Continuation of PHYS 310. Optical apparatus (telescope, microscope, interferometer) and advanced project planning including equipment design and budgeting.
The Physics Department is revamping its undergraduate advanced laboratory curriculum to increase hands-on laboratory work. PHYS 541 is part of that project, along wth PHYS 310 and PHYS 542, and the concomitant deletion of PHYS 308 and PHYS 309. Currently, the laboratory portion of the general physics major consists of only 5 of 42 credit hours (12%), and one third of that is at the 200-level. The new set of courses will increase the experimental component to at least 8 hours, and up to 11, depending on a student's choices. This will enhance our students' competitiveness for graduate school or positions in industry, and will allow them to develop an appreciation of issues unique to experimentation.
As for the physics content of PHYS 541, knowledge of electronics (addressed by PHYS 310) and optics (addressed by this course) is essential for virtually all professional experimental physics work. The current physics course structure does not require students to ever encounter optics. Further, for the past five years, we have been requiring students who take the advanced lab courses to design their own experiment. This experience has highlighted the need to provide education in how to effectively organize and conduct such an experiment. In PHYS 541 students will spend half a semester designing and planning an experiment. Those who take PHYS 542 will spend the semester conducting the experiment they designed in PHYS 541.
Please have all Learning Outcomes in one section, near the top. (Move the extra LO for graduate students to immediately after the LOs for undergraduates.) ALso, these lists should be enumerated, not just itemized.
Please revise the LOs that are currently start with "work" and "assess" to use verbs that are more measureable; see the CTE information on LOs for explicit examples of acceptable verbs: https://www.sc.edu/about/offices_and_divisions/cte/teaching_resources/docs/cognitive_process_dimension.pdf
Learning outcomes appear to have been adjusted as per request.
Proponent requested return of proposal.
Learning outcomes are now enumerated.
Thank you for submitting your proposal to the Committee on Curricula & Courses. We are moving your proposal forward to the Faculty Senate. We appreciate your patience and commitment to undergraduate and graduate education.