Building Computational Physics Into the Undergraduate Curriculum

一组486/33 IBM兼容的PC机用于协助 罗斯-休曼物理和应用光学（PH/AO）教师 将计算物理学融入到 课程。每一个玫瑰，胡尔曼大一新生现在接触到的 Mathematica符号数学包一整年。 的 PC集群使PH/AO教师能够首先熟悉 Mathematica，然后开发常规的Mathematica作业 在本科课程的所有课程级别， 加强和培养学生的技能。 这些经常使用 notebook功能，因此学生可以修改模板或shell。在 高级PH/AO课程，一套不同的模拟和 作业基于CUPS（综合）中的材料 本科生物理软件）项目（测试版 版本，1992年9月开始）。 这需要少得多的 教师的努力，因为书面CUPS资源材料 总是建议学生可以探索的多种方法 通过修改现有的源程序来实现物理学。 杯 模拟在上层物理课程应该 引起了学生和教师的极大兴趣。 的 群集提供可访问的高速计算资源， 运行和使用CUPS。此外，机器支持广泛的 混沌模拟和实验数据采集， 一门关于物理系统中混沌的课程。 PH/AO专业的课外软件活动将是 启动，使用群集作为主要资源。 这将 与其他部门的工作并行， 软件演示，以提高课堂教学。 它 还应提高学生对物理或应用的兴趣 光学作为一个主要的。

A cluster of 486/33 IBM-compatible PCs ia being used to assist Rose-Hulman physics and applied optics (PH/AO) faculty in building computational physics into all areas of the curriculum.Every Rose-Hulman freshman is now exposed to the Mathematica symbolic mathematics package for a full year. The cluster of PCs enables PH/AO faculty to first get familiar with Mathematica, and then develop regular Mathematica assignments at all course levels in the undergraduate curriculum, to reinforce and build up students' skills. These often use the notebook feature, so students can modify a template or shell.In upper level PH/AO courses, a different set of simulations and assignments are based on materials in the CUPS (Comprehensive Undergraduate Physics Software) project (available in beta version, starting in September, 1992). This requires much less effort from faculty, because written CUPS resource materials always suggest a number of ways in which students can explore the physics by modifying existing source programs. CUPS simulations across the upper-level physics courses should generate a lot of interest in both students and faculty. The cluster provides an accessible high-speed computing resource to run and use CUPS.In addition, the machines support extensive chaos simulations, and experimental data acquisition for a course being offered on chaos in physical systems.An extracurricular software activity for PH/AO majors will be initiated, using the cluster as the main resource. This will work in parallel with other departmental efforts to generate software demonstrations to enhance classroom teaching. It should also increase student interest in physics or applied optics as a major.