sunlight
Advisor
Griffiths
Neutron Activation Analysis of 195mPt
and 117mSn
Fractography of a Nd:YAG single crystal
Deformation Reduction in Intermetallic
NiAl Microlaminations
Optical Characterization of Transparent
Conductive Thin Films
Krane
Title of Presentation
Band Gap of Analysis of Doped and
Undoped CuCrO2 Thin Films
Measurement of the Thermal Neutron
Absorption Cross-section of 194Hg and
194Au
Measurements of Neutron Activation in
Palladium Isotope 102
Measurement of the Thermal Neutron
Absorption Cross Section of 160Tb
Advisor
Tate
Title of Presentation
The Neutron Capture Cross Section of
208Pb
P –Type Electrical Conduction in
Transparent Conducting Oxides
Advisor
Krane
UW REU/Tate
Warnes
Tate/McIntyre
Krane
Krane
Krane
Tate
Participants in the
PH403 Thesis Course in
1999
Name
Nathan Bezayiff
Title of Presentation
Circuit to Observe Quantum
Conductance
Advisor
Tate
Title of Presentation
Analysis of YBa2Cu3O7 Films by X-Ray
Diffraction
Integrated Laboratory Experiences in
Physics Education
Advisor
Tate
Advisor
McIntyre
Scott Broughton
Title of Presentation
Light Transmittance Properties of
Biological Tissues of the Red-sided
Garter Snake, Thamnophis sirtalis
parietalis, Between 450 and 850
Nanometers
Octonions
Participants in the
PH403 Thesis Course in
1996
Name
Brian Brisbine
Title of Presentation
Casimir Effect
Advisor
Manogue
Title of Presentation
Current Dependence of Resistivity of
YBaCuO in Zero Magnetic Field
Advisor
Tate
Participants in the
PH403 Thesis Course in
1998
Name
Brandon van Leer
Joseph Neal
Participants in the
PH403 Thesis Course in
1997
Name
Eric Bixby (Honors
College)
Participants in the
PH403 Thesis Course in
1995
Name
Andrew Fowler
Tate
Manogue
Participants in the
PH403 Thesis Course in
1994
Name
Milton Cornwall-Brady
Amy J. Spofford
Participants in the
PH403 Thesis Course in
1993
Name
Jeffrey Arasmith
Participants in the
PH403 Thesis Course in
1992
Name
Anupama Bhat
Title of Presentation
Klein Paradox
An Analysis of the Current-Voltage
Characteristics of YBa2Cu3O7 in the
Vortex State
Advisor
Manogue
Tate
Title of Presentation
An Introduction to Superconductors for
Undergraduate Research Assistants
Advisor
Tate
Title of Presentation
The Temperature and Magnetic Field
Dependence of the Activation Energy in
YBa2Cu3O7 in the Flux Creep Region
Advisor
Tate
APPENDIX D: Discipline Based Education Research involvement:
Dates
Source
Title
PI/Co-PIS
Amount
Milo Koretsky, Thomas
Dick, Shane Brown,
Jana Bouwma-Gearhart
,
$1,349,621
ESTEME@OSU
201416
NSF DUE
Enhancing STEM Education at
Oregon State University
Susan Brubaker-Cole
(Senior Personnel—
Henri Jansen, Christine
Kelly, Bob Mason, Mike
Lerner, Lori Kayes,
Salvador Castillo, Kay
Sagmiller, Brian French)
Paradigms in Physics
201316
NSF DUE 1323800
$599,487
Representations of Partial
Derivatives
Corinne Manogue,
Tevian Dray, David
Roundy, Eric Weber,
Emily van Zee
201314
NSF DUE 1023120
Supplement to: Paradigms in
Physics: Interactive E&M
Curricular Materials
Tevian Dray, Corinne
Manogue, Emily van
Zee
$40,486
201214
NSF DUE 1141330
Developing a computational
physics lab integrated with
upper-division physics content
David Roundy
$124,236
201014
NSF DUE 1023120
Paradigms in Physics:
Tevian Dray, Corinne
Manogue, Emily van
Zee
$399,922
200911
NSF DUE 0837829
David Roundy, Corinne
Manogue
$149,998
Paradigms in Physics:
Interactive Electromagnetism
Curricular Materials
Collaborative Research:
Paradigms in Physics:
200609
NSF DUE 0618877
Creating and Testing Materials
to Facilitate Dissemination of
the Energy and Entropy
Module
(Collaborative with
Michael "Bodhi"
Rogers, Ithaca College
& John Thompson,
University of Maine)
Paradigms in Physics: Multiple
Entry Points
David McIntyre,
Corinne Manogue,
Tevian Dray, Barbara
Edwards,
$498,124
Emily van Zee
200307
NSF DUE 0231194
Paradigms in Physics: Faculty
Materials
Corinne Manogue,
David McIntyre , Allen
Wasserman
$99,941
199901
NSF DUE 9653250
Paradigms in Physics—
Supplement
Corinne Manogue,
Philip Siemens, Janet
Tate
$47,063
199799
NSF DUE 9653250
Paradigms in Physics
Corinne Manogue,
Philip Siemens, Janet
Tate
$450,000
Vector Calculus Bridge
Project
200307
NSF DUE 0231032
Bridging the Vector Calculus
Gap: Episode 2
Tevian Dray, Corinne
Manogue
$217,039
200103
NSF DUE 0088901
Bridging the Vector Calculus
Gap
Tevian Dray, Corinne
Manogue
$112,513
R. H. Landau, N. Kang
$87,492
Computational Physics
201114
NSF DUE
1043298
Collaborative Research:
INSTANCES: Incorporating
Computational Scientific
Thinking Advances into
Education & Science Courses
200913
NSF DUE
200005
NSF DUE
199496
NSF DUE
199092
NSF DUE
836971
9980940
9450841
8952111
BMACC: Blended, Multimodal
Access to Computational
Physics Curricula
R. H. Landau, G.
Schneider
$148,567
Developing a Research-Rich
Undergraduate Degree
Program in Computational
Physics
R. H. Landau, H. J. F.
Jansen
$399,636
Computational Physics
Laboratory Enhancement and
Integration of Computation
into Physics Curriculum
R. H. Landau
$53,751
Development of a
Computational Physics Course
Henri Jansen
$24,714
Physics Laboratory
Enhancement in Computer
Interfacing and
Instrumentation
Carl Kocher, John
Gardner,
$50,000
Instructional Laboratories in
Optical Science and Materials
Kenneth Krane, Cliff
Fairchild, William
Hetherington, David
McIntyre
$326,000
Undergraduate
Laboratories
199598
1991
NSF DUE 9551721
Murdock Charitable
Trust
Clifford Fairchild, David
McIntyre
Lower-Division Reform
201114
NSF
Materials for Active
Engagement in Nuclear and
Particle Physics Courses
Jeff Loats, Kenneth
Krane, Cindy Schwartz
$199,972
201012
NSF DUE 0942983
A multi-institutional &
department-wide approach
Dedra Demaree
$249,846
to 2nd generation
introductory physics curriculum
reform
200406
Hewlett Foundation
Teaching Ph211
Henri Jansen, Pat
Canan
$62,744
200405
Hewlett Foundation
An Introductory Skills Course
for Pre-engineers
Richard Nafshun,
Corinne Manogue,
Ellen Momsen, Barbara
Edwards
$25,000
200407
NSF
Materials for Active
Engagement in the Modern
Physics Course,” National
Science Foundation
Kenneth Krane
$198,088
200304
Hewlett Foundation
An Introductory Skills Course
for Pre-engineers
Richard Nafshun,
Corinne Manogue,
Ellen Momsen, Barbara
Edwards
$21,000
Teacher preparation
200811
High Desert
Education Service
District
Central Oregon Partnership for
Using Technology to Enhance
Science and Mathematics
Education Grades K-8
Henri Jansen, Margaret
Niess, Emily van Zee
$830,757
200712
NSF DUE
Integrating Physics and
Literacy Instruction in a Physics
Course for Prospective
Elementary and Middle School
Teachers
Henri Jansen, Emily van
Zee, Kenneth
Winograd,
$149,709
200207
NSF
Workshop for New Physics
Faculty
Bernard Khoury,
Kenneth Krane
$773,411
200106
American Physical
Society
The OSU PhysTEC Project
Henri Jansen
(subcontract)
$556,312
199698
NSF
Workshop for New Physics
Faculty
Bernard Khoury,
Kenneth Krane
$240,000
1995
NSF
Workshops for Needs
Assessment for Teacher
Preparation in Oregon
Maggie Niess, Kenneth
Krane
$50,000
633752
Graduate Preparation
200709
NSF
Graduate Education in Physics:
Which Way Forward?
Janet Tate, Ted
Hodapp, Singh,
Thoennessen
$72,000
19951998
US DE
Graduate Assistance in Areas
of National Need
Kenneth Krane
$378,330
19901993
US DE
Physics Graduate Fellowships
Kenneth Krane
$300,000
Symposium on Graduate Study
in Science for Undergraduate
Women
Corinne Manogue,
Kenneth Krane
$75,000
Symposium on Graduate Study
in the Sciences for Junior-Year
Undergraduate Women
Kenneth Krane, Corinne
Manogue
$14,842
Women in Physics
199397
NSF HRD
199193
NSF HRD
9353787
9153982
Undergraduate
Programs
19961998
NSF
Research Experiences for
Undergraduates
Kenneth Krane
$145,098
19951997
NSF
Young Scholars Physics and
Math Summer Camp
Kenneth Krane
$95,407
Science Accessibility
Project
19992002
NSF
Accessible Web Graphics
John A. Gardner
$570,000
19982001
NSF
Audio Display of Non-Textural
Scientific Information
John A. Gardner
$771,450
199498
NSF
Science, Engineering,
Education and Disabilities
John A. Gardner
$1,050,690
1994-
NSF
New Technologies for the
blind: Improving Accessibility
John A. Gardner
$338,203
97
199294
to Science
NSF
New Technologies for the
blind: Improving Accessibility
to Science
John A. Gardner
$50,447
Total
$12.3M
APPENDIX E. Enrollment demographics:
According to the American Institute of Physics in the period 2008-2010:
81% of all BS degrees recipients are white, 5% Asian American, 4% Hispanic American, 3% African
American, 1% other, 6% non-US.
The number of degrees awarded to African Americans is flat over the last 10 years, for Hispanic
Americans it has increased by 200%.
We keep no statistics on ethnicity, but the department chair went through the list of all students in
PH320 starting in the year 2000. There were 353 students in this group. 16 were Asian American, 9
were awarded a degree 2 are still active, and 5 left without a degree. The total number is in line with the
AIP data. There were 4 Hispanic students, 3 obtained a degree and 1 did not. This number of 4 is about
a quarter of the number expected based on AIP data, but it is knows that Hispanic students tend to stay
closer to home for their undergraduate studies. There were 2 Native American students in this group,
neither was awarded a degree. We had no African American students.
In summary, the number of Asian American students in our undergraduate program follows the national
trends. Their success rate is similar to white students in our program. The number of Hispanic American
students is lower than the national average, but their success rate is similar to white students in our
program. Note that this is a dangerous conclusion since it is based on a small number. The number of
Native American students (part of the other category in the AIP data) is what should be expected based
on statistical trends, but it is a worry that they did not obtain a degree. The lack of African American
students in our program relates directly to the demographics in Oregon.
APPENDIX F1. Initial budget information past fiscal year 2012-2013:
Physics
FY13 Operating Budget
a
Fiscal year:
FY13
b
c
d
Date completed:
Department Org #:
Fiscal year notes:
08/20/12
252100
FY13 Rev 1
SCHEDULE A: BUDGET SUMMARY
General Fund Income/Expenditures
Category
1,272,424
1,272,424
77,243
77,243
54,185
A
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Unclassified salaries
Unclassified pay
Classified salaries
Classified pay
Student pay
GTA salaries
OPE
Services and supplies
Travel
Capital outlay
Student aid
Service Credits
Moving Expense
Indirect Costs
Cost Share In
Cost share out
FY13 Underfunded OPE
Grad Tuition & Insurance
Other Transfer Out
Others (S&S, GTA cost share)
ROH
Summer Net Income
Ecampus Net Income
Ecampus Development
Lab/Course Fees
Bookstore Consignment
Miscellaneous Income
Reimb from outside entities
Provost Access
INTO Allocation
33
34
35
36
37
38
Subtotal operations
Other Budget Adjustments
101xx
102xx/107xx
103xx
104xx
105xx
106xx
109xx
2xxxx
39x
4xxxx
Final for FY12
Prior Yr
Initial Budget
& Transfers
1,282,737
Budget
Projected
Expenses
Transfers
B
Balance
D
C
27,000
433,056
726,970
112,647
16,000
111,894
667,843
111,894
624,458
79xxx
107xx
91xxx
92xxx
2xxxx
1095x/1064x
72,125
34,000
409,562
675,416
108,677
15,000
(18,354)
8,814
(45,464)
335,000
2xxxx
2xxxx
2xxxx
2xxxx
01xxx/02xxx
06xxx
06xxx/08001
08008
2xxxx
2xxxx
2xxxx
2xxxx
335,000
313,791
85,000
349,000
5,500
1,500
8,500
150,410
3,000
313,791
82,749
347,045
5,535
1,375
8,319
67,410
3,075
OP E A dj
GTA B udget A dj
2,418,939
602,910
Faculty Release Time
3,000,339
7,500
4,000
8,000
3,019,839
TOTAL OPERATING BALANCE:
21,510
2,010
39 PREVIOUS FY BALANCE:
40 Authorized spending from reserve:
Negative carryover if any
Reserve balance $80,275
45,500
41 TOTAL UNIT FY ENDING RESOURCES:
Projected Reserve
47,510
12,000
2,914,573
2,926,102
7,500
Tate Oven Sample M o del
2,820
17,077
35,000
Balance
Salary release and/or commitments off budget
You should note here salary release (sabbaticals, leaves) as negative numbers, additional personnel as positive numbers
These are automatically transferred to the Expenses side of your spreadsheet above
Replacement OPE
Name-why released
Salary
OPE
Costs
Replacements How replaced
Net Savings
145,301
Prior Yr
Projected
Expenses
1,299,113
750
To 201 for setups:
Matching commitments:
Other, research related:
TOTAL EXPENSES
TOTAL
Prior Yr
Actual
Expenses
1,278,341
16,712
49,652
418
27,744
457,528
643,790
124,056
22,861
59,127
-
Note: (1) ROH Commitment $30K to E Minot CAREERS Cost Share over 5 yrs beginning FY12
FY12=$2,800 FY13=$8,000
-
204,428
(3,926)
335,000
65,000
349,000
10,000
1,500
8,643
67,000
69,312
(40,000)
12,000
35,000
(17,077)
(42,444)
APPENDIX F2. Initial budget information current fiscal year 2013-2014
(not yet finalized):
APPENDIX G. Faculty Status:
The table below lists all current faculty members and active emeritus faculty members in the
department.
Name
Bannon, David
Coffin, Chris
Dorsett, Skye
Giebultowicz, Tomasz
Graham, Matt
Hetherington, William
Jansen, Henri
Ketter, Jim
Krane, Kenneth
Lazzati, Davide
Lee, Yun-Shik
Manogue, Corinne
McIntyre, David
Minot, Ethan
Ostroverkhova, Oksana
Qiu, Weihong
Rhee, Jaehyon
Roundy, David
Schneider, Guenter
Stetz, Albert
Sun, Bo
Tate, Janet
van Zee, Emily
Walsh, KC
Warren, William
Zwolak, Michael
Rank
Instructor
Instructor
Instructor
Assoc. Professor
Asst. Professor
Emeritus Assoc. Professor
Chair, Head Undergraduate Advisor, Professor
Instructor
Emeritus Professor
Assoc. Professor
Head Graduate Advisor, Professor
Professor
Associate Dean, Professor
Assoc. Professor
Assoc. Professor
Asst. Professor
Instructor
Asst. Professor
Asst. Professor
Emeritus Professor
Asst. Professor
Professor
Senior Researcher
Instructor
Emeritus Professor
Asst. Professor
Asian
Female
Female
Asian
Asian
Asian
Female
Female
APPENDIX H1. Statements from the American Physical Society:
Here we show some of the recent statements from our professional organization, that are relevant to
our educational mission.
13.1 K-12 EDUCATION STATEMENT
(Adopted by Council on November 23, 2013)
The American Physical Society calls upon local, state and federal policy makers, educators and
schools to:


Provide every student access to high-quality science instruction including physics and
physical science concepts at all grade levels; and
Provide the opportunity for all students to take at least one year of high-quality high
school physics.
CONTEXT AND POTENTIAL ACTIONS
Physics and physical science provide context for understanding critical issues facing society
today. Further, physics provides a foundation for careers in science, technology, engineering,
mathematics, and many other fields. Nevertheless, physics and physical science are too often
neglected in K-12 schools, in part because of severe shortages of qualified teachers.
Providing high-quality instruction in physics and physical science for every student will require a
nationwide effort to:





Increase support for programs in which college and university physics departments
partner with colleges of education and local K-12 schools to prepare highly qualified
teachers of physics and physical science;
Provide current teachers of physics and physical science with extensive evidence-based
physics-specific professional development experiences;
Support development and adoption of research-validated curricula, pedagogies, and
assessments in physics and physical science;
Support efforts that improve participation and achievement in physics and physical
science education for students from underrepresented groups; and
Provide increased resources and incentives to enhance physics and physical science
teacher recruitment, retention and professional status.
APS stands ready to support this effort. APS, working with the American Association of Physics
Teachers and other organizations, leads efforts to improve the education of U.S. high school
physics teachers.
Human Rights
08.2 JOINT DIVERSITY STATEMENT
(Adopted by Council on November 16, 2008)
To ensure a productive future for science and technology in the United States, we must make
physics more inclusive. The health of physics requires talent from the broadest demographic
pool. Underrepresented groups constitute a largely untapped intellectual resource and a growing
segment of the U.S. population.
Therefore, we charge our membership with increasing the numbers of underrepresented
minorities in physics in the pipeline and in all professional ranks, with becoming aware of
barriers to implementing this change, and with taking an active role in organizational and
institutional efforts to bring about such change. We call upon legislators, administrators, and
managers at all levels to enact policies and promote budgets that will foster greater diversity in
physics. We call upon employers to pursue recruitment, retention, and promotion of
underrepresented minority physicists at all ranks and to create a work environment that
encourages inclusion. We call upon the physics community as a whole to work collectively to
bring greater diversity wherever physicists are educated or employed.


National Society of Black Physicists
National Society of Hispanic Physicists
Ethics and Values
08.1 CIVIC ENGAGEMENT OF SCIENTISTS
(Adopted by Council on November 15, 2008)
Many of the complex problems our society and its public officials face require an understanding
of scientific and technical issues. Basic scientific knowledge is critical to making balanced policy
decisions on pressing issues such as climate change, energy policy, medical procedures, the
nation’s technical infrastructure, and science education standards.
Increasing the representation of scientists and engineers in public office at the federal, state and
local levels, and in positions of responsibility at government agencies, can help ensure that
informed policy and science funding decisions are made. Scientists and engineers in public office
- including school board members, mayors and legislators - have made significant contributions,
not only on specific scientific issues but also by bringing their analytical and problem-solving
abilities into the arena of public service. Additionally, many have found that civic engagement
has contributed to their professional development through exposure to the broader implications
of their work.
The American Physical Society recognizes that its members elected to public office or who hold
key scientific and technical positions within government effectively serve both the physics
community and the broader society. We strongly support the decision of members of the
scientific and engineering communities to pursue such positions.
National Policy
07.1 CLIMATE CHANGE
(Adopted by Council on November 18, 2007)
Emissions of greenhouse gases from human activities are changing the atmosphere in ways that
affect the Earth's climate. Greenhouse gases include carbon dioxide as well as methane, nitrous
oxide and other gases. They are emitted from fossil fuel combustion and a range of industrial and
agricultural processes.
The evidence is incontrovertible: Global warming is occurring.
If no mitigating actions are taken, significant disruptions in the Earth’s physical and ecological
systems, social systems, security and human health are likely to occur. We must reduce
emissions of greenhouse gases beginning now.
Because the complexity of the climate makes accurate prediction difficult, the APS urges an
enhanced effort to understand the effects of human activity on the Earth’s climate, and to provide
the technological options for meeting the climate challenge in the near and longer terms. The
APS also urges governments, universities, national laboratories and its membership to support
policies and actions that will reduce the emission of greenhouse gases.
Climate Change Commentary
(adopted by Council on April 18, 2010)
There is a substantial body of peer reviewed scientific research to support the technical aspects
of the 2007 APS statement. The purpose of the following commentary is to provide clarification
and additional details.
The first sentence of the APS statement is broadly supported by observational data, physical
principles, and global climate models. Greenhouse gas emissions are changing the Earth's energy
balance on a planetary scale in ways that affect the climate over long periods of time (~100
years). Historical records indicate that the Earth’s climate is sensitive to energy changes, both
external (the sun’s radiative output, changes in Earth’s orbit, etc.) and internal. Internal to our
global system, it is not just the atmosphere, but also the oceans and land that are involved in the
complex dynamics that result in global climate. Aerosols and particulates resulting from human
and natural sources also play roles that can either offset or reinforce greenhouse gas effects.
While there are factors driving the natural variability of climate (e.g., volcanoes, solar variability,
oceanic oscillations), no known natural mechanisms have been proposed that explain all of the
observed warming in the past century. Warming is observed in land-surface temperatures, seasurface temperatures, and for the last 30 years, lower-atmosphere temperatures measured by
satellite. The second sentence is a definition that should explicitly include water vapor. The third
sentence notes various examples of human contributions to greenhouses gases. There are, of
course, natural sources as well.
The evidence for global temperature rise over the last century is compelling. However, the word
"incontrovertible" in the first sentence of the second paragraph of the 2007 APS statement is
rarely used in science because by its very nature science questions prevailing ideas. The
observational data indicate a global surface warming of 0.74 °C (+/- 0.18 °C) since the late 19th
century. (Source: http://www.ncdc.noaa.gov/oa/climate/globalwarming.html)
The first sentence in the third paragraph states that without mitigating actions significant
disruptions in the Earth's physical and ecological systems, social systems, security and health are
likely. Such predicted disruptions are based on direct measurements (e.g., ocean acidification,
rising sea levels, etc.), on the study of past climate change phenomena, and on climate models.
Climate models calculate the effects of natural and anthropogenic changes on the ecosphere,
such as doubling of the CO2-equivalent [1] concentration relative to its pre-industrial value by
the year 2100. These models have uncertainties associated with radiative response functions,
especially clouds and water vapor. However, the models show that water vapor has a net positive
feedback effect (in addition to CO2 and other gases) on global temperatures. The impact of
clouds is less certain because of their dual role as scatterers of incoming solar radiation and as
greenhouse contributors. The uncertainty in the net effect of human activity on climate is
reflected in the broad distribution of the predicted magnitude of the consequence of doubling of
the CO2-equivalent concentration. The uncertainty in the estimates from various climate models
for doubling CO2-equivalent concentration is in the range of 1°C to 3°C with the probability
distributions having long tails out to much larger temperature changes.
The second sentence in the third paragraph articulates an immediate policy action to reduce
greenhouse gas emissions to deal with the possible catastrophic outcomes that could accompany
large global temperature increases. Even with the uncertainties in the models, it is increasingly
difficult to rule out that non-negligible increases in global temperature are a consequence of
rising anthropogenic CO2. Thus given the significant risks associated with global climate change,
prudent steps should be taken to reduce greenhouse gas emissions now while continuing to
improve the observational data and the model predictions.
The fourth paragraph, first sentence, recommends an enhanced effort to understand the effects of
human activity on Earth's climate. This sentence should be interpreted broadly and more
specifically: an enhanced effort is needed to understand both anthropogenic processes and the
natural cycles that affect the Earth's climate. Improving the scientific understanding of all climate
feedbacks is critical to reducing the uncertainty in modeling the consequences of doubling the
CO2-equivalent concentration. In addition, more extensive and more accurate scientific
measurements are needed to test the validity of climate models to increase confidence in their
projections.
With regard to the last sentence of the APS statement, the role of physicists is not just "...to
support policies and actions..." but also to participate actively in the research itself. Physicists
can contribute in significant ways to understanding the physical processes underlying climate
and to developing technological options for addressing and mitigating climate change.*
[1] The concentration of CO2 that would give the same amount of radiative impact as a given mixture of CO 2 and other
greenhouse gases (methane, nitrous oxide, etc.). The models sum the radiative effects of all trace gases and treat the total
as if it comes from an "equivalent" CO2 concentration. The calculation for all gases other than CO2 takes into account only
increments relative to their pre-industrial values, so that the pre-industrial effect for CO2 and CO2-equivalent are the same.
* In February 2012, per normal APS process, the Panel on Public Affairs recommended four minor copy edits so that the
identification of sentences and paragraphs correspond to the 2007 APS Climate Change Statement above. View the copy
edits.
Education
06.3 CAREER OPTIONS FOR PHYSICISTS
(Adopted by Council on November 05, 2006)
(Replaces APS Council Statement 94.2)
Degrees in physics have proved to be, and will continue to be, an excellent platform for success
across a wide range of career options in the private sector, government, academia, and K-12
education. Physics departments are urged to examine their programs in the light of scientific
opportunities, societal challenges and broadly available careers. Preparation should include
educational experiences beyond those traditionally considered, including independent research in
the undergraduate setting, verbal and written communication skills, teamwork, ethics, and
exposure to mentors from outside the academic setting.
Education
06.2 ADVOCACY FOR SCIENCE EDUCATION
(Adopted by Council on April 21, 2006)
High-quality education is essential for the progress of science and for the public understanding of
its importance. To help address this need, the American Physical Society, through its
Washington Office, will advocate support of appropriately peer-reviewed programs that foster
and improve undergraduate and graduate science education or that seek to improve education of
K-12 science teachers.
Ethics and Values
04.1 TREATMENT OF SUBORDINATES
(Adopted by Council on April 30, 2004)
Subordinates should be treated with respect and with concern for their well-being. Supervisors
have the responsibility to facilitate the research, educational, and professional development of
subordinates, to provide a safe, supportive working environment and fair compensation, and to
promote the timely advance of graduate students and young researchers to the next stage of
career development. In addition, supervisors should ensure that subordinates know how to appeal
decisions without fear of retribution.
Contributions of subordinates should be properly acknowledged in publications, presentations,
and performance appraisals. In particular, subordinates who have made significant contributions
to the concept, design, execution, or interpretation of a research study should be afforded the
opportunity of authorship of resulting publications, consistent with APS Guidelines for
Professional Conduct.
Supervisors and/or other senior scientists should not be listed on papers of subordinates unless
they have also contributed significantly to the concept, design, execution or interpretation of the
research study.
Mentoring of students, postdoctoral researchers, and employees with respect to intellectual
development, professional and ethical standards, and career guidance, is a core responsibility for
supervisors. Periodic communication of constructive performance appraisals is essential.
These guidelines apply equally for subordinates in permanent positions and for those in
temporary or visiting positions.
National Policy
03.4 FREEDOM OF SCIENTIFIC COMMUNICATION IN BASIC RESEARCH
(Adopted by Council on November 02, 2003)
(Originally adopted by Council - 20 November 1983)
Restricting exchange of scientific information based on non-statutory administrative policies is
detrimental to scientific progress and the future health and security of our nation. The APS
opposes any such restrictions, such as those based on the label "sensitive but unclassified", and
reaffirms its 1983 statement that:
Whereas the free communication of scientific information is essential to the health of science and
technology, on which the economic well-being and national security of the United States depend;
and
Whereas it is recognized that the government has the authority to classify and thereby restrict the
communication of information bearing a particularly close relationship to national security; and
Whereas members of the American Physical Society have observed the damaging effects on
science of attempts to censor unclassified research results;
Be it therefore resolved that the American Physical Society through its elected Council affirms
its support of the unfettered communication at the Society's sponsored meetings or in its
sponsored journals of all scientific ideas and knowledge that are not classified.
Education
02.4 IMPROVING EDUCATION FOR PROFESSIONAL ETHICS, STANDARDS AND PRACTICES
(Adopted by Council on November 10, 2002)
Education in professional ethics and in practices that guarantee the integrity of data and its
analysis are an essential part of the ongoing training of scientists. It is part of the responsibility of
all scientists to ensure that all their students receive training, which specifically addresses this
area. The American Physical Society calls on its members and units to actively promote
education in this area and will sponsor symposia on professional ethics, standards, and practices
at its general meetings.
The President will appoint a task force that monitors the activities of the society and its units, and
suggests further steps regarding professional ethics, standards and practices for the Society.
Education
01.2 ASSESSMENT AND SCIENCE
(Adopted by Council on April 27, 2001)
Science must be included in any mandated program of educational assessment. Science, well
learned, is a requirement for the workforce of the 21st Century as well as for informed
citizenship. Further, it is well documented that assessment influences what is taught, both in
terms of hours spent and in the nature of classroom activity.
Any testing or assessment should be designed so that it not only encourages time spent on
science but also motivates teaching methods that recognize that science is more than a body of
facts. Students must also learn the methods of observation and experimentation and the modes of
thinking that are used to discover and test scientific knowledge.
Human Rights
00.4 PROTECTION AGAINST DISCRIMINATION
(Adopted by Council on November 19, 2000)
The Council of the American Physical Society affirms the commitment of the Society to the
protection of the rights of all people, including freedom from discrimination based on race,
gender, ethnic origin, religion or sexual orientation. This principle will guide the Society in the
conduct of its affairs, including the selection of sites of meetings of the APS.
Education
99.1 AIP-MEMBER SOCIETY STATEMENT ON THE EDUCATION OF FUTURE TEACHERS
(Adopted by Council on May 21, 1999)
The scientific societies listed below urge the physics community, specifically physical science
and engineering departments and their faculty members, to take an active role in improving the
pre-service training of K-12 physics/science teachers. Improving teacher training involves
building cooperative working relationships between physicists in universities and colleges and
the individuals and groups involved in teaching physics to K- 12 students. Strengthening the
science education of future teachers addresses the pressing national need for improving K-12
physics education and recognizes that these teachers play a critical education role as the first and
often-times last physics teacher for most students. While this responsibility can be manifested in
many ways, research indicates that effective pre-service teacher education involves hands-on,
laboratory-based learning. Good science and mathematics education will help create a
scientifically literate public, capable of making informed decisions on public policy involving
scientific matters. A strong K-12 physics education is also the first step in producing the next
generation of researchers, innovators, and technical workers.
Endorsing Societies
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American Physical Society
American Association for Physics Teachers
American Astronomical Society
American Institute of Physics
Acoustical Society of America
American Association of Physicists in Medicine
American Vacuum Society
Optical Society of America
Education
99.2 RESEARCH IN PHYSICS EDUCATION
(Adopted by Council on May 21, 1999)
In recent years, physics education research has emerged as a topic of research within physics
departments. This type of research is pursued in physics departments at several leading graduate
and research institutions, it has attracted funding from major governmental agencies, it is both
objective and experimental, it is developing and has developed publication and dissemination
mechanisms, and Ph.D. students trained in the area are recruited to establish new programs.
Physics education research can and should be subject to the same criteria for evaluation (papers
published, grants, etc.) as research in other fields of physics. The outcome of this research will
improve the methodology of teaching and teaching evaluation.
The APS applauds and supports the acceptance in physics departments of research in physics
education. Much of the work done in this field is very specific to the teaching of physics and
deals with the unique needs and demands of particular physics courses and the appropriate use of
technology in those courses. The successful adaptation of physics education research to improve
the state of teaching in any physics department requires close contact between the physics
education researchers and the more traditional researchers who are also teachers. The APS
recognizes that the success and usefulness of physics education research is greatly enhanced by
its presence in the physics department.
APPENDIX H2. Learning outcomes 2012, 2004, 1997:
2012 version:

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Content: many topics in each of Classical & Relativistic Mechanics, Quantum Mechanics,
Electromagnetism/Optics, Thermodynamics/Statistical Mechanics, and Mathematical Physics
as defined by the commonly-used undergraduate textbooks that we use, e.g. Taylor, Griffiths,
McIntyre. Not all topics in each subfield will be mastered or even addressed, but enough will
be presented that students will be able to self-teach those not covered. Implementation: Topic
selection will be discussed in the upper-division curriculum group. Assessment: Required
coursework, including weekly homework, projects, papers and exams.
Multiple representations of scientific information: translate a physical description to a
mathematical equation, and conversely, explain the physical meaning of the mathematics,
represent key aspects of physics through graphs and diagrams, use geometric arguments in
problem-solving. Implementation: Group work and homework in upper-division classes.
Assessment: Homework, projects, exam questions that specifically address this. (examples?)
(Student problem-solving interviews?? Would require external research funding.)
Organized knowledge: describe the big ideas in physics and articulate how these central
concepts recur in physics, - oscillations & waves, eigenstates, conservation laws, energy,
symmetry, discrete-to-continuous descriptions. Implementation: Paradigms curriculum is
specifically designed to couple similar ideas from different subdisciplines. (examples?)
Assessment: Homework, projects exams specifically address this (examples?).
Communication: justify and explain their thinking and/or approaches, both written and oral.
Demonstrate the ability to present clear, logical and succinct arguments, including prose and
mathematical language, Write and speak using professional norms, and demonstrate an
ability to collaborate effectively. Implementation: WIC, group work in classes, laboratory
reports, encourage cohort collaboration outside class by providing shared space. Assessment:
Senior thesis document and oral presentation, laboratory project reports, classroom reporting
from groups is the norm in many classes.
Problem-solving strategy: organize and carry out long, complex physics problems, articulate
expectations for, and justify reasonableness of solutions, state strategy/model and
assumptions, and demonstrate an awareness of what constitutes sufficient evidence or proof.
Implementation: Homework problem-solving assignments Assessment: Homework problemsolving assignments.
Intellectual maturity: students should be aware of what they don’t understand, as evidenced
by asking sophisticated, specific questions; articulating where they experience difficulty; and
taking actions to move beyond that difficulty. Implementation: Faculty include in pedadogy
Assessment: Not formally assessed.
Research: make measurements on physical systems understanding the limitations of the
measurements and the limitations of models used to interpret the measurements,
computationally model the behavior of physical systems, and understand the limitations of
the algorithm and the machine. Complete an experimental, computational or theoretical
research project under the guidance of faculty and report on this project in writing and orally
to an audience of peers and faculty. Implementation and Assessment: Senior thesis WIC,
laboratory courses and assignments, computational projects in courses.
2004 version:
Graduates will:
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be self-confident problem-solvers;
have strong analytic and problem-solving skills;
be comfortable with mathematical tools;
have strong visualization skills;
be able to cope with the varied syntax of multiple fields;
be able to generalize their domain knowledge and problem-solving skills to novel situations;
take responsibility for organizing and synthesizing their own learning;
apply math skills to real world problems;
demonstrate knowledge of particular central concepts as proxies for domain knowledge: (see
attached list);
demonstrate that they understand that there are multiple sources for knowledge, including
peers, not just faculty and texts;
be able to document and communicate results appropriately.
As faculty, we will facilitate these goals by:
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giving support to average and below-average students without cost to above-average students;
providing opportunities for extension to above-average students.
organizing course content along the lines of the content knowledge of professional physicists;
offering some courses (junior year) that are case-studies which allow students to study
particular situations in depth;
offering other courses (primarily senior year) that address the breadth of the sub-disciplines of
physics;
concentrating on concrete physical systems in the junior year, evolving toward more abstract
material and more complex applications in the senior year;
relating theory to appropriate physical contexts;
paying explicit attention to fostering students’ evolution into professional scientists by
encouraging students to draw conclusions from experiences with natural phenomena, exercise
individual judgment, pool insight with peers, synthesize information from a variety of text and
computer-based material;
employing collaborative planning in the implementation of our programs.
1997 version:
13 May, 1997
The paradigms have been designed to group physical concepts together, but there are other
themes of physics and mathematical tools that either are common to them all, or develop during
the sequence. A number of these are listed below. (PH 314, the feeder course, is listed, too.)
Expectation Values and Probability:

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PH 314: Position expectation value <r>, variance <r^2>-<r>^2, Maxwell-Boltzmann
statistics.
PH 421:
PH 422:
PH 423: Quantum mechanical observables, <H>, <p>, <F> Statement of probabilities,
counting, Maxwell-Boltzmann statistics, probability distribution function
PH 424: Schroedinger equation, eigenstates and expectation values of position,
momentum, and energy
PH 425: |psi|^2 as probability, Young’s slits a probabilistic problem
PH 426: Angular momentum with 3-D spherical harmonics and hydrogen atom states.
PH 427: Periodic potential and energy bands, density of states
PH 428: Predictability and chaos
PH 429:
Resonance:

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PH 314:
PH 421: Driven Harmonic Oscillator
PH 422:
PH 423:
PH 424: Standing waves, quantum barriers and wells
PH 424: 2-level systems, ammonia maser, Rabi oscillations
PH 426:
PH 427: Phonons and 1-D periodic lattice
PH 428:
PH 429: Electromagnetism
Energy:
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PH 314: Discrete energy states in quantum systems
PH 421: Energy in a harmonic oscillator
PH 422: Energy of electric and magnetic field
PH 423: Formal introduction to thermodynamic considerations, counting energy states
PH 424: Energy transport in waves, energy in standing waves, dispersion relations,
discrete energy states
PH 425: Energy in 2-level systems, Hamiltonian operator
PH 426: Hydrogen atom energy states
PH 427: Energy bands, total energy summed over states, dispersion relations
PH 428: Energy of rotating systems
PH 429: Electromagnetic energy, energy conservation, energy in different reference
frames
Symmetry:

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PH 314:
PH 421: Time translation
PH 422: Gauss’s law, choice of coordinate systems to fit symmetry
PH 423:
PH 424: Time and space translation
PH 425:
PH 426: Angular momentum, spherical harmonics
PH 427: Periodic symmetry, discrete symmetry
PH 428: Rotational symmetry
PH 429: Frame equivalence, Galilean and Lorentz transformations, rotations and boosts,
energy, momentum, and angular momentum conservation
Normal modes and complete sets of states:
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PH 314: Fourier series, change of basis, Dirac delta function and Kronecker delta
PH 421:
PH 422:
PH 423: Quantum mechanical observalbels, <H>, <p>, <F>, Statement of probabilities,
counting, Maxwell-Boltzmann statistics, probability distribution function
PH 424: Separation of variables in 1-D, eigenstates, wave packets
PH 425: Concrete formalism for a 2-state system
PH 426: Spherical harmonics, separation of variables in 3-D, elements of Sturm-Liouville
theory
PH 427:
PH 428: Principal axis system
PH 429:
Discrete and continuous representations:
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PH 314:
PH 421: Fourier series and Fourier integrals
PH 422: Discrete and continuous charge distributions
PH 423: Large volume thermodynamic limit
PH 424:
PH 425: Discrete and continuous quantum bases
PH 426: Quantization as source of discreteness
PH 427: Discrete space, wave equation for continuous and beaded string
PH 428:
PH 429: Individual observers vs. family of observers
APPENDIX H3. Current topics for upper division discussion:
Report from last meeting in Fall 2013:
Present: Justyna, Weihong, Dr. Tom, Bo Sun, Guenter, Corinne, Matt, Henri, Mike, Tevian,
Dave
Discuss structure of Paradigms, fitting needs of faculty? Go through process to change
Paradigms? Wait until new PER faculty on board?
1. Possibly wait for a year for new faculty to teach courses
2. How the developer influenced each of the Paradigms course–think about how each
approach was developed and preservation of that
Janet talks about Oscillations
1. Put more sophisticated sections later in Paradigms sequence?
2. Energy and pendulum approach required? Students like the pendulum, easy to fall back to
pendulum example
3. Connections with 411/412?
o Putting similar content in at same time or repetitively–add new perspective
o Could be different perspective on material rather than repeating material
Corinne reviews all the courses and structure of Junior/Senior year
1. Most trouble with Thermal/StatMech over the yearso redesigned course, but sequence between Paradigm and Capstone not quite
working
o none in the lower-division as well which other subjects all have some introduction
in lower-division
2. Gap of a year from Paradigms to Capstones for certain topics–maybe revisit
3. What should be required of all students? Senior thesis requirement revision? Faculty load
4. Point at which math matches up with physics
5. Start switching timing for introductory physics sequence? Modern physics course?
o Transfer students start junior year (some taking vector calc and modern during
Fall alongside Paradigms, workload issue?)
o Picking students up from where they are starting–matching their ability to where
they actually are
APPENDIX H4. Exit interview questions:
1. How have you changed as a physics student compared to your freshman year?
2. What capabilities have you gained as a result of being a physics/engineering
physics/computational physics major?
3. What are the strengths of the physics/engineering physics/computational physics curriculum?
4. What are the weaknesses of the physics/engineering physics/computational physics
curriculum?
5. Did mathematics, chemistry, and introductory physics prepare you for your upper-division
physics courses? Why or why not?
6. What additional courses or experiences would you like to see offered or do you feel are
lacking in the physics curriculum?
7. Are there skills that a physics major should possess that are not covered in OSU’s curriculum?
8. Do you find some material in the curriculum repetitive? If so, which courses and which
material? Is this repetition useful or not?
9. Has the use of computer technology been appropriately integrated into the curriculum?
10. Have experimental experiences been appropriately integrated into the curriculum?
11. What experience have you had in a research laboratory (on or off campus), internship,
international study, teaching, and/or community outreach that relates to physics? (Please include
your senior thesis experience.) Was this experience useful? Why or why not?
12. What are your career goals and how do you plan to use your degree? Do you feel adequately
prepared and/or aware of opportunities for your career goals?
13. Do you have any input about non-curricular aspects of our program such as advising, office
support, SPS, facilities, etc?
14. Do you have any additional input to help us improve our program?
APPENDIX I. FCI and CSEM data:
FCI data:
Pretest
Pretest
Gain
percent
Gain
percent
Normalized
30 max
13.8
13.5
14.4
14.7
14.4
15.7
13
14.2
15.4
15.5
15.8
13.2
15.3
13.4
14.9
15.7
46
45
48
49
48
52
43
47
51
52
53
44
51
45
50
52
41
32
34
34
31
30
42
42
40
37
36
29
43
43
46
26
0.41
0.32
0.34
0.34
0.31
0.30
0.42
0.42
0.40
0.37
0.36
0.29
0.43
0.43
0.46
0.26
SET score versus normalized gain:
Gain
SET
22
18
18
18
16
14
24
22
19
18
17
16
21
24
23
12
3.4
4.25
4.325
4.3
4.2
4.4
3.225
3.33
Normalized
2.7
3.35
3.075
3.675
4.86
4.3
4.775
CSEM data:
PRE
Gain
34
34
36
36
36
36
38
38
40
41
41
16
11
15
29
12
19
16
12
13
13
13
NORMALIZED
GAIN
24
16
23
45
19
31
26
20
21
23
23
Note on administration of the tests: We administer the FCI and CSEM in the laboratory sections of the
class, in week 2 and in week 9. The time difference between pretest and posttest is therefore short, we
are on a quarter system. In particular, for the FCI energy is discussed in week 9 and work in week 10, so
students will not have had exposure to work. The exposure to energy will vary from student to student.
It is possible that this affects our FCI scores in a negative manner. We have not tested that hypothesis
yet, but will do so this term by analyzing the increase in FCI score problem by problem.
APPENDIX J. Student awards and honors:
Research involvement is in the appendix for the WIC.
The department offers three types of fellowships:
1. Physics: Kenneth S. Krane Scholarship Endowment Fund
Established by the family and friends of Ken Krane to recognize his contributions as Chair of Physics from
1984-1998, and particularly his advancement of the cause of women in physics. This supports
scholarships for undergraduates in Physics.
2. Physics: Nicodemus Memorial Scholarships in Physics Endowment Fund
Established by the family of David Nicodemus, a former Physics Professor and Dean of Faculty. He
retired in 1986, and was recognized for his inspiration and dedication to students and colleagues.
3. Physics Undergraduate Scholarship Endowment Fund
Supports Undergraduate scholarships in Physics and Engineering Physics.
Every year we make eight to ten awards. Student names are not listed below; because of restrictions on
publication of names we decided not to publish these names at all.
Student awards and honors, undergraduate and graduate.
2013 Jul 17
Congratulations to Heather Wilson, who received a URISC award for "Real-Time
Monitoring of Biocatalyst Conformational Transitions" for work in Prof. Minot's laboratory.
2013 Jun 24
Congratulations to Mattson Thieme (Ostroverkhova lab) who received an URISC award
for the Fall/Winter/Spring of 2013-2014 to study organic semiconductors on the microscopic level!
2013 Jun 17
Congratulations to Grant Sherer, who was awarded a DeLoach Work Scholarship by the
Honors College to work with Prof. Corinne Manogue this summer and fall.
2013 Jun 9
Daniel Gruss and Andrew Stickel were this year's winners of the Peter Fontana Graduate
Teaching Award - congratulations!
2013 Jun 9
Michael Paul is this year's winner of the Graduate Research Award - congratulations!
2013 Jun 1
River Wiedle was recognized as the 2012/13 Outstanding Undergraduate Researcher in
the College of Science , and Afina Neunzert received the honorable mention in the same category.
Congratulations both!
2013 May 28 Congratulations to Michael Paul, who was awarded a Whiteley Fellowship in Material
Sciences for the Summer of 2013.
2013 Apr 16
Paho Lurie-Gregg received a 2013 URISC award for his proposal "Hard Polyhedra Fluids”.
He will do computational research with David Roundy this summer. Congratulations!
2012 Dec 18
Congratulations to Daniel Gruss, who was awarded a grant in support of his research by
the Sigma Xi Committee on Grants-in-Aid of Research! The title of his proposed work is "Entanglement
and correlations in transport: From nanoscale electronics to cold atoms."
2012 Aug 15 Congratulations to Jenna Wardini, who received URISC funding for her project
"Transmission Electron Microscopy as an Aid to Improve Graphene Synthesis" under the supervision of
Prof. Ethan Minot.
2012 Jul 23
Congratulations to Sam Settelmeyer, who has been selected as a recipient of the UHC's
Honors Experience Scholarship.
2012 Jul 11
Congratulations to Sam Settelmeyer, who has been selected as a recipient of the UHC's
Honors Promise Finishing Scholarship.
2012 Jun 9
Mark Kendrick and Nick Kuhta are this year's winners of the Graduate Research Award congratulations!
2012 Jun 9
Lee Aspitarte is this year's winner of the Peter Fontana Graduate Teaching Award congratulations!
2012 May 15 Congratulations to Maxwell Atkins, who received URISC funding for his project "Radio
Telescope Development and Galactic Hydrogen Cloud Observations" under the supervision of Prof. Bill
Hetherington.
2011 Nov 21 Congratulations to Afina Neunzert, who was awarded the Janet Richens Wiesner
University Honors College Scholarship for Undergraduate Women in Science!
2011 Jun 24
Congratulations to Whitney Shepherd, who was awarded a Whiteley Fellowship in
Material Sciences for the Summer of 2011.
2011 Jun 15
Congratulations to Sam Settelmeyer, who was awarded a DeLoach Work Scholarhip by
the Honors College to work with Prof. Dedra Demaree this summer.
2011 Jun 6
Congratulations to Lin Li, who received the Peter Fontana Outstanding Graduate
Teaching Assistant Award for the year 2010-2011.
2011 Jun 6
Congratulations to Joe Tomaino, who received the Department of Physics Graduate
Research Award for the year 2010-2011.
2011 Apr 14
River Wiedle, Physics major in the University Honors College, received a 2011 URISC
award to work with Janet Tate on a "New Implementation of Thermal Conductivity Measurements on
Semiconducting Thermoelectric Materials”. Congratulations River!
2010 Jun 7
Congratulations to Colin Shear won an Honors College "Outstanding Poster Award" for
his physics thesis work with Brady Gibbons.
2010 Jun 7
Congratulations to Josh Russell, who received the Peter Fontana Outstanding Graduate
Teaching Assistant Award for the year 2009-2010.
2010 Jun 7
Congratulations to Andy Platt, who received the Department of Physics Graduate
Research Award for the year 2009-2010.
2010 Jun 7
Congratulations to Jason Francis, who was awarded a Whiteley Fellowship in Material
Sciences for the Summer of 2010.
2010 Apr 28
Congratulations to Whitney Shepherd and Nick Kuhta, who both were awarded with a
SPIE scholarship in Optical Science and Engineering!
2010 Feb 24
Congratulations to Kris Paul, Shaun Kibby, and Jeff Holmes, who all have have received
an Oregon Space Grant Undergraduate Research Scholarship Award for their project "Redesigning the
OSU Radio Telescope" under the supervision of Prof. Bill Hetherington.
2009 Dec 21
Congratulations to undergraduate students Garrett Banton (Ostroverkhova lab) and
Jessica Gifford (McIntyre/Ostroverkhova lab) who received URISC awards for their projects "Preliminary
Study of Charge Transfer in Organic Semiconductor Materials" and "Optical Trapping and Fluorescence
Spectroscopy of Nanoparticle Sensors in Microfluidic Devices," respectively.
2009 Dec 3
Congratulations to Whitney Shepherd who received Spectra-Physics-Newport travel
award to present her work at the SPIE Photonics West meeting in San Francisco, CA in January 2010.
2009 Jun 8
Congratulations to Zlatko Dimcovic, who received the Department of Physics
Outstanding Teaching Assistant Award for the year 2008-2009.
2009 Jun 8
Congratulations to Andiy Zakutayev, who received the Department of Physics Graduate
Research Award for the year 2008-2009.
2009 May 26 Congratulations to Howard Hui, who received the OSU Waldo Cummings Outstanding
Student Award!
2009 May 26 Congratulations to Jefferey Holmes, who received an URISC award to work with Prof. Bill
Hetherington!
2009 May 26 Congratulations to Andriy Zakutayev, who received an 2009-2010 Oregon Lottery
Scholarship Award!
2009 May 26 Congratulations to Whitney Shepherd, who received an 2009-2010 Oregon Lottery
Scholarship Award!
2009 Apr 7
Congratulations to Nick Kuhta on his selection to receive a Student Travel Grant Award
from the APS Division of Laser Science to attend and present a paper at CLEO/QELS in Baltimore!
2008 Jul 31
Congratulations to Howard Hui, undergraduate student in Physics, who is one of five
summer interns associated with NASA's Goddard Space Flight Center who have been selected as a "John
Mather Nobel Scholar 2008" The funding for this scholarship originates from the John and Jane Mather
Foundation for Science and the Arts.
2008 Jul 21
Congratulations to Caleb Joiner, who received a URISC award to work with Prof. Ethan
Minot in Fall and Winter.
2008 Jun 7
Congratulations to KC Walsh, who received the Department of Physics Outstanding
Teaching Assistant Award for the year 2007-2008.
2008 Jun 7
Congratulations to Pete Sprunger, who received the Department of Physics Graduate
Research Award for the year 2007-2008.
2008 Feb 19
Congratulations to the SPS. The proposal "Developing reduced noise electronics for a
gigahertz radio telescope and implementing a real time web interface," submitted by Daniel Schwartz,
was selected as a 2007-2008 Undergraduate Research Award winner by the national SPS organization.
2007 Dec 17
Congratulations to Daniel Harada, who received a URISC award to work with Prof. Ethan
Minot in Winter and Spring.
2007 Jun 9
Congratulations to Alexander Govyadinov, who received the Department of Physics
Graduate Research Award for the year 2006-2007.
2007 Jun 9
Congratulations to Matt Neel and Vince Rossi, who received the Department of Physics
Outstanding Teaching Assistant Award for the year 2006-2007.
2007 May 23 Congratulations to Mark Kendrick who has received the Oregon Sports Lottery
Scholarship Award !!
2007 May 8
Congratulations to Katie Hay who has received an award for an Outstanding Student
Paper submitted to the Fall meeting of the American Geophysical Union in San Francisco
2007 Apr 24
Congratulations to Alden Jurling, who received a 2007 URISC award to work in Prof.
Janet Tate's lab during the summer of 2007.
2007 Jan 24
Congratulations to Nick Meredith, who was awarded a URISC fellowship to work with
Prof. Yevgeniy Kovchegov; Mathematics
2006 Oct 24
Congratulations to Gabriel Mitchell, who was awarded a URISC fellowship to work with
Viktor Podolskiy
2006 Sep 15
Congratulations to Paul Newhouse and Annette Richard, both graduate students in
Chemistry working for Prof. Janet Tate, who were awarded NSF IGERT fellowships for the 2006/2007
academic year.
2006 Aug 30 Congratulations to Robert Kykyneshi, who received a Samuel H. Graf Graduate
Fellowship from the Mechanical Engineering (Materials Science).
2006 Apr 24
Congratulations to Nicholas Kuhta, who was awarded a URISC fellowship to work with
Prof. Bill Hetherington
2006 Apr 24
Congratulations to Mark Mazurier, who was awarded a URISC fellowship to work with
Prof. Oksana Ostroverkhova
2005 Apr 24
Congratulations to Mark Blanding, who was awarded a URISC fellowship to work with
Prof. David McIntyre
2003 Jun 15
Congratulations to Emily Townsend, who won the Herbert F. Frolander Graduate
teaching Assistant Award.
High school data
Fall
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
Number in
320
20
29
28
27
23
31
19
20
25
22
33
40
36
Degrees Rate
OSU GPA
HS GPA
SAT
18
22
19
15
15
16
10
13
13
12
15
10
0
3.41
3.33
3.30
3.06
3.24
3.21
3.33
3.36
3.11
2.98
3.09
3.14
3.19
3.58
3.49
3.64
3.46
3.52
3.56
3.53
3.48
3.59
3.50
3.43
3.54
3.44
1309
1264
1289
1297
1215
1300
1309
1255
1272
1344
1244
1278
1249
0.90
0.76
0.68
0.56
0.65
0.52
0.53
0.65
0.52
0.55
0.45
0.25
0
Enrollments per level:
Academic
year
100299
300499
5xx
6xx
University
enrollment
COE
freshmen
2013
2012
21703
20415
2470
2402
292
300
1226
1218
26393
24977
1283
1172
2011
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
19784
19002
17513
18090
18165
18404
19523
19812
20381
17958
18049
1803
1273
1613
1471
1858
2214
2197
1941
2000
2132
1876
258
147
130
223
257
155
250
247
292
165
224
1247
1052
950
975
926
1046
928
861
1175
1034
1056
23761
21969
20320
19753
19362
19236
19162
18979
18789
17920
16788
1184
1017
1022
898
839
777
763
809
863
913
853
APPENDIX K. Faculty data:
Full Professors
Name: Henri Jansen
H-index: 26
Awards:
 February 1982: Shell prize from Shell Research B.V., The Netherlands, for
outstanding Ph.D. research.
 May 1988: Phi Kappa Phi, Emerging Scholar Award, Oregon State University.
 November 2005: Elected Fellow of the American Physical Society.
 January 2014: Sandy and Elva Sanders Eminent Professor in the University Honors
College
Name: Yun-Shik Lee
H-index: 19
Awards and Honors:
 2012: Milton Harris Award in Basic research
 2007: Humboldt Research Fellowship
 2005: National Science Foundation CAREER Award
Name: Corinne Manogue
H-index:
Awards:
 2008 Oregon State University
Richard M. Bressler Senior Faculty Teaching Award
 2008 American Association of Physics Teachers
Excellence in Undergraduate Physics Teaching Award
 2005 American Physical Society
APS Fellow
 2002 Oregon State University
Elizabeth P. Ritchie Distinguished Professor Award
 2000 Oregon State University, College of Science
Frederick H. Horne Teaching Award for Sustained Excellence in Teaching Science
 1998 Gravity Research Foundation
Essay Competition: Honorable Mention
 1992 Mount Holyoke College
Mary Lyon Alumnae Award
 1991 Gravity Research Foundation
Essay Competition: Honorable Mention
 1977 Sigma Xi
 1976 Phi Beta Kappa
Name: David H. McIntyre
H-index: 18
Awards:
 2011: Frederick H. Horne Award for Sustained Excellence in Teaching Science
 1982-85: National Science Foundation Graduate Fellowship
 1980: Phi Beta Kappa
 1980: Sigma Pi Sigma
Name: Janet Tate
H-index: 20
Awards and Honors:
 2007: Milton Harris Award in Basic Research
 2002: Frederick H. Horne Award for Sustained Excellence in Teaching Science
 1998: Thomas T. Sugihara Young Faculty Research Award
 1997, 1995: Mortar Board Top Prof Award
 1993: Phi Kappa Phi Emerging Scholar Award
 1991: Alfred P. Sloan Research Fellowship
Associate Professors
Name: Tom Giebultowicz
H-index: 21
Awards and honors:
2009 Fulbright Scholar
Name: Davide Lazzati
H-index: 42
Awards and Honors:
 NSF CAREER: “CAREER: Understanding Stellar Forges: The Properties and the
Physics of Formation of Cosmic Dust”, 2012—2017 ($646,997)
 NCSU Faculty Professional and Research Development: “Macromolecules, Clusters,
and the Formation of Dust in the Astrophysical Environment” 2011 ($4,000)
 Gratton prize for the best Italian Ph. D. dissertation, 2003 (€ 7,500)
Name: Ethan Minot
H-index:
Awards and Honors:
 2012 NSF CAREER Award
 2010 HFSP Young Investigator Award
 2000 NSF Graduate Fellowship
Name: Oksana Ostroverkhova
H-index;
Awards and honors:
 2012 College of Science scholar
 2008 NSF CAREER award
Assistant Professors
Name: Matt Graham
H-index:
Awards:
 2005: NSERC Postgraduate Masters Scholarship (PGS-M)
 2008-2010: NSERC Postgraduate Doctoral Scholarship (PGS-D)
 2010: NSERC Postdoctoral Fellowship (PDF)
 2010-2013: Kavli Fellow, Kavli Institute for Nanoscale Science at Cornell University
* NSERC = Natural Sciences and Engineering Research Council of Canada
Name: David Roundy
H-index: 22
Awards:
 1995: Phi Beta Kappa Inductee
 1995: Merck Index Award
 1997: NSF Graduate Fellowship Honorable Mention
Name: Weihong Qiu
H-index: 12
Awards:
 2006-2008 American Heart Association Predoctoral Fellowship
 2007,2008 Outstanding Research Accomplishment, The Ohio State University
Biophysics Program
 2010-2012 American Heart Association Postdoctoral Fellowship
 2011
International Union for Pure and Applied Biophysics Travel Award
Name: Guenter Schneider
H-index: 9
Awards:
 1992: Scholarship, Baden Wűrttemberg - Oregon Universities Exchange Program
 1992: Fulbright Scholar Travel Grant
Name: Bo Sun
H-index: 8
Awards:
 2010 Chinese Government Award for Self-Financing Students Abroad
 2007 -- 2010 Kessler Fellowship, New York University
 2006 – 2007 MacCracken Fellowship, New York University
 2005 Liu Yong Ling Scholarship, Chinese Academy of Science
 2004 ITP Excellence Performance Scholarship, Chinese Academy of Science
 2003 Ye Qi Sun Scholarship, Tsinghua University
 2003 Excellence in Undergraduate Study, Tsinghua University


2000 Yang Zhen Bang Scholarship, Tsinghua University
1999-2002 University Fellowship, Tsinghua University
Name: Michael Zwolak
H-index: 19
Awards and honors:
 Richard P. Feynman Postdoctoral Fellowship, LANL (2008-2011)
 EMPD Postdoctoral Award, American Vacuum Society (2010)
 Director's Postdoctoral Fellowship, LANL (2007-2009)
 William A. Fowler Fellowship (Betty and Gordon Moore 4 year Fellowship, Caltech) (2003-2007)
 NSF Graduate Research Fellowship (2003-2006)