appendices for the physics undergraduate...
TRANSCRIPT
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 C: WIC overview
Participants in the PH403 Thesis Course in Fall 2013, Winter and Spring 2014
24
Name Title of Presentation Advisor
Daniel Gluck TBA Roundy
Michael Goldtrap TBA Manogue
Patrick Grollmann TBA Farr
Bradley Hermens TBA Hetherington
Arlyn Hodson TBA van Zee
Alec Holmes TBA Schneider
Aaron Kratzer TBA Tate
MacKenzie Lenz TBA Lee
Samuel Loomis TBA Roundy
Paho Lurie-Gregg TBA Roundy
Cord Meados TBA McIntyre
Abigail Merkel TBA Hetherington
Jordan Pommerenck TBA Yokochi
Christoffer Poulsen TBA Hetherington
Cole Schoonmaker TBA Schneider
Grant Sherer TBA Manogue
Harsukh Singh TBA Hetherington
Rodney Snyder TBA Tate
Daniel Speer TBA Tate
Dustin Swanson TBA Minot
Mattson Thieme TBA Ostroverkhova
Kyle Thomas TBA Sun
Heather Wilson TBA Minot
Rene Zeto TBA Roundy
Participants in the PH403 Thesis Course in Fall 2012, Winter and Spring 2013
30
Name Title of Presentation Advisor
Alex Abelson I-V characteristics of micron-scale plasma devices
Northrup-Grummin REU
Maxwell Atkins TBA Hetherington
Novela Auparay Room-temperature Seebeck coefficients of metals and
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
Hetherington
Chaelim Reed Coffman Reflection from Graphene Minot
Nicholas Coyle Raman spectroscopy of graphene Minot
John Elliot Design and Implemenation of Next Generation Digital Scientific Instrumentation
Hetherington
Thomas Ferron Measuring Low Intensity Light Reflections of High Temperature CO2 Adsorbed on SiO2 Near Brewster's Angle
Hetherington
David Froman TBA Roundy
Ky Hale Solar Radiation in the 70-cm band measured through a Yagi-Uda Antenna
Hetherington
Louise Henderson TBA Hetherington
Casey Hines Practical Implementation of a Physical Vapor Deposition System in a Research Environment
Tate
Benjamin Howorth Detecting ZnS films on Si substrates using X-ray diffraction
Tate
Caleb Joiner (Honors College)
Fall 2013 Minot
Maia Manock Fall 2013 Jansen
Bethany Mathews (Honors College)
Building a basic computational model of impurity and surface states in a 1-dimensional solid
Jansen
Afina Neunzert Exploration of charge-transfer exciton formation in organic semiconductors through transient photoconductivity measurements
Ostroverkhova
Benjamin Norford Acoustic Backscatter Surveys over Methane Vents along the Cascadia Continental Margin
Trehu, CEOS
Kyle Peters Optical Tweezer Trapping of Colloidal Polystyrene and Silica Microspheres
Ostroverkhova
Justin Schepige (Honors College)
A weathering balloon program at Western Oregon University
Schoenfeld, WOU
Kathleen Stevens Prudell Fall 2013 McIntyre
Eric Stringer A weathering balloon program at Western Oregon University
Schoenfeld, WOU
Andy Svesko (Honors College)
A Detailed Introduction to String Theory
Stetz
Sean van Hatten Calibrating an aerolab 375 sting balance for wind tunnel testing
Albertani, MIME
Jenna Wardini A Guide to Graphene Growth and Characterization
Minot
Joshua White TBA Roundy
River Wiedle (Honors College)
Thermal conductivity measurements via the 3ω method
Tate
Thomas Windom SPR: Surface Polarization Reflection of Few-Monolayer Adsorbates on SiO2
Hetherington
Erica Ogami None Eng PH
Participants in the PH403 Thesis Course in Fall 2011, Winter and Spring 2012
17
Name Title of Presentation Advisor
Marcus Cappiello Effects on the Corpus Callosum of Ferrets Due to Restriction of Visual Input During the Prenatal Stage and Optimization of Diffusion Tensor Imaging Protocol
Kroenke, OHSU
Brian Devlin TBA Krane
Billy Geerhart Melting Curve of a Lennard-Jones 12-6 System Determined by Coexistence Point Simulations
Schneider
Shawn Gilliam Use of a Digital Micromirror Array as a Configurable Mask in Optical Astronomy
Hetherington
Jacob Goodwin The Pressure Transmission Through an Air-filled Rubber Shell
Bay, MIME
Jonathan Greene Effects of Van der Waals Interactions on Surface Polarization Reflection
Hetherington
Christopher Jones Discrete time quantum walk with two-step memory
Kovchegov/Dimcovic
Mason Keck (Honors College)
X-ray Spectroscopy in Astrophysics and Neutron Capture Cross Section Measurements
Krane
Timothy Mathews Temperature effects on Fowler-Nordheim tunneling regime in a 2N7000 (n-channel enhanced MOSFET)
Hetherington
Teal Pershing Solar Granulation Imaging Techniques Using Optical Fourier Analysis
Hetherington
James Montgomery Radiotelescope at OSU Hetherington
Nicholas Petersen Measuring Neutron Absorption Cross Sections and Epithermal Resonance Integrals of Natural Platinum via Neutron Activation Analysis
Krane
Samuel Settelmeyer (Honors college)
Student Motivation, Introductory Calculus Based Physics (PH 211) and Project Based Learning, Oh my!
Demaree
Tyler Turner Developing Techniques to Measure Single Molecule Conductance: Design Considerations, Complications, and Instrumentation
Hetherington
Jaryd Ulbricht Design and Implementation of Apparatus to Create Calibration Curves for use in Laser Induced Fluorescence Experiments
Narayanan, MIME
Murray Wade Creating a Thermodynamics Simulation Using the Ising Model: A Microcanonical Monte Carlo Approach
Roundy
Colby Whitaker Noise reduction of OSU's radio telescope
Hetherington
Participants in the PH403 Thesis Course in Fall 2010, Winter and Spring 2011
9
Name Title of Presentation Advisor
Sean Caudle Simulated Radial Compression of Carbon Nanotubes
Schneider
Lee Collins (Honors College)
Monte Carlo simulations of structure and melting transitions of small Ag clusters
Schneider
Howard Dearmon Neutron capture cross sections of Cd Krane
Alison Gicking Neutron capture cross sections of Se Krane
Jessica Gifford (Honors College)
Gravitational Wave Detection with the Laser Interferometer Space Antenna and Optical Trapping and Fluorescence Spectroscopy of Nanoparticle Sensors in Microfluidic Devices.
UW REU & OO
David Mack Optical and Electrical Properties of Thin Film BaSnO3
Tate
Kris Paul Propagation of error in estimating redshift from photometric data.
NASA Ames internship/Hetherington
Rachel Waite Seebeck effect in chalcogenides Tate
Jesse Weller TBA TBA
Participants in the PH403 Thesis Course in Winter and Spring 2010
18
Name Title of Presentation Advisor
Pat Bice Magnetic treatment device for stimulating magnetoreceptors in Chinook salmon
Bellinger/Giebultowicz
Steven Brinkley Measuring acoustic response functions with white noise
Roundy
Steven Bussell A dual polarized waveguide for observations at 4 GHz
Hetherington
Chris Carlsen Persistent interlayer coupling by an antiferromagnetic spacer above its Néel temperature (a Monte Carlo study)
Giebultowicz
Matt Cibula Generation of high-energy terahertz radiation through optical rectification using tilted pulse fronts in LiNbO3
Lee
Alex Dauenauer Neutron Capture Cross Sections, Resonance Integrals and Half-lives of Barium Isotopes
Krane
Daniel Gruss (Honors College)
Applied computing techniques for holographic optical tweezers
McIntyre
Tom Hathaway Winter 2011 Ostroverkhova
Jeff Holmes Digital signal processing enhancement to the OSU single-dish radio telescope network (Spring 2011)
Hetherington
Shaun Kibby Three-meter dish radio telescope service life extension program (SLEP)(Spring 2011)
Hetherington
Howard Hui Instrument design for measuring the polarization of the cosmic microwave background
Internship JPL
Michael Nielsen Measuring acoustic response functions with white noise
Roundy
Cory Pollard OSU MASLWR Secondary Systems Control Algorithm (Winter 2011)
Nuclear Rad Center/Jansen
Keith Schaefer Winter 2011 Ostroverkhova
Colin Shear (Honors College)
Thin Film Bi-based Perovskites for High Energy Density Capacitor Applications
Gibbons
Andrew Stickel Interactions of narrow band multi-cycle THz pulse with microcavity quantum well
Lee
Sol Torrel Neutron Capture Cross Sections and Half-lives of Cerium Isotopes
Krane
Kyle Williams Winter 2011 Ostroverkhova
Participants in the PH403 Thesis Course in Winter and Spring 2009
13
Name Title of Presentation Advisor
Troy Ansell Observations at 1.4205 GHz Hetherington
Alex Brummer 3x3 Octonionic Hermitian Matrices with Non-Real Eigenvalues
Dray
Abel Condrea GPS Autonomous Precision Aerial Delivery System
Evan deBlander (Honors College)
Characterization of BaCuSF Thin Films Grown in Excess Copper by Pulsed Laser Deposition
Tate
John Hart A Further Investigation of 1,4-cyclohexanedione via Gas Phase Electron Diffraction
Ramsi Hawkins Utilizing the Investigative Science Learning Environment (ISLE) Model to Develop an Undergraduate Laboratory Exploring Bulk and Quantum Resistivity
Minot/Demaree
Chris Homes-Parker (Honors College)
A Search for Low Temperature Thermoelectric Materials
Hetherington
Jonathan Hunt Simulated Radial Compression of Carbon Nanotubes
Schneider
Jeff Macklem The Art of LABView: Running a Spectrometer for Thin Films and Powders
McIntyre
Scott Marler Analysis of an Electrostatics Activity for Introductory Calculus-Based Physics
Demaree
Sean McDonough Later, TBA
Michael Paul Reflection Imaging of Carbon Nanotube Transistor Chips
Minot
Colin Podelnyk Validation by Single Molecule Fluorescent Resonant Energy Transfer
Minot
Participants in the PH403 Thesis Course in Winter and Spring 2008
Name Title of Presentation Advisor
Patrick Bice Spring 2010 Bellinger/Giebultowicz
Doug Francisco Later, TBA Hetherington
Scott Griffiths (Honors College)
Seasonal and Solar Cycle Variations in High Probability Reconnection Regions on the Dayside Magnetopause
Jansen
Daniel Harada Noise mechanisms in carbon nanotube biosensors
Minot
David Hasenjaeger Random Anisotropy model of a lattice structure
Caleb Joiner Fall 2013
Alden Jurling Impedance Spectroscopy of Thin Film Dielectric Materials
Tate
Henry Priest Empirical Annotation of the Brachypodium Transcriptome
Daniel Schwartz Optimum Feed Design for a 1.4 GHz Radio Telescope
Hetherington
Ken Takahashi Neutron Capture Cross Sections and Resonance Integrals of Cadmium Isotopes
Krane
Drew Watson (Honors College)
The Impact of Guiding Questions and Rubrics in the Scientific Writing of Middle-Division Physics Students
Manogue
Participants in the PH403 Thesis Course in Winter and Spring 2007
Name Title of Presentation Advisor
Tyler Backman Thermodynamic Analysis of the Biodiesel Cycle
Scott Clark Protein Statistics Landau
Zachary Haines Light Propagation in a Photonic Crystal
Doug Jacobson Domain Structures and Hysteresis Curves of Ferromagnetic Systems
Landau/Giebultowicz
Kim Johnson The Effects of Air Mass Origin on Cumulus Clouds in the Caribbean
Joseph Kinney Room Temperature Excitons in BaCuChF
Tate
Nicholas Kuhta Electrodynamics of the Planar Negative Index Lens
Podolskiy
Ken Lett Modeling the anisotropic superlens Podolskiy
David Mack Fall 2011 Tate
William Martin Simulating the reaction-diffusion equation in space and time
Nick Meredith Computing Occupation Times with Integral Equations
Gabriel Mitchell Light scattering from large particles Landau
Rozy Nystrom Radio Telescope II Hetherington
Joshua Russell Radio Telescope I Hetherington
Ken Takahashi Later, TBA
Curtis Taylor Transverse Flux Permanent Magnet Linear Generator
Participants in the PH403 Thesis Course in 2006
Name Title of Presentation Advisor
Timothy Anna Nuclear Spin Relaxation Rate Study of P-Type Transparent conductive Oxide CuSc02:Mg
Warren
Connelly Barnes (Honors College)
ThermoSolver: An Integrated Educational Thermodynamics Software Program
Landau
Mark Blanding Optical Tweezers McIntyre
Phil Carter Parallel Computing on the physics Beowulf cluster
Landau
Matthew Christensen Seminar in COAS
Micah Eastman Neutron Capture Cross Sections of Tellurium Isotopes
Krane
Doug Fettig (Honors College)
The Effect of Transverse Shifts in the LIGO Interferometer
McIntyre
Nathan Paul Inductively Coupled Plasma
Joe Peterson Autocorrelation Ostroverkhova
Zack Peterson Optical and electrical behavior of 200-nm diameter Au particles deposited on polythiophene and undoped polythiophene thin films
Ostroverkhova
Christopher Somes Instabilities of the Thermolhaline Ocean Circulation and its Effect on the Pacific Ocean Oxygen Minimum Zone
Joshua Stager Creating the Paradigm Portfolio Manogue
JC Sanders (Honors College)
Near Earth Object Collisional Mitigation Via Intense Neutron and Photon Sources: a Study in Asteroid Interdiction and Energy Coupling
Jansen
Chris Smith (Honors College)
Experiments into Plasma Physics Jansen
Brent Valle 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
Jason Gieske Design Optimization and Theoretical Analysis of a Linear Reluctance Mass Accelerator
Susan Guyler Optical Measurements of P-Type Thin Film Semiconductors
Tate
Ae Kim THz wave propagation in one-dimensional photonic crystals
Lee
Adam Rand Frequency Modulation Spectroscopy: Fast measurement of resonance and linewidth
McIntyre
Gary Schwab Dynamics of Absorption Using the Techniques of Surface Polarization Reflectance
Hetherington
Jeremy Sylvester Neutron Activation Analysis of Sn Isotopes
Krane
Juan Vanegas Scientific Visualization with OpenDx: Uses and Applications in Physics
Landau
Andrew Walker Surface Absorption Studies of Benzene Via SPR
Hetherington
Participants in the PH403 Thesis Course in 2004
Name Title of Presentation Advisor
Robert Casperson Measuring the Neutron Capture Cross Section of 148Gd
Krane
Werner Hager (Honors College)
Using Angular Correlation to Determine Decay Behavior in Nuclei through the Analysis of Coincidence Sum Peaks
Krane
Briony Horgan Investigating grain boundaries in BaCuS1xSexF Using Impedance Spectroscopy
Tate
Abraham Korn (Honors College)
Time Periodic Sand Ripples at the Oregon Coast
Siemens
Participants in the PH403 Thesis Course in 2003
Name Title of Presentation Advisor
Dara Easley(Honors College)
Room Temperature Seebeck Measurements on CuSc1-x Mgx02+y Transparent Conductive Thin Films
Tate
Modesto Godinez Photonic crystals for broadband signal from 0.5 THz to 2.5 THz
Lee
Levi Kilcher 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
Participants in the PH403 Thesis Course in 2002
Name Title of Presentation Advisor
Scott Bain(Honors College)
Wavelength Dependence of the Scattering of Small Particles by Sunlight
Griffiths
Rachel Bartlett Neutron Activation Analysis of 195mPt and 117mSn
Krane
Martin Held Fractography of a Nd:YAG single crystal UW REU/Tate
Michael Joyer (Honors College)
Deformation Reduction in Intermetallic NiAl Microlaminations
Warnes
Derek Tucker (Honors College)
Optical Characterization of Transparent Conductive Thin Films
Tate/McIntyre
Participants in the PH403 Thesis Course in 2001
Name Title of Presentation Advisor
Ross Brody Band Gap of Analysis of Doped and Undoped CuCrO2 Thin Films
Tate
Skye Dorsett Measurement of the Thermal Neutron Absorption Cross-section of 194Hg and 194Au
Krane
Christopher Duncan Measurements of Neutron Activation in Palladium Isotope 102
Krane
Jeremy Wolf Measurement of the Thermal Neutron Absorption Cross Section of 160Tb
Krane
Participants in the PH403 Thesis Course in 2000
Name Title of Presentation Advisor
Miriam Lambert (Honors College)
The Neutron Capture Cross Section of 208Pb
Krane
Diedrich Schmidt P –Type Electrical Conduction in Transparent Conducting Oxides
Tate
Participants in the PH403 Thesis Course in 1999
Name Title of Presentation Advisor
Nathan Bezayiff Circuit to Observe Quantum Conductance
Tate
Participants in the PH403 Thesis Course in 1998
Name Title of Presentation Advisor
Brandon van Leer Analysis of YBa2Cu3O7 Films by X-Ray Diffraction
Tate
Joseph Neal Integrated Laboratory Experiences in Physics Education
Tate
Participants in the PH403 Thesis Course in 1997
Name Title of Presentation Advisor
Eric Bixby (Honors College)
Light Transmittance Properties of Biological Tissues of the Red-sided Garter Snake, Thamnophis sirtalis parietalis, Between 450 and 850 Nanometers
McIntyre
Scott Broughton Octonions Manogue
Participants in the PH403 Thesis Course in 1996
Name Title of Presentation Advisor
Brian Brisbine Casimir Effect Manogue
Participants in the PH403 Thesis Course in 1995
Name Title of Presentation Advisor
Andrew Fowler Current Dependence of Resistivity of YBaCuO in Zero Magnetic Field
Tate
Participants in the PH403 Thesis Course in 1994
Name Title of Presentation Advisor
Milton Cornwall-Brady Klein Paradox Manogue
Amy J. Spofford An Analysis of the Current-Voltage Characteristics of YBa2Cu3O7 in the Vortex State
Tate
Participants in the PH403 Thesis Course in 1993
Name Title of Presentation Advisor
Jeffrey Arasmith An Introduction to Superconductors for Undergraduate Research Assistants
Tate
Participants in the PH403 Thesis Course in 1992
Name Title of Presentation Advisor
Anupama Bhat The Temperature and Magnetic Field Dependence of the Activation Energy in YBa2Cu3O7 in the Flux Creep Region
Tate
APPENDIX D: Discipline Based Education Research involvement:
Dates Source Title PI/Co-PIS Amount
ESTEME@OSU
2014-
16
NSF DUE Enhancing STEM Education at
Oregon State University
Milo Koretsky, Thomas
Dick, Shane Brown,
Jana Bouwma-Gearhart
,
$1,349,621
Susan Brubaker-Cole
(Senior Personnel—
Henri Jansen, Christine
Kelly, Bob Mason, Mike
Lerner, Lori Kayes,
Salvador Castillo, Kay
Sagmiller, Brian French)
Paradigms in Physics
2013-
16
NSF DUE 1323800 Paradigms in Physics: Corinne Manogue,
Tevian Dray, David
Roundy, Eric Weber,
Emily van Zee
$599,487
Representations of Partial
Derivatives
2013-
14
NSF DUE 1023120 Supplement to: Paradigms in
Physics: Interactive E&M
Curricular Materials
Tevian Dray, Corinne
Manogue, Emily van
Zee
$40,486
2012-
14
NSF DUE 1141330 Developing a computational
physics lab integrated with
upper-division physics content
David Roundy $124,236
2010-
14
NSF DUE 1023120 Paradigms in Physics: Tevian Dray, Corinne
Manogue, Emily van
Zee
$399,922
Interactive Electromagnetism
Curricular Materials
2009-
11
NSF DUE 0837829 Collaborative Research:
Paradigms in Physics:
David Roundy, Corinne
Manogue
$149,998
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)
2006-
09
NSF DUE 0618877 Paradigms in Physics: Multiple
Entry Points
David McIntyre,
Corinne Manogue,
Tevian Dray, Barbara
Edwards,
$498,124
Emily van Zee
2003-
07
NSF DUE 0231194 Paradigms in Physics: Faculty
Materials
Corinne Manogue,
David McIntyre , Allen
Wasserman
$99,941
1999-
01
NSF DUE 9653250 Paradigms in Physics—
Supplement
Corinne Manogue,
Philip Siemens, Janet
Tate
$47,063
1997-
99
NSF DUE 9653250 Paradigms in Physics Corinne Manogue,
Philip Siemens, Janet
Tate
$450,000
Vector Calculus Bridge
Project
2003-
07
NSF DUE 0231032 Bridging the Vector Calculus
Gap: Episode 2
Tevian Dray, Corinne
Manogue
$217,039
2001-
03
NSF DUE 0088901 Bridging the Vector Calculus
Gap
Tevian Dray, Corinne
Manogue
$112,513
Computational Physics
2011-
14
NSF DUE Collaborative Research:
INSTANCES: Incorporating
Computational Scientific
Thinking Advances into
Education & Science Courses
R. H. Landau, N. Kang $87,492
1043298
2009-
13
NSF DUE BMACC: Blended, Multimodal
Access to Computational
Physics Curricula
R. H. Landau, G.
Schneider
$148,567
836971
2000-
05
NSF DUE Developing a Research-Rich
Undergraduate Degree
Program in Computational
Physics
R. H. Landau, H. J. F.
Jansen
$399,636
9980940
1994-
96
NSF DUE Computational Physics
Laboratory Enhancement and
Integration of Computation
into Physics Curriculum
R. H. Landau $53,751
9450841
1990-
92
NSF DUE Development of a
Computational Physics Course
Henri Jansen $24,714
8952111
Undergraduate
Laboratories
1995-
98
NSF DUE 9551721 Physics Laboratory
Enhancement in Computer
Interfacing and
Instrumentation
Carl Kocher, John
Gardner,
$50,000
Clifford Fairchild, David
McIntyre
1991 Murdock Charitable
Trust
Instructional Laboratories in
Optical Science and Materials
Kenneth Krane, Cliff
Fairchild, William
Hetherington, David
McIntyre
$326,000
Lower-Division Reform
2011-
14
NSF Materials for Active
Engagement in Nuclear and
Particle Physics Courses
Jeff Loats, Kenneth
Krane, Cindy Schwartz
$199,972
2010-
12
NSF DUE 0942983 A multi-institutional &
department-wide approach
Dedra Demaree $249,846
to 2nd generation
introductory physics curriculum
reform
2004-
06
Hewlett Foundation Teaching Ph211 Henri Jansen, Pat
Canan
$62,744
2004-
05
Hewlett Foundation An Introductory Skills Course
for Pre-engineers
Richard Nafshun,
Corinne Manogue,
Ellen Momsen, Barbara
Edwards
$25,000
2004-
07
NSF Materials for Active
Engagement in the Modern
Physics Course,” National
Science Foundation
Kenneth Krane $198,088
2003-
04
Hewlett Foundation An Introductory Skills Course
for Pre-engineers
Richard Nafshun,
Corinne Manogue,
Ellen Momsen, Barbara
Edwards
$21,000
Teacher preparation
2008-
11
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
2007-
12
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
633752
2002-
07
NSF Workshop for New Physics
Faculty
Bernard Khoury,
Kenneth Krane
$773,411
2001-
06
American Physical
Society
The OSU PhysTEC Project Henri Jansen
(subcontract)
$556,312
1996-
98
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
Graduate Preparation
2007-
09
NSF Graduate Education in Physics:
Which Way Forward?
Janet Tate, Ted
Hodapp, Singh,
Thoennessen
$72,000
1995-
1998
US DE Graduate Assistance in Areas
of National Need
Kenneth Krane $378,330
1990-
1993
US DE Physics Graduate Fellowships Kenneth Krane $300,000
Women in Physics
1993-
97
NSF HRD Symposium on Graduate Study
in Science for Undergraduate
Women
Corinne Manogue,
Kenneth Krane
$75,000
9353787
1991-
93
NSF HRD Symposium on Graduate Study
in the Sciences for Junior-Year
Undergraduate Women
Kenneth Krane, Corinne
Manogue
$14,842
9153982
Undergraduate
Programs
1996-
1998
NSF Research Experiences for
Undergraduates
Kenneth Krane $145,098
1995-
1997
NSF Young Scholars Physics and
Math Summer Camp
Kenneth Krane $95,407
Science Accessibility
Project
1999-
2002
NSF Accessible Web Graphics John A. Gardner $570,000
1998-
2001
NSF Audio Display of Non-Textural
Scientific Information
John A. Gardner $771,450
1994-
98
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 to Science
1992-
94
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:
FY13 Operating Budget
a Fiscal year: FY13
b Date completed: 08/20/12
c Department Org #: 252100
d Fiscal year notes:
SCHEDULE A: BUDGET SUMMARY
General Fund Income/Expenditures
Projected Prior Yr Prior Yr Prior Yr
Category Budget Transfers Expenses Balance Initial Budget Actual Projected
A B C D & Transfers Expenses Expenses
1 Unclassified salaries 101xx 1,272,424 1,272,424 1,282,737 1,278,341 1,299,113
2 Unclassified pay 102xx/107xx 16,712
3 Classified salaries 103xx 77,243 77,243 54,185 49,652 72,125
4 Classified pay 104xx 418
5 Student pay 105xx 27,000 27,744 34,000
6 GTA salaries 106xx 111,894 433,056 111,894 457,528 409,562
7 OPE 109xx 667,843 726,970 624,458 643,790 675,416
8 Services and supplies 2xxxx 112,647 124,056 108,677
9 Travel 39x 16,000 22,861 15,000
10 Capital outlay 4xxxx
11 Student aid
12 Service Credits 79xxx
13 Moving Expense 107xx 750
14 Indirect Costs
15 Cost Share In 91xxx (18,354)
16 Cost share out 92xxx 8,814
17 FY13 Underfunded OPE 2xxxx (45,464)
18 Grad Tuition & Insurance 1095x/1064x 335,000 335,000 313,791 313,791 335,000
19 Other Transfer Out
20 Others (S&S, GTA cost share)
21 ROH 2xxxx 85,000 82,749 65,000
22 Summer Net Income 2xxxx 349,000 347,045 349,000
23 Ecampus Net Income 2xxxx 5,500 5,535 10,000
24 Ecampus Development 2xxxx - -
25 Lab/Course Fees 01xxx/02xxx 1,500 1,375 1,500
26 Bookstore Consignment 06xxx 8,500 8,319 8,643
27 Miscellaneous Income 06xxx/08001 - -
28 Reimb from outside entities 08008 - -
29 Provost Access 2xxxx 150,410 67,410 67,000
30 INTO Allocation 2xxxx 3,000 3,075 OPE Adj 69,312
31 2xxxx GTA Budget Adj (40,000)
32 Other Budget Adjustments 2xxxx - 12,000 12,000
33 Subtotal operations 2,418,939 602,910 3,000,339 21,510 2,914,573 2,926,102
34 To 201 for setups: 7,500 7,500
35 Matching commitments: 4,000
36 Other, research related: 8,000 Tate Oven Sample M odel 2,820 35,000
37 TOTAL EXPENSES 3,019,839 35,000 17,077 (17,077)
38 TOTAL OPERATING BALANCE: 2,010 Balance (3,926) (42,444)
39 PREVIOUS FY BALANCE: Negative carryover if any
40 Authorized spending from reserve: Reserve balance $80,275 45,500
41 TOTAL UNIT FY ENDING RESOURCES: Projected Reserve 47,510
Salary release and/or commitments off budgetYou 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
Name-why released Salary OPE
Replacement
Costs
OPE
Replacements How replaced
TOTAL 145,301 59,127 - - 204,428
Note: (1) ROH Commitment $30K to E Minot CAREERS Cost Share over 5 yrs beginning FY12
FY12=$2,800 FY13=$8,000
Physics
FY13 Rev 1
Final for FY12
Faculty Release Time
Net Savings
APPENDIX G. Faculty Status:
The table below lists all current faculty members and active emeritus faculty members in the
department.
Name Rank Bannon, David Instructor Coffin, Chris Instructor Dorsett, Skye Instructor Giebultowicz, Tomasz Assoc. Professor Graham, Matt Asst. Professor Hetherington, William Emeritus Assoc. Professor Jansen, Henri Chair, Head Undergraduate Advisor, Professor Ketter, Jim Instructor Krane, Kenneth Emeritus Professor Lazzati, Davide Assoc. Professor Lee, Yun-Shik Head Graduate Advisor, Professor
Asian
Manogue, Corinne Professor Female McIntyre, David Associate Dean, Professor
Minot, Ethan Assoc. Professor Ostroverkhova, Oksana Assoc. Professor Female
Qiu, Weihong Asst. Professor
Asian
Rhee, Jaehyon Instructor
Asian
Roundy, David Asst. Professor Schneider, Guenter Asst. Professor Stetz, Albert Emeritus Professor Sun, Bo Asst. Professor
Asian
Tate, Janet Professor Female van Zee, Emily Senior Researcher Female Walsh, KC Instructor
Warren, William Emeritus Professor Zwolak, Michael Asst. Professor
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, sea-
surface 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 CO2 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
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:
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 problem-
solving 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:
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:
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:
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:
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:
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:
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:
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:
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 years-
o 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 Gain SET
30 max percent Normalized Normalized
13.8 46 41 0.41 22 3.4
13.5 45 32 0.32 18 4.25
14.4 48 34 0.34 18 4.325
14.7 49 34 0.34 18 4.3
14.4 48 31 0.31 16 4.2
15.7 52 30 0.30 14 4.4
13 43 42 0.42 24 3.225
14.2 47 42 0.42 22 3.33
15.4 51 40 0.40 19
15.5 52 37 0.37 18 2.7
15.8 53 36 0.36 17 3.35
13.2 44 29 0.29 16 3.075
15.3 51 43 0.43 21 3.675
13.4 45 43 0.43 24 4.86
14.9 50 46 0.46 23 4.3
15.7 52 26 0.26 12 4.775
SET score versus normalized gain:
CSEM data:
PRE Gain NORMALIZED GAIN
34 16 24
34 11 16
36 15 23
36 29 45
36 12 19
36 19 31
38 16 26
38 12 20
40 13 21
41 13 23
41 13 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 Number in 320
Degrees Rate OSU GPA HS GPA SAT
2000 20 18 0.90 3.41 3.58 1309
2001 29 22 0.76 3.33 3.49 1264
2002 28 19 0.68 3.30 3.64 1289
2003 27 15 0.56 3.06 3.46 1297
2004 23 15 0.65 3.24 3.52 1215
2005 31 16 0.52 3.21 3.56 1300
2006 19 10 0.53 3.33 3.53 1309
2007 20 13 0.65 3.36 3.48 1255
2008 25 13 0.52 3.11 3.59 1272
2009 22 12 0.55 2.98 3.50 1344
2010 33 15 0.45 3.09 3.43 1244
2011 40 10 0.25 3.14 3.54 1278
2012 36 0 0 3.19 3.44 1249
Enrollments per level:
Academic year
100-299
300-499
5xx 6xx University enrollment
COE freshmen
2013 21703 2470 292 1226 26393 1283
2012 20415 2402 300 1218 24977 1172
2011 19784 1803 258 1247 23761 1184
2010 19002 1273 147 1052 21969 1017
2009 17513 1613 130 950 20320 1022
2008 18090 1471 223 975 19753 898
2007 18165 1858 257 926 19362 839
2006 18404 2214 155 1046 19236 777
2005 19523 2197 250 928 19162 763
2004 19812 1941 247 861 18979 809
2003 20381 2000 292 1175 18789 863
2002 17958 2132 165 1034 17920 913
2001 18049 1876 224 1056 16788 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)