Analytical skills provide the theoretical framework for much of physics; however, in the real-world analytical solutions to problems frequently remain elusive. More often than not, solutions arise from creative combinations of analytic, experimental and computational techniques. While the physics community recognizes the need for curricular innovation, physics curriculums still traditionally focus on analytical techniques. Five years ago, the University of St. Thomas curriculum was no different. Recognizing the need for a change we developed an integrated physics curriculum emphasizing the importance of analytical, computational, experimental and communication skills. It is our goal to work these elements into all of our classes. As part of the implementation process we have developed a number of guiding principles that have enabled the revision of our curriculum. While a united faculty focused on a common goal is an essential ingredient, there are a number of other elements that enable and sustain curricular change.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


Higher Education,NSDL,Undergraduate (Upper Division),oai:nsdl.org:2200/20080904125654289T,Physics,Curriculum,Undergraduate (Lower Division),Computational Physics,curriculum development,Vocational/Professional Development Education,computational physics,NSDL_SetSpec_439869,Education,General Physics,Computing and Information



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