This course is designed to be a cohort-building experience for first year physics majors that introduces them to contemporary topics in physics and provides an opportunity to meet faculty and their research groups. The first part of the course includes an introduction to Einstein’s theory of special relativity, including the meaning of observers, events, measuring length and time, relativity of simultaneity, length contraction, time dilation, and more. The second part of the course introduces students to modern research subfields in physics through readings, faculty presentations, and lab tours. Contemporary subfields may include astronomy and astrophysics; biological and soft matter physics; physics education research; solid state, materials, and device physics; and quantum physics, optics, and photonics.

This is a course in calculus-based physics for science and engineering majors. Topics include kinematics, planar motion, Newton's Laws, gravitation, work and energy, momentum and impulse, conservation laws, systems of particles, rotational motion, static equilibrium, mechanical oscillations and waves, and data presentation/analysis. The course is taught in a workshop format that integrates the material traditionally found in separate lecture and laboratory courses.

This course is a faculty-directed student project or research involving laboratory work, computer modeling, or theoretical calculations that could be considered of an original nature. The level of study is appropriate for students in their first three years of study.

This course is a faculty-directed student project or research involving laboratory work, computer modeling, or theoretical calculations that could be considered of an original nature. The level of study is appropriate for students in their final two years of study.

This course covers the fundamentals of how students learn and understand key ideas in physics and how theory can inform effective pedagogical practice. Through examination of physics content, pedagogy and problems, through teaching and research in physics education, students will explore the meaning and means of teaching physics. Topics include: misconceptions, resources and phenomenological primitives, theoretical foundations for active-learning, constructivism, epistemological, affective, and social-cultural issues that affect learning, guided and unguided reflection strategies, accessibility in physics education, and effective uses of educational labs and technology. Useful for all students, especially for those interested in physics, teaching, and education research.

This course is the second in a two-semester sequence intended to familiarize students with research activities, practices, ethics in university, government, industry, and other professional research environments and to introduce students to research tools and skill sets important in various professional environments. The course is intended to help students develop a broad awareness of current professional and funding opportunities. As part of the course, students are expected to attend research seminars sponsored by the School of Physics and Astronomy, to participate in regular journal club offerings, to engage in outreach activities, and to participate in visits to regional laboratories and companies. The course provides training in proposal writing and presentation skills. Credits earned in this course apply to research requirements.

This course covers the fundamentals of how students learn and understand key ideas in physics and how theory can inform effective pedagogical practice. Through examination of physics content, pedagogy and problems, through teaching, and through research in physics education, students will explore the meaning and means of teaching physics. Topics include: misconceptions, resources and phenomenological primitives, theoretical foundations for active-learning, constructivism, epistemological, affective, and social-cultural issues that affect learning, guided and unguided reflection strategies, design-oriented curricula, and effective uses of educational labs and technology. Useful for all students, especially for those in interested in physics, teaching and education research.

Graduate-level research by the candidate on an appropriate topic as arranged between the candidate and the research advisor.

Dissertation research by the candidate for an appropriate topic as arranged between the candidate and the research advisor.

Continuation of dissertation research.

Prerequisites: Graduate standing and permission of faculty.