Appendices for the physics undergraduate...

Appendices for

the physics

undergraduate

review.

Table of contents:

Contents APPENDIX A.1 Requirements for the major degree program. ...................................................................... 3

APPENDIX A.2: Catalogue Descriptions of All Undergraduate Physics Courses ......................................... 10

APPENDIX B: Physics Today article: ............................................................................................................ 18

APPENDIX C: WIC overview ......................................................................................................................... 19

APPENDIX D: Discipline Based Education Research involvement: ............................................................. 31

APPENDIX E. Enrollment demographics: .................................................................................................... 37

APPENDIX F1. Initial budget information past fiscal year 2012-2013: ....................................................... 38

APPENDIX F2. Initial budget information current fiscal year 2013-2014 (not yet finalized): ..................... 39

APPENDIX G. Faculty Status: ....................................................................................................................... 40

APPENDIX H1. Statements from the American Physical Society: ............................................................... 41

APPENDIX H2. Learning outcomes 2012, 2004, 1997: ................................................................................ 50

APPENDIX H3. Current topics for upper division discussion: ...................................................................... 54

APPENDIX H4. Exit interview questions: ..................................................................................................... 55

APPENDIX I. FCI and CSEM data: ................................................................................................................. 56

APPENDIX J. Student awards and honors: .................................................................................................. 58

APPENDIX K. Faculty data: .......................................................................................................................... 64

APPENDIX A.1 Requirements for the major degree program.

Undergraduate Major

All physics majors must complete the following lower-division courses:

CH 231, CH 232, CH 233. *General Chemistry (4,4,4) and CH 261, CH 262, CH 263. *Laboratory for Chemistry 231, 232, 233 (1,1,1) MTH 251. *Differential Calculus (4) MTH 252. Integral Calculus (4) MTH 253. Infinite Series and Sequences (4) MTH 254. Vector Calculus I (4) MTH 255. Vector Calculus II (4) MTH 256. Applied Differential Equations (4) PH 211, PH 212, PH 213. *General Physics with Calculus (4,4,4) PH 221, PH 222, PH 223. Recitations for PH 211, PH 212, PH 213 (1,1,1) PH 265 or another approved course in computer programming. Seniors must complete at least 3 credits of PH 403 to satisfy the WIC requirement.

For graduation under the basic physics option, upper-division course requirements include:

MTH 341. Linear Algebra I (3) PH 314. Introductory Modern Physics (4) PH 320. Paradigms in Physics: Symmetries (2) PH 411. Analog and Digital Electronics (3) PH 412. Analog and Digital Electronics (3) PH 421. Paradigms in Physics: Oscillations (2) PH 422. Paradigms in Physics: Static Vector Fields (2) PH 423. Paradigms in Physics: Energy and Entropy (2) PH 424. Paradigms in Physics: Waves in One Dimension (2) PH 425. Paradigms in Physics: Quantum Measurements and Spin (2) PH 426. Paradigms in Physics: Central Forces (2) PH 427. Paradigms in Physics: Periodic Systems (2) PH 429. Paradigms in Physics: Reference Frames (2) PH 431. Capstones in Physics: Electromagnetism (3) PH 435. Capstones in Physics: Classical Mechanics (3) PH 441. Capstones in Physics: Thermal and Statistical Physics (3) PH 451. Capstones in Physics: Quantum Mechanics (3) PH 461. Capstones in Physics: Mathematical Methods (3) PH 481. Physical Optics (4) PH 415. Computer Interfacing and Instrumentation (3) or PH 464. Scientific Computing II (3)

At least one additional course must be chosen from the following:

PH 415. Computer Interfacing and Instrumentation (3) PH 464. Scientific Computing II (3) PH 465. Computational Physics (3) PH 475. Introduction to Solid State Physics (3) PH 482. Optical Electronic Systems (4) PH 483. Guided Wave Optics (4) PH 485. Atomic, Molecular, and Optical Physics (3) PH 495. Introduction to Particle and Nuclear Physics (3)

To qualify for the Bachelor of Arts degree in Physics, students must complete:

PH 314. Introductory Modern Physics (4) PH 320. Paradigms in Physics: Symmetries (2) PH 421. Paradigms in Physics: Oscillations (2) PH 422. Paradigms in Physics: Static Vector Fields (2) PH 423. Paradigms in Physics: Energy and Entropy (2) PH 424. Paradigms in Physics: Waves in One Dimension (2) PH 425. Paradigms in Physics: Quantum Measurements and Spin (2) PH 426. Paradigms in Physics: Central Forces (2) PH 427. Paradigms in Physics: Periodic Systems (2) PH 429. Paradigms in Physics: Reference Frames (2)

And at least one of: PH 431. Capstones in Physics: Electromagnetism (3) PH 435. Capstones in Physics: Classical Mechanics (3) PH 441. Capstones in Physics: Thermal and Statistical Physics (3) PH 451. Capstones in Physics: Quantum Mechanics (3) PH 461. Capstones in Physics: Mathematical Methods (3)

And at least 7 additional credits chosen from among the non-blanket 400-level courses listed for the BS degree in Physics.

In addition, the student must complete 9 credits of approved electives in the College of Liberal Arts and must complete or demonstrate proficiency in the second year of a foreign language.

Grades of C– or better must be attained in all courses required for the Physics major. Courses in which a lower grade is received must be repeated until a satisfactory grade is received.

Options:

Option Applied Physics Option

PH 314. Introduction to Modern Physics (4) PH 320. Paradigms in Physics: Symmetries (2) PH 411, PH 412. Analog and Digital Electronics (3,3) PH 415. Computer Interfacing and Instrumentation (3) PH 421. Paradigms in Physics: Oscillations (2)

PH 422. Paradigms in Physics: Static Vector Fields (2) PH 423. Paradigms in Physics: Energy and Entropy (2) PH 424. Paradigms in Physics: Waves in One Dimension (2) PH 425. Paradigms in Physics: Quantum Measurements and Spin (2) PH 426. Paradigms in Physics: Central Forces (2) PH 427. Paradigms in Physics: Periodic Systems (2) PH 431. Capstones in Physics: Electromagnetism (3) PH 435. Capstones in Physics: Classical Mechanics (3) or PH 451. Capstones in Physics: Quantum Mechanics (3) PH 461. Capstones in Physics: Mathematical Methods (3) PH 481. Physical Optics (4) Plus: 15 credits of upper-division work in an engineering discipline that may include: PH 482. Optical Electronic Systems (4) and PH 483. Guided Wave Optics (4) It also may include one of: PH 475. Introduction to Solid State Physics (3) PH 495. Introduction to Particle and Nuclear Physics (3) (The engineering courses must be approved in advance by a Department of Physics advisor.) Engineering science (ENGR) courses cannot be used to satisfy this option.

Biophysics Option

BB 450. General Biochemistry (4) BB 451. General Biochemistry (3) BB 481. Biophysics (3) CH 331, CH 332. Organic Chemistry (4,4) PH 314. Introductory Modern Physics (4) PH 320. Paradigms in Physics: Symmetries (2) PH 411, PH 412. Analog and Digital Electronics (3,3) PH 415. Computer Interfacing and Instrumentation (3) PH 421. Paradigms in Physics: Oscillations (2) PH 422. Paradigms in Physics: Static Vector Fields (2) PH 423. Paradigms in Physics: Energy and Entropy (2) PH 424. Paradigms in Physics: Waves in One Dimension (2) PH 425. Paradigms in Physics: Quantum Measurements and Spin (2) PH 426. Paradigms in Physics: Central Forces (2) PH 427. Paradigms in Physics: Periodic Systems (2) PH 428. Paradigms in Physics: Rigid Bodies (2) PH 431. Capstones in Physics: Electromagnetism (3) PH 435. Capstones in Physics: Classical Mechanics (3) or PH 451. Capstones in Physics: Quantum Mechanics (3) PH 461. Capstones in Physics: Mathematical Methods (3) PH 481. Physical Optics (4)

Chemical Physics Option

PH 314. Introduction to Modern Physics (4) PH 320. Paradigms in Physics: Symmetries (2) PH 411, PH 412. Analog and Digital Electronics (3,3) PH 415. Computer Interfacing and Instrumentation (3) PH 421. Paradigms in Physics: Oscillations (2) PH 422. Paradigms in Physics: Static Vector Fields (2) PH 423. Paradigms in Physics: Energy and Entropy (2) PH 424. Paradigms in Physics: Waves in One Dimension (2) PH 425. Paradigms in Physics: Quantum Measurements and Spin (2) PH 426. Paradigms in Physics: Central Forces (2) PH 427. Paradigms in Physics: Periodic Systems (2) PH 431. Capstones in Physics: Electromagnetism (3) PH 435. Capstones in Physics: Classical Mechanics (3) PH 441. Capstones in Physics: Thermal and Statistical Physics (3) or CH 440. Physical Chemistry (3) PH 451. Capstones in Physics: Quantum Mechanics (3) PH 461. Capstones in Physics: Mathematical Methods (3) Plus: 12 credits of approved upper-division work in chemistry, including at least one lab course.

Computational Physics Option

PH 314. Introduction to Modern Physics (4) PH 320. Paradigms in Physics: Symmetries (2) PH 411, PH 412. Analog and Digital Electronics (3,3) PH 415. Computer Interfacing and Instrumentation (3) PH 421. Paradigms in Physics: Oscillations (2) PH 422. Paradigms in Physics: Static Vector Fields (2) PH 423. Paradigms in Physics: Energy and Entropy (2) PH 424. Paradigms in Physics: Waves in One Dimension (2) PH 425. Paradigms in Physics: Quantum Measurements and Spin (2) PH 426. Paradigms in Physics: Central Forces (2) PH 431. Capstones in Physics: Electromagnetism (3) PH 461. Capstones in Physics: Mathematical Methods (3) PH 464. Scientific Computing II (3) PH 465. Computational Physics (3) PH 481. Physical Optics (4) Plus: 15 credits of upper-division work constituting a coherent program in computational science.

Geophysics Option

PH 314. Introduction to Modern Physics (4) PH 320. Paradigms in Physics: Symmetries (2) PH 411, PH 412. Analog and Digital Electronics (3,3)

PH 415. Computer Interfacing and Instrumentation (3) PH 421. Paradigms in Physics: Oscillations (2) PH 422. Paradigms in Physics: Static Vector Fields (2) PH 423. Paradigms in Physics: Energy and Entropy (2) PH 424. Paradigms in Physics: Waves in One Dimension (2) PH 425. Paradigms in Physics: Quantum Measurements and Spin (2) PH 426. Paradigms in Physics: Central Forces (2) PH 431. Capstones in Physics: Electromagnetism (3) PH 435. Capstones in Physics: Classical Mechanics (3) PH 441. Capstones in Physics: Thermal and Statistical Physics (3) PH 461. Capstones in Physics: Mathematical Methods (3) PH 481. Physical Optics (4) Plus 15 credits selected from below: ATS 411. Thermodynamics and Cloud Microphysics (4) ATS 412. Atmospheric Radiation (3) ATS 475. Planetary Atmospheres (3) GEO 463. ^Geophysics and Tectonics (4) GEO 487. Hydrogeology (4) OC 430. Principles of Physical Oceanography (4)

Mathematical Physics Option

PH 314. Introduction to Modern Physics (4) PH 320. Paradigms in Physics: Symmetries (2) PH 411, PH 412. Analog and Digital Electronics (3,3) PH 415. Computer Interfacing and Instrumentation (3) PH 421. Paradigms in Physics: Oscillations (2) PH 422. Paradigms in Physics: Static Vector Fields (2) PH 423. Paradigms in Physics: Energy and Entropy (2) PH 424. Paradigms in Physics: Waves in One Dimension (2) PH 425. Paradigms in Physics: Quantum Measurements and Spin (2) PH 426. Paradigms in Physics: Central Forces (2) PH 428. Paradigms in Physics: Rigid Bodies (2) or PH 429. Paradigms in Physics: Reference Frames (2) PH 431. Capstones in Physics: Electromagnetism (3) PH 435. Capstones in Physics: Classical Mechanics (3) PH 441. Capstones in Physics: Thermal and Statistical Physics (3) PH 451. Capstones in Physics: Quantum Mechanics (3) PH 461. Capstones in Physics: Mathematical Methods (3) PH 464. Scientific Computing II (3) Plus: 12 credits of approved upper-division work in mathematics.

Optical Physics Option

PH 314. Introduction to Modern Physics (4)

PH 320. Paradigms in Physics: Symmetries (2) PH 411, PH 412. Analog and Digital Electronics (3,3) PH 415. Computer Interfacing and Instrumentation (3) PH 421. Paradigms in Physics: Oscillations (2) PH 422. Paradigms in Physics: Static Vector Fields (2) PH 423. Paradigms in Physics: Energy and Entropy (2) PH 424. Paradigms in Physics: Waves in One Dimension (2) PH 425. Paradigms in Physics: Quantum Measurements and Spin (2) PH 426. Paradigms in Physics: Central Forces (2) PH 427. Paradigms in Physics: Periodic Systems (2) PH 428. Paradigms in Physics: Rigid Bodies (2) or PH 429. Paradigms in Physics: Reference Frames (2) PH 431. Capstones in Physics: Electromagnetism (3) PH 435. Capstones in Physics: Classical Mechanics (3) PH 441. Capstones in Physics: Thermal and Statistical Physics (3) PH 451. Capstones in Physics: Quantum Mechanics (3) PH 461. Capstones in Physics: Mathematical Methods (3) PH 481. Physical Optics (4) PH 482. Optical Electronic Systems (4) PH 483. Guided Wave Optics (4)

Physics Education Option

Physics Core (49) PH 211, PH 212, PH 213. *General Physics with Calculus (4,4,4) PH 221, PH 222, PH 223. Recitation for Physics 211, 212, 213 (1,1,1) PH 314. Introductory Modern Physics (4) PH 320. Paradigms in Physics: Symmetries (2) PH 403. ^Thesis (3) PH 421. Paradigms in Physics: Oscillations (2) PH 422. Paradigms in Physics: Static Vector Fields (2) PH 424. Paradigms in Physics: Waves in One Dimension (2) PH 425. Paradigms in Physics: Quantum Measurements and Spin (2) PH 426. Paradigms in Physics: Central Forces (2) PH 431. Capstones in Physics: Electromagnetism (3) PH 435. Capstones in Physics: Classical Mechanics (3) PH 451. Capstones in Physics: Quantum Mechanics (3) 400-level physics electives (6) Writing Intensive Course (3) Option requirements (21) PH 265. Scientific Computing (3) PH 407. Seminar (Teaching) (3) SED 409. Field Practicum: Science and Mathematics–Elem, MS (3) SED 409. Field Practicum: Science and Mathematics–MS, HS (3) SED 412. Technology Foundations for Teaching Math and Science (3) SED 413. Inquiry in Science and Science Education (3) Chemistry (15) CH 231, CH 232, CH 233. *General Chemistry (4,4,4)

and CH 261, CH 262, CH 263. *Laboratory for Chemistry 231, 232, 233 (1,1,1) Math (24) MTH 251. *Differential Calculus (4) MTH 252. Integral Calculus (4) MTH 254. Vector Calculus I (4) MTH 255. Vector Calculus II (4) MTH 256. Applied Differential Equations (4) MTH 306. Matrix and Power Series Methods (4) Baccalaureate Core (37) Electives (34) Total=180 The selected option courses meet the requirements for an option (21 credits, 18 upper division) and are made up of courses not specifically required in the Physics major.

APPENDIX A.2: Catalogue Descriptions of All Undergraduate Physics

Courses Service Courses are marked with the designation (Service) and Baccalaureate Core Courses with the

designation (Bacc.)

PH 104 DESCRIPTIVE ASTRONOMY (4) (Bacc.)

Historical and cultural context of discoveries concerning planets and stars and their motions. Topics include

the solar system, the constellations, birth and death of stars, pulsars and black holes. An accompanying

laboratory is used for demonstrations, experiments, and projects, as well as for outdoor observations.

Lec/lab. (Bacc Core Course)

PH 104H DESCRIPTIVE ASTRONOMY (4) (Bacc.)

Historical and cultural context of discoveries concerning planets and stars and their motions. Topics include

the solar system, the constellations, birth and death of stars, pulsars and black holes. An accompanying

laboratory is used for demonstrations, experiments, and projects, as well as for outdoor observations.

Lec/lab. (Bacc Core Course) PREREQS: Honors College approval required.

PH 106 PERSPECTIVES IN PHYSICS (4) (Bacc.)

A descriptive and non-mathematical study of the development of physical concepts and their historical and

philosophical context. The emphasis is on the origin, meaning, significance, and limitations of these

concepts and their role in the evolution of current understanding of the universe. Concepts to be covered

include Copernican astronomy, Newtonian mechanics, energy, electricity and magnetism, relativity, and

quantum theory. Intended primarily for non-science students. Lec/lab. (Bacc Core Course)

PH 111 INQUIRING INTO PHYSICAL PHENOMENA (4) (Service) (Bacc.) Development of conceptual understandings through investigation of everyday phenomena. Emphasis is on

questioning, predicting, exploring, observing, discussing, and writing in physical science contexts. Students

document their initial thinking, record their evolving understandings, and write reflections upon how their

thinking changed and what fostered their learning. Lec/lab. (Baccalaureate Core Course)

PH 199 SPECIAL STUDIES (1-16)

One-credit sections are graded pass/no pass. This course is repeatable for a maximum of 99 credits.

PREREQS: Departmental approval required.

PH 201 GENERAL PHYSICS (5) (Service) (Bacc.)

Introductory survey course covering a broad spectrum of classical and modern physics with applications.

Topics include dynamics, vibrations and waves, electricity and magnetism, optics, and modern physics.

Laboratory and recitation sections accompany the lectures. Mathematical preparation should include college

algebra and trigonometry. Lec/lab/rec. (Bacc Core Course) PREREQS: MTH 111 and MTH 112. PH 201,

PH 202, PH 203 must be taken in order.

PH 201H GENERAL PHYSICS (5) (Service) (Bacc.)

Introductory survey course covering a broad spectrum of classical and modern applications with physics.

http://catalog.oregonstate.edu/CourseDetail.aspx?subjectcode=PH&coursenumber=104

http://catalog.oregonstate.edu/CourseDetail.aspx?subjectcode=PH&coursenumber=104H








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.


Introductory survey course covering broad spectrum of classical and modern physics with applications.



algebra and trigonometry. Lec/lab/rec. (Bacc Core Course) PREREQS: MTH 111 and MTH 112 and PH

201





algebra and trigonometry. (Bacc Core Course) PREREQS: MTH 111 and MTH 112 and PH 201. Honors

College approval required.





algebra and trigonometry. Lec/lab/rec. (Bacc Core Course) PREREQS: MTH 111 and MTH 112 and PH

202


Introductory survey course covering a broad spectrum of classical and modern physics with applications.



algebra and trigonometry. (Bacc Core Course) PREREQS: MTH 111 and MTH 112 and PH 202. Honors


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.)




MTH 251. COREQ: MTH 252. Concurrent enrollment in a recitation section is strongly recommended.

Honors College approval required.





MTH 252 and PH 211. COREQ: MTH 254. Concurrent enrollment in a recitation section is strongly

recommended.





MTH 252 and PH 211. COREQ: MTH 254. Concurrent enrollment in a recitation section is strongly

recommended. Honors college approval required.





MTH 254 and PH 212. Concurrent enrollment in a recitation section is strongly recommended.





MTH 254 and PH 212. Concurrent enrollment in a recitation section is strongly recommended. Honors


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)


Lec/rec. PREREQS: Honors College approval required. Students must take coreq PH 211 or PH 211H.



Graded P/N. COREQS: PH 212






Lec/rec. Graded P/N. COREQS: PH 213




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)



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)



be covered include statistical mechanics and many-body systems. PREREQS: PH 213 and Students should

take PH 265 prior to PH 367, or talk with the instructor about whether they have adequate preparation.

PH 399 SPECIAL TOPICS (1-16)

This course is repeatable for a maximum of 16 credits.

PH 399H SPECIAL TOPICS (1-16)

This course is repeatable for a maximum of 16 credits. PREREQS: Honors College approval required.

PH 401 RESEARCH (1-16)

A research project under the supervision of a faculty member, whose approval must be arranged by the

student in advance of registration. This course is repeatable for a maximum of 16 credits. PREREQS:

Departmental approval required.

PH 403 THESIS (1-16)

A research project leading to a thesis under the supervision of a faculty member, whose approval must be

arranged by the student in advance of registration. (Writing Intensive Course) This course is repeatable for a

maximum of 16 credits. PREREQS: Departmental approval required.

PH 405 READING AND CONFERENCE (1-16)

An independent study project under the supervision of a faculty member, whose approval must be arranged

by the student in advance of registration. This course is repeatable for a maximum of 16 credits.










PREREQS: Departmental approval required.

PH 407 SEMINAR (1-16)

Departmental seminars or colloquium. Graded P/N. This course is repeatable for a maximum of 16 credits.

PH 407H SEMINAR (1-16)

Departmental seminars or colloquium. This course is repeatable for a maximum of 16 credits. PREREQS:

Honors College approval required.

PH 410 INTERNSHIP (1-16)

This course is repeatable for a maximum of 16 credits. PREREQS: Departmental approval required.

PH 411 ANALOG AND DIGITAL ELECTRONICS (3)

Circuit theory. Passive dc and ac circuits including filters, resonance, complex impedance and Fourier

analysis. Operational amplifiers, gates and combinational logic. Semiconductor principles, diodes,

transistors, BJTs and FETs. Multiplexing, flip-flops and sequential logic, 555 timer, registers and memory,

DAC, ADC. PREREQS: PH 314*. PH 411 and PH 412 must be taken in order.

PH 412 ANALOG AND DIGITAL ELECTRONICS (3)

Circuit theory. Passive dc and ac circuits including filters, resonance, complex impedance and Fourier

analysis. Operational amplifiers, gates and combinational logic. Semiconductor principles, diodes,

transistors, BJTs and FETs. Multiplexing, flip-flops and sequential logic, 555 timer, registers and memory,

DAC, ADC. PREREQS: PH 314* and PH 411

PH 415 COMPUTER INTERFACING AND INSTRUMENTATION (3)

Applications of computers as scientific instruments, with emphasis on hardware and instrumentation, online

data acquisition, and computer control of experiments. PREREQS: Upper-division or graduate standing;

PH 412/PH 512 or equivalent background in electronics; and instructor approval required. Departmental

approval required.

PH 421 PARADIGMS IN PHYSICS: OSCILLATIONS (2)

Dynamics of mechanical and electrical oscillations using Fourier series and integrals, time and frequency

representations for driven damped oscillators, resonance, coupled oscillators, and vector spaces.

PREREQS: PH 213

PH 422 PARADIGMS IN PHYSICS: STATIC VECTOR FIELDS (2)

Theory of static electric and magnetic fields, including sources, superposition, using the techniques of vector

calculus, including Stokes and divergence theorems, and computer visualizations. PREREQS: PH 213 and

MTH 255*

PH 423 PARADIGMS IN PHYSICS: ENERGY AND ENTROPY (2)

Basic thermodynamic methods of simple polymers, magnetic systems and stars. PREREQS: PH 212 and

(PH 424 or PH 524) or (PH 425 or PH 525)

PH 424 PARADIGMS IN PHYSICS: WAVES IN ONE DIMENSION (2)

One-dimensional waves in classical and quantum mechanics, barriers and wells, reflection and transmission,

resonance and normal modes, wave packets with and without dispersion. PREREQS: PH 314 and (PH 421











or PH 521)

PH 425 PARADIGMS IN PHYSICS: QUANTUM MEASUREMENTS AND SPIN (2)

Introduction to quantum mechanics through Stern-Gerlach spin measurements. Probability, eigenvalues,

operators, measurement, state reduction, Dirac notation, matrix mechanics, time evolution, spin precession,

Rabi oscillations. PREREQS: PH 314 and MTH 341*

PH 426 PARADIGMS IN PHYSICS: CENTRAL FORCES (2)

Central forces: gravitational and electrostatic, angular momentum and spherical harmonics, separation of

variables in classical and quantum mechanics, hydrogen atom. PREREQS: PH 314 and (PH 422 or PH 522)

and (PH 424 or PH 524)

PH 427 PARADIGMS IN PHYSICS: PERIODIC SYSTEMS (2)

Quantum waves in one-dimensional periodic systems; Bloch waves, band structure, phonons and electrons

in solids, reciprocal lattice, x-ray diffraction. PREREQS: PH 424 or PH 524

PH 428 PARADIGMS IN PHYSICS: RIGID BODIES (2)

Rigid body dynamics, invariance, angular momentum, rotational motion, tensors and eigenvalues.

PREREQS: PH 426 or PH 526

PH 429 PARADIGMS IN PHYSICS: REFERENCE FRAMES (2)

Inertial and non-inertial frames of reference, rotations, Galilean and Lorentz transformation, collisions,

equivalence principle, special relativity, symmetries and conservation laws, invariants, and

electromagnetism. PREREQS: PH 314

PH 431 CAPSTONES IN PHYSICS: ELECTROMAGNETISM (3)

Static electric and magnetic fields in matter, electrodynamics, Maxwell equations, electromagnetic waves,

wave guides, dipole radiation. PREREQS: (PH 424 or 524) and (PH 426 or PH 526)

PH 435 CAPSTONES IN PHYSICS: CLASSICAL MECHANICS (3)

Newtonian, Lagrangian and Hamiltonian formulations of classical mechanics: single-particle motion,

collisions, variational methods, and normal coordinate description of coupled oscillators. PREREQS: (PH

424 or PH 524) and (PH 426 or PH 526)

PH 441 CAPSTONES IN PHYSICS: THERMAL AND STATISTICAL PHYSICS (3)

Entropy and quantum mechanics; canonical Gibbs probability; ideal gas; thermal radiation; Einstein and

Debye lattices; grand canonical Gibbs probability; ideal Fermi and Bose gases; chemical reactions and phase

transformations. PREREQS: (PH 423 or PH 523) and (PH 451 or PH 551)

PH 451 CAPSTONES IN PHYSICS: QUANTUM MECHANICS (3)

Wave mechanics, Schroedinger equation, operators, harmonic oscillator, identical particles, atomic fine

structure, approximation methods and applications. PREREQS: (PH 424 or PH 524) and (PH 425 or PH

525) and (PH 426 or PH 526)

PH 461 CAPSTONES IN PHYSICS: MATHEMATICAL METHODS (3)

Complex algebra, special functions, partial differential equations, series solutions, complex integration,











calculus of residues. PREREQS: (PH 424 or PH 524) and (PH 426 or PH 526) and MTH 256

PH 464 SCIENTIFIC COMPUTING II (3)

Mathematical, numerical, and conceptual elements forming foundations of scientific computing: computer

hardware, algorithms, precision, efficiency, verification, numerical analysis, algorithm scaling, profiling,

and tuning. Lec/lab.

PH 465 COMPUTATIONAL PHYSICS (3)

The use of basic mathematical and numerical techniques in computer calculations leading to solutions for

typical physical problems. Topics to be covered include models and applications ranging from classical

mechanics and electromagnetism to modern solid state and particle physics. PREREQS: PH 464 or PH 564

PH 466 COMPUTATIONAL PHYSICS (3)

The use of basic mathematical and numerical techniques in computer calculations leading to solutions for

typical physical problems. Topics to be covered include models and applications ranging from classical

mechanics and electromagnetism to modern solid state and particle physics. PREREQS: Mathematical

physics such as PH 461, PH 462/PH 562 or MTH 481/MTH 581, MTH 482/MTH 582, MTH 483/MTH 583,

plus knowledge of a compiled language such as Pascal, C, or Fortran. A physics background including PH

431/PH 531, PH 435/PH 535, and PH 451/PH 551 is assumed.

PH 481 PHYSICAL OPTICS (4)

Wave propagation, polarization, interference, diffraction, and selected topics in modern optics. PREREQS:

(PH 431 or PH 531) or equivalent.

PH 482 OPTICAL ELECTRONIC SYSTEMS (4)

Photodetectors, laser theory, and laser systems. Lec/lab. CROSSLISTED as ECE 482/ECE 582.

PREREQS: ECE 391 or (PH 481 or PH 581) or equivalent.

PH 483 GUIDED WAVE OPTICS (4)

Optical fibers, fiber mode structure and polarization effects, fiber interferometry, fiber sensors, optical

communication systems. Lec/lab. CROSSLISTED as ECE 483/ECE 583. PREREQS: (ECE 391* or PH

481*)

PH 495 INTRODUCTION TO PARTICLE AND NUCLEAR PHYSICS (3)

Elementary particles and forces, nuclear structure and reactions. PREREQS: (PH 429 or PH 529) and (PH

441 or PH 541) and (PH 451 or PH 551)








APPENDIX B: Physics Today article:

This article is sent separately.

APPENDIX C: WIC overview

Participants in the PH403 Thesis Course in Fall 2013, Winter and Spring 2014

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


30


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


17


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


9


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


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


13


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



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



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


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



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



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



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



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



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



Miriam Lambert (Honors College)

The Neutron Capture Cross Section of 208Pb

Krane

Diedrich Schmidt P –Type Electrical Conduction in Transparent Conducting Oxides

Tate



Nathan Bezayiff Circuit to Observe Quantum Conductance

Tate



Brandon van Leer Analysis of YBa2Cu3O7 Films by X-Ray Diffraction

Tate

Joseph Neal Integrated Laboratory Experiences in Physics Education

Tate



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



Brian Brisbine Casimir Effect Manogue



Andrew Fowler Current Dependence of Resistivity of YBaCuO in Zero Magnetic Field

Tate



Milton Cornwall-Brady Klein Paradox Manogue

Amy J. Spofford An Analysis of the Current-Voltage Characteristics of YBa2Cu3O7 in the Vortex State

Tate



Jeffrey Arasmith An Introduction to Superconductors for Undergraduate Research Assistants

Tate



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


Manogue

$217,039

2001-

03

NSF DUE 0088901 Bridging the Vector Calculus

Gap


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


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


1995-

1997

NSF Young Scholars Physics and

Math Summer Camp


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


97 to Science

1992-

94

NSF New Technologies for the

blind: Improving Accessibility

to Science


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 F2. Initial budget information current fiscal year 2013-2014

(not yet finalized):

APPENDIX G. Faculty Status:

The table below lists all current faculty members and active emeritus faculty members in the

department.

Name 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


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


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

http://www.nsbp.org/

http://www.hispanicphysicists.org/

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


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

http://www.ncdc.noaa.gov/oa/climate/globalwarming.html

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


(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

http://www.aps.org/policy/statements/climate.cfm

http://www.aps.org/policy/statements/climate.cfm


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


(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


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


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


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


2010 Jun 7 Congratulations to Andy Platt, who received the Department of Physics Graduate


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


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


2008 Jun 7 Congratulations to Pete Sprunger, who received the Department of Physics Graduate


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)

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