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Appendix A
History of Georgia Tech Physics Department: 1888-
Foreword
I have been asked to write a personal history of the history of the Georgia Tech
Physics Department during its formative years. I have decided to discuss the department
until 1967 when it moved into the J.H. Howey Physics building. It is, of course, possible
to simply list the faculty with its credentials for each of these years but that information is
contained in the General Catalogue. Thus, in order to have some insight into the
character and philosophies of the individual faculty members, I further assume that this
history will be of interest only to members of the Physics Faculty. I must rely on my
perception of these people. It is therefore hoped that others who have additional pertinent
information will make additions and/or corrections to this history. I will make no
comments on the technical competence as physicists of any faculty member. However, I
feel this department has had a very important influence on the development of higher
education, research, and to a lesser extent on industry in the State of Georgia. I will make
a special effort to point out those individuals who made these contributions.
-- L. David Wyly
I.S. Hopkins, Ph.D. and D.D., President of the Georgia School of Technology and Professor of Physics.
Part of the Bulletin pertaining to the Department of Physics:
Department of Physics
The studies of this department are begun in the Apprentice Class and continue through the entire course. Every facility is offered the student to acquire a thorough knowledge of physics. The outfit in apparatus and instruments is large and varied and additions are constantly being made by purchase and manufacture in the shops of the institution. No effort will be spared to illustrate and verify by experiment the principles taught in textbooks and lectures.
The Apprentice Class during the first term, the general properties of matter; during the second term, the laws of action and machines.
The Junior Class study during the first term hydrostatics and pneumatics. The second term is given to acoustics and magnetism.
The Middle Class are occupied the first term with electricity – statical and dynamical; during the second term they study the subjects of heat and light.
The Senior Class are engaged for the most part in the physics laboratory and in investigations under the direction of the Professor of Physics. They are taught by lectures and experiment the modes of making precise measurement, the construction, adjustment and use of instruments of precision.
I.S. Hopkins, Ph.D. and D.D., President and Professor of Physics.
I.S. Hopkins, Ph.D. and D.D., President and Professor of Physics. Ernest E. West (Annapolis), Adjunct Professor of Physics.
I.S. Hopkins, Ph.D. and D.D., President and Professor of Physics. Ernest E. West (Annapolis), Adjunct Professor of Physics.
I.S. Hopkins, Ph.D. and D.D., President and Professor of Physics. M.R. McRae, Adjunct Professor of Physics.
R.W. Quick, B.S. is Professor of Physics and Electrical Engineering.. J.B. Edwards, E. and M.E., Adjunct Professor of Physics and Electrical Engineering.
Ezra F. Scattergood, M.S., M.M.E., Professor of Physics and Electrical Engineering. J.B. Edwards, E. and M.E., Adjunct Professor of Physics and Electrical Engineering.
Ezra F. Scattergood, M.S., M.M.E., Professor of Physics and Electrical Engineering.. J.B. Edwards, E. and M.E., Adjunct Professor of Physics and Electrical Engineering.
Ezra F. Scattergood, M.S., M.M.E., Professor of Physics and Electrical Engineering. J.B. Edwards, E. and M.E., Adjunct Professor of Physics and Electrical Engineering.
J.B. Edwards, B.S., E. and M.E., Professor of Physics.
E.E. is now the School of Electrical Engineering. (The mother science has created an
engineering school.)
J.B. Edwards, B.S., E. and M.E., Professor of Physics. C.H. Kicklighter, M.S., Adjunct Professor of Physics.
A few statements from the Bulletin:
“The aim of this department is to present the fundamental principles of Physics, the experimental basis upon which they rest, and, as far as possible, the mathematical reasoning employed in the deduction of various physical formulas. The student is not only made acquainted with certain physical laws in accordance with which physical events occur, but is taught that all physical quantities can be represented by symbols, and
that certain mathematical relations exist between them in consequence of which logical deductions can be made.
The study of Physics is taken up in the Junior year in a thorough and systematic way. Numerous problems are assigned in recitations, of which there are two per week. In order to thoroughly familiarize the student with the significant and practical use of the principles which he learns, and the physical formulas which he sees deduced, one experimental lecture and two recitations per week are given in the course.
The lecture room is provided with various facilities for experimental demonstration. By means of shades the room can be darkened when needed; the lecture table is provided with a water-tank, and water, gas, and electricity from the dynamo are available; also current from a storage battery of nine choloride accumulator cells…
For laboratory work in electricity the department is supplied with a sensitive Thompson mirror galvanometer, a Siemens mirror galvanometer, a mirror galvanometer by Queen & Co., a very sensitive D’Arsonval galvanometer, a Rowland’s patent galvanometer, a large coil tangent galvanometer, three small D’Arsonval galvanometers, a magnetometer, a 5-dial Wheatstone bridge, two slide wire bridges, a Weston ammeter, 10 resistance boxes of various sizes, a copper voltmeter, an earth coil, a ballistic galvanometer, a Cahart-Clark standard cell, a 1 M.F. standard condenser and a Kempe discharge key for capacity tests.” (No need for property control.)
J.B. Edwards, B.S., E. and M.E., Professor of Physics. C.H. Kicklighter, M.S., Adjunct Professor of Physics.
Kenneth G. Matheson (a Citadel graduate), Ph.D., Professor of English, is named the new President of the Georgia School of Technology.
J.B. Edwards, B.S., E. and M.E., Professor of Physics. H.W. Haynes, B.S., Adjunct Professor of Physics.
J.B. Edwards, B.S., E. and M.E., Professor of Physics. C.J. Payne, A.B., Adjunct Professor of Physics.
Winthrop Robbin Wright, Instructor in Mathematics and Physics.
Jessee Boland Edwards, B.S., E., and M.E., Professor of Physics. Charles Jackson Payne, A.B., Adjunct Professor of Physics. Shirley Ernest Field, A.B., Instructor in Physics.
Enrollment at Georgia Tech is now 805 students, including approximately 100 in night school. The purpose of the night school was to furnish technical education for the industrial workers. The city of Atlanta had a budget item for the night school.
Jessee Boland Edwards, B.S., E., and M.E., Professor of Physics. William Stockton Nelms, A.M., Ph.D., Assistant Professor of Physics. Shirley Ernest Field, A.B., Instructor in Physics.
Engineering Physics courses are Physics 9, Mech and Heat; Physics 10, Heat, Sound, and Electricity; Physics 11, Electricity and Magnetism. The laboratory numbers are Phys 14 and 15, 17 (for E.E.’s), four hours per week, Phys 20, Slide Rule.
Jessee Boland Edwards, B.S., E., and M.E., Professor of Physics. William Stockton Nelms, A.M., Ph.D., Assistant Professor of Physics. Daniel Stanley Elliot, A.B.,A.M., Ph.D., Instructor in Physics. Jessey Columbus Reed, Student Assistant in Physics and E.E.
Jessee Boland Edwards, B.S., E., and M.E., Professor of Physics. William Stockton Nelms, A.M., Ph.D., Assistant Professor of Physics. Daniel Stanley Elliot, A.B., A.M., Ph.D., Assistant Professor of Physics. John Lawrence Metcalf, Student Assistant in Physics.
1916-
Jessee Boland Edwards, B.S., E., and M.E., Professor of Physics. Daniel Stanley Elliot, A.B., A.M., Ph.D., Associate Professor of Physics. Harold Lord Hazeltine, Ph.D., Instructor in Physics. William James Wren, Student Assistant in Physics.
Jessee Boland Edwards, B.S., E., and M.E., Professor of Physics. Daniel Stanley Elliot, A.B., A.M., Ph.D., Associate Professor of Physics. (On leave with the School of Military Aeronautics.) Walter White Steffey, A.B., Instructor in Physics. Otis Ott Rae, Student Assistant in Physics.
1918-
Jessee Boland Edwards, B.S., E., and M.E., Professor of Physics. (On leave.) Daniel Stanley Elliot, A.B., A.M., Ph.D., Acting Professor of Physics. William Emera Godfrey, A.M., Assistant Professor of Physics. William Roy Mackay, S.B., Instructor in Physics.
1919-
Jessee Boland Edwards, B.S., E., and M.E., Professor of Physics. Daniel Stanley Elliot, A.B., A.M., Ph.D., Associate Professor of Physics. Robert Wells Boreman, M.E. in E.E., Assistant Professor of Physics. George A. Scott, B.S., Assistant Professor of Physics. Robert E. Robinson, B.S. in E.E., Instructor in Physics.
1920-
Jessee Boland Edwards, B.S., E., and M.E., Professor of Physics. Robert Neal Thompson, B.S., Assistant Professor of Physics. Niel F. Beardsley, B.S., M.S., Assistant Professor of Physics. Roy B. Hunter, B.A., M.A., Sc.D., Assistant Professor in Physics. James Russell Jenness, B.S., Assistant Professor in Physics. Alex F. Samuels, M.A., Assistant Professor in Physics.
1921-
Jessee Boland Edwards, B.S., E., and M.E., Professor of Physics. James Russell Jenness, B.S., Associate Professor in Physics. Robert Neal Thompson, B.S., Assistant Professor of Physics. Niel F. Beardsley, B.S., M.S., Assistant Professor of Physics. Alex F. Samuels, M.A., Assistant Professor in Physics. Earle E. Bortell, B.S. in Eng., Instructor in Physics.
Earle Bortell was the first faculty member hired who was still a faculty member of the department when the first Ph.D. degree in Physics was awarded. For generations of Georgia Tech Alumni, George Griffin, D.M. Smith, and “Shorty” Bortell were the fond memories of Georgia Tech. A man who for forty years was the “spark plug” (never walk
Robert Neal Thompson, B.S., Assistant Professor of Physics. Niel F. Beardsley, B.S., M.S., Assistant Professor of Physics. Alex F. Samuels, M.A., Assistant Professor in Physics. Earle E. Bortell, B.S. in Eng., Instructor in Physics. Gaylord B. Estabrook, B.S., Ch.E., M.E., Instructor in Physics.
Professor Edwards; Associate Professors Jenness and Thompson, Assitant Professors Beardsley and Samuels; Instructors Bortell and Estabrook.
“The department of Physics occupies a new building, constructed especially for work in Physics. The building is 100 feet by 110 feet and four stories high. It contains lecture rooms, offices, and a workshop.
The ground floor is arranged for general laboratory work, each room being equipped with electric lights, gas, water, compressed air, and storage battery circuits. The main lecture room of the department occupies the central portion of the first floor. It has a seating capacity of two hundred and eighty, the seats being raised so as to allow students a clear view of the lecture table.
Five recitation rooms, library, and offices are on the first floor. Two classrooms, a laboratory, and research rooms are on the second floor, the remaining space being occupied temporarirally by the department of Civil Engineering. The third floor is occupied by the department of jArchitecture.” (It required twenty years for the department to get the whole building. It is interesting that the department continued to use the building essentially as originally planned for over forty years.)
William Vernon Skiles, B.S. (University of Chicago), M.A. (Harvard University), Sc.D. (University of Georgia), becomes the Dean of Faculties of the Georgia School of Technology.
Professor Edwards; Associate Professors Jenness and Thompson, Assistant Professors Beardsley, Samuels, Bortell and Estabrook.
Dean Skiles, a strict disciplinarian, believed in absolute maintenance of academic standards. Every faculty member who served during Dean Skiles twenty-three years’ “reign” has an interesting tale to tell about his encounters with Dean Skiles. After he started using a hearing aid he would terminate conversations by turning off his hearing
aid. He was a major molder of the academic atmosphere at Georgia Tech. He also had a warmer side and another quote from Dress Her in White and Gold is appropriate:
Dean Skiles believed that teaching was the best of all of the professions. “What is finer than working with young men?” he would query. Then he would answer his own question, “The teaching profession has the advantage over all the others. The doctor sees the boy when he is sick, the lawyer sees him when he is in trouble, but the teacher sees him when he is young, ambitious and happy.”
Professor Edwards; Associate Professors Jenness, Thompson, and Beardsley; Assistant Professors Samuels, Bortell, and Estabrook.
Professor Edwards; Associate Professors Thompson, and Beardsley; Assistant Professors Samuels, Bortell, Estabrook and Utterback.
Clinton L. Utterback, B.S., M.S., Ph.D. Assistant Professor of Physics.
Professor Edwards; Associate Professor Beardsley; Assistant Professors Samuels, Bortell, Estabrook and Becker; Instructor Strout.
Arthur Lynn Becker, A.B., M.A., Ph.D., Assistant Professor of Physics. Roger S. Strout, M.S., Instructor in Physics.
Roger Strout, a vegetarian, had a yen to see the beautiful fjords of south western New Zealand. So Roger set to work in Savannah to build his own boat of 37 feet and 13 tons. In June 1934, he and his wife set sail from Jacksonville, Florida in the “Igdrasil” for a trip around the world. They returned exactly three years later. Roger then earned his living on the lecture circuit telling of his adventures in many “off beat” lands.
Professor Edwards; Associate Professor Beardsley; Assistant Professors Samuels, Bortell, Estabrook (on leave), Becker, Strout, Herod, and Null; Instructorl Prosser and Maupin.
Newton Samuel Herod, B.A., M.A., Ph.D., Assistant Professor of Physics. Fay Edison Null, B.A., M.A., Ph.D., Assistant Professor of Physics.
Professors Edwards and Herod; Assistant Professors Bortell, Strout, and Prosser; Instructors Woodyard and Tracy.
Fred W. Tracy, M.A., Instructor in Physics.
Professors Edwards and Herod; Associate Professor Bortell; Assistant Professors Prosser and Tracy; Instructors Ewalt and Johnson.
Walter P. Ewalt, A.B. and M.A., Instructor in Physics. Lawrence V. Johnson, B.S. and M.S. in Physics, Instrucor in Physics.
Walter Ewalt was the third member of the triumverate of Ewalt, Bortell, and Prosser who formed the nucleus of faculty for the engineering courses for several decades. Very few engineering students went through Tech without having at least one of these professors for physics. Walter is a talker, one of his favorite stories tells how he was hired to come to Tech. It seems he and Bea were returning to Hastings, Nebraska after a visit to their home in Michigan. They got caught in a blizzard on the way and doubted if they would reach Hastings. Prof. Edwards called that night and offered Walter a job. Walter accepted without even asking the salary. Another faculty member once remarked: “Ask any student in Walter’s course what he thinks of his instructor. He will tell you that Ewalt is too hard. As him the next year and he will tell you that Ewalt is the best instructor he has had.” Walter was motivated by what he thought was the best education for the students. He fought many battles for changes in the curriculum. Fortunately, he often won. He took a particular delight in demonstrating the “Monkey Shot.” The engineering physics courses at Tech were exceptionally good because of the dedication of three exceptional teachers.
Larry Johnson was another astute and careful investor. In addition to his teaching (1939-1943) he served as Civil Aeronautics War Training Service Coordinator for Georgia Tech and Southern Airways. This program certified 1105 air cadets for commercial, instructor, and instrument pilot ratings. (He spent two months on loan to the University to reorganize its Navy Flight School to insure its operating efficiency and continuance of their contract.) From 1942-1947, he served as Assistant Professor, Associate Professor, and acting Head of Georgia Tech’s Daniel Guggenheim School of Aeronautics. He was on leave from Georgia Tech from 1945-1946, during which time he served as Professor of Electrical Engineering at the Biarritz American University in France.
Southern Tech grew out of dialogue between President Van Leer and Georgia industrial leaders. Larry was on the study committee. From 1959 to 1970 he was Director of Southern Technical Institute. It is undoubtedly true that whatever Southern Tech is today, it is due to the devotion and zealous drive of Larry Johnson. He is a recognized authority on such many schools interested in technical education. From 1959 to 1970 he was Director of the Engineering Extension Division, which included Continuing Education, Industrial Education, Georgia Fire Institute, as well as Southern Tech. From 1970 until his retirement he was Associate Dean of Engineering for Technology and Extension.
Professors Edwards, Herod, and Howey; Associate Professor Bortell; Assistant Professors Prosser and Boyd; Instructors Ewalt, Johnson, Beatty, and Rosselot (in Math).
Joseph Herman Howey, Ph.D. Professor of Physics. James Emory Boyd, Ph.D. Assistant Professor of Physics. Fred Beatty, B.S. in E.E., M.S. in E.E. Instructor in Electrical Engineering and Physics.
The year 1935 was an important milestone in the development of the department because of the addition of two faculty members who would have great influence on the development of the department and the future of higher education in the State of Georgia.
James E. Boyd, B.S. (University of Georgia), Ph.D. (Yale University), Faculty West Georgia College 1933-1935. Boyd joined the faculty in the summer of 1935 (originally hired to teach in the Math Department). When Boyd requested permission to offer a course in Vector Analysis his request was refused, but finally President Brittain ruled that he could offer the course if he did it on his own time. Some faculty and future Vice-Presidents of the school were in that class. In 1940 Boyd gave the course in Electricity and Magnetism. The text was Harnwell and the auditor (L.D.W.) enjoyed it. After serving in the Navy during World War II, Dr. Boyd returned to the campus. Starting in 1950 when he became Head of the Physics Division at the Engineering Experiment Station his teaching load decreased. From 1953-1956 he was Assistant – Associate Director Engineering Station. From 1957-1961 he was Director of the Station. During this period he gave very active support to the research in the School of Physics which was necessary to put the Ph.D. program on a firm foundation. In August 1961, he became President of West Georgia College, a position he held until March 1971. In April 1971 he assumed the newly created position of Vice-Chancellor for Academic Development for the University System of Georgia; a position he held until his retirement in 1974. From May 1971 until April 1972 he was Acting President of Georgia Tech. It certainly was nice to have a president with whom one could really talk. It is evident that Dr. Boyd exerted a tremendous influence on the development of higher education in the State of Georgia. Not only has he served this state well as an educator but he was also one of the prime movers in the establishment of Scientific Atlanta.
Professors Howey, Edwards, and Herod; Associate Professor Bortell; Assistant Professors Prosser, Boyd, Ewalt, Johnson, and Rosselot.
This is the year Dr. Howey became Head of the Department of Physics. It is difficult to adequately describe his influence on the development of a “bona fide” physics department at Georgia Tech. At the time he came the department only offered a limited number of courses (3) aboute the level of the service courses—Introductory Physics Courses – called sophomore courses by one and all. When he retired some thirty years
later, the department offered B.S., M.S., and Ph.D. degrees. The number of undergraduate physics majors made the dpartment one of the five largest undergraduate physics programs in the country. Between 1965 and 1975 the department granted approximately 50 B.S. Degrees in physics per year. Undergrauates from this department wer gladly accepted by all other Physics departments and performed exceptionally well in almost every case. This was Dr. Howey’s goal and he pursued it with meticulous care.
Dr. Howey was a man of many interests and abilities. At one time every laboratory experiment in the Engineering Physics courses had been designed by him, much of the equipment was built in the physics department shop. He wrote (E.T. Prosser collaborated on some of them) the lab manuals for the students. His lecture demonstration equipment for these three courses was outstanding. The demonstrations were always available on the scheduled day for all instructors in their particular course. Few schools have such a wide and good selection of demonstrations. Many of these demonstrations were very novel and even today one occasionally finds an article in the American Journal of Physics that shows someone else has “rediscovered” one of his experiments. At one time, the texts for these three courses were all written by Dr. Howey. He put great emphasis on the quality of the instruction in these courses. It was an unpardonable sin for a faculty member to miss one of these classes. AS young Ph.D.’s were hired to work primarily in developing the graduate program, he was not reluctant to point out to them the “pitfalls” and “best methods” of teaching the “sophomores”. He required these “young turks” to attend planning sessions for a particular “sophomore” course. It was his belief that these faculty members should improve the quality of the service course teaching – that one of the benefits of the graduate program was the improvement of the undergraduate program. I believe he made it so.
Dr. Howey would not hire anyone he felt would not be compatible and congenial with the other members of the faculty; he insisted on cooperation. At times he failed to hire very technically competent and promising employees for the above reason. In the progress towards the offering of the Ph.D. program it became necessary for everyone, at all levels, to carry more than normal load; this cooperation was given freely for the “good” of the department. Dr. Howey could be autocratic but almost all (two or three exceptions) the faculty he hired for permanent staff have stayed and have not even looked for better salaried jobs. In the fifties two or three years was a long time for a physicist to stay in a job. The department was a congenial, happy, and a pleasant place to work. Other Georgia Tech faculty members have told me that this atmosphere was widely recognized on our campus. (If I may add a personal word, I do not believe it would be possible today to build such a department in thirty years – the paperwork and bureaucratic interruptions from above would make such progress impossible.)
When Dr. Howey stepped down to the Associate Director’s position, having first the foresight to pick Vernon Crawford as Director, he took over the planning and associated work on the new Physics building. The chief architect, Ed Moulthrop, was a war-time instructor in the department, his wife had been secretary. Ed and Dr. Howey were close personal friends. Dr. Howey worked very hard to prevent mistakes of any kind and of course many of his ideas are incorporated in the building. He insisted on
School of Physics (Approved to grant B.S. Degree)
Professors Howey, Edwards, and Herod; Associate Professor Bortell, Boyd, and Rosselot; Assistant Professors Prosser, Ewalt, and Johnson; Instructors Whitcomb and Wyly.
Stuart Estes Whitcomb, Ph.D., Instructor in Physics. L. David Wyly, M.A., Instructor in Physics.
“Students may obtain a B.S. degree specializing in Physics by taking a B.S. degree in General Engineering option No. 3. A student who completes this course of study will be qualified to take a position in industry as an Engineering Physicist, or to take graduate work in Physics at a University. Students must have the approval of the Physics Department at the beginning of the Junior Year to continue this course of study after the Sophomore Year.”
It might be of some interest to the reader to know how the department operated at this time. The bulk of the teaching load was in the calculus based sophomore courses with relatively few non-calculus students. (The first summer I failed a large fraction of the football team in the non-calculus course. Not a single person ever said one word to me about it.) The regular students were on the semester system but the “Co-Ops” were on the quarter system; this arrangement made for some master juggling of faculty schedules if everyone was to get to teach the “Co-Ops” at some time. The summer schedule was a “real mess.” One of the real pleasures of teaching was to teach a class of “Co-Ops.” They were smart, dedicated, and motivated. If you asked if the class would like an extra hour, the answer was always yes! And every last one would come. For the regular students, the “recitation” instructor was in charge (grades, absences, etc.) of his section of about 20 students. At a given hour there might be four sections in a given course; e.g. mechanics. All sections at that hour met together once a week (sometimes twice) for demonstration which were always given by an “experienced” faculty member. All these sections took the same hour quizzes. The quizzes were written and graded by the same faculty member on a rotating basis. Consider the neophyte instructor trying to explain to a class problems which he had never “dreamed of.” All students in a given course took the same final and all the faculty in this particular course would gather in a single room to grade finals; a practice which continued into the fifties. Dr. Howey usually looked at the final grade distribution and would sometimes make a decision to move the “D” down to 55; such decisions always upset Ed Prosser. Students who flunked out of Day School had to pass (“C” or better) flunked courses in Night School to return to Day School. About three-fourths of the faculty supplemented their incomes by teaching in Night School. The pay was poor, often about $2.00 per hour. In addition some of the faculty ran coaching classes. One faculty member, reportedly, would pass the hat every hour and those who wished to stay would put in the required amount (say $0.50). No faculty member coached courses he was currently teaching. The courses at Tech were very difficult as compared to most colleges in the South. The students really learned to work. I know most of the employers were delighted with their
Georgia Tech graduates because they performed. Let me add a personal note: I believe the courses in Physics were of high quality and generally well taught. I believe the Alumni share this view.
1940-
Professors Howey, Edwards, and Herod; Associate Professor Bortell, Boyd, and Rosselot; Assistant Professors Prosser, Ewalt, and Johnson; Instructors Whitcomb, Wyly, and Wheeler.
George F. Wheeler, M.S., Instructor in Physics.
George was a lover of cars. He had a 1939 Mercury Touring car which was the pride of his life. I would not be surprised to learn he still has it and probably his Simca. Unfortunately George had feelings on the need for racial equality. He sometimes made the mistake of expressing these views to his Congressman. He is presently (1983) on the faculty at Oglethorpe.
It seemed, at the time, that a degree from Ohio State was a prerequisite for a job in physics (Johnson, Rosselot, Mallory, Whitcomb, and Wheeler) or at least be a native “buckeye” (Prosser and Howey).
Undergraduate Courses now include:
- Phys. 50: Instruments for Measurement and Control. 1-3-2.
- Phys. 65: Advanced Laboratory. 0-3-1. (of particular interest to Chemical Engineers)
- Phys. 93-94: Special Problems. 0-4-1; 0-8-2.
- Phys. 101: Theoretical Mechanics. 3-0-3.
- Phys. 107: Electricity and Magnetism. 3-0-3.
- Phys. 110: Light. 3-0-3.
- Phys. 113: Experimental Physics I. 1-6-3.
- Phys. 114: Experimental Physics II. 1-6-3.
- Phys. 115: Experimental Physics III. 1-6-3.
- Phys. 116: Experimental Physics IV. 1-6-3.
Professors Howey, Edwards, and Herod; Associate Professor Bortell, Boyd, and Rosselot; Assistant Professors Prosser, Ewalt, and Johnson; Instructors Whitcomb, Wheeler, Scarborough, and Feldstein.
Henry B. Scarborough, A.B., M.A., Instructor in Physics. Cyril Feldstein, B.A., M.A., Instuctor in Physics.
