Physics, B.A. at University of Wisconsin Madison

WELCOME TO THE UWMADISON DEPARTMENT OF PHYSICS

We have a long history of providing our students with a great educational experience. Our physics department awarded its first Ph.D. in 1899. Since then, our students have earned degrees in virtually every area of physics, and our faculty have played key roles in a myriad of important research efforts.

Physics is the science of the properties of matter, radiation, and energy in all forms. As such, it is the most fundamental of the sciences. It provides the underlying framework for the other physical sciences and engineering and for understanding physical processes in biological and environmental sciences.

CHOOSE TO BE A PHYSICS MAJOR

why study physics?

• Intellectual Satisfaction.First, and foremost, physics satisfies our deep desire to understand how the universe works. Physics is interesting.
• Intellectual Challenge.By striving for fundamental understanding, the physicist accepts the challenge to move past a merely descriptive approach of our world and probes deeply into how and why it works.
• Physics Produces New Technology.Todays esoteric physics research will become tomorrow's technological advances.
• Technical Expertise.Physicists exploit forefront technologies in their pursuits.
• Flexibility.In a fast-paced and changing world, it is much more important to have a broad substantive education than to be trained in a specific skill. We teach people how to think, and how to apply and extend what they know to new types of problems.
• Physics is Analytical and Quantitative.People who can reason analytically and quantitatively are essential for the success of almost any pursuit.

A degree in physics helps prepare you for employment in industry, research, government, and academia. A bachelors degree from the undergraduate physics program will provide an overall view of both classical and modern physics along with problem-solving ability and the flexibility to continue learning.

Your education can:

• Prepare you for employment in industrial or governmental laboratories.
• Prepare you for graduate studies for master's or doctoral degrees in experimental or theoretical physics.
• Provide a broad background for further work in other sciences, such as materials sciences, aerospace, astronomy, computer science, geophysics, meteorology, radiology, medicine, biophysics, engineering, and environmental studies.
• Provide a science-oriented liberal education. This training can be useful in some areas of business administration, law, or other fields where a basic knowledge of science is useful.
• Provide part of the preparation you need to teach physics. To teach physics in high school, you will also take education courses to become certified. You will need a doctoral degree to become a college or university professor.

Interested in the undergraduate physics program? Check out the physics undergraduate page or browse the Undergraduate Physics Majors Handbook.

OTHER PROGRAMS

AMEP

A program inapplied mathematics, engineering and physics (AMEP)is described in its own section of the Guide.

AstronomyPhysics

Students interested in an astronomyphysics major should contact theastronomy department.

EducationPhysics

A student working toward the Bachelor of ScienceEducation degree may major or minor in physics. Interested students should contact theSchool of Education. Upon request, the physics department will assign an advisor.

Medical Physics

A suggested curriculum for students interested in graduate study in medical physics is available in themedical physicsdepartment office.

1. (Standard 1) Incorporates Understanding of Human Learning and Development. Teachers design learning environments and pedagogical practices for students that are grounded in concepts and interpretive frameworks provided by disciplines that study human development and learning.
2. (Standard 2) Understands Social Context of Schooling. Teachers understand how local, state, national, and global social and political contexts differentially affect schooling and its outcomes for students.
3. (Standard 3) Demonstrates Sophisticated Curricular Knowledge. Teachers understand the central concepts, assumptions, tools of inquiry, ways of reasoning, uncertainties, and controversies of exercise science and physical educations.
4. (Standard 4) Demonstrates Pedagogical Knowledge in Specific Domains. Teachers are knowledgeable about the problems, challenges, and opportunities that commonly arise as students develop understanding or competence in physical education.
5. (Standard 5) Explains and Justifies Educational Choices. Teachers can articulate and defend their curricular and instructional choices with sound ethical and pedagogical justifications.
6. (Standard 6) Connects School and Community. Teachers use the knowledge and abilities necessary for collaboration with individuals, groups, and agencies within the school and community. They base instruction of students on an understanding of curricular goals, subject matter, and the community, and help the students make connections between community-based knowledge and school knowledge.
7. (Standard 7) Understands and Adapts to Multiple Forms of Communication. Teachers understand and adapt to students' multiple forms of expressing and receiving experiences, ideas, and feelings.
8. (Standard 8) Employs Varied Assessment Processes. Teachers understand and thoughtfully use formal and informal evaluation strategies to assess students' achievements, strengths, challenges, and learning styles for continuous development.
9. (Standard 9) Manages Learning Environment. Teachers establish and maintain an environment that engages students in learning while providing for their physical and socio-emotional well-being.
10. (Standard 10) Employs Varied Instructional Strategies. Teachers understand and use a variety of instructional strategies to enhance students' learning.
11. (Standard 11) Uses Technologies. Teachers appropriately incorporate new and proven technologies into instructional practice. They understand the major social, cultural, and economic issues surrounding their implementation.
12. (Standard 12) Accommodates for All Students. Teachers design educational environments and use instructional practices that accommodate students' achievements, strengths, challenges, interests, and learning styles.
13. (Standard 13) Is a Reflective Practitioner. Teachers are reflective practitioners who evaluate the effects of their assumptions, choices, and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally. They examine assumptions enmeshed in ways of thinking and in familial, institutional, and cultural lore, and practices.
14. (Standard 14) Relates Well with Students, Families, and Communities. Teachers relate to students, families, and community members in a fair, respectful, and sensitive manner. They show an appreciation for the cultural diversity of our society.
15. (Standard 15) Understands Legal Rights and Responsibilities. Teachers understand the legal rights and responsibilities of professional educators and the law as it applies to their specific domains of teaching.