The Revised Undergraduate Curriculum
William Heidbrink
The number of physics majors in the United States is declining. After
examining a handful of successful programs that are bucking this
nationwide trend and the suggestions of our own students and alumni,
we are overhauling our undergraduate program. Three principles guide
the revisions.
Graduated
The traditional curriculum has just two levels: lower
division and upper division. In this model, our students were often
bored their second year, then overwhelmed when they reached
upper-division physics. In the new program, the freshman year is more
adapted to physics majors through the Physics 7 course.
Michael Dennin and John Rosendahl are adding hands-on
exercises to our new introductory mechanics sequence, Physics 7. The
sophomore year is harder. The traditional Mathematics courses in
linear algebra and differential equations are replaced by a new
year-long sequence in mathematical methods for the physical sciences
(Physical Sciences 50) that is taught by Steve White and Jon Lawrence.
The last two courses in our old Physics 5 sequence are replaced by a
new two-quarter introduction to quantum phenomena, Physics 51. The
sophomore labs (Physics 52) focus on fundamental laboratory skills in
optics, circuits, and data analysis. In the junior year, more
emphasis is devoted to conceptual understanding (on the level of
Feynman) and less to sophisticated mathematical analysis. Courses in
classical mechanics, electricity & magnetism, quantum mechanics, and
thermal physics comprise the junior core. Only three courses are
required in the senior year: advanced lab, mathematical methods, and a
senior project that emphasizes communication skills.
Flexible
The goal of the traditional curriculum is to prepare
students for graduate school in physics. The market for
Ph.D. physicists is limited in academia, but the market for technologically
adroit, skilled analytical thinkers is vast. The revised program
accommodates a wide variety of eventual career paths. All students
select a specialty (or "track") and meet regularly with their
track advisor. One option is the traditional "professional"
track (advised by Andy Lankford). On this track, the junior core
places students in a better position to perform well on the GRE, while
the senior year is devoted to challenging courses in mathematical
methods, quantum mechanics, and thermal physics. A second option is
the Astrophysics specialization (Smecker-Hane). Computational physics
is also one of the new options (White). On this track, courses in computer
science and numerical analysis complete the degree requirements. In
the applied physics track, courses in engineering provide preparation
for a career in industry (Taborek). Students in the K-12 teaching
track take introductory courses in the physical and biological
sciences their senior year (Newman). The Biomedical track is good
preparation for graduate school in biophysics or medicine
(Mandelkern). There are even tracks available for students interested
in business or law (McWilliams).
Computational
The traditional curriculum stresses analytical
mathematics. The revised curriculum strives to complement analytical
techniques with computational tools. A library of Mathematica problems
is being collected and developed for use in homework assignments
throughout the core curriculum. Computational assignments begin in the
sophomore math course. A course on structured programming in C
(Physics 53) is also being developed.
William Heidbrink, wwheidbr@uci.edu.