Inside Physics




Physics: The Discipline

Physics, the most fundamental of the sciences, explores the mechanism of the physical world from the interior of the nucleus to the expanses of the universe.  Other physical sciences and engineering turn to physics to address the foundations of their fields.  Problems at the forefront of theoretical physics have spawned whole branches of mathematics, including calculus and group theory.  Chemistry and, increasingly, the biological sciences look to physics to answer basic questions, for example, about molecular behavior.  Historically and philosophically, physicists have been at the forefront of establishing the scientific method, the cornerstone of science, which has served as the foundation for scientific inquiry and technological development over the centuries.

Physics is a mathematical science and as such is a rigorous and demanding discipline.  A bone fide undergraduate program requires courses in chemistry and advanced mathematics in addition to a physics curriculum consisting of classroom theory, laboratory work, seminars and research projects.  Such a program presents a challenge found in few other subjects.  Achievement demands hard work and perseverance as well as intellect.  A passion for knowledge, intellectual curiosity and the desire to excel are also characteristics of successful physicists.  A solid academic preparation for college is important.  Consequently, students wishing to major in physics are encouraged to take all of the science and mathematics they possibly can in high school.

While studying physics is challenging, the rewards in terms of personal satisfaction and intellectual growth are great.  In what other field of study does one encounter the fascination associated with
  - quantum mechanics (What does it mean that an electron is a wave and a particle at the same time?)
  - cosmology (What was the universe like during the first 10-43 of a second of the big bang, and how are we able to predict its end in the far future?).
   - astronomy (How is it possible to know the lifecycles of stars, which age over billions of years?)
   - geophysics (Why is Earth's rate of rotation decreasing, and how does that influence the distance to Earth's moon?)
   - biomechanics (Why is "follow-through" so important in athletics?)
   - relativity (Why is time-travel into the future possible?)
   - particle physics (Is there an anti-matter universe?)

Because of its importance to so many fields, physics serves as a springboard for a rich diversity of careers.  The training necessary to become a physicist develops analytical skills, which allow graduates to branch out into a variety of scientific and technological professions.  

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The Norwich Program

At Norwich, the Physics Program offers a Bachelor of Science degree for students interested in majoring in physics as well as courses supporting fields such as Engineering, Architecture and the Biological and Earth Sciences.   Physics majors follow a curriculum containing a full complement of coursework from classical topics such as mechanics, electromagnetism and thermodynamics to modern subjects including atomic, nuclear and quantum physics.  There is a course in instrumentation as well as general interest courses in stellar and galactic astronomy and, occasionally, weather and climate.  Highly motivated students have sometimes chosen a double major or a minor combining physics with a closely related subject such as mathematics or chemistry. 

Because physics is an experimental science, laboratory instruction is an important component of a physics major's education.  Norwich emphasizes the laboratory work associated with its courses utilizing modern, computer interfaced equipment.  One capstone of a major's education is a research project, conducted the senior year, in which the student works on a chosen topic under the guidance of a faculty member.  In recent years, student research projects have included the aerodynamics of wings and propellers, construction of a radio telescope, acoustic resonance in heated tubes, stellar imaging with digital photography, holography, and construction of a magnetometer, among other ventures.

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When Small is Big


The most compelling reason to study physics at Norwich is the benefit to the student of a close working relationship with the Program's faculty.  The four members of Norwich physics faculty – each of whom has a Ph.D. in the physical sciences and more than 20 years of teaching experience – have a strong commitment to undergraduate education.  These four perform all classroom and laboratory instruction.  Classes at the junior/senior level seldom exceed five students, providing each student individual attention from the instructor.  Even in introductory physics courses, Norwich makes every effort to keep class size below 30 students and laboratory enrollments at no more than 16.

Majoring in physics at a small, predominantly undergraduate institution such as Norwich, with low student-to-faculty ratio, has some important advantages.  According to a recent study by the American Institute of Physics (Pub. # R-433.03), students attending schools such as Norwich (when compared with students at large, research-oriented institutions) have a higher rate of graduation, develop greater skills in career communication and teamwork, and are more satisfied with their program's educational climate.  Moreover, they experience no detriment in post-graduation economic benefits as they command equal salaries and equal rates of employment in science and technology.

While instruction is the top priority of the faculty of the Norwich Physics Program, they have research interests including the solar atmosphere, space weather, computer-aided physics education and geophysical fluid dynamics.  Moreover, a research-grade facility for the teaching of optics is being established on campus.  Highly motivated students are welcome to join the faculty in their research endeavors.  

The Physics faculty encourages students considering a major in any science to address their high school studies seriously, demanding excellence of themselves in a rigorous schedule of coursework.  Success in physics at Norwich is predicated on serious study habits and a good foundation in mathematics and the sciences.  For example, recent graduates of physics have only been those students entering college with SAT scores above 1100.

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Careers

Training to become a physicist develops analytical skills, which allow a graduate to branch out into a variety of scientific and technological professions.  In recent years, most Norwich physics majors and physics minors have successfully pursued advanced degrees in diverse graduate school programs.  Many others have received Navy or Air Force commissions as pilots for which physics is a perfect background.

Physics is an ideal entry into careers associated with the other sciences and mathematics.  In fact, graduate programs in related fields are very interested in the disciplinary talent that a physicist can bring to these subjects, particularly the insights that physicists have in experimentation and fundamental physical processes.

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Faculty Activity, Awards and Honors

Gary Parker was named Charles A. Dana Professor of Physics at Norwich University’s fall, 2007 convocation.  President Schneider cited him for his research and scholarhip activities in the fields of solar astrophysics and space weather.  Students have frequently participated in these studies, often under sponsorship from the National Science Foundation and NASA.  

Rahmathullah Syed, Professor and chair of the physics department attended an NSF sponsored Activity Based  Physics Faculty Institute for one week in June 2007 at the University of Oregon in Eugene, Oregon.  The participants were introduced to the new active learning physics pedagogy.  They had an opportunity to have hands-on experience using the curricula and tools of the Activity Based Physics Suite. One segment of this physics suite is the Real Time Physics Active Learning Laboratories, which the Norwich students have been doing in calculus-based introductory physics since 1999.

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Exceptional Student Activity

Physics major Joseph Landry was an intern in astronomy at St. Paul’s School Advanced Studies Program this summer.  In spring he presented his paper “Predicting Solar Weather” at the Spuyten Duyvil Undergraduate Mathematics Conference held at The College of Mount Saint Vincent in Riverdale, New York.  

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