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There is substantial evidence of a need to make computation an integral part of the undergraduate physics curriculum. This need is consistent with data from surveys in both the academy and the workplace, and has been reinforced by two years of exploratory efforts by a group of physics faculty for whom computation is a special interest. We have examined past and current efforts at reform and a variety of strategic, organizational, and institutional issues involved in any attempt to broadly transform existing practice. We propose a set of guidelines for development based on this past work and discuss our vision of computationally integrated physics.

The X-ray (1.54/~) scattering coefficient per unit solid angle, per unit thickness of sample has been measured for water in the forward direction. It is about eight per cent greater than the value given by density fluctuation theory. Double scattering is calculated and shown to contribute a six per cent excess flux in the forward direction in our geometry. In addition, short wavelength continuum X-rays slightly increase the measured scattering coefficient. After these corrections theory and experiment are in good agreement. The double scattered flux is sensitive to certain parameters of the diffractometer geometry. It is argued that water is not a desirable reference standard for absolute intensity calibrations.

The need to integrate computation into the physics curriculum has long been established: using simulations and computational modeling can enhance students’ conceptual understanding, and the computational skills students acquire are both useful and necessary in their careers. However, making changes to an established physics course is a challenge on many fronts: instructors need to be comfortable with their own computational skills, they need time to find and adapt appropriate materials, and they may have questions about how to integrate computation into their course(s). The Partnership for Integration of Computation into Undergraduate Physics (PICUP) was organized to identify the barriers underlying these challenges, to document the current state of computation use in physics courses, and to explore avenues to reach and engage physics teachers.

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