ENGINEERING PHYSICS = a unique field Most segments of society are completely unaware of engineering physics as a field of study and recognition of its importance is restricted to a small fraction of the academic population where it should be well known. Specifie population segments who should be aware of the field but are not include high school students, advisors (both secondary school and college), and, surprisingly, most employers of engineers. For this reason the strengths and interesting features of the field are described in this article. It is meant as a guide to employers, parents and advisors, and most of all to high school and college age youth who are {in the process of selecting a career. ‘The elements Engineering Physics (EP) is a field of engineering education and practice which provides a broad training in physice and mathematics and a basic training in engineering and design, The engineering physicist is an engineer, not a scientist, whose fundamental motivation is problem solving rather than # quest for new knowledge of nature, The practitioner of engineering physics, though not usually research Oriented, is often involved in the development of new devices and products using sophisticated physical concepts. ‘The first engineering physics program in the United States was Initiated in 1924 at the University of Oklahoma under the guidance of the Department of Physics and incorporated into the progam and degree area of the College of Engineering, Several major institutions now offer the engineering physics degree and many of these programs are accredited by the Engineers’ Council on Professional Development (ECPD). Table I’ lists institutions offering programs in engineering Physics, The number of engineering physicists produced by these institutions has been modest. when compared to the large numbers in the fields of electrical, mechanical, chemical, and civil engineering. ‘At Oklahoma University we have both the traditional physics progam and the engineering physies program. Student quality and aptitudes are nearly equal for the two programs. Engineering physics students, taken as a group, rank high in the engincering college. Symposium Because of the lack of recognition for the field of engineering physics, a group of engineering physics educators and one industrial representative met in June 1974 at Lake Fort Gibson, Oklahoma to seek solutions to the problems.” Symposium members were in general agreement on a number of topics. The following three statements were drafted by the conferees and concurred to by all. Robert M. St. John Robert M, St. John received BS, degree in electrical ‘engineering and a M.S. degree in physics from Kansas State University, Manhattan and a Ph.D. degree in physics from the University of Wisconsin. He has been with the physics and engineering physics areas at the University of Oklahoma since 1954 and has served as chairman of the Engineering Physics Committee there since 1963. He hhas been an advisor and teacher of engineering physicists for over, 20 years. (University of Oklahoma, Norman, Okiahoma 73069) THE PHYSICS TEACHERTable 1. Institutions with Engineering Physics Programs Colorado Schoo! of Mines Cornell University Ohio State University Princeton University” ‘South Dakota State University ‘Texas Technological University University of Kansas University of Maine University of Michigan University of Oklahoma University of Toledo, University of Tulsa University of Waterloo, Ontario ‘Topic I: What is engineering physics? Engineering physics is a curriculum designed to educate engineers to work in areas in which the technology is changing rapidly or in areas which overlap the boundaries of several of the traditional engineering disciplines. The curriculum sims to develop sufficient depth in both engineering skills and science to produce students who are able to relate basic knowledge to practical problems in engineering, The engineering physicist is a person with the training of an applied physicist, the inclination to attack novel as well as routine problems, and the flexibility to exploit basic knowledge in any branch of science. ‘opie MI: What are the characteristics of an engineering physicist? ‘The engineering physicist bridges the gap between the ‘extremes which separately characterize the physicist and the engineer, ie, the physiist’s interest in knowledge for imowledge’s sake and the engineer's interest in the application of basic prindples to the solution of practical problems within a particular engineering disc ‘The engineering physicist is interested in understanding physical phenomena and the underlying principles. He has the interest and ability to apply this basic Knowledge to the solution of a broad range of real problems, and he has an appreciation for and adeptness In engincering methodology. Ideally, his interest and academic ‘training motivate him to independent study leading to ‘engineering competency in an everexpanding range of specific disciplines as his professional career develops. BY the very nature of his training and development he will have the flexibility to contsibute significantly to many ‘engineering diseiplines. He should be especially valuable in providing a communications link between engineering disciplines as well as between engineering and physics. NOVEMBER 1976 opie I: What courses should the engineering physics curriculum include? ‘The symposium members suggested the following course work as providing the educational needs of the engineering physicist and also meeting the ECPD standards for accreditation: Subject Area ‘Minimum Semester Hours Mathematics 20 A minimum of 20 semester hours above trigonometry including at least one applied math course at a level higher than ordinary differential equations. Basic Sciences 20 ‘The basic sciences should include at least eight semester hours of general chemistry, eight hours of general physics which utilizes calculus, and one course in modern physics. Humanities and Social Studies 16 Communications 3 We strongly recommend at least a three-semester-hour course in communications which emphasizes technical writing. Engineering Sciences 32 Engineering physics is a curriculum leading toward employment of bachelor's-ievel students in high-technology industries; therefore, courses of a theoretical nature directed toward a better understanding of materials and Processes are necessary under the engineering sciences category. The engineering science courses along with the basic science and mathematics courses should be adequate ‘preparation for the first level of the Professional Engineer's examination. Examples (not exhaustive) of engineering science courses appropriate to an engineering physics curriculum are as follows: Staties and Dynamics Basic Electronic Theory ‘Thermodynamics ‘Automatic Control Theory Fluid Mechanics ‘Wave Motion Heat Transfer Quantum Mechanics Statistical Mechanics Materials Sciences & Information Theory Computer Science Electric Circuits Classical Mechanics Engineering Economics _Electricity & Magnetism Engineering Design 16 ‘The engineering design courses should provide an ‘opportunity for the student to coordinate knowledge from ‘mathematics, the basic sciences, and the engineering ‘sciences in design, analysis, development, and evaluation. ‘This experience could be obtained through work in the laboratory, or in more formal courses with their primary emphasis on design and analysis. We strongly recommend that the student be confronted with problems (or projects) that simulate, as closely as possible, the environment and situations as they might occur in industry. ‘Total categorized semester hours 107A questionnaire ‘As a result of the symposium the author sent questionnaires to graduates of the engineering physics program at the University of Oklahoma for the purpose of obtaining directly from them (a) the understanding of the field by their employers and (b) their own evaluation of their training in regard to which of the areas of train contributed most. significantly to thelr professional endeavors, Questionnaires wore mailed to the 195 graduates ‘who received the B.S. degree in engineering physics during the period of 1954-1974, Responses were received from 43 persons. Perhaps one-third or more of the addresses were not current; hence, the number of respondents seems to represent a good sample of those graduates who actually received the questionnaires. ‘The preponderant. response conceming recognition and appreciation of the field by employers using ‘engineering, scientific, and technical personnel was that engineering’ physics is poorly understood except in some research and development departments. Graduates employed in several large Industries such as General Electric and Westinghouse, the Energy Research and Development Administration, and telephone and steel fabricating companies. felt that their employers had little or no understanding of the field and indeed did not even know what it was, Some few graduates found company ot divisional appreciation, particularly in the petroleum industry. Responding engineering physicists at Shell and ‘Exxon felt that the fleld was recognized and heavily used in the research production laboratories there. A respondent employed at Western Electric indicated that although the company did not employ many engineering physicist, those who were employed were heavily relied upon in the research departments ofthe firm. While the general understanding of the fletd was low, most engineering physicists found little restriction to thelr progress. A 1961 graduate now in management at Control Data Corporation indicated that it “never hindered his Physics, the most important training When posed the question, “What are the most Important skills or areas of training or abilities of an engineering physicist?” by far the largest number of responses indicated a fundamental knowledge of physics. A 1968 graduate now an area sales manager forthe Raychem Corporation, explains his experience, “I have found ‘throughout my employment history, all of which has been technically based, thatthe engineering physics background has prepared me to. deat with those strange and unusual situations which inevitably occur. Often Ihave been unable to solve the typical engineering problems that occur among the different disciplines. However, when the cookbook type solutions are not indicated, I have found my basic educational background sufficient to carry me a large part of the way toward the solution. I fee! thatthe fundamental reason is that my engineering education did not dea! with ‘how tos as much as with ‘why’s!" Ranking next to physics a8 an important training area was the field of mathematics, Several referred. to tathematics which is useful in the analysis of a physical situation. Other skills, training or abilities mentioned included communication, analytical techniques, engineering core courses, the ability to think, and technical elective training. We do not believe that any person can successfully pursue an engineering physics career with development of only one or two areas; several skills are necessary. ‘The emphasis will ary widely from one individual to another, but some or many of the following characteristics are found inal engineering physics, including those who have eft the field. Engineeriag physictets bridge the gap between pure scence and down-to-earth technology. between theory end practice, Pioneer Physics serves as the basis for many of the engineering disciplines. Interests in electricity, mechanics, fuids, structure and properties of materials, the atomie nucleus, and energy were first developed by physicists who explored the fundamental relationships and sought out the laws descriptive of them. It is the engineer who takes over the application of these discoveries to meet social needs. Engineering physicists have interests and responsibilities ranging from pure physics to well developed engineering areas. ‘Job classifications of engineering physicists are quite varied and many are not classified under major engineering ‘categories, As examples, respondents are classified as: supervisor of an automotive restraint system group, principal engineer for transducers and acousties, manager for engineering marketing for an aerospace firm, director of decision analysis for a major petroleum company, and nuclear reactor safety analyst. These people are pioneering in new fields. They bridge the gap between pure science and down-to-earth technology, between theory and practice. ‘They have the unique training to enable them to research problems and develop answers in any practical area, depending on their concentration. ‘They bring research out of the laboratory and into the real world, making the products of research available to everyone. Versatile Many university graduates, in the restricted job market of the day, are finding that their education has fitted them to work in a vory limited fleld; however, there is a great need for engineers with the broad background given by a major in engineering physics. Of all engineers, the THE PHYSICS TEACHERengineering physicist is the most versatile. He or she must be willing and able to work on a wide variety of problems. ‘The training in physics, the source of much new knowledge and understanding of nature, provides an excellent foundation to pursue activities in nearly any technical field, Half of the.respondents to the questionnaire alluded to the aspect of versatility although the questionnaire made no mention of it and had no question related directly to that characteristic. Engineers are not only required to work in diverse problem areas, but frequently work in overlapping areas at fone time. This work is interdisciplinary. In this situation the engineering physicist enjoys the benefit of training that is unequaled for the task. One graduate of 1961 put it this ‘way: “Engineering physics provides an excellent foundation for any work requiring a broad technical understanding of situations that eut across two or more ‘traditional’ technical disciplines.” Closely related to versatility is the flexible nature of the practices offered the engineering physicist. ‘The They bring research out of the laberatery end into the real world. opportunity to choose the area of specialization exists to a greater extent than for other forms of training. An operations supervisor for Shell states “Engineering physics can provide that flexibility by providing a wide base ‘engineering background early in school with the specialized area being selected after the student has had a broad exposure.” ‘The breadth of experience and training of the ‘engineering physicist backed by the fundamental courses in physics in the curriculum lead to quicker understanding of the changes in many areas of technology and engineering, and make it easier to adapt existing skills to the prevailing needs of the employer. The needs follow the consensus of society in the long run, and great changes can occur in a decade or less. Thus the vorsatity and flexibility of the engineering physicist makes possible the maintenance of marketable talents, Self-confident ‘The willingness of an engineer to work as a generalist and often in poorly defined areas requires confidence in ‘one's training and in one’s self. Self-confidence is a product of a person’s ability, training, and desire to achieve. The broad nature of the physics training here again gives the ‘engineering physicist the background and the total overview necessary to understand the scope of almost any new problem. The ability to do research and to solve problems ‘comes second to that self-confidence which provides the ial impetus to tackle the problem. ‘Communicator ‘The engineering physicist has a unique position in ‘communication within the scientific’ and technical community. Because of the broad training in physics, mathematics, and engineering analysis the engincering physicist can communicate with specialists in physics, ‘computer programming,and the many engineering fields. ‘The ability to communicate over a broad range of ‘disciplines enables the engineering physicist to interact effectively with recent graduates in hiring and training programs. A number of our graduates have served their employers in these roles. Aunique field One question directed to the engineering physicists was “Do you feel that engineering physics plays a unique role, ie., one not performed by any other single engineering or scientific job classification?” Ninety percent responded affirmatively and most of the remainder disagreed primarily {in semantics. The feelings of the group were extremely well summarized by a 1960 graduate with a broad background with the Exxon Production Research Company and now in ‘4 management position in corporate planning with Esso Standard Libya, He states “I would like to emphasize my belief that the uniqueness of the engineering physics program lies in the breadth of interest in the physical world and the relatively broad exposure at the undergraduate level which provides versatility for a variety of later opportunities.” Relation to the sciences and other engineering fields Engineering physicists play important and wide ranging Fole in industry, It would be incorec to infer that the other engineering disciplines or the slences could be replaced by the engineering physics dicpline. In particular physeits and. other scientists wil always be an indispensible link in the chain ‘of Knowledge and applications, 1t is through their unrelenting quest for fundamental knowledge for the sake of knowledge that most breakthroughs to new technology occur. At the other extreme the ultimate success of most industrial projects is dependent on the application of well developed engineering techniques. In the broad intermediate ground where much of the current day problem solving occurs, the engineering physicist with is breadth of training fares very wel ‘A comparison of the goals of the physicist and the engineering physicist reveals thatthe physicist is primarily interested in phenomena-oriented research with no special concerns for its cost or application while the engineering physicist is interested in mission-oriented research and is very conscious of timetables, costs, and human and social factor. ‘Utilization in industry and government ‘The 43 respondents to the questionnaire had different employers except for four or five cases where two people were employed by one organization. industries and governmental agencies represented included chemical, petroleum production, electronics, nuclear, computer, eletrie, automotive, aerospace, ol! well servicing, optical, refining, steel fabrication, computing, education, all branches of the military, the National Security Agency, and a9the Atomic Energy Commission (now Energy Research and Development Administration). Management roles of the EP ‘The analytic techniques of the engineering physicist are readily transferred into the realm of management. The training of the EP is beneficial in the management of such enterprises where technology decisions must be made early and correctly to assure successful product development. Persons with an interest in the management area have ‘many opportunities open to them through thelr engineering physics background, The emphasis on problem solving is highly beneficial to those interested in corporate planni and analysis. Foundation for further education ‘Engineering physicists holding the Bachelor's degree in general have the technical background which is sufficient for them to enter into M.S. or doctoral programs in areas of specialization which include physics and most branches of engineering. Study in other fields such as medicine, biophysics, and geophysies may be undertaken after modest amounts of prerequisite work. Persons following such routes of career development generally are employed under Case histories Career developments for three engineering physicists are described here, We present them as being rather typical of engineers with the broad background of engineering physics. Larry J. Burmeier received the B.S. degree in engineering physics from the University of Oklahoma in 1966, He is employed by the Dow Chemical Company at thelr chemical complex in Freeport, Texas. His first position was as a research and development engineer in polyolefin research, In the four years that were spent in this dopartment his responsibilities included design 490 Fig. 1. LJ. Burmeler is technical supervisor of = polyethlene production unit of the Dow Chemical Company at Freeport, Texas, Engineering physics training is the basis of his capability for this job which requires finding solutions to problems involving operations and maintenance and designing improvements in product, efficiency, safety, and ecology. His job involves supervision of over 80 technical personnel, foremen, operator, and ‘engineering, pilot plant supervisor, data scrutinizing, and of course research report writing. With this background he transferred to « polyethylene production plant as a production engineer. Time was spent with engineering responsibilities in various areas — reaction, compression, extrusion, quality, and capital projects, In 1975 he was promoted to technical superintendent of a polyethylene plant, This mainly consists of supervising the technica staff and backup responsibility of the entire plant. ‘Analyzing his EP background, Burmeler writes, “My degree in engineering physics has definitely been an asset in my career. The basic engineering courses have allowed me to solve typical industrial problems in a unique manner. ‘The highly theoretical background obtained from the upper level physics and math courses provided me with a systematic approach to solving complicated problems. Also, this same approach is a plus in understanding the many related varlables of running a plant such as technical, bbusiness, mechanical, and management. I feel the systematic approach plus a broad theoretical engineering base gives the engineering physics graduate a versatile, unique advantage over the specialized training such as that in the mechanical or chemical engineering.” Roy B. Adams recsived the B.S. degree in engineering physics from the University of Oklahoma in 1960 and was, ‘commissioned in the U.S. Army Reserve. He received the MS. degree in engineering from Johns Hopkins University in 1962. ‘Adams then began his employment with Exxon Corporation as a research engineer in the Production Research Division of Humble Oil (now Exxon Company U.S.A.). His initial assignment involved supersonic flow of natural gas as a potential method of extracting gas liquids. In April 1963 he was called for military service in air defense artillery at Fort Bliss, Texas. In 1965 he completed active duty as Assistant Chief of the Basic Electronics Division of the U.S. Army Air Defense School. He then retumed to Exxon Production Research Company inright, is ‘es and forecasts, His engineering physics training has enabled him to be effective in solving techni- eal and economic problems, Houston where he was assigned to research problems relating to petroleum operations offshore. Initially he was, involved with problems of directional drilling from fixed ‘offshore platforms and subsequently was assigned to research efforts to improve techniques of drilling from floating vessels. Later, as a senior research specialist he developed methods for analysis and design of mooring systems for floating drilling rigs and became project leader for work in this area. In November 1968 Adams accepted an overseas ‘assignment with the Production Department of Esso ‘Australia Ltd, in Sydney, Australia, As a senior petroleum ‘engineer in planning and evaluation, he was involved in ‘economic analysis of offshore exploration ventures and development projeets and subsequent budget preparation. Early in 1972, he transferred back to Exxon Production Research asa research supervisor responsible for environmental analysis. This research effort included physical oceanography, arctic research, and environmental conservation for Exxon’s domestic and overseas operations. ‘At year end 1973 he again accepted an overseas assignment ‘as corporate planning coordinator with Esso Standard Libya Inc. in Tripoli, Libyan Arab Republic. In this assignment he is involved in economic analysis and inter-departmental coordination of planning studies for forecasts, Fig. 3. C.B, Lepak examines a new line of telephone call processors being. introduced ‘into’ the Bell System. Tis engineering physics background ig vital in bis position of Gepartment chiet of product engineering for the Western ecrc Okiaboma’ City Works, manuftturer forthe Bll NOVEMBER 1976 ‘Clement Lepak received his B.S. degree in engincering Physics from the University of Oklahoma in 1955. He served the oil industry with Schlumberger Well Services in offshore Louisiana, Arkansas, Venezuela and Bolivia, He progressed respectively from field engineer, perforating services supervisor, district manager to ageney manager in Bolivia Lepak retumed to the United States in 1963 to join Westem Electric Company in Oklahoma City. His appointment progressed from planning engineer to seni engineer in several departments to his present position of department chief of product engineering. Concurrently with his Westem Electric career and with the company’s 491help, he attended graduate schools and the Corporate Education Center at Princeton, New Jersey, and received the M.B.A. fromOkiahoma City University in 1965 and the Ph.D. from Oklahoma University in 1969. Conceming his career Dr. Lepak states, “My experiences in the domestic and foreign oil industry and in telephone communications equipment manufacturing have confirmed my belief that the engineering physics program ‘ives a thorough basic understanding of natural phenomena ‘which enables one to understand and to cope with the widest variety of technical and business problems in providing goods and services safely and efficiently. Specifically, one acquires a healthy curiosity and skill in selecting significant but unexplained deviations from the norm, Investigation of these anomilies sometimes leads to discoveries which are useful in providing both goods and services. Additionally, the satisfaction gained from understanding the natural forces of creation and how they work is priceless.” Acknowledgments ‘The author Is deeply indebted to the many graduates ‘who took the time to share thelr experiences in an exciting field with others in search of a career. Their responses indicated a genuine interest and concer for the field and for other people, Special thanks go to Larry Burmeier, Roy ‘Adams, and Clement Lepak for supplying their biographical ati Dr. Thomas G. Winter, organizer of the symposium, thas my sincere appreciation for assisting in bringing this subject to the attention of young people,counselors, and employers. “My gratitude is also expressed to Mrs. Jo Wilke, Office of Research Administration, University of Oklahoma for assistance in preparation of the manuscript. References 1, ‘This list of insitutions offering the engineering physics program is not complete, Persons having additions for the’ list or corrections are urged to send them to Professor St. John who will make them available to The Phanice Teacher in the form of an updated table for a future issue. 2 List of symposium participants: Henry 0. Hooper, University of Maine; Frank W. Prosser, University of Kansas; Gordon Wiseman, University of Kansas; Arthur A. Cowan, University of Waterloo; Robert St. John, University’ of Oklahoma; Kenneth A. Kuenhold, University of Tulsa; Jerome D. McCoy, University of ‘Tulsa; ‘Thomas G. Winter, Uni Clevelin, ‘Texas “Tech, University; University of Toledo; and David TT. Bal Dunn & McDonald. 3, The symposium participants chose to express the curriculum in ECPD terminology due to its systematic form. Specific information. about a particular institution's curriculum must be obtained from the department chairman, ‘The American Society for Aerospace Education In March 1976 the American Society for ‘Aerospace Education was officially organized. Its stated purpose is “to support, promote and advance the art of aerospace (aviation and space) education at all levels of learning.” Charter membership is le to all who join in 1976 as well as all new and renewed 1976 subscribers to the Journal of Aerospace Education which is now the official publication of the Society, For further information on membership in the ‘American Society for Aerospace Education, write to the society at 806 15th Street, ‘Washington, D.C. 20008. 492 Suite 610,