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					                          College of Arts and Sciences


                  Chairperson’s Proposal for a New Major
                               Cover Sheet

TO:    Isiaah Crawford, Dean CAS         DATE:        September 27, 2005

FROM:          Asim Gangopadhyaya, Chair

DEPARTMENT OR PROGRAM:                        Physics

Title of Proposed Major

       DUAL DEGREE: BS Physics and MED Secondary Education

1. Is this a cross-disciplinary or interdisciplinary major?   Yes         No
If yes, complete the following for all participating departments other than the department
listed above:

 ______________________________________________________________________
  Department                                    Chair’s signature Date

 ______________________________________________________________________
  Department                                    Chair’s signature Date


2. Will a new course or courses be offered as part of the required or elective courses for
this new major?       Yes           No
 If yes, please attach all appropriate course proposals for consideration and approval at
the same time as the major is being considered.

                                       *******

3. In order for this proposal to be complete, please attach the following:

______ A description of the proposed major, including justification or rationale, its
strengths and distinctiveness at Loyola, the internal and external market for students

       Rationale attached.
______ The learning outcomes for the major as a whole, citing such features as
knowledge, skills, dispositions, values, experiences.

       Students in this program take exactly the same courses in physics and math
       as our physics majors. The only difference from the regular major is that
       their elective and core courses are carefully selected to meet requirements of
       ISBE (Illinois State Board of Education.) Details are attached.

______ A list of required courses, their learning outcomes and relation to the Core

       A suggested curriculum is attached.

______ A list of elective courses, their learning outcomes and relation to the Core

       The curriculum suggested allows students to take all necessary core courses
       in the knowledge areas, values and skills. After meeting the requirements of
       both the physics major and that of School of Education for certification,
       students will have 6 credits of electives left. These can be used to either
       increase depth in one of the fields or widen their knowledge in other fields.

______ A suggested sequence of courses by semester and year

       A suggested curriculum is attached.

______ Plans for assessment of the major

       An academic assessment of this major as well as the entire program will be
       carried out in the academic year 2008-09.

______ A description of all resources (faculty, physical facilities, equipment, etc.), both
existing and needed, other than those involving the library.

        Since the physics courses taken by these students will be the same as those for
a B.S. in physics, no additional resources will be needed or requested.

______ A description of library resources, both existing and needed (discussed with the
appropriate bibliographer).

       No additional resources needed.

______ A budget for the first three years of the major, including start-up costs not listed
above, expenses and revenue to be generated by the major.
       Since there are no additional resources needed for this program, there is no
       extra budget requested.

______ New course proposal(s)

Please refer to Academic Program Development: Processes for Review, Approval, and
Implementation (pdf file available through link at http://www.luc.edu/depts/acadaff) for a
full description of required information.
4. SIGNATURES (on original form):

- Chairperson ___________________________________________ Date ____________

- Bibliographer __________________________________________ Date ___________

- Academic Council Representative __________________________Date ____________

- Academic Dean ________________________________________Date ____________

- Provost ______________________________________________Date ____________

- Registrar’s office _______________________________________Date ____________

 LOCUS code for new major: ______________________


After approval has been given and the major has been added to the LOCUS database, the
Dean of the College will return a copy showing approvals to the chairperson of the
initiating department.


                                                                          11/04
PROPOSED PROGRAM

          DUAL DEGREE: BS Physics and M.Ed. Secondary Education


GENERAL INFORMATION

Title:              B.S./M.Ed. - Bachelor of Science in Physics/Masters of Education
Degree:             Dual: BS/M.Ed.

Primary Focus:

RATIONALE

Program Justification
          Currently, students wishing to teach science at the secondary level must complete all the
          coursework required for a bachelor's degree in a specific discipline. In order to meet the standards
          set by the Illinois State Board of Education and the National Science Teacher Association for
          teacher certification in secondary science, the Loyola student wishing to teach physics must major
          in physics and complete the general education requirements for a minor in secondary science
          education.
          With the number of courses involved, it is practically impossible for the undergraduate student to
          complete these requirements in four years, especially if s/he did not decide on this path as a
          freshman. Alternatively, the student can complete the B.S. degree in physics in four years, then
          enroll in a graduate program in education to fulfill the education standards. This takes a minimum
          of six years in toto. As ISBE and Loyola School of Education requirements have increased over
          the years, the number of physics majors opting to obtain secondary education certification at
          Loyola has fallen almost to zero. Student who do wish to become high school teachers look for
          programs which allow them to complete the requirements in less time, while giving them full
          certification.
          The new program is designed to meet all of the standards for the physics major, the general
          education requirements, and the graduate program requirements for a Masters in Secondary
          Education, in five years.
          This program will help address the shortage of science educators in our public schools. According
          to the Educator Supply and Demand in Illinois’s 2003 Annual Report, the greatest need of
          teachers in terms of numbers through 2007 includes science educators (pg. Viii). As reported, it is
          desirable to produce at least two people for every teaching opening to ensure an adequate supply
          of quality applicants for Illinois public schools due to competition. Science educators are close to
          this under-production criterion with a ratio of 2.1:1 (pg. 13). In the same report a survey of
          districts was completed. Districts rated personnel positions as shortage areas with –2 being severe
          under-supply and –1 meaning an under-supply. When this data was pooled, it was noted that 190
          districts reported shortages in science/physics, and 199 districts reported shortages in
          science/chemistry. The severity indexes (when added) were –301 and –293, respectively (pg. 15).

Program’s Strengths

          The program is designed to acknowledge the amount of time that students must devote if they are interested
          in pursuing careers in science and education. Since an additional year is necessary to complete both
          programs’ requirements, it makes sense to have the extra year be at the graduate level so the students can earn
          an advanced degree. The dual-degree program is an appealing option because it offers greater opportunities
          for advancement and a higher salary base for the graduate. Students who are not interested in the M.Ed., may
          still choose the dual degree option at the undergraduate level.
Distinctiveness of Program

       This program, modeled after the dual degree in biology and education, allows for a seamless
       completion of both a B.S. and M.Ed. within five years.

MARKETS

Internal and External Markets

       Science has already been demonstrated to be a high-need teaching field, with over 60% of teachers
       not certified in the content area. This is a field that is aggressively recruiting science-minded
       individuals to consider a career in teaching. It also offers another option to students who may
       determine in their sophomore year that a career in medicine or research is not for them.

Attraction of the Program


       With the number of courses involved, it is practically impossible for the undergraduate student to
       complete these requirements in four years, especially if s/he did not decide on this path as a
       freshman. Alternatively, the student can complete the B.S. degree in physics in four years, then
       enroll in a graduate program in education to fulfill the education standards.
       This program is designed to meet all of the standards for the physics major, the general education
       requirements, and the graduate program requirements for a Masters in Secondary Education, in
       five years.


CURRICULUM

Program Learning Outcomes (knowledge, skills, dispositions, values, experiences)

       The dual degree program, both the undergraduate and graduate option, has three distinct
       components with specific designated learning outcomes: Loyola University Core, Physics degree
       requirements, and Education degree requirements. The program meets the current performance
       outcomes required by the National Council for Accreditation of Teacher Education (NCATE) and
       by the Illinois State Board of Education (ISBE). The specific performance standards identified are
       listed in Appendix I.

Curriculum Summary


Undergraduate/Graduate Dual Degree Curriculum B.S./M.ED.

Course Name                                                                    Hours
University Core                                                                28 Hours
College Writing Seminar                                                               3
Artistic Knowledge or Experience                                                      3
Historical Knowledge                                                                  6
Literary Knowledge                                                                    6
Quantitative Analysis                                                                 0**
Philosophical Knowledge                                                               0*
Scientific Literacy                                                                   0**
Societal and Cultural Understanding                                                   3
Theological & Religious Studies Knowledge                                             6
Ethics                                                                                0*
*satisfied by Education Core
**not required for physics majors

Education Core                                                                 6 Hours
PHIL 186 Ethics and Education                                                            3/Ethics
(Philosophical Knowledge)
PHIL 173 Philosophy of Science                                     3

Physics                                                  38 Hours

Additional Requirements                                  41 Hours
BIOL 101/111-General Biology I                                  4
BIOL 102/112-General Biology II                                 4
CHEM 101/111-General Chemistry I                                4
CHEM 102/112-General Chemistry II                               4
MATH 161,162,263,264                                            16
SOCL 126-Science, Technology, and Society                       3*
Foreign Language-testing at the second year level               6
* meets core requirement

Electives                                                9 Hours

M.Ed. with Secondary Education                           30 Hours
CIEP 351-Curriculum and Teaching in the Middle Schools          3
CIEP M64 Secondary Methods, Science                             3
CIEP 401-Exceptional Child                                      3
CIEP 414 Instructional Methods-Diverse Populations              3
CIEP 423-Advanced Literacy Instruction                          3
ELPS 420-Philosophy of Education                                3
CIEP 425-Classroom Assessment                                   3
CIEP 450-Educational Psychology                                 3
CIEP 475-Content Elective                                       0*
CIEP 562-Student Teaching                                       6
*satisfied through undergraduate physics class

Total Hours for Dual Degree                                        149
(B.A. awarded after 119 hours, M.ED. 30 hours)
Suggested Course Sequence
B.S. PHYSICS & M.ED. EDUCATION DUAL DEGREE PROGRAM –

 Freshman Year      First Semester               Cr. hr             Second semester                Cr. hr
                    Physics 125 & 135               5               Physics 126 & 136                  5
                    Mathematics 161                 4               Mathematics 162                    4
                    Writing Seminar                 3               Social Science Core                3
                    Theology core                   3               Theology core                      3
                    Freshman Seminar                1
                                Total               16                            Total               15
 Sophomore Year     First Semester                                  Second semester
                    Physics 235 & 237               4               Physics 303                        4
                    Chemistry 101 & 111             4               Physics 238                        1
                    Mathematics 263                 5               Physics 271 (Math 355)             3
                    Literature core                 3               Chemistry 102 & 112                4
                                                                    Mathematics 264                    3
                                Total               16                            Total               15
 Junior Year        First Semester                                  Second semester
                    Physics 314                     3               Physics 351                        3
                    Physics 328                     3               Physics 361                        3
                    History core                    3               Foreign Language                   3
                    Philosophy 273: Knowledge                       Philosophy 285: Ethics for
                    and Reality: Science            3               Teachers                           3
                    Biology 101 & 111               4               Biology 102 & 112                  4
                                Total               16                            Total               16
 Senior Year        First Semester                                  Second semester
                    Physics 310                     4               Literature core                    3
                    Sociology 126: Science,                         CIEP 414 Instructional
                    Technology and Society)         3               Methods--Diverse Populations       3
                                                                    CIEP M64 Secondary
                    Foreign Language                3               Methods: Science                   3
                                                                    Elect. CIEP 351 Curriculum
                                                                    and Teaching in the Middle
                    Arts Core                       3               Schools                            3
                    History core                    3               Elective                           6
                                Total               16                            Total               18
 Fifth Year         First Semester                                  Second semester
                    CIEP 401                                        CIEP 425
                                                    3                                                  3
                    Exceptional Child                               Classroom Assessment
                                                                    CIEP 562
                    CIEP 450
                                                    3               Student Teaching (Clinical         6
                    Educational Psychology
                                                                    work)
                                                                    CIEP 420
                    CIEP 423 (Clinical work)
                                                                    Philosophy of Education
                    Advanced Literacy               3                                                  3
                                                                    (Can be taken in Rome in
                    Instruction Content Areas
                                                                    summer)
                                Total               9                             Total               12
The student must declare for the program no later than the beginning of the junior year. Students
must have a GPA of 3.0 or better to be admitted to the program.

        Beginning the second semester of the junior year, the student will take 9 hours of graduate level
        courses that will apply toward the 128 hours needed for the B.S. degree. The student will complete
        30 hours of graduate level work required for the M.ED.. The student must take and pass the
        Illinois State Board of Education test of Basic Skills and the Content Examination in Physics.

        As students progress through this program, they will be compiling a portfolio of their work to be
        presented at the completion of all coursework.
Brief Description of Significant Courses :

Physics

PHYS 125: General Physics I (4)
Prerequisite or co-requisite: MATH 161
Lecture and discussion. Together with 126, this provides a comprehensive, calculus-based introduction to
physics, designed for physics majors or minors or pre-engineers. Vectors, forces, Newtonian mechanics of
translational, rotational, and oscillatory motion; heat.

PHYS 126: General Physics II (4)
Prerequisite: PHYS 125                                                                 Continuation of 125.
Lecture and discussion. Electricity and magnetism, sound, optics.

PHYS 135: General Physics Laboratory I (1)
Prerequisite or co-requisite: PHYS 125
One two-hour laboratory period per week. Complements 125.

PHYS 136: General Physics Laboratory II (1)
Prerequisite or co-requisite: PHYS 126
One two-hour laboratory period per week. Complements 126.

PHYS 235: Modern Physics (3)
Prerequisites: PHYS 126 or 114; MATH 263 (may be taken concurrently)
Lecture only. Special relativity, blackbody spectrum, photoelectric effect, Compton effect, Bohr atom,
DeBroglie waves, Schroedinger equation and applications.

PHYS 237: Modern Physics Laboratory (1)
Prerequisite or co-requisite: PHYS 235
One two-hour laboratory period per week. Complements 235.

PHYS 238: Intermediate Physics Laboratory (1)
Prerequisite or co-requisite: PHYS 236 One two-hour laboratory period per week. Complements 236.

PHYS 271: Mathematical Methods in Physics. (3)
Prerequisite or co-requisite: MATH 263.
Lecture and computer laboratory. Mathematical and computer methods in physics and engineering. Topics
include vector calculus, functions of a complex variable, phasors, Fourier analysis, linear transformations,
matrices, first and second order differential equations, special functions, numerical and symbolic computer
applications.

PHYS 303: Electronics I (4)
Prerequisites: MATH 162, PHYS 114, 126
Lecture and laboratory. Direct and alternating current circuit analysis, resonant circuits, junction diode
circuits, transistor amplifiers, operational amplifiers, oscillators and multivibrators.

PHYS 310: Optics (4)
Prerequisites: MATH 263; PHYS 235
Lecture and laboratory. Electromagnetic nature of light, polarization, Fresnel relations, imaging,
interference, Fraunhofer and Fresnel diffraction, selected topics from Fourier optics, lasers, and
holography.

PHYS 314: Theoretical Mechanics I (3)
Prerequisites: MATH 264; PHYS 126
Newtonian particle dynamics, oscillations, variational principle. Lagrange’s and Hamilton’s formalisms.

PHYS 328: Thermal Physics and Statistical Mechanics (3)
Prerequisites: MATH 263; PHYS 235
Concepts of temperature and heat, equations of state, laws of thermodynamics and applications,
fundamental principles and simple applications of statistical mechanics.
PHYS 351: Electricity and Magnetism I (3)
Prerequisites: MATH 264; PHYS 126
Applications of vector calculus to electric fields and potentials. Solutions of Laplace’s Equation.
Electrostatics, magnetostatics, electromagnetic field energy. Maxwell’s equations.

PHYS 361: Quantum Mechanics. (3)
Prerequisites: PHYS 271
Principles and mathematics of quantum mechanics, operators and representations, solutions to
Schroedinger equation.

Chemistry

CHEM 101: General Chemistry A. (3)
Prerequisite: A satisfactory performance on the Loyola math proficiency test; a year of high school
chemistry is recommended. Co-requisite: 111.
Lecture and discussion. The course deals with the development of basic chemical principles. Topics include
atomic and molecular structures, states of matter, energetics and stoichiometry of reactions.

CHEM 111: General Chemistry Laboratory A (1)
Co-requisite: CHEM 101
This laboratory course illustrates experimentally the topics covered in the lecture (101).

CHEM 102: General Chemistry B. (3)
 Prerequisites: 101 and 111, or 105. Co-requisite: 112.
Lecture and discussion. A continuation of 101. Topics include equilibrium systems, periodic properties,
descriptive chemistry.

CHEM 112: General Chemistry Laboratory B (1)
Prerequisites: CHEM 101 and 111; or 105 Co-requisite: CHEM 102
This laboratory course illustrates experimentally the topics covered in the lecture (102).

Mathematics

MATH 161: Calculus I
Prerequisites: MATH 118
A traditional introduction to differential and integral calculus. Functions, limits, continuity, differentiation,
intermediate and mean-value theorems, curve sketching, optimization problems, related rates, definite and
indefinite integrals, fundamental theorem of calculus, logarithmic and exponential functions. Applications
to physics and other disciplines.

MATH 162: Calculus II
Prerequisites: MATH 161
A continuation of Math 161. Calculus of logarithmic, exponential, inverse trigonometric, and hyperbolic
functions. Techniques of integration. Applications of integration to volume, surface area, arc length,
center of mass, and work. Numerical sequences and series. Study of power series and the theory of
convergence. Taylor's theorem with remainder.

MATH 263: Multivariable Calculus
Prerequisites: MATH 162 or 132
Vectors and vector algebra, curves and surfaces in space, functions of several variables, partial derivatives,
the chain rule, the gradient vector, LaGrange multipliers, multiple integrals, volume, surface area, the
Change of Variables theorem, vector fields, line integrals, surface integrals, Green's theorem, the
Divergence Theorem, and Stokes' Theorem.

MATH 264: Ordinary Differential Equations
Prerequisites: MATH 263
An introduction to the basic concepts, theory, and applications of ordinary differential equations. The
course concentrates on developing techniques for finding solutions of ordinary differential equations. This
includes analytical methods, power series solutions and numerical approximations using Maple as a tool.
Examples are chosen from such areas as biology, economics, chemistry, and physics. Existence and
uniqueness theory is examined and what is theoretically possible is then contrasted with what can actually
be done.
Biology

BIOL 101: General Biology I (3)
Fundamental principles of biology; basic chemistry, cell structure and function, energy transformations,
evolutionary theory, cellular reproduction, principles of genetics.

BIOL 111: Introduction to Biology Laboratory I. (1)
Complements the lecture material through observation, experimentation, and when appropriate, dissection
of representative organisms. Observations will include physical and chemical phenomena as well as the
anatomy and physiology of selected organisms. The organisms to be studied will be selected from the
kingdoms monera, protista, fungi, plantae and animalia.

BIOL 102: General Biology II (3)
Prerequisites: BIOL 101, 111
Fundamental principles of biology, diversity of life, environmental and biological diversity, population and
community ecology, study of plant structure and function, reproduction and controlling plant growth and
development, comparative animal organ systems, mechanism of cell communication.

BIOL 112: Introduction to Biology Laboratory II. (1)
Prerequisites: BIOL 101, 111.
Complements the lecture material through observation, experimentation, and when appropriate, dissection
of representative organisms. Observations will include physical and chemical phemonena as well as the
anatomy and physiology of selected organisms. The organisms to be studied will be selected from the
kingdoms monera, protista, fungi, plantae, and animalia.

Education

CPSY 337: Adolescent Psychology/Educational Implications
This course focuses on the developmental processes, social context, and educational implications of the life
stage called adolescence. There is a strong emphasis on understanding the stages of normal adolescent
development within a variety of cultural contexts as well as situations which compromise adolescent
mental health and well being. The impact of and interaction with educational institutions, formal and
informal, on adolescent development is integral to the course.

CIEP 339/401: The Exceptional Child
This course deals with the personal and educational implications for the lives of people impacted by
exceptionality. Topics include diversity, school reform, what it means to be ―exceptional‖, non-categorical
service delivery, positive behavior supports, and community schools. This course covers some of the
teaching approaches that benefit all students regardless of diagnosis or lack thereof.

CPSY 342: Identity and Cultural Pluralism
A critical examination of theory and research on the role of culture in identity development. Particular
emphasis will be given to such concepts as racism, sexism, ethnicity, culture, class prejudice, and
ethnocentrism and how these help shape an individual's identity and society's conceptualization of culture.

CIEP M13: Methods of Secondary Education
An introduction to the context of secondary school teaching, the emphasis in this course is on planning and
current trends in instructional methodology for a variety of content areas at the secondary grades levels
particularly as they apply to the teaching of diverse learners in every aspect. The required clinical
component constitutes 5 weeks of classroom hours in a content area field in an urban high school setting.

CIEP M14: Seminar in Secondary Instruction
This seminar prepares future teachers by offering a monitoring process that connects teacher candidates
with each other and with university faculty and professional teacher-practitioners through shared learning
experiences.

CIEP 351: Curriculum/Teaching in the Middle School
This course is designed to meet Illinois State Board of Education standards for endorsement in middle
school teaching. It includes middle school theory, history, and practice; reflection on readiness for this
level; inquiry research; and interdisciplinary teaching.

CIEP 362/423: Literacy Instruction in the Content Areas
Teacher candidates develop an understanding of the process of reading to learn across the curriculum
including a wide variety of comprehension strategies and an understanding of the complex nature of
reading throughout the disciplines. Major emphasis will be on classroom strategies to be used in
preparation for reading a content assignment, with assistance activities while reading, and for reflection
follow-up activities after reading.

CIEP 364/425: Classroom Assessment
This course is designed to prepare teacher candidates to address the assessment and evaluation of student
progress towards meeting targeted objectives, competencies, goals and standards. Topics addressed in this
class include norm-referenced tests, criterion-based tests, as well as teacher-made tests and performance-
based assessments. Authentic assessment using a variety of instruments and observations are included to
prepare teacher candidates to provide an accurate report of student achievement.

CIEP M64: Secondary Methods, Science
Teacher candidates in the secondary education program choose the methods course that will provide the
opportunity to both learn and practice effective teaching methods of the content area major (Social Studies,
English, Mathematics, Science, Modern Languages.)

CIEP 414: Instructional Methods—Diverse Populations
This course provides an analysis of and experimentation with various instructional strategies designed for
diverse populations. Methodologies appropriate for maintenance of classroom dynamics and design of
specific subject instruction are presented, discussed and practically applied.

ELPS 420: Philosophy of Education
This course treats the philosophical bases of education as a socially and culturally diverse
activity.

CIEP MU6/562: Student Teaching Secondary
A full-time, full semester experience in which teacher candidates plan and implement instruction at the
secondary level


Development of Research Skills and Methods

A major component of all certificate programs in the School of Education is the connection of theory and
―best practices‖ to the practical task of teaching. Every field experience in which our candidates participate
emphasizes this application of theory to practice. Candidates will get the opportunity to experience and
apply techniques, methods, and process skills that are in accordance with best practice in science education.
A science course will be attached to every clinical experience. This will provide the candidates an
additional opportunity to practice the methods of scientific inquiry and to develop evaluation vehicles that
they will one day be able to use in their own classrooms.

Capstone Experience

Candidates complete a full semester of student teaching where they will have the opportunity to ―put it all
together.‖ Candidates are assigned a university supervisor who visits the candidate five times within the
semester and once weekly for an evening session. At the conclusion of student teaching, candidates present
a portfolio including selected artifacts from their entire program that demonstrate competency and
understanding of the accrediting standards.

Advising

Attached below is a sample program plan for the major. Candidates are easily able to finish this part of the
program in four years, including a semester abroad if desired. The School of Education has a full-time
academic advisor who meets every semester with every student. Physics department requires that all its
majors seek advising from their academic advisor in the department at least once every semester. As the
program grows, additional advisors may be needed to maintain the quality of advising School of Education
provides for its students. The School maintains a presence at both the Lake Shore and Water Tower
campuses. Our plan is to continue that service.

Faculty in the School of Education are also an integral part of the advising process. Our students enroll in a
year-long freshman seminar (CIEP 201 and CIEP 202) that connects them with the profession, helps them
make the transition to college life, and most importantly, identifies a faculty mentor. Faculty continue to
play an important role in assessing our students at various benchmarks throughout the program and the
development of a professional portfolio.

Our model of advising will require interaction with the Natural Science Department and the new Student-
Advising Center. The School of Education values its strong relationship with the advisors in other
academic units. Our strong communication and participation in advisor training sessions will equip all
advisors and program faculty with the information necessary to help our students make good academic
choices.

Multidisciplinary Contributions

This program has been developed jointly by the physics department and the School of Education.

Assessment of Learning Outcomes

The School of Education is required to collect data on our candidates’ learning outcomes. Data is
collected for individual classes and aggregated for the School. Candidates complete a
professional portfolio that is another means for establishing competency. A sample rubric for the
Showcase Portfolio is attached in Appendix II.

IMPLEMENTATION

Plans for Implementation

Immediate, for both internal and external candidates.

Unit Responsible for Program Administration

The School of Education is the unit designated by the university and the Illinois State Board of
Education responsible for administering this program.

RESOURCES

Resources Required to Support the Program

No additional resources are required.

3-Year Budget with Revenue and Expenses
Not appropriate for this program—will be supported by current resources.
Learning Outcomes for physics majors

        Over its 125 year history, the Loyola University Physics Department has been
committed to the Jesuit ideals of education and service. This commitment continues
today as the department works to lay a firm foundation in physics for majors and for
other students seeking a better understanding of world. The department offers a wide
variety of degree programs — including the Bachelor of Science in Physics, Bachelor of
Science in Theoretical Physics and Applied Mathematics, and Bachelor of Science in
Physics and Computer Science. The presence of students with different aspirations and
different backgrounds enriches the learning environment for all students by encouraging
scholarship, collaboration with peers, and lifelong learning.
         Candidates in physics pursue a curriculum that results in strong training in all the
major areas of physics—general overview of physics (General Physics), physics of late
nineteenth through mid-twentieth century (Modern Physics), Electronics, Classical
Mechanics, Electrodynamics, Thermodynamics and Statistical Physics, Optics, and
Quantum Mechanics. In addition, they receive extensive training in mathematics
(Differential and Integral Calculus, Multivariable Calculus, Differential Equations, and
Mathematical Methods of Physics), and General Chemistry. Emphasizing the central
themes of physics provides an essential foundation both for students who have career
goals in physics and also for students with career aspirations in fields for which a strong
physics background is desirable (e.g. engineering, health professions, technical sales,
patent law). Through the mission of the University, the students develop a capacity for
critical and ethical judgment and a commitment to action in the service of faith and
justice. The Loyola education encourages the students to develop all dimensions of
themselves – intellectual, emotional, physical, creative, moral, and spiritual.


A successful graduate of the physics department should be able to:

General

       Understand scientific processes and principles of experimentation.

                              General Physics - Phys 125/126
                              General Physics Lab - Phys 135, 136

                              Assessment: Quizzes, Exams, Laboratory reports

       Understand the growth of physics knowledge from a historical perspective.

                              General Physics - Phys 125/126
                              General Physics Lab I - Phys 135, 136
                              Optics – Phys 310
                              Theoretical Mechanics I – Phys 314
                              Thermal Physics– Phys 328
                              Electricity and Magnetism I – Phys 351
                              Quantum mechanics– Phys 361

                              Assessment: Quizzes, Exams, Laboratory reports
       Understand methods and equipment used in scientific measurement.

                              General Physics - Phys 125/126
                              General Phys. Lab - Phys 135, 136, 125, 126
                              Optics – Phys 310
                              Electronics - Phys 303

                              Assessment: Quizzes, Exams, and Lab. reports

       Understand the collection and analysis of data and methods used for reporting
       results.
                             General Physics Lab - Phys 135, 136
                             Modern Physics Lab – Phys 237
                             Intermediate Physics Lab – Phys 238
                             Electronics - Phys 303
                             Optics – Phys 310

                              Assessment: Lab. reports, Maple & Excel Projects, Exams

       Use mathematical concepts, strategies, and procedures up to and including
       procedures of differential and integral calculus, to derive and manipulate formal
       relationships between physical quantities.

                              General Physics - Phys 125, 126
                              Modern Physics – Phys 235
                              Modern Physics Lab – Phys 237
                              Intermediate Physics Lab – Phys 238
                              Optics – Phys 310
                              Theoretical Mechanics I – Phys 314
                              Thermal Physics– Phys 328
                              Electricity and Magnetism I – Phys 351
                              Quantum mechanics– Phys 361

                              Assessment: Lab. reports, Maple & Excel Projects, Exams
Mechanics

Understand particle and rigid body motion in its qualitative and quantitative dimensions
including:

               Understand the development of physics knowledge from an historical
               perspective.

               To be able to analyze translational, rotational and vibrational (periodic)
               motion of systems of particles and rigid bodies using Newton’s laws and
               conservation laws.

               The law of universal gravitation, free fall, and projectile motion.

               Position, velocity and acceleration of particles in curvilinear coordinates.

               Become familiar with Lagrangian and Hamiltonian formalisms in
               analyzing physical phenomena.
               Learn to recognize and use conservation laws, based upon symmetries of
               nature.


                              Theoretical Mechanics I – Phys 314
                              General Physics - Phys 125, 126

                              Assessment: Quizzes, Exams

Thermodynamics and Statistical Mechanics:

Understand basic concepts of heat and temperature including:

               The laws of thermodynamics as they relate to temperature, work, energy,
               and entropy both from empirical as well as statistical point of view.

               The relationship between heat and work as it pertains to kinetic molecular
               theory of thermodynamic behavior in gases, solids, and liquids.

               Measurement and analysis of changes in thermodynamic variables in
               physical systems for various thermodynamic processes.

               Acquire an intellectual unification of thermodynamics—which largely
               describes dynamical behavior based upon bulk properties—and statistical
               mechanics—which starts from first principles. Understand the range of
               validity of thermo-dynamical and statistical approach (for what densities,
               what temperatures, minimum number of particles, range of chemical
               potential, is this approach valid?)

               Appreciate the powerful statistical /mathematical machinery implicit in
               the study of
                       (i) thermodynamics: Legendre transformation, Maxwell relations,
                       Gauss’s Law
                       (ii) statistical mechanics: Boltzmann’s Law, combinatorics,
                       partition functions.

               Understand the differences between the statistical counting of the 2
               fundamental particles, boson and fermions—and of the ―smeared–out‖,
               intermediate approach, Boltzmann statistics.


                              Thermodynamics – Phys 328
                              General Physics - Phys 125, 126

                              Assessment: Quizzes, Exams

Electronics
Understand basic concepts of circuit analysis including:

               Analyze and solve circuit problems containing resistors, capacitors,
               inductors, sources and transistors; calculate their frequency response,
               apply Kirchhoff’s laws, apply the principles of Thevenin and Norton
              equivalent circuits; apply the techniques of AC theory in a complex
              representation;

              Build circuits and take measurements of circuit variables using tools such
              as oscilloscopes, multimeters, and signal generators.

              Have a basic understanding of semiconductor concepts and the making of
              devices such as junction diode, bipolar transistor, field-effect transistor,
              etc.

              Have a basic understanding of: operational amplifiers and its applications,
              low and high pass filters, oscillators,

              Describe the operation and characteristics of BJT, FET and JFET and their
              application in electronic circuits; have a working knowledge of logic
              circuits.

                              Electronics – Phys 303
                              General Physics - Phys 126

                              Assessment: Quizzes, Lab Reports, Exams



Electricity & Magnetism

Understand electricity and magnetism and the relationship between them including:

              Understand the characteristics and behavior of electric charges, their
              fields, and potentials.

              Understand the characteristics and behavior of both AC and DC electrical
              current in different media.

              Understand the behavior of series and parallel electrical circuits, the
              symbols used to denote their components, and the methods of
              diagramming them.

              Understand the effect of magnetic fields on electric charges, including the
              direction and magnitude of the force on a moving charge or a current-
              carrying conductor.

              Understand the effect of current-carrying wire, straight and coiled, on the
              direction of the magnetic field and the effect of current strength on
              magnetic field.

              Understand electromagnetic induction.

              Identifies characteristics and demonstrates applications of magnets and
              magnetic fields in daily living.

              Predicts the influence of static distributions of charges or of electric fields
              in space on electric charges.
            Designs and sets up DC and AC electrical circuits using basic circuit
            elements and analysis.

            Illustrates the concepts of charge, fields, potentials and currents using
            visual demonstrations and/or computer simulations.

            Explains the operation of electric generators and motors.

                           Electricity and Magnetism I – Phys 351
                           General Physics - Phys 125/126
                           General Physics Lab I - Phys 135, 136

                           Assessment: Quizzes, Exams, Laboratory reports


Waves and Optics


            Describe the properties associated with waves; distinguish between
            transverse and longitudinal waves; know the solution of the 3-D wave
            equation in Cartesian, spherical and cylindrical coordinates;

            Describe propagation of light and the laws of reflection and refraction,
            understand: Fermat’s principle, Huygen’s principle, Fresnel equations and
            phase shifts at interfaces, total internal reflection, Stokes treatment of
            reflection and refraction.

            Draw ray diagrams showing how an image is produced by a lens and by a
            mirror, be able to apply the basic equations to find the image for a lens or
            mirror; distinguish between real and virtual objects/images, identify
            aberrations.

            Identify any of the following in a diagram: focal length, focal plane,
            principal focus; incident, normal and refracted rays; critical angle and
            angle of polarization.

            Have an understanding of: Maxwell’s equations, Poynting vector,
            radiation pressure and momentum, electric dipole radiation,

            Have a firm understanding of the interaction of light with matter, electric
            polarization, absorption bands and refractive index for materials, the
            electromagnetic spectrum.

            Describe Huygens and Fraunhoffer diffraction; single and double slit
            diffraction; resolution; using diagrams, describe constructive and
            destructive interference.

            Discuss the origin of polarization and its manipulation via dichroism and
            birefringence; describe the working principles of retarders (wave plates),
            compensators, optical activity.
             Describe some features of a laser such as coherence and
             monochromaticity.

             Perform calculations using analytical ray tracing: refraction and transfer
             matrices for optical systems; use Jones vectors to describe polarization of
             light.

             Have an understanding of: temporal and spatial coherence; wavefront-
             splitting and amplitude-splitting interferomenters;


                            Optics – Phys 310
                            General Physics - Phys 125/126
                            General Physics Lab I - Phys 135, 136

                            Assessment: Quizzes, Exams, Laboratory reports

20th Century physics:

      Understand atomic and nuclear structure including:

             Understand models of atomic structure in both qualitative and quantitative
             forms.

             Understand the relationship of electron energy level changes to atomic
             spectra.

             Understand the characteristics of subatomic particles, including basic
             quark theory.

             Understand the basic principles of radioactive decay.

             Uses the appropriate equipment to detect radioactive decay.

             Understand the quantum mechanical nature of matter as it applies to
             electronic behavior in conductors, semiconductors, and insulators.



                            Modern Physics – Phys 235
                            Modern Physics Lab – Phys 237
                            Intermediate Physics Lab – Phys 238
                            Optics – Phys 310
                            Quantum mechanics– Phys 361

                            Assessment: Lab. reports, Maple & Excel Projects, Exams


      Understand the basic elements and implications of special relativity as they relate
      to time, space, and mass.


                            Modern Physics – Phys 235
                      Assessment: Exams


Understand the basic elements and implications of quantum mechanics
including:

       To be familiar with the philosophical questions of the interpretation of
       quantum mechanics.

       To understand premise of quantum mechanics, and the nature of its break
       with classical physics.

       To explore the paradigm shift from a dualistic view of matter:
       particle/wave, to an integrated view.

       The wave-particle duality of radiation and matter.

       Develop and uses simple theoretical models to describe and explain
       properties of matter and the interaction of matter and energy.

       Describe the importance of energy quantization and how it affects the
       atomic and electronic behavior of matter.


       To understand and integrate the Schroedinger formalism (wave
       mechanics) with the Heisenberg formalism (matrix mechanics).

       To understand the limitations of non-relativistic quantum mechanics, and
       the steps needed to improve it.


                      Modern Physics – Phys 235
                      Modern Physics Lab – Phys 237
                      Intermediate Physics Lab – Phys 238
                      Optics – Phys 310
                      Quantum mechanics– Phys 361

                      Assessment: Lab. reports, Maple & Excel Projects, Exams

				
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