Physics

The physics major places a strong emphasis on computational and numerical techniques while still retaining the core material common to all physics majors. Many problems which are not readily solvable using traditional methods will be incorporated into the program, and solutions will involve numerical integration, computer modeling, and other numerical techniques introduced in the classroom and laboratory.

Scripps Faculty

Rita Roberts
Professor of History and Africana Studies

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Damien Sojoyner
Assistant Professor of Africana Studies

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Sheila Walker
Professor of Psychology
Chair, Intercollegiate Department of Africana Studies

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Intercollegiate Faculty

Aitel, Fazia Associate Professor, Claremont McKenna College
Basu, Dipannita Professor of Sociology and Africana Studies, Pitzer College
Bonaparte, Alicia Assistant Professor of Sociology, Pitzer College
Daut, Marlene Assistant Professor of English and Cultural Studies, Claremont Graduate University
Fairchild, Halford Professor of Psychology and Africana Studies, Pitzer College
Harris, Laura Professor of English and World Literature and Africana Studies, Pitzer College
Hurley, Eric Associate Professor of Psychology and Africana Studies, Pomona College
KaMala, KaMala Assistant Professor of Psychology, Pitzer College
Lemelle, Sidney Professor of History and Black Studies and Chair of the History Department, Pomona College
Lytle, Gwendolyn Professor of Music and Resident Artist, Pomona College
Mayes, April Associate Professor of History, Pomona College
Perkins, Linda Associate Professor of Education, Claremont Graduate University
Shelton, Marie-Denise Professor, Claremont McKenna College
Smith, Darryl Associate Professor of Religious Studies, Pomona College
Wimbush, Vincent Professor of Religion , Claremont Graduate University

Student Learning Outcomes

When confronted with an unfamiliar physical or dynamical system or situation, students should be able to:

  1. Develop a conceptual framework for understanding the system by identifying the key physical principles, relationships, and constraints underlying the system.
  2. Translate that conceptual framework into an appropriate mathematical format/model.
  3. (a) If the mathematical model/equations are analytically tractable, carry out the analysis of the problem to completion (by demonstrating knowledge of a proficiency with the standard mathematical tools of physics and engineering).
    (b) If the model/equations are not tractable, develop a computer code and/or use standard software/programming languages (e.g., Matlab, Maple, Python) to numerically simulate the model system.
  4. Intelligently analyze, interpret, and assess the reasonableness of the answers obtained and/or the model’s predictions.
  5. Effectively communicate their findings (either verbally and/or via written expression) to diverse audiences.

In a laboratory setting, students should be able to:

  1. Design an appropriate experiment to test out a hypothesis of interest.
  2. Make basic order-of-magnitude estimates.
  3. Demonstrate a working familiarity with standard laboratory equipment (e.g., oscilloscopes, DMMs, signal generators, etc.).
  4. Identify and appropriately address the sources of systematic error and statistical error in their experiment.
  5. Have proficiency with standard methods of data analysis (e.g., graphing, curve-fitting, statistical analysis, Fourier analysis, etc.).
  6. Intelligently analyze, interpret, and assess the reasonableness of their experimental results.
  7. Effectively communicate their findings (either verbally and/or via written expression) to diverse audiences.