Early Physics Education in High Schools For Physics Majors

So You Want to Be a Physicist: A 22-Part Guide

Introduction: The motivation for creating the series

Why this series

One of the most frequent questions we get in various physics forums and IRC physics channels (besides the annoying “Can anything travel faster than c?”) is: what is the process and background of being a physics major? Students often ask what the requirements are for obtaining a physics degree and what career paths open up afterward. In short, many want to know how to become a physicist and what to expect along the way.

Scope and perspective

I hope this series will demystify the path from being a motivated high‑schooler through a college physics major, into a Ph.D. program, and beyond into postdoctoral work and employment. This is not a one‑size‑fits‑all guide — educational systems vary widely around the world — so most of the perspective here is based on the US system. Readers from other countries are encouraged to contribute their experiences.

What I want to share

The goal is to combine the formal information you see in brochures and school websites with the practical lessons that are usually not told to students. Many of these are personal takeaways — the “I wish someone had told me that earlier” moments — that can make navigating the physics path easier.

As usual, feedback and questions are welcome as the series progresses. Who knows — maybe after this I’ll finally be inclined to compile everything into the book I’ve always wanted to write!

Part I: Early Physics Education in High Schools

Why early preparation matters

Many of us have a variety of reasons for wanting to be physicists. I sometimes liken it to a calling — not unlike wanting to become a priest — something that can’t be ignored. We all know being a physicist is unlikely to make you filthy rich, but there is an intrinsic satisfaction in working in the field.

Mathematics is critical

In this part of the series I’d like to start at the beginning: preparation in high school. The most important element, in my opinion, is mastery of basic mathematics. By the time students enter college, they should ideally have a good command of algebra, trigonometry, and geometry. Taking physics without these fundamentals is a recipe for frustration. In many cases, at least a semester of calculus is also expected if the introductory physics course is calculus‑based.

From my brief experience teaching first‑year university students in the US, many struggled with physics homework not because they misunderstood the physical concepts but because they lacked the necessary math skills. They then blamed the physics itself. On our IRC channel we see the same pattern: students are often stuck on mathematics more than on physics. Adequate math preparation in high school is therefore crucial.

In the US it’s still possible to catch up on mathematics after enrolling in university by taking required math courses, but doing so usually delays progress in physics coursework until the math is in place.

High‑school physics: helpful but uneven

Are high‑school physics classes necessary? Definitely helpful. Exposure to basic physics ideas gives students a useful head start. Programs such as AP Physics — which offer high‑school students college‑level introductory material — can be a significant advantage.

That said, high‑school physics can sometimes backfire. Many US high‑school physics classes are taught poorly, and sometimes by teachers without a physics degree. A bad introduction can turn students off the subject; often people who say they “hate physics” trace that feeling back to a poor high‑school experience.

Next chapter

Next Chapter: Part II: Surviving the First Year of College