•
1119 Main Administration Building
College Park, Maryland 20742-5031
301.405.5252 TEL 301.405.8195 FAX
OF ICE OF THE SENIOR VICE PRESIDENT
W
I
ACAD'M'C
APe,,'" AND 'ROVO,T
November 9, 2009
M~MORANDUM
T~:
I
FtOM :
Steve Halperin
Dean, College of Computer, Mathematical and Physical Sciences
~0
Elizabeth Beise
Interim Associate Provost for Academic Planning and Programs
I
SyBJECT:
Proposal to ModifY the Curriculum for the B.S. in Physics (PCC log no. 09013)
I
At its meeting on November 6,2009, the Senate Committee on Programs, Curricula and
Clurses approved your proposal to modifY the curriculum for the B.S. in Physics. A copy of the
alProved proposal is attached.
The changes are effective Spring 2010. The College should ensure that the changes are
fl lly described in the Undergraduate Catalog and in all relevant descriptive materials, and that all
a1visors are informed.
J
~DC/
Efclosure
c :
Alex Chen, Chair, Senate PCC Committee
Sarah Bauder, Office of Student Financial Aid
Reka Montfort, University Senate
Erin Howard, Data Administration
Donna Williams, Institutional Research & Planning
Anne Turkos, Archives
Linda Yokoi, Office of the Registrar
James Dietz, Undergraduate Studies
Jim Purtillo, Computer, Mathematical and Physical Sciences
Drew Baden, Physics
I
THE UNIVERSITY OF MARYLAND, COLLEGE PARK
I
DIRECTION~'
·
•
•
•
DATE
I
PROGRAM/CURRICULUM PROPOSAL
Provide one form with original approval signatures in lines I - 4 for each proposed action. Keep this form to one page in length.
Early consultation with the Office of the Associate Provost for Academic Planning & Programs is strongly recommended if there are
questions or concerns, particularly with new programs.
Please submit the signed form to Claudia Rector, Office of the Associate Provost for Academic Planning and Programs, 1119 Main
Administration Building, Campus.
Please email the rest of the proposal as an MSWord attachment to pcc-submissions@umd.edu.
st
MITIED July 15. 2009
r
CC
LOG NO.
0 gO'; .~
COLLEGfSCHOOL Computer, Mathematics and Physical Sciences (CMPS)
DEPARTFNTIPROGRAM Physics DepartmentJ Physics B.S.
~ROPOS'D ACTION (A separate form for each) ADD_ _ DELETE
CHANGE X
bESCR~ION (Provide a succinct account ofthe proposed action.
Details should be provided in an
Provide old and new sample programs for curriculum changes.)
.
W are proposing to change the Physics B.S. program to allow students in the Professional
..
Physics
a of concentration the option of taking PHYS 407 Professional Physics Experimental
Research 3 credits) in place of PHYS 405 Advanced Experiments (3 credits). Physics 407 involves true
experimeqtal research conducted in a physics laboratory supervised by a Physics faculty member. Since
f-ffYS 401has one semester of PHYS 499A Special Problems in Physics (1-6 credits) as a prerequisite,
we have afso listed this so that there are no hidden prerequisites in the program.
attaChm~e.
{USTIfI ATIONIREASONSIRESOURCES (Briefly explain the reason for the proposed action. Identify the
source 'of ew resources that may be required. Details should be provided in an attachment.)
l O r main goal in making this change is to encourage our majors to undertake experimental research
projects i physics. Giving our students a true research experience is in line with the Campus Strategic Plan.
,
N new resources are required.
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VPAAP8-05
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~equired Information for Making a Change in the Curriculum
1~ Current (old) requirements.
S udents majoring in Physics can follow either the Professional Physics area of concentration,
t e Meteorology Physics area of concentration, or the Education Physics area of concentration.
A grade ofC or better is required in all courses required for the major.
. M'
a.ior:
ourses required ~or PhlYSICS
Lower-level courses for all areas ofconcentration:
Introductory Physics: Mechanics
i
PHYS171
Physics Laboratory Introduction
PHYS174
I
Introductory Physics: Fields
I
PHYS272
Introductory
Physics: Waves
PHYS273
Experimental Physics I: Mechanics, Heat, and Fields
PHYS275
Experimental
Physics II: Electricity and Ma~netism
i PHYS276
Calculus I
MATH140
Calculus II
MATH141
i
Calculus III
MATH241
i
Differential Equations
MATH246
AI~ebra
Linear
MATH240
i
I
I
I
I
J
I
I
i
I
PHYS374
PHYS375
PHYS401
PHYS402
PHYS404
PHYS405
PHYS410
PHYS411
CHEMI35/136
MATH462
AOSC431
AOSC432
AOSC434
PHYS375
PHYS401
PHYS402
PHYS404
I
i
,
I
PHYS405
PHYS406
PHYS410
PHYS4ll
PHYS420
Credits
3
1
3
3
2
2
4
4
4
3
4
Upper-level courses for Prof. Physics area 07concentration
Intermediate Theoretical Methods
Experimental Physics III: EM Waves, Optics, and Modern Physics
Quantum Physics I
Quantum Physics II
Introduction to Statistical Mechanics
Advanced Experiments
Classical Mechanics
Intermediate Electricity and Ma~netism
Credits
Upper-level and supporting courses for
Meteorology Physics area ofconcentration:
Chemistry for En~ineers/Lab
Partial Differential Equations for Scientists and Engineers
Meteorolo~y for Scientists and En~ineers I
Meteorology for Scientists and En~ineers II
Air Pollution
Experimental Physics III: Electroma~netic Waves, Optics
Quantum Physics I *
Quantum Physics II *
Introduction to Statistical Thermodynamics
*The PHYS 401-402 sequence in the Meteorology Physics area of
concentration may be replaced by tl-m ofthefollowin~ courses:
Advanced Experiments
Optics
Classical Mechanics
Intermediate Electricity and Ma~netism
Principles of Modern Physics
Credits
4
3
4
4
3
3
4
4
4
3
3
3
3
3
4
4
3
3
3
4
4
3
I
I
EDPL301
ED D413
EDHD426
EDCI463
PHYS374
PHYS411
PHYS401
PHYS375
Upper-level and supporting courses for Education Physics area of
concentration:
Foundations of Education
Adolescent Development
Cognitive and Motivational Basis of Reading: Reading in Content
Areas
Teaching Reading in Content Area II
Intennediate Theoretical Methods
Intermediate Electricity and Magnetism
Quantum Physics I
Experimental Physics III: Electromagnetic Waves, Optics
Credits
3
3
3
3
4
4
4
3
I (1 the Education Physics area of concentration: EDPL 301 may be replaced by EDPL 401
I ducational Technology, Policy and Social Change (3). PHYS 401 may be replaced
.. by PHYS
j~O- PnncIples of Modem PhySIcs (3). PHYS 375 may be replaced by one addItIonal non­
sjminar 400-level approved Physics course of3-4 credits.
*udents who are considering pursuing the Education Physics area of concentration are
~couraged to enroll in EDCI 280-lntroduction to Teaching, for a survey of education and
t aching. The Education Physics area of concentration is designed to accommodate students
btaining a teaching certificate through the College of Education. However, completing all the
urses in the Education Physics area of concentration does not in itself satisfy all requirements
r obtaining a teaching certificate. Students pursuing the Education Physics area of
ncentration who want to also obtain a teaching certificate in secondary education must first
pply and be admitted to the Secondary Education Program in the College of Education and then
mplete additional courses in that program.
tudents planning to double major (or seek a double degree) in Physics and Astronomy should
ote that this combination does not automatically satisfy CORE Advanced Studies. These
udents must complete CORE Advanced Studies by taking courses from departments other than
hysics and Astronomy.
. Proposed (new) requirements.
tudents majoring in Physics can follow either the Professional Physics area of concentration,
t e Meteorology Physics area of concentration, or the Education Physics area of concentration.
grade of C or better is required in all courses required for the major.
PHYS171
PHYS174
PHYS272
PHYS273
PHYS275
PHYS276
MATH 140
MATH141
MATH241
MATH246
MATH240
Lower-level courses for all areas ofconcentration:
Introductory Physics: Mechanics
Physics Laboratory Introduction
Introductory Physics: Fields
Introductory Physics: Waves
Experimental Physics I: Mechanics, Heat, and Fields
Experimental Physics II: Electricity and Magnetism
Calculus I
Calculus II
Calculus III
Differential Equations
Linear Algebra
Credits
3
1
3
3
2
2
4
4
4
3
4
PHYS374
PHYS375
PHYS401
PHYS402
PHYS404
PHYS405
PHYS410
PHYS411
PHYS499A
PHYS407
CHEM135/136
MATH462
AOSC431
AOSC432
AOSC434
PHYS375
PHYS401
PHYS402
PHYS404
PHYS405
PHYS406
PHYS410
PHYS411
PHYS420
EDPL301
ED D413
EDHD426
EDCI463
PHYS374
PHYS411
PHYS401
PHYS375
Upper-level courses for Prof. Physics area ofconcentration
Intennediate Theoretical Methods
Experimental Physics III: EM Waves, Optics, and Modem Physics
Quantum Physics I
Quantum Physics II
Introduction to Statistical Mechanics
Advanced Experiments*
Classical Mechanics
Intermediate Electricity and Magnetism
*PHYS 405 in the Professional Physics area ofconcentration may be
replaced by thefollowing rnu course sequence: {new]
Special Problems in Physics [new]
Professional Physics Experimental Research [new]
Credits
Uppe~levelandsupponingcoursesfor
Credits
4
3
4
4
3
3
4
4
1-6
3
Meteorology Physics area ofconcentration:
Chemistry for Engineers/Lab
Partial Differential Equations for Scientists and Engineers
Meteorology for Scientists and Engineers I
Meteorology for Scientists and Engineers II
Air Pollution
Experimental Physics III: Electromagnetic Waves, Optics
Quantum Physics I *
Quantum Physics II *
Introduction to Statistical Thermodynamics
*The PHYS 401-402 sequence in the Meteorology Physics area of
concentration may be replaced by tm'J ofthefollowinf! courses:
Advanced Experiments
Optics
Classical Mechanics
Intermediate Electricity and Magnetism
Principles of Modem Physics
Upper-level and supporting courses for Education Physics area of
concentration:
Foundations of Education
Adolescent Development
Cognitive and Motivational Basis of Reading: Reading in Content
Areas
Teaching Reading in Content Area II
Intennediate Theoretical Methods
Intennediate Electricity and Magnetism
Quantum Physics I
Experimental Physics III: Electromagnetic Waves, Optics
4
3
3
3
3
3
4
4
3
3
3
4
4
3
Credits
n the Education Physics area of concentration: EDPL 301 may be replaced by EDPL 401
~ducational Technology, Policy and Social Change (3). PHYS 401 may be replaced by PHYS
~20- Principles of Modem Physics (3). PHYS 375 may be replaced by one additional non­
eminar 400-leve1 approved Physics course of3-4 credits.
3
3
3
3
4
4
4
3
S udents who are considering pursuing the Education Physics area of concentration are
couraged to enroll in EDCI 280-Introduction to Teaching, for a survey of education and
t aching. The Education Physics area of concentration is designed to accommodate students
o taining a teaching certificate through the College of Education. However, completing all the
urses in the Education Physics area of concentration does not in itself satisfY all requirements
fi r obtaining a teaching certificate. Students pursuing the Education Physics area of
ncentration who want to also obtain a teaching certificate in secondary education must first
apply and be admitted to the Secondary Education Program in the College of Education and then
~mplete additional courses in that program.
S~udents planning to double major (or seek a double degree) in Physics and Astronomy should
n te that this combination does not automatically satisfY CORE Advanced Studies. These
s udents must complete CORE Advanced Studies by taking courses from departments other than
ysics and Astronomy.
3 Identification of and rationale for the changes.
Students majoring in Physics can follow either the Professional Physics area of
ncentration, the Meteorology Physics area of concentration, or the Education Physics area of
ncentration. The only change we are making in the program is to allow students in the
jrofessional Physics area of concentration to take PHYS 407 Professional Physics Experimental
~esearch (3 credits) in place ofPHYS 405 Advanced Experiments (3 credits). Since PHYS 407
hjas one semester ofPHYS 499A Special Problems in Physics (1-6 credits) as a prerequisite, we
~ve also listed this in the course requirements so that there are no hidden prerequisites.
Our main goal in making this change is to encourage our majors to undertake
perimental research projects in physics. Giving our students a true research experience is in
I e with the Campus Strategic Plan, which states in particular: Students will have a range of
e ucationalopportunities that reflect the breadth and depth ofa comprehensive research
niversity. Graduates will have had the opportunity for involvement in cutting edge research,
mmunity service, public service and the business world, and with work toward the solution of
itical national and global problems.
Our students already have opportunities to obtain course credit for conducting
dependent research, principally by taking PHYS 499 Special Problems in Physics. We
nsidered simply allowing students the option of completing a PHYS 499 research project in
lace ofPHYS 405. However, PHYS 499 has some characteristics that make it very challenging
t use as an acceptable equivalent substitute for PHYS 405. In particular, research conducted in
HYS 499 varies greatly - it can be theoretical or experimental, the credit level is variable from
1-6 credits, there are no course prerequisites for PHYS 499, and it mayor may not involve a
'fritten report or oral presentation.
·1
Since PHYS 499 was not suitable, we developed PHYS 407 as a new course (approval
tPrms have been submitted to VPAC) with the characteristics we needed:
11. Only experimental projects will be allowed for PHYS 407. This ensures that students
have an experimental research experience whether they opt to take PHYS 405 or
PHYS 407.
2 . PHYS 407 will have PHYS 375 Experimental Physics III: Electromagnetic Waves,
Optics and Modern Physics as a prerequisite. This maintains equivalence with PHYS
405, which has the same prerequisite, and ensures that students take the course only
after completing all other required lab courses. PHYS 407 also requires senior level
standing for this reason.
3. Before taking PHYS 407, a student must take a semester ofPHYS 499 with a
professor in the Physics Department. The idea is that this requires students to have
established a mentoring relationship with a faculty member and done enough work
in the lab to be able to put together a sensible proposal for a project. From a practical
1
1
1
point of view, we want to ensure that a senior who is in their final semester has a
good chance of completing the project, and the best way to ensure that is to make
sure that they have found a mentor and done enough preliminary work to have a
realistic idea about what they can accomplish in a semester.
4. To maintain the level of research conducted under PHYS 407, students will need to
prepare a short proposal (1-4 pages) describing their research project an these will be
reviewed for approval by the faculty research advisor, the Associate Chair for
Undergraduate Education and the Chair of the Physics Lab Committee.
5. To maintain equivalence with PHYS 405, students in PHYS 407 will be required to
write a final report and present an oral presentation of their work. The faculty
research advisor, the Associate Chair for Undergraduate Education and the Chair of
the Physics Lab Committee will attend these presentation and review the lab reports,
and copies ofboth will be retained for review. These reports and presentations are
also important for assessing departmental learning outcomes - reports and
presentations in PHYS 405 are now used for assessing some outcomes, and we will
be able to include PHYS 407 in a natural way into this assessment process.
We believe that PHYS 407 will provide our students with some significant advantages.
For example, our working research labs tend to have much more modem and sophisticated
equipment than is found in PHYS 405. Also, work in the research labs is focused on topics that
~re of current interest, rather than on the demonstration of well-known physical phenomena.
Thus we expect that students who take PHYS 407 will be exposed to more topical problems and
more modem equipment than they will get in PHYS 405 and this will give them a competitive
advantage if they go on to graduate school or a research position.
4. A sample program under the proposed requirements.
The following section shows how a typical student would progress year by year through
the proposed Professional Physics area of concentration for the Physics B.S.
'RESHMAN YEAR:
Fall Semester:
ENGL 101ICORE
(3)
MATH l40/CORE
(4)
PHYS 174
(1)
CORE Behavioral/Social Sci. (3)
CORE Social/Political History(3)
TOTAL: 14 credits
Spring Semester:
MATH l411CORE
(4)
PHYS 171/CORE
(3)
CORE Literature
(3)
CORE Humanities
(3)
Elective
(3)
TOTAL: 16 credits
OPHOMORE YEAR:
Fall Semester:
MATH 241
(4)
PHYS 272/CORE
(3)
PHYS 275/CORE
(2)
CORE Arts/Diversity
(3)
Elective
(3)
TOTAL: 15 credits
Spring Semester:
MATH 246 or 414
(3)
PHYS 276
(2)
CORE Behavioral/Social Science
(3)
PHYS 273
(3)
Elective
(4)
TOTAL: 15 credits
JUNIOR YEAR:
Fall Semester:
(4)
PHYS 374
(4)
PHYS 401
(4/3)
MATH 240 or 461
(4)
Elective
TOTAL: 15-16 credits
Spring Semester:
(3)
PHYS 375
(4)
PHYS 402
(3)
ENOL 391/393 CORE
(5)
Electives
TOTAL: 15 credits
SENIOR YEAR: with PHYS 405 ootion
Fall Semester:
(3)
PHYS 405
(3)
PHYS 411
(3)
Advanced CORE
(6)
Electives
TOTAL: 15 credits
Spring Semester:
PHYS 404
PHYS 410
Advanced CORE
Electives
(3)
(4)
(3)
(5)
TOTAL: 15 credits
'~ith
iJ~
the PHYS 407 option, the first three years would be the same as in the above schedule, and
the senior year the schedule would be:
~ENIOR
YEAR: with PHYS 407 ootion
Fall Semester:
(3)
PHYS 404
(4)
PHYS 411
(3)
PHYS 499A
(5)
Electives
15
credits
TOTAL:
Spring Semester:
PHYS 407
PHYS 410
Electives
(3)
(4)
(8)
TOTAL: 15 credits
.., he total credit level in both options is 120-121.
~. A list, table or chart showing the prerequisite
«: ourses appearini in the new requirements.
Course
MATH 140
description
MATH 141
MATH 240
MATH 241
Calculus 2
Linear Algebra
Calculus 3
MATH 246
Differential Eq.
PHYS
PHYS
PHYS
PHYS
Mechanics
Intro Lab
E&M
Waves
171
174
272
273
PHYS 275
PHYS 276
PHYS 374
PHYS 375
PHYS 401
Calculus I
Mechanics Lab
E&MLab
Intermediate
Tbeor. Methods
Exper. Physics III
Quantum I
structure of all required or optional
prerequisites
Placement by Math Department or pass MATH
I 15 with C or better
MATH 140 or equivalent
MATH 141 or equivalent
MATH 141 and anyone of the following:
MATH 240, ENES 102, PHYS 161, PHYS 171
MATH 14 I and anyone of the following:
MATH 240, ENES 102, PHYS 161, PHYS 171
MATH 140
none
PHYS 161 or PHYS 171 and MATH 141
PHYS 272 and MATH 241
PHYS 174, and (PHYS 161 or PHYS 171)
PHYS 272 and PHYS 275
PHYS 273 and MATH 246
PHYS 273 and PHYS 276
PHYS 273
~-requisites
bone
pone
bone
pone
pone
MATH 141
MATH 140
MATH 241
MATH 246 or
MATH 414
PHYS 272
bone
MATH 240
~one
PHYS 374&
MATH 240
PHYS 402
PHYS 404
PHYS 405
PHYS 407
PHYS 410
PHYS411
PHYS 499A
Quantum 2
Thennodynamics
Advan. Exper.
Lab
Prof. Phys. Exper.
Research
Mechanics
E&M
Special Problems
in Physics
PHYS 401, PHYS 374 and MATH 240
PHYS 273 or equivalent and MATH 241
PHYS 375
none
none
none
PHYS 375, PHYS 499A, senior standing
pone
PHYS 374
PHYS 374
none
pone
pone
pone
The following diagram summarizes graphically the somewhat complex structure ofthe
p erequisites (solid lines) and co-requisites (dashed lines) for courses in the proposed Physics
E.S. professional physics area of concentration. For two courses that are connected by a solid
~re, the course that is higher vertically is the prerequisite for the lower course. The dot-dashed
fxes surround courses that the students can choose between.
I
.......
-------~-_.-
I
I
I
I
I
I
I
~--
I~~
~l
J
.... _.... _---------_ ....
I
6t A list of any new courses: prefix, number, title, credits.
J PHYS 407: Professional Physics Experimental Research (3 credits) is the only new
.I urse being created fur this proposal and the Approval furms have been submitted to VPAC.
7r A list of the courses being deleted from the program requirements.
No courses will be deleted from the existing program.
I
8 Letters from any department(s) whose courses will be required or otherwise impacted.
No additional courses are required from other departments, no burden is placed on faculty
r resources elsewhere on campus, and no significant changes in enrollment are anticipated from
t is small change in the Physics B.S. program.
. It should be specifically acknowledged that students enrolled in the program prior to the
ective date of any curriculum change may complete their program under the old
quirements if they wish.
Students enrolled in the program prior to the effective date of any curriculum change may
mplete their program under the old requirements if they wish. Indeed, in the new program
HYS 405 will still be available to all students as an option for fulfilling the degree
rfquirements. Since PHYS 407 requires that students first find a faculty research advisor,
1:mplete a semester ofPHYS 499 research, and submit a proposal, we expect that most of our
I ajors will continue to fulfill the requirement by enrolling in PHYS 405.
~
I
PHYSICS 407 - Undergraduate Experimental Research
SAMPLE SYLLABUS - Fall 2009
ourse Description: PHYS 407 (3 credits); Grade Method: REG/P-F/AUD. Prerequisites:
8375 and PHYS499A. For PHYS majors only, Seniorstanding, and by permission ofthe
ysics Dept. Students develop and complete an independent, experimental research project
ith a professor in the Physics Dept. The project should be a continuation ofwork done in
YS499A. To obtain permission, students must submit a proposal describing the experimental
ork to be completed and this proposal must be approved by theirfaculty mentor, the associate
c air for undergraduate education and the chair ofthe laboratory committee. Students must
aintain a lab notebook, give an oral presentation and complete a written report on their
y, search that includes data and error analysis.
rerequisites: PHY499A or pennission ofthe Department
~estrictions: Physics Majors Only; Senior Standing; By Permission of the Physics Department
ILstructor:
r
Fred Wellstood
Office: Room 0367 Physics
phone: 301-405-7649, e-mail: well@squid.umd.edu
ecommended Texts:
ala Reduction and Error Analysisfor the Physical Sciences - Phillip R. Bevington and D. Keith
obinson (McGraw Hill, Inc., 2003, ISBN 0-07-247227-8);
n Introduction to Error Analysis: The Study of Uncertainties in Physical Measurement - John
. Taylor (University Science Books, 1997, ISBN 0-935702-75-X).
WHAT THE COURSE IS ABOUT: In PHYS407, students conduct experimental research in
~ actual research lab while working with a professor in the Department of Physics.
~NROLLING IN PHYS407: Before enrolling in PHYS407, you must first find a faculty
search advisor to work with and complete one semester of experimental research in
HYS499A. You must then write a research proposal describing the project that will be
ompleted in PHYS407. Research proposals are typically 1-4 pages in length and should provide
short description of the underlying physics involved, a clear description of the work to be
ndertaken, and a schedule of any required reports, presentations and meetings. The proposal
ould be written in close consultation with your faculty research advisor and should be
mpleted in the semester before taking PHYS407. The project must be experimental in nature
d must allow the student to set up the apparatus and manipulate control parameters as well as
btain real data. Projects that are just theoretical, or that do not involve the collection of data on a
hysical system, or that only involve simulation of a physical systems, are not suitable. The
roposal must then be approved by the faculty research advisor, the Associate Chair for
ndergraduate Education (Professor Nick Hadley) and the Chair ofthe Physics Laboratory
ommittee (Professor Fred Wellstood).
OUR LAB NOTEBOOK:
Your lab notebook should give a complete description of how you did your experiment
d how you analyzed your data. Another person should be able to take your notebook and
uplicate your experiment. The notebook should be reviewed each week by your research
dvisor. To get the most out of your notebook, you should adopt the following good practices:
1. Write in a real lab notebook: notebook should be quad ruled, with numbered pages.
2. Write in ink. If you make a mistake, draw one line through it - don't erase it, scratch over
it, or use white-out.
3. Give a brief description of the experiment and what you are trying to understand measure
or accomplish.
4. Include a brief description of the theory behind the experiment.
5. Provide the actual circuit diagram you used to do the experiment. Photographs ofthe
apparatus can also be very helpful, but they should be used in addition to careful, labeled
diagrams of the setup you used.
6. Each day you work on the project, write down the date and provide a clear description of
the procedure used to take any data obtained that day.
7. Staple/paste/tape all graphs and analysis in the notebook. Put titles on plots and Label
axes. Include any formulas, derivations, etc. needed to understand your graph.
8. Provide proper units for all physical quantities and pay attention to significant figures.
9. Provide and explain your estimate ofthe random and systematic errors in all important
quantities affecting your final result. You must use proper error analysis techniques.
10. Analyze your data. Write down the methods you used. If you use Mathematica, do not
simply paste your Mathematica notebook into your lab notebook - write down in your lab
notebook your analysis steps. Use proper analysis to compare your results with
accepted values or with theory. Discuss.
11. Quote your results with final total error (including systematic errors).
12. When appropriate, compare your answer to the expected value and discuss discrepancies.
13. When you encounter something you don't understand, or have a question about the
experiment, write it down in your notebook. You should review these questions later with
your research advisor.
i
ID -SEMESTER PROGRESS REPORT: A Mid-Semester Progress Report is due on Friday
/1212010. The report should be brief (2-4 pages) and describe the status ofthe experimental
ork that is being undertaken. The report should include any key data that has been obtained and
iscuss any significant problems that have been encountered.
INAL WRITTEN REPORT: A final written report describing the experimental research
nducted must be turned in by May 4,2010. Your report should contain the following:
1. Description of experiment, including theory
10 pts
2. Description of procedure
15 pts
3. Raw data
10 pts
4. Figures (including drawings, tables, plots, etc.)
15 pts
5. Description ofdata analysis (including final results)
15 pts
6. Discussion of errors and error analysis (random and systematic)
20 pts
7. Use of proper units, significant figures
5 pts
I
8. Discussion of your results and conclusions
5 pts
9. Appropriate References
5 pts
he report should follow AlP style standards, which are the same standards used for many
rofessional physics journals. You can get a fair understanding ofthe standards by examining
¥t icles published in AlP journals such as Physical Review Letters or by looking through the AlP
*yle manual: http://www.aip.org/pubservs/style/4thed/AIP Style 4thed.pdf
particular, make sure that all figures have a figure caption that describes what is being shown,
t at the axes in plots are labeled, and that when numerical values are given for physical
uantities that proper SI units are used.
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ORAL PRESENTATION: Each student will give a l5-minute power-point talk on their
~esearch during a common Seminar Day on May 10, 2010. The talks will be open to other
physics students and will be attended by the student's research advisor, the Associate Chair for
ndergraduate Education, and the Chair of the Laboratory Committee. After the presentation,
e ch student will take questions from those in attendance. It is advisable that you practice your
o al presentation a few days before the Seminar Day. Ideally, this should be done in front of your
r search advisor and other students. You will fmd that they can give you many valuable
s ggestions for improving the slides and clarifYing your main points.
RADING: Your fmal grade in the course will be determined by assessment of your lab
n tebook 50%, mid-semester progress report 10%, final written report 20%, 15-minute oral
p esentation 20%. The lab notebook, fmal written report and oral presentation are required for
t e course. If any are not completed, the grade will be an F.
~,et
IPS FOR DOING WELL:
ood time management is the key to success in this class. Don't fall behind! Don't wait until the
I st week to take data or start working on your fmal report or oral presentation!
up a regular weekly meeting with your research advisor to discuss your project.
~ead
background material about your project and discuss anything you do not understand with
Yf>ur research advisor before attempting an experiment.
eep your lab notebook up to date and include experimental diagrams of measurement
nfigurations actually used to obtain data, results, estimates of various errors and limitations to
t e measurements, analysis used to obtain fmal results and a proper estimate of all errors
. cluding systematic errors as well as statistical errors.
~how clearly the reasoning that you used to arrive at various conclusions. If your experimental
r~sult does not agree with the known or accepted values, your reasoning may be the only clue
t the TA or the instructor has as to where you, or the experimental apparatus, went wrong.
£
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en you are working on your fmal report, have your advisor review an early draft so that you
get feedback and correct problems before submitting the fmal version.
ALID EXCUSES: If you have a documented valid excuse for missing a due date for a report
dr the oral presentation, you must make alternate arrangements with your research advisor,
~eforehand if at all possible.
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CADEMIC DISHONESTY (CHEATING):
~
Academic dishonesty is a serious offense that
ay result in suspension or expulsion from the university. In addition to any other action taken,
t e normal sanction is a grade of "XF", denoting "failure due to academic dishonesty," and will
qormally be recorded on the transcript of the offending student. Remember, you are required to
perform all experiments, analysis, and write-up by yourself It is OK to discuss the experiments
rith other students but you must do the work.
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IMPORTANT DATES:
First day of classes
Mid-Semester Progress Report due
Spring Break
Final Report due
Oral Report due - Research Seminar Day
Last day of classes
Exam Study Day
112512010 (Monday)
3/12/2010 (Friday)
3/15-1912010 (Monday-Friday)
5/312010 (Monday)
5/1 0/201 0 (Monday)
5/11/2010 (Tuesday)
5/1212010 (Wednesday)
qUidelines for the Design of Bachelor's degree programs
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stitutional
~
requirements are a minimum of 120 semester hours; the fulfillment of all general
e ucation program requirements; the final thirty hours of course work in residence; and a
c mulative grade point average of2.0. There may be additional College requirements, which
ust also be reflected in any proposal for a new or revised curriculum.
I
e presence of a structured and coherent program of study with clearly delineated program
o 1ectives and intended student learning outcome[s] must be evident. Required courses in the
ajor should not be excessive and should be consistent with customary expectations for the type
0lf degree proposed. It is important not to overload credits during the freshman year; too heavy a
l<j)ad during that year might substantially reduce students' chances for success. In particular:
*
1- curriculum that requires more than 120 total credits will require careful justification.
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4.11 prerequisites should be included in the count of program requirements, including courses offered by
ether departments. There should be no "hidden" prerequisites.
tudents should have the opportunity to take a reasonable number of free electives; fewer than 12 credits
~
f free electives in a four-year program should be justified (e.g., by reference to similar programs
sewhere, or to accreditation requirements).
]he course load for the freshman year should be reasonable. More than 16 credits in a semester should
~e justified.
.
~he program should not include more than two lab or studio courses in a single semester.
eneral education courses should be scheduled for appropriate times. Ideally, under the CORE program,
istributed studies courses should be completed by the end ofthe sophomore year and advanced studies
'. the junior year. Some minimal delays may be acceptable if necessitated by the program.
*
Variations from these guidelines - for example, low numbers of free electives - should be justified by
s~atistics on similar programs at other universities, or by accreditation requirements. Ifappropriate, the
9urriculum of the proposed program should reflect the requirements of any accrediting or certifying
~ody. Conformance with accreditation standards should be illustrated by reference to the certifying
~ody's criteria.