Discussion Overview
The discussion focuses on the expectations of graduate schools for students pursuing computational physics and nanotechnology. Participants explore the educational backgrounds that may be advantageous, including the relevance of degrees in physics, computer science, and chemistry.
Discussion Character
- Exploratory
- Debate/contested
- Technical explanation
Main Points Raised
- Some participants suggest that a degree in physics is essential for computational physics, with a minor in computer science potentially being beneficial.
- Others propose that a double major in physics and mathematics could also be advantageous.
- One participant emphasizes that the majority of a computer science program may not be applicable to computer modeling in physics, advocating for a strong foundation in physics instead.
- There is mention of a specific book, "Numerical Modeling in Applied Physics and Astrophysics," as a useful resource for those interested in computational physics.
- In the context of nanotechnology, one participant notes that their professor recommends substantial coursework in biochemistry and molecular biology, particularly for research involving guided self-assembly.
- Questions arise regarding the necessity of chemistry and biochemistry for nanotechnology, with participants seeking clarification on the specifics that may not be covered in a physics major.
- Some participants express curiosity about why physics is often considered the standard route for nanotechnology over chemistry.
- It is noted that students in a specific lab are physics majors who also take chemistry and biochemistry classes, indicating an interdisciplinary approach.
Areas of Agreement / Disagreement
Participants do not reach a consensus on the ideal educational background for computational physics and nanotechnology, with multiple competing views on the importance of various disciplines and coursework.
Contextual Notes
There are unresolved questions regarding the specific roles of chemistry and biochemistry in nanotechnology and the extent to which they complement a physics education. Additionally, the discussion reflects varying opinions on the relevance of computer science in computational physics.