WHAT IS MARYLAND'S UNDERGRADUATE PHYSICS PROGRAM LIKE?

  Founded in 1875, the Department of Physics at the University of Maryland, College Park, is one of the largest Physics Departments in the country. The Department offers programs of study for the bachelors, masters and Ph.D. in Physics.  Over 550 people are involved in the programs, including 74 faculty members.  There are about 160 undergraduate majors, 200 graduate students, and 104 staff members. Research activities employ about 24 research scientists and 60 post-doctoral research associates working on externally funded research projects.  
 

Professor S. James Gates (right), internationally respected physicist, and charter fellow and past president of the National Society of Black Physicists, shares a light-hearted moment with students in his theoretical physics class.  ©1997, The Washington Post. Photo by Khue Bui. Reprinted with permission.

(1) the Professional Physics track, this is a traditional style physics major, intended for students who are planning to go on to graduate school and pursue a career in Physics. 
(2) The Education Physics track, this path is intended for students who are intending to physics to high school students.
(3) The Meteorology Physics track, this track is intended for students who are interested in atmospheric sciences.

     Three introductory courses (PHYS 171, 272, and 273) provide analytical skills characteristic of a physicist while exploring central theories of classical physics and some modern physics.  An optional seminar (PHYS 170) may be taken before or during this sequence.  It gives a broader view of physics including career opportunities and activity in some current research areas.  A semester of calculus (MATH 140) is required before beginning the introductory sequence, and further mathematics through multivariable calculus and differential equations is required in parallel with it.  Students who enter with Advanced Placement credit for Calculus I can be complete in this sequence in their first three semesters.  Students who take MATH 140 in their first semester (possibly with PHYS 170 and/or PHYS 174) can complete this sequence during their first two years.  The introductory laboratory sequence (PHYS 174, 275, 276) is normally taken in parallel with the lecture courses, but PHYS 174 can be taken before PHYS 171.

    A consolidation course, PHYS 374, follows the introductory sequence and treats some of the same subject matter with more advanced analytical and computational methods.  It has linear algebra (MATH 240) as a corequisite and is designed to prepare students for the more mathematical approach used in upper level physics courses and in most physics activity.  An intermediate level lab, PHYS 375, is often taken at the same time.

    For the professional track, the upper level physics curriculum consists of an advanced lab (PHYS 405), a two semester introduction to Quantum Mechanics (PHYS 401, 402), a course in statistical thermodynamics (PHYS 404), and two semesters of classical physics (PHYS 410 - Mechanics, and PHYS 411 - Electromagnetism).  Many students will want to also take an upper level lab, either Electronics (PHYS 485) or Modern Physics (PHYS 429).

    Students need not declare a double major until the beginning of their senior year.  However, it is important that they seek advisement in their second field of interest as early as possible so that they can be certain they are meeting all degree requirements.

1. They may major in physics and, in consultation with the College of Education, use electives for teaching certificate course requirements.  this major receives a more comprehensive education in physics, with broader career options in the future;
2. they may enroll in the College of Education's Secondary Education Program and major in physics education.  This major allows greater flexibility in course selection in physics and mathematics.  A program to prepare students for elementary or junior high school teaching careers can be arranged through Professor John Layman.

Professor Jordan A. Goodman prepares to hit the ball at the annual student-faculty softball match, organized by the Society of Physics Students.  Photograph: Joan W. Hamilton   Recommended High School Preparation     It is recommended that high school students planning to major in physics take four years of mathematics (through calculus), one year of physics, and one year of chemistry. Transfer Students     The flexibility of our program allows students to transfer to a physics major with relative ease.  Transfer students are not cut off from this major because they have not taken the basic introductory physics major sequence; available alternatives often allow them to use other calculus based introductory physics courses.  By working closely with a faculty adviser, transfer students can usually meet physics degree requirements in the same length of time needed by those who have been in the program since their freshman year.  Physics for Non-Majors     A large selection of courses is offered for students who do not plan to major in physics.  Physics is invaluable for the non-physicist because it enables him/her to interact more knowledgeably and creatively with, for example, clients if s/he seeks a career in business administration, or with patients if s/he seeks a career in such high technology medicine as radiology, etc. Slawsky Physics Clinic     In the clinic, students may receive free tutoring in all courses for non-majors.  During the day, the staff of the clinic repeatedly go over material current in each of the courses, starting at the beginning of each scheduled hour.  This provides the students with a wide choice of times and keeps tutoring groups small.  Students are welcome to come at any hour to listen to and participate in the ongoing discussion.  The objective is to improve the ability of the students to set up and solve problems.

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