Applied Physics BS Acoustics
Program Purpose
Alignment with BYU Aims and Mission
Intellectually enlarging
Physics students gain a broad education in the principal theories that describe the physical world. They learn to approach complex problems in science and technology, and to conduct scientific research.
Spiritually strengthening and character-building
Students are strengthened in character and faith through faculty instruction and mentoring. These interactions provide opportunities for faculty to demonstrate commitment to both spiritual and intellectual pursuits in their personal and professional lives, and to help students adopt spiritual and professional perspectives and practices consistent with the Gospel. Students learn ethical scientific behavior.
Promotes life-long service
The broad scientific background provided enables students to be informed participants in solving community issues. Students are given opportunities to participate in educational outreach and tutoring through undergraduate activities sponsored by student leaders and the department.
Career Preparation
Students completing the B.S. Applied Physics - Acoustics program will be prepared for work in a scientific or technical career in industry or government, or for graduate studies in applied physics, engineering, physical sciences, or professional fields such as medicine, law, or business. In particular, they will be well prepared for those dealing with acoutical research and data.
See Careers for Physics Majors
Curricular Structure
Freshman and sophomore courses include 1) a three-or four course mathematics sequence 2) a four-course introductory physics sequence, including modern physics covering the primary theories described below 3) a four-course experimental laboratory sequence, 4) a first course in scientific computing with a symbolic manipulation program and 5) an introduction to research and careers in physics. The upper division curriculum treats some of the same topics at an advanced level through courses in mathematical physics, classical mechanics, electrostatics, optics/electrodynamics, and scientific computing with technical programming tools.
Students compose their own applied physics emphasis by choosing 12 elective hours (with department approval) in an area that will complement their training in physics, in fields as diverse as engineering, medicine, law, business, physical and social sciences. The culminating experience is mentored research and writing for the capstone project report, which ideally combines work in physics and their chosen emphasis. A writing and presentation course is also offered for those who have completed their capstone project research.
Advising information for physics majors
Learning Outcomes
Physics Theory and Application
Apply principles to model and solve representative problems analytically and computationally, at an introductory level from the primary physical theories (classical mechanics, quantum mechanics, special relativity, thermodynamics, electromagnetism and optics), and at an advanced level in classical mechanics, electrostatics and optics/electrodynamics.
Design and conduct experiments, build scientific equipment, write scientific programs to simulate physical systems, and analyze data.
Communicate professionally to a technical audience both orally and in writing. Be able to understand scientific ideas by reading books and journal articles.
Understand scientific ethical practices, and demonstrate them in the conduct of scientific research.
Conduct experimental, theoretical or computational research under the direction of a mentor to contribute to the generation of new knowledge or technologies, and prepare to do this professionally.
Evidence of Learning
Indirect Measures
Senior exit surveys and alumni surveys are monitored to assess student achievement of learning outcomes.
Direct Measures
1. Student mastery of the primary physical theories and analytic, computational and experimental skills will be assessed by requiring graduating students to take the nationally-normed Physics Major Field Test provided each year by ETS.
2. Experimental design and data analysis skills will be assessed by the student's research mentor and undergraduate research committee.
3. Communication skills will be assessed by the student's research advisor and undergraduate research committee.
4. Adherence of ethical principles will be assessed by the student's research advisor and undergraduate research committee.
5. Professional preparation will be assessed by the student's research advisor and undergraduate research committee.
Learning and Teaching Assessment and Improvement
Learning and teaching assessment improvement is watched over by the department learning outcomes assessment committee under the direction of the department chair. This committee looks at the direct and indirect measures of learning in the department and reports to the faculty once a year on trends and possibilities for improvement. The faculty then votes, as needed, and actions are taken. The faculty and the chair also monitor student ratings and peer reviews of teaching to find things that need to be improved in individual classes and in the performance of faculty members, but the review of program learning outcomes is primarily the responsibility of the department learning outcomes assessment committee.
Department Learning Outcomes Assessment Committee Members
Currently being updated.