How to Choose Between a Physics and Chemistry Undergraduate Degree in Europe?

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Discussion Overview

The discussion revolves around the decision-making process for choosing between an undergraduate degree in physics or chemistry in Europe. Participants explore various factors influencing their choice, including personal interests, academic experiences, and the nature of the curricula in both fields.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Exploratory

Main Points Raised

  • One participant suggests that personal enjoyment of the subjects is a key factor in making a decision, noting that many people have a strong preference for one over the other.
  • Another participant expresses a lack of strong preference, indicating that they find applications in both fields appealing.
  • Reading group theory books is proposed by some as a method to help decide, although others question the relevance of this advice to typical undergraduate experiences.
  • A participant with a background in chemistry and physics shares insights on the practical aspects of each field, suggesting that chemistry may suit those who enjoy lab work and have good fine motor skills, while physics may appeal to those comfortable with mathematics and independent work.
  • There is a discussion about the role of group theory in both disciplines, with some arguing it is essential for understanding chemistry, while others contend it is not commonly emphasized in practical chemistry education.
  • Participants debate the mathematical rigor of physics versus chemistry, with some asserting that physics requires more advanced mathematics, while others argue that chemistry also involves significant quantitative work.
  • Several participants highlight the overlap in curricula between physics and chemistry, noting that core courses in both fields often cover similar topics but may be taught differently.

Areas of Agreement / Disagreement

Participants express differing views on the importance of personal interest, the relevance of group theory, and the mathematical demands of each discipline. No consensus is reached regarding the best approach to deciding between the two fields.

Contextual Notes

Some participants mention that standard undergraduate curricula may not include certain advanced topics like group theory, which could influence the decision-making process. The discussion reflects varying educational structures and expectations in European universities compared to other regions.

  • #31
I suppose by tangible he meant real world industry tangible.

Chemistry at the university level does not consist in memorizing molecular geometries, reaction enthalpies, etc. It consists in obtaining proficiency in practical experimental methods: chemical synthesis and analysis, along with some skeleton of theory background (it is impossible to know every single compound and/or synthesis method, just like it is impossible to know all the zeroes of all the special functions or the Clebsch-Gordan coefficients by heart, or whatever. In physics you learn the basic methods: Hilbert-space formalism and perturbation theory, not every interpretation and method of QM).

Chemists and chem engineers work in all kinds of material industries: pharma and food manufacturing(I knew one that worked at a dairy company), materials industries (novel metamaterials, nanoparticles, fabrics, construction materials, raw chemicals, manufacturing (paint, paper, plastics), etc.), as environmental consultants/inspectors, as analysts/inspectors for many of those industries, forensics, ...
 
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