Plan D is a B.S. in physics education.  As mandated by the Board of regents, students interested in teaching at the secondary level must have a major in the area of their teaching interest.

For more information, please see the Academic Catalog. A program map, which provides a guide for students to plan their course of study, is available for download in the Courses tab below.

Plan D (Secondary Education Certification)

Career Opportunities

Buzzfile - Careers by Major:
http://www.buzzfile.com/Major/Physics External Resource

Program Location

Carrollton Campus

Method of Delivery

Face to Face

Accreditation

The University of West Georgia is accredited by The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

Credit and transfer

Total semester hours required: 120

This program may be earned entirely face-to-face. However, depending on the courses chosen, a student may choose to take some partially or fully online courses.

Save money

UWG is often ranked as one of the most affordable accredited universities of its kind, regardless of the method of delivery chosen.

Details

  • Total tuition costs and fees may vary, depending on the instructional method of the courses in which the student chooses to enroll.
  • The more courses a student takes in a single term, the more they will typically save in fees and total cost.
  • Face-to-face or partially online courses are charged at the general tuition rate and all mandatory campus fees, based on the student's residency (non-residents are charged at a higher rate).
  • Fully or entirely online course tuition rates and fees my vary depending on the program. Students enrolled in exclusively online courses do not pay non-Resident rates.
  • Together this means that GA residents pay about the same if they take all face-to-face or partially online courses as they do if they take only fully online courses exclusively; while non-residents save money by taking fully online courses.
  • One word of caution: If a student takes a combination of face-to-face and online courses in a single term, he/she will pay both all mandatory campus fees and the higher eTuition rate.
  • For cost information, as well as payment deadlines, see the Bursar's Office website

There are a variety of financial assistance options for students, including scholarships and work study programs. Visit the Office of Financial Aid's website for more information.

Downloads

General

This course is designed to prepare students for calculus, physics, and related technical subjects. Topics include an intensive study of algebraic and transcendental functions accompanied by analytic geometry and trigonometry. Students cannot receive credit for MATH 1112 and MATH 1113.

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The first of a three-course sequence in calculus. Limits, applications of derivatives to problems in geometry and the sciences (physical and behavioral). Problems which lead to anti-derivatives.

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A continuation of MATH 1634. The definite integral and applications, calculus of transcendental functions, standard techniques of integration, sequences and series.

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A continuation of MATH 2644. Topics include functions of two, three, and more variables, multiple integrals, and topics in vector calculus.

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An introductory course that will include material from mechanics, thermodynamics, and waves. Elementary calculus will be used.

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The lab component for PHYS 2211 which must be a co-requisite.

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An introductory course that will include material from electromagnetism, optics, and modern physics. Elementary calculus will be used.

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The lab component for PHYS 2212 which must be a co-requisite.

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Major Required

Thermodynamic laws and applications. (At the level of Black and Hartley).

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Specially designed to meet the needs of future teachers, students design and carry out four independent inquiries, which they write up and present in the manner that is common in the scientific community. Course is restricted to UTEACH students.

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The purpose of Step 1 is to have students explore teaching experiences in science or mathematics. Students teach science or mathematics lessons in local elementary classrooms and obtain first-hand experience with planning and implementing inquiry-based curriculum. The instructor introduces students to the theory and practice behind inquiry-based science and mathematics instruction and guides them through the process of designing and preparing to teach lessons. The course requires field experiences at local schools and requires a satisfactory result on the College of Education Criminal Background Check.

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Students who want to explore teaching careers become familiar with the middle school setting by observing and discussing the middle school environment, and by teaching several lessons to a middle school class. They build upon and practice lesson design skills that were developed in Step 1 and also become familiar with excellent science and mathematics curricula for the middle school setting. As a result of the Step 2 experiences, students generally are able to make a decision as to whether they want to pursue a pathway to teacher certification through the UTeach program. UTCH 2001 is a prerequisite for this course.

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The goal of this course is to develop a powerful tool kit of approaches to knowing and learning in science and mathematics. This course focuses on issues of what it means to learn and know science and mathematics. Prerequisite 2.5 gpa

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This course continues the process of preparing pre-service teaching candidates to teach mathematics and science in secondary settings by providing opportunities to see how theories explored in Knowing and Learning play out in instructional settings. You will design and implement instructional activities informed by your own understanding of what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). Pre-requisite 2.5 gpa.

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The course Project-Based Instruction (PBI) supports continued development as a teacher, building on your previous UTeach courses. PBI provides opportunities to observe and teach in the secondary science or mathematics classroom, continuing field experiences from UTCH 2001, UTCH 2002, and Classroom Interactions. PBI also provides the basis for building on the theoretical knowledge base of the courses Knowing & Learning and Classroom Interactions. This course will also provide opportunities to generate artifacts for a professional portfolio to meet requirements for teacher certification. This course aims to help close the research-practice gap by developing your capacity to identify and evaluate best teaching practices as presented in research literature.

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This course engages students in observations, interactions, and analyses of educational issues related to inclusive secondary Mathematics and Science classrooms. The course includes a thorough examination and practice of instructional strategies and accommodations required to meet the needs of students with special needs in inclusion settings. Application of reading and writing strategies to support content acquisition is emphasized. This course will satisfy the requirement of course work in the identification and education of children with special education needs as mandated by Georgia House Bill 671.

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The course requires Candidates to teach for one full semester in the public schools at the secondary level under the supervision of an experienced, qualified classroom teacher. Weekly 90 minute seminars are scheduled on campus as an integral part of the Apprentice Teaching experience. In a supportive environment Apprentice Teachers share their experiences and work on solutions for difficulties they are experiencing. They learn about legal and logistical issues in teaching, become familiar with how the diverse components of a high school or middle school are organized into a highly effective system, and prepare for the GACE Exams. For their final product, Apprentice Teachers submit a portfolio, which documents their progress toward meeting the GA PSC standards for new teachers.

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Major Selects

Fifteen hours selected from:

Topics about the solar system, stars, galaxies, and cosmology. May not be taken by students who have completed ASTR 2313 and does not count toward a major in physics, except for Plan D.

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Modeling with and solutions of ordinary differential equations, including operators, Laplace transforms, and series; systems of ODE's, and numerical approximations.

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This is a mathematics course designed to address the unique needs of future teachers of mathematics. It is required of UTEACH math majors and also counts toward their mathematics degree. In the course, students engage in explorations and lab activities designed to strengthen and expand their knowledge of the topics found in secondary mathematics. Course is restricted to UTEACH students.

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A study of the historical development of major areas of science and the philosophical examination of scientific methods and results. Same as CHEM 4003, HIST 3301 and PHIL 3301.

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Electronic principles, basic circuits and components, theory and applications of powers supplies, amplifiers and oscillators. (At level of Simpson.)

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Principles of Newtonian mechanics, mathematical techniques, conservation laws, introduction to orbit theory, rigid body dynamics, and accelerated coordinate systems. (At the level of Davis.)

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Electrostatic fields and potentials, conductors, dielectrics, magnetic fields, magnetic materials, electromagnetic induction, and Maxwell's equations. (At the level of Griffiths.)

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Reflection, transmission, and refraction of waves, electromagnetic theory applications and light properties. (At the level of Hecht.)

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Selected experimental investigations in electrical measurement, atomic and nuclear physics, solid state physics, optics, and electronics.

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Selected experimental investigations in electrical measurement, atomic and nuclear physics, solid state physics, optics and electronics (offered in spring semester)

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A study of the physical principles associated with energy, current energy sources, alternate energy sources, conservation of energy, environmental concerns, and research to develop new energy sources.

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A survey of general physics for pre-service science teachers.

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A study of the discovery of the atomic nucleus by Rutherford and nuclear properties; radii, masses, spins, binding energies, etc. from experimental data. The nuclear force. Radioactivity in general and alpha, beta, gamma and fission. Fundamentals of nuclear reactions. Models of the nucleus.

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The principles of wave mechanics, including one dimensional potential problems, the hydrogen atom, systems of identical particles, perturbation theory. (At the level of Eisberg and Resnick.)

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An introduction to crystal structure and the mechanical, thermal, magnetic, optical, and electrical property of solids. (At the level of Kittel).

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Advanced mathematical methods required for the most comprehensive exposition of both classical and modern physics. (At the level of Boas.)

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Introductory numerical methods in physics, including the application of computer techniques to a variety of physical problems at the level of Cook.

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Individual research in any area of several branches of physics. The research is to be carried out under the direction of a faculty member, and the research can be of an experimental or theoretical nature, or both.

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Discussion of topics by students in seminar format regarding current theoretical and experimental topics in physics.

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Jeff Barron Ed.S, Mr.

Jeff Barron Ed.S, Mr.

Instructor

Neal Chesnut, Ph.D.

Neal Chesnut, Ph.D.

Physics Program Coordinator and Associate Professor

Landewatte De Silva, Ph.D.

Landewatte De Silva, Ph.D.

Associate Professor

Benjamin DeMayo, Ph.D.

Benjamin DeMayo, Ph.D.

Emeritus

Technology Learning Center 0101
Javier E. Hasbun, Ph.D.

Javier E. Hasbun, Ph.D.

Professor

Benjamin Jenkins

Benjamin Jenkins

Sr. Lab Coordinator, Director of UWG Observatory

Sharon Kirby

Sharon Kirby

Instructor

Bobby E. Powell

Bobby E. Powell

Emeritus

Ann Robinson

Ann Robinson

Instructor

Nicholas Sterling, Ph.D.

Nicholas Sterling, Ph.D.

Associate Professor

Julie Talbot, Ph.D.

Julie Talbot, Ph.D.

Associate Professor

Benjamin Team

Benjamin Team

Instructor

Guidelines for Admittance

Each UWG online degree program has specific requirements that you must meet in order to enroll.

Application Deadlines

For complete information on application deadlines, please visit The Scoop.

Admission Process Checklist

  1. Review Admission Requirements for the different programs and guides for specific populations (non-traditional, transfer, transient, home school, joint enrollment students, etc).
  2. Review important deadlines:
    • Fall semester: June 1 (undergrads)
    • Spring semester: November 15 (undergrads)
    • Summer semester: May 15 (undergrads)
      See program specific calendars here
  3. Complete online application
    Undergraduate Admissions Guide

    Undergraduate Application

    Undergraduate International Application

  4. Submit $40 non-refundable application fee
  5. Submit official documents

    Request all official transcripts and test scores be sent directly to UWG from all colleges or universities attended. If a transcript is mailed to you, it cannot be treated as official if it has been opened. Save time by requesting transcripts be sent electronically.

    Undergraduate & Graduate Applicants should send all official transcripts to:
    Office of Undergraduate Admissions, Murphy BuildingUniversity of West Georgia
    1601 Maple Street
    Carrollton, GA 30118-4160
  6. Submit a Certificate of Immunization, if required. If you will not ever be traveling to a UWG campus or site, you may apply for an Immunization Exemption. Contact the Immunization Clerk with your request.
  7. Check the status of your application

Contact

James E. Boyd Building

1601 Maple Street, Carrollton, GA 30118

Phone: (678) 839-4087

Fax: (678) 839-4088

Email: physics@westga.edu

Specific dates for admissions (Undergraduates Only), go to: UWG Admission Deadlines

  • Students will be able to apply mathematical problem solving techniques in the upper level required courses, such as modern physics and thermodynamics.
  • Students earning a B.S. degree in Physics will be able to make basic physical measurements in the laboratory and analyze and interpret the results.
  • Students will be able to communicate effectively to a physics audience, in written form.
  • Students will be able to communicate orally to a physics audience.