ANEXO CON INFORMACIN EN LATINOAMRICA Y ACCESORIAMENTE ALGUNA UNIVERSIDAD FUERA DE LA REGIN.

Este es un trabajo sin terminar, Chile aparece como un ejemplo importante, quiz de los ms desarrollados de la regin. En Brasil existe una Sociedade Brasileira de Matemtica aplicada e computacional (http://www.sbmac.org.br/index.php). En San Pablo (Universidad de Sao Carlos), se dicta una carrera de ingeniera fsica, siendo de acuerdo a lo expresado, una innovacin en Amrica Latina, no as en pases fuera de la regin. 1. Facultad de Ciencias exactas y naturales UBA Argentina.
http://exactas.uba.ar/academico/display.php? estructura=2&desarrollo=0&id_caja=89&nivel_caja=2
Perfil del Licenciado en Matemtica

Licenciatura en Ciencias Matemticas

La licenciatura en Cs. Matemticas tiene una duracin estimada de 5 aos, sin contar el Ciclo Bsico Comn, Los alumnos deben cursar 16 materias obligatorias, sumar 15 puntos en materias optativas (que en general tienen asignado entre 2 y 5 puntos) y realizar un trabajo de Tesis de Licenciatura. Las materias obligatorias tienen una carga horaria de 10 horas semanales distribuidas en 4 horas de clases tericas y 6 de clases prcticas. Algunas de las materias optativas se dictan regularmente. Puede consultarse el siguiente cronograma sugerido para cursar materias y el esquema de rotacin de los horarios de las materias. Hay dos orientaciones: Matemtica Pura y Matemtica Aplicada. Estas tienen una serie de materias en comn que se cursan en los dos primeros aos aproximadamente. De las restantes materias de cada orientacin, varias sirven como materias optativas para la otra. Para cursar las materias debe tenerse en cuenta el siguiente regimen de correlatividades.

Ciclo Bsico Comn Introduccin al Pensamiento Cientfico Introduccin al Conocimiento de la Sociedad y el Estado Anlisis Matemtico Algebra

Fsica

Qumica

Materias obligatorioas comunes a ambas orientaciones (Matemtica Pura y Matemtica Aplicada)

Anlisis I Algebra I Anlisis II

Historia del Instituto de Clculo

http://www.ic.fcen.uba.ar/historia.html

Fue creado por la Universidad de Buenos Aires, en el mbito de la Facultad de Ciencias Exactas y Naturales, en 1962, a fin de que fuera el marco institucional donde se realizaran las actividades de resolucin computacional de problemas (en general provenientes de la fsica y de la ingeniera) que comenzaban a plantearse. En particular su creacin coincidi con la compra de la primera computadora en universidades argentinas, una Mercury Ferrante, que estuvo operativa en 1963, y con la creacin de la carrera de computador cientfico, carrera corta para formar programadores de modelos de fisica e ingeniera. Su primer director fue el Dr. Manuel Sadosky, quien se desempe durante el perodo 1962-1966. El Instituto de Clculo alcanz rpidamente relevancia a travs de sus grupos de investigacin. En su primera etapa que concluy en 1966 con la intervencin militar en la Universidad de Buenos Aires por parte del gobierno del Gral. Ongana y la renuncia de practicamente todos sus investigadores (encabezados por el Dr. Sadosky). Puden destacarse los siguientes temas de investigacin que convirtieron al Instituto en un real instituto de matemtica aplicada:

Modelos matemticos de mecnica del contnuo, tanto del slido (cscaras, estructuras) como de fluidos (modelos hidrodinmicos de canales con fondo fijo y mvil) En esta rea el Instituto contaba con: Maro

Gradowczyk, Hugo Folguera, Enrique Risler, con la colaboracin del Prof. Oscar Maggiolo, de Montevideo)

Modelos de simulacin y optimizacin de aprovechamiento de ros andinos. Este trabajo en particular, puede considerarse el primer trabajo "comercial"de matemtica aplicada en la Argentina, y probablemente en Sudamerica, dado que fue originado en un convenio entre la Comisin Econmica de Amrica Latina (C.E.P.A.L.), el Consejo Federal de Inversiones (C.F.I.) y el Instituto de Clculo (Oscar Varsavsky y Julin Araoz) Asesoramiento y procesamiento computacional para la Comisin Nacional de Energa Atmica (C.N.E.A.) y el Servicio Meteorolgico Nacional (S.M.N.) Producida la intervencin militar ya citada, el Instituto entr en receso, llevando a cabo solamente actividades administrativas, hasta 1988, en que fue recreado bajo la direccin del Dr. Pablo M. Jacovkis, quien le di un gran impulso en una poca dificil para la actividad cientfica y posibilit el ambiente para la formacin de investigadores en el rea de la matemtica aplicada. Durante su gestion se formaron grupos de investigacin, rearmndose otros y seduciendo a investigadores para que se unieran al Instituto. Luego del Dr. Jacovkis, quien dej la direccin al asumir como Decano de la Falcultad de Ciencias Exactas y Naturales en 1998, asumi como director el Dr. Victor J. Yohai, profesor plenario de esta facultad de trayectoria cientfica y docente indiscutible. Conjuntamente con el cambio de director su sumo a las tareas de direccin la Dra. Susana A. Blanco, directora de la maestra en Fsica Mdica e investigadora del CONICET, en carcter de Directora Adjunta, hasta el ao 2002.

El Dr. Yohai estuvo un ao aprximadamente a cargo y fue sucedido por la actual directora. La direccin presente est a cargo de la Dra. Graciela Boente Boente, destacada profesora e investigadora de la Facultad de Ciencias Exactas y Naturales de la U.B.A. que lleva a cabo su labor en el rea de Estadstica. Desde Diciembre de 2002 fue designada Directora Adjunta la Dra. Ana Mara Bianco, codirectora con la Dra. Elena Martinez de la Maestra en Estadstica Matemtica y Profesora Asociada de la Facultad, continuando hasta la fecha con notable empuje e iniciativa. Hoy en da se desarrollan actividades en: Estadstica, en particular estadstica robusta y estadstica mdica, incluyendo asesoramiento contnuo al Hospital Nacional de Pediatra. Modelos hidrodinmicos uni y bidimensionales con fondo fijo y mvil por medio de resolucin numrica de ecuaciones hiperblicas casi lineales y leyes de conservacin. Dispersin de Contaminantes en cursos de agua. Generacin de mallas para la resolucin de problemas de CFD. Geometra computacional. Modelos de simulacin de reservorios de petrleo, por medio de resolucin numrica de ecuaciones parablicas de difusin. Este trabajo es en colaboracin con el Laboratorio de Ingeniera de Reservorios de la Facultad de Ingeniera de la U.B.A. Anlisis de Seales a traves de sistemas dinmicos no lineales. Aplicaciones a la Fsica Mdica. Problemas Inversos. Meteorolga, anlisis de series de tiempo. Estudio del

fenmeno de " El Nio". En el Instituto se llevan a cabo tesis de licenciatura en matemtica, fsica y computacin, y tesis de doctorado en las mismas disciplinas. Funcionan adems la Maestra en Estadstica Matemtica de la Universidad de Buenos Aires, y la Maestra en Fsica Mdica. Se dictan adems diversos cursos de posgrado. La traduccin al ingls ms apropiada podra ser Institute for Scientific Computation, aunque en la prctica funciona como un Instituto de matemtica aplicada.

2. En archivo .pdf se adjunta archivos de mecnica computacional (Argentina)

http://deptomat.unsl.edu.ar/MatAplic/MA.htm

3. Universidade de Sao Carlos Brasil.

http://www.eng-fis.df.ufscar.br/comentarios_iniciais.htm

Engenharia Fsica?
Comentrios Iniciais
O curso de Engenharia Fsica j existe, com esse nome, h algumas dcadas em muitas das mais renomadas universidades dos pases do hemisfrio norte, como Cornell, Berkeley, Stanford, Moscou e Grenoble. Na Amrica Latina, entretanto, este curso ainda no est disponvel. Assim, estamos propondo criar um curso pioneiro no mbito continental que, sem dvidas, trar enormes benefcios para o nosso Departamento de Fsica e para a prpria UFSCar. Mas, sem lugar a dvidas, o beneficirio final ser o prprio Brasil, pois estaremos formando engenheiros altamente capacitados e atualizados, que sero capazes de enfrentar o enorme desafio cientfico e tecnolgico que, com toda certeza, nos depara o novo milnio. Mas, em que consiste e quais so as caractersticas do engenheiro fsico? Este profissional ter uma forte base nas cincias matemticas e fsicas, caracterstica que hoje nenhum outro curso de engenharia oferece. Mas, esta formao bsica, que consideramos essencial para o seu sucesso profissional, nunca perder de vista o seu lado aplicado, e sempre levar em conta que a principal caracterstica do engenheiro justamente a criatividade. Assim, o objetivo do curso de Engenharia Fsica ser dar ao estudante as ferramentas bsicas para se tornar um multiespecialista com ampla preparao

nas reas de aplicao da Fsica moderna, que o capacitar a trabalhar em reas como desenvolvimento, instrumentao, criogenia, e cincias dos materiais. Neste ltimo aspecto, o curso de Engenharia Fsica no ter superposio com o curso de Engenharia de Materiais, mas o complementar j que o primeiro abordar os aspectos mais bsicos da cincia dos materiais, envolvendo sofisticados conceitos das mecnicas quntica e estatstica, e da Fsica do estado slido. Desta maneira, o engenheiro fsico ser um tipo de profissional que hoje no existe no nosso meio, sendo caracterizado por uma slida preparao tcnica e cientfica nas diferentes reas da Fsica que ser complementada por uma intensiva atividade laboratorial e um amplo contato com indstrias. Qual , especificamente, o campo de trabalho do engenheiro fsico? O programa proposto para o curso de Engenharia Fsica est dirigido ao estudo dos fenmenos fsicos nos quais se baseiam a maioria das aplicaes tecnolgicas, usando as ferramentas fsicas e matemticas necessrias para sua compreenso. Assim, estas nfases em Matemtica e Fsica combinadas com a experincia direta dos alunos com computadores modernos, eletrnica avanada, optoeletrnica, criogenia, vcuo, interfaceamento de equipamentos, etc., fornecero, como veremos a seguir, uma excelente preparao para um campo de trabalho extremamente amplo. Sem dvidas que o programa que estamos propondo um desafio para todos ns, e principalmente para o estudante que enfrentar um contedo planificado para expandir a sua mente. O curso de Engenharia Fsica est direcionado a alunos com uma forte aptido para cincias e matemtica, e que desejem aplicar esses assuntos bsicos na investigao e na resoluo de problemas tecnolgicos, deixando de lado a histrica diviso entre as disciplinas, e atacando o problema proposto atravs do uso de uma estratgia multidisciplinar, fazendo proveito da sua formao de multiespecialista. Por exemplo, engenheiros fsicos so encontrados trabalhando em eletrnica do estado slido, no aumento da miniaturizao de componentes. A revoluo na microeletrnica tem mudado drasticamente o nosso mundo, onde quase diariamente o custo dos componentes diminui e a potncia das mquinas aumenta. Assim, engenheiros fsicos esto envolvidos no projeto e implementao de novos elementos em eletrnica do estado slido, utilizados no desenvolvimento de sondas para a explorao e diagnstico em diversas reas. Engenheiros fsicos desenvolvem espelhos e clulas solares, novas tcnicas de transmisso de informao e dispositivos utilizados em Fsica de plasma para a obteno de fuso termonuclear controlada. Tambm, esto diretamente relacionados com projetos de desenvolvimento em indstrias qumica e petroqumica, projetando e testando novos produtos, ou desenvolvendo sofisticados dispositivos que utilizam a cincia e a tecnologia das cermicas supercondutoras de alta temperatura crtica. Da mesma maneira, engenheiros fsicos desenvolvem a utilizao de laser em cincia, tecnologia e medicina, atravs de projetos de instrumentao tica, ou desenvolvem projetos ligados a tcnicas de imagem aplicadas a medicina e a biotecnologia. Assim, estamos certos de que em muitos lugares, na universidade ou na indstria, onde sejam desenvolvidos projetos de cincia e de tecnologia avanada, haver um engenheiro fsico participando ativamente de todo o processo. Por exemplo, h engenheiros fsicos trabalhando em: NASA, Amoco Analog Devices, Corning Glass, Digital Equipment Corporation, General Electric, Hewlett Packard, Honda, Hughes Space Sensors, IBM, Intel, Lockheed Martin, Motorola, National Semiconductor, NCR, Northern Telecom, Shell, Singer, Tektronix, Lucent Technologies, etc. Tambm, engenheiros fsicos exercem funes de docentes/pesquisadores em centros como: California Institute of Technology, Jet Propulsion Laboratory, Johns Hopkins Applied Physics Lab., MIT Lincoln Labs., Naval Research Labs., Stanford University, University of California, University of Chicago, U.S. Congress, University of Michigan, etc. No Brasil, o Engenheiro Fsico poderia trabalhar em todas aquelas instituies com ensino e/ou pesquisa, e em empresas com pesquisa e/ou desenvolvimento. Tambm, acreditamos que este profissional seja muito bem aceito em empresas como 3M, Caterpillar, AMP, Bosch, Embraer, Degussa, IBM, Itautec, Monsanto, Monroe, Motorola, Pirelli, Telebrs, Rhodia, Shell, Engemasa, Opto, etc.. O fsico que ns formamos hoje, um profissional que tem uma boa preparao, porm, ele tem um campo de trabalho extremamente restrito, onde o ensino e a pesquisa na universidade so praticamente as suas nicas alternativas. Ele no tm formao de engenheiro, e portanto, no pode trabalhar como tal. O curso que agora estamos propondo criar dar aos nossos fsicos, no somente essa formao de engenheiro, mas tambm a sua viso caracterstica de resolver problemas associados com alta tecnologia.

DESCRIO DOS GRUPOS DE CONHECIMENTOS, HABILIDADES, ATITUDES E VALORES TICOS E ESTTICOS, FUNDAMENTAIS FORMAO DO PROFISSIONAL Os grupos de conhecimentos sugeridos para a formao do futuro Engenheiro Fsico so bastante similares aos grupos de conhecimentos para a formao do Engenheiro que atualmente est sendo formado no Brasil, com a diferena de que o Engenheiro Fsico ter uma forte base nas cincias matemticas e fsicas, o que o capacitar para os desafios que o mundo moderno est solicitando do profissional, uma vez que muitos dos problemas a serem resolvidos ainda no surgiram, o que exigir do futuro profissional uma capacidade muito grande para resolver problemas novos utilizando esta sua formao bsica. O curso de Engenharia Fsica levar em conta a formao, no somente como empreendedor em assuntos relacionados especificamente com a sua rea de atuao profissional, mas tambm a sua participao na sociedade, mostrando que a sua funo no se resume apenas a valores econmicos, mas que ela dever contemplar a formao humanista e a sua atitude frente a sociedade e ao meio ambiente. Essa formao ser adquirida pelo estudante atravs dos seguintes grupos de conhecimentos associados ao Curso de Engenharia Fsica: . Grupo de Formao Geral . Grupo de Formao Aplicada . Grupo de Formao Tecnolgica . Grupo de Formao em Administrao e Informao . Grupo de Formao Humanista SELEO DOS CONTEDOS CORRESPONDENTES A CADA GRUPO . Grupo de Formao Geral Os contedos oferecidos neste grupo para o novo Curso, fornecero ao aluno o aprendizado dos conceitos fundamentais de matemtica, fsica, qumica e computao. Este forte contedo nessas reas, principalmente nas duas primeiras, constitui uma das caractersticas mais importantes do Engenheiro Fsico, que lhe fornecero as ferramentas necessrias para implementar a ao de aprender a aprender. Os subgrupos deste grupo so: (1) Fsica Clssica (2) Fsica Moderna (3) Qumica (4) Computao e Eletrnica (5) Matemtica Estes contedos de Fsica Clssica relacionados a formao geral do Engenheiro Fsico, visam dar ao aluno o aprendizado dos conceitos fundamentais que constituem a base de todas as engenharias necessrios para a sua atuao profissional. funo deste subgrupo proporcionar o aprendizado terico e experimental em Mecnica, Termodinmica, Eletricidade, Magnetismo e tica. Os contedos de Fsica Moderna relacionados a formao geral do Engenheiro Fsico, daro ao aluno o aprendizado dos conceitos fundamentais que constituem a base das engenharias com alto contedo tecnolgico moderno, necessrios para a sua atuao profissional. funo deste subgrupo proporcionar o aprendizado terico e experimental em Mecnica Quntica, Mecnica Estatstica, Eletromagnetismo e tica. Os contedos relacionados com Qumica, necessrios para o profissional proposto, vo capacit-lo para trabalhar na interface fsica/qumica/tecnologia dando assim ao aluno o aprendizado dos conceitos bsicos de forma a habilit-lo na compreenso e o domnio dos conceitos tecnolgicos e aplicados que envolve o uso de tcnicas de anlise qumica em geral.

Os contedos abordados no subgrupo de Computao, visam dar ao aluno o aprendizado dos conceitos bsicos de eletrnica digital e analgica, assim como o conhecimento de ferramentas de controle essenciais para a sua atuao profissional intensamente envolvida com tecnologia avanada, desenvolvendo assim a habilidade para implementar e compreender o funcionamento de equipamentos modernos. O contedo de Eletrnica (analgica e digital) vem ao encontro de uma das reas de maior desenvolvimento em qualquer ramo da cincia aplicada e das engenharias. O objetivo deste subgrupo fornecer ao aluno os conceitos bsicos necessrios de eletrnica analgica e digital, que permitam a compreenso, desenvolvimento, e melhor utilizao e aproveitamento dos equipamentos dos quais ele far uso durante a vida profissional. Estes equipamentos vo desde computadores e processos por eles controlados, at instrumentos de medio e aferio, cujo domnio hoje considerado imprescindvel para qualquer rea da engenharia e cincias aplicadas. Finalmente, os contedos abordados no subgrupo de Matemtica dar o apoio essencial aos contedos abordados anteriormente, assim como aos grupos que descreveremos a seguir. Para isso o aluno ser intensamente formado no aprendizado dos conceitos bsicos de matemtica, necessrios para a sua atuao profissional, onde se propiciar a compreenso e o domnio dos conceitos e das tcnicas de clculo em geral (diferencial, integral, etc.), e se buscar desenvolver a habilidade de implementao desses conceitos e tcnicas para a soluo de problemas atravs de modelamentos matemticos mais adequados. . Grupo de Formao Aplicada Os contedos oferecidos neste grupo para o novo Curso visam formar o aluno a aplicar os conceitos adquiridos ao longo de todo o curso de Engenharia Fsica. Isto ser alcanado atravs de intensa experincia em laboratrios de ensino e contato direto com os vrios grupos de pesquisa, no somente do Departamento de Fsica, mas da UFSCar que venham de alguma maneira participar das atividades do Curso. Isto ser alcanado atravs de pelo menos, duas oportunidades: a realizao de trabalho de Iniciao Cientfica (o que j altamente incentivado no DF) e das atividades da disciplina Desenvolvimento de Projeto 1. Os subgrupos deste grupo so: (1) Fenmenos de Transporte de Quantidade de Movimento, de Calor e de Massa (2) Preparao e Propriedades de Materiais (3) Caracterizao de Materiais O contedo do subgrupo de Fenmenos de Transporte de Quantidade de Movimento, de Calor e de Massa, constitui o primeiro contato do aluno com o ambiente de engenharia. Nesta etapa, o aluno dever tomar contato com tarefas tpicas deste tipo de profissional, cuja tarefa em geral, complexa e delicada, j que direta ou indiretamente, ele chamado a resolver os vrios problemas que afligem a humanidade, como todos aqueles relacionados com a produo, transmisso e conservao da energia, produo e conservao de alimentos, obteno de gua potvel, tcnicas de combate poluio, etc. Estes problemas envolvem sempre o clculo de perdas de carga, de foras de arrastamento, de trocas de calor, e de trocas de substncias entre fases. Da a importncia de dar aos alunos do curso de Engenharia Fsica o conhecimento global das leis dos fenmenos de transporte. A tecnologia atual requer mtodos de preparao de materiais avanados e sofisticados diretamente associados com as suas propriedades, pelo que a incluso do contedo do subgrupo Preparao e Propriedades de Materiais essencial para a formao do Engenheiro Fsico. Assim, esse contedo tem como objetivo dar as noes bsicas dos fenmenos fsicos envolvidos nas transformaes de fase e a sua representao atravs de diagramas de equilbrio, assim como dos fenmenos fsicos e qumicos envolvidos na sntese e processamento de materiais slidos. Neste sentido, este subgrupo dar os fundamentos dos mais modernos mtodos de sntese e processamento de slidos, utilizados em alta tecnologia. Entretanto, a preparao e as propriedades de materiais devem estar diretamente vinculadas com a sua caracterizao. Dessa maneira, o subgrupo Caracterizao de Materiais indissocivel dos subgrupos anteriores. Neste caso, o contedo deste subgrupo pretende dar ao aluno de Engenharia Fsica as noes bsicas dos fenmenos fsicos envolvidos nas tcnicas de anlise estrutural que usam os princpios da

difrao e da espectroscopia, os quais constituem instrumentos de caracterizao estrutural de alto contedo tecnolgico, necessrios hoje em praticamente qualquer empresa ou instituio direcionada para as reas de desenvolvimento e controle de qualidade. . Grupo de Formao Tecnolgica Os contedos oferecidos neste grupo para o novo Curso, fornecero ao aluno o aprendizado dos conceitos fundamentais necessrios para a sua atuao profissional, propiciando a compreenso e o domnio dos conceitos e das tcnicas envolvidas em fsica e engenharia do estado slido em geral (semicondutores, supercondutores, materiais magnticos, ferroeltricos, etc.), instrumentao e desenvolvimento de projetos utilizando tecnologia e procedimentos atuais. . Grupo de Formao em Administrao e Informao Os contedos oferecidos neste grupo para o novo Curso, fornecero ao aluno o aprendizado dos conceitos fundamentais relacionados com a racionalizao do trabalho e com a adequao da mo-de-obra tecnologia disponvel e/ou que venha ser introduzida no pas, abordando problemas ligados ao gerenciamento da produo. O contedo deste grupo tambm dar ao aluno de Engenheira Fsica formao em cincias da informao,a qual lhe permitir complementar a sua formao em engenharia outorgando-lhe competncia para acompanhar e implementar as mudanas das tecnologias de informao; gerenciar unidades de informao, alm de identificar e elaborar estratgias que atendam s necessidades e usos da informao nas reas sociais, educacionais, tecnolgicas e empresariais. . Grupo de Formao Humanista Os contedos oferecidos neste grupo visam dar ao aluno a familiarizao com conceitos bsicos que permitam uma formao integral, de modo que se estabelea uma sintonizao com a dinmica contempornea. Assim, o aluno ser criativo, adaptvel e flexvel e no apenas tecnicamente apto, j que ter em sua grade disciplinas que permitam a recuperao dos valores ticos, estticos e humansticos fundamentais para a formao de todo profissional. Esta formao humanista deve necessariamente incluir contedos na rea de ecologia e recursos naturais, formando profissionais conscientes da sua funo e responsveis perante a sociedade. Deste modo, os contedos deste grupo visam tambm dar ao aluno o contato direto com os problemas acarretados para o meio ambiente a partir do uso indiscriminado e sem controle da tecnologia, alm de apontar os mecanismos e/ou procedimentos para seu uso racional respeitando o ecossistema. DISCIPLINAS RELACIONADAS A ESSES GRUPOS . Grupos de Formao Geral (1) Fsica Clssica - Fsica Experimental A - Fsica Experimental B - Fsica Experimental C - Fsica Experimental D - Mecnica Clssica 1 - Eletromagnetismo 1 - Eletromagnetismo 2 - Fsica Matemtica 1 - Fsica Matemtica 2 - Termodinmica - Histria da Fsica - Fsica A - Fsica B - Fsica C - Fsica D 2) Fsica Moderna - Fsica Moderna Experimental 1 - Fsica Moderna 1

- Mecnica Quntica 1 - Estado Slido 1 - Mecnica Estatstica 1 - Estado Slido Experimental (3) Qumica - Qumica Tecnolgica - Engenharia Eletroqumica - Cintica Qumica - Qumica Analtica Experimental A (4) Computao e Eletrnica (software/hardware) - Eletrnica 1 - Lgica Digital e Laboratrioa de Lgica Digital - Microprocessadores e Microcontroladores - Circuitos e mquinas eltricas - Controle e Servomecanismos - Laboratrio de Servomecanismos - Fsica Computacional 1 - Fsica Computacional 2 - Interfaceamento de Equipamentos (5) Matemtica/Estatstica - Clculo Diferencial e Integral 1 - Clculo Diferencial e Sries - Clculo Diferencial e Integral 3 - lgebra Linear 1 - Geometria Analtica - Equaes Diferenciais e Aplicaes - Mtodos Numricos Avanados - Estatstica Bsica . Grupo de Formao Aplicada Os subgrupos deste grupo so: (1) Fenmenos de Transporte de Quantidade de Movimento, de Calor e de Massa - Fenmenos de Transporte 4 - Fenmenos de Transporte 5 (2) Preparao e Propriedades de Materiais - Tecnologia de Crescimento de Cristais e Filmes Finos - Estrutura e Propriedades de Slidos - Sntese e Processamento de Slidos (3) Caracterizao de Materiais - Mtodos de Caracterizao 1: Difrao e Microscopia Eletrnica - Mtodos de Caracterizao 2: Mtodos Espectroscpicos . Grupo de Formao Tecnolgica - Tecnologia de Crescimento de Cristais e Filmes Finos - Tecnologia e Aplicaes de Semicondutores - Tecnologia e Aplicaes de Supercondutores - Desenvolvimento de Projeto 1 - Desenvolvimento de Projeto 2: Estgio Industrial - tica Aplicada e Optoeletrnica - Criogenia e Vcuo - Desenho Tcnico por Computador - Sensores Cermicos, Polimricos e Metlicos - Tecnologia de Vidros - Difuso em Slidos - Tecnologia, Cincia e Sociedade - Introduo Engenharia - Ensaios no destrutivos - Simulao de Materiais

- Resistncia de Materiais - Reciclagem de Materiais - Estatstica Tecnolgica . Grupo de Formao em Administrao e Informao - Gesto da Produo e Qualidade - Engenharia do Produto - Engenharia e Segurana no Trabalho - Economia Industrial - Organizao Industrial - Cincias da Informao para Engenharia Fsica . Grupo de Formao Humanista - Tecnologia, Cincia e Sociedade - Introduo Engenharia - Portugus - Sociologia da Indstria e do Trabalho - Filosofia da Cincia - Comunicao e Expresso - Cincias do Ambiente para Engenharia Fsica

INCLUSO DE DISCIPLINAS QUE CONTEMPLEM A REALIZAO DE ATIVIDADES RELACIONADAS COM PROJETOS ESPECIAIS A FIM DE GARANTIR A AQUISIO DE HABILIDADES RELATIVAS AO ENSINO, PESQUISA E QUELAS RELACIONADAS FUTURA ATUAO PROFISSIONAL Estaremos implantando trs disciplinas que podero dar ao aluno a oportunidade de realizar atividades acadmicas, industriais e/ou sociais que enriquecero profundamente a sua formao profissional. Estas disciplinas so: (1) Desenvolvimento de Projeto 1 (2) Desenvolvimento de Projeto 2: Estgio Industrial (3) Trabalho de Graduao (4) Disciplinas eletivas, que poder ser qualquer disciplina da UFSCar, de qualquer rea, existente ou que venha a ser implantada No caso de Desenvolvimento de Projeto 1, o objetivo ser desenvolver um projeto tcnico-cientfico a ser realizado em conjunto pelo aluno com um pesquisador cadastrado no Programa de Projetos Especiais (PPE), a ser criado no Departamento de Fsica. Este pesquisador poder pertencer a qualquer unidade, acadmica ou industrial, cadastrada no PPE. Esta disciplina fornecer ao aluno uma oportunidade mpar de ter contato com pesquisa bsica e/ou tecnolgica, freqentando, se possvel, laboratrios de pesquisa da universidade ou de outra instituio. Esta disciplina visa dar ao estudante uma experincia similar obtida por aqueles alunos que realizam trabalhos de Iniciao Cientfica. A disciplina Desenvolvimento de Projeto 2: Estgio Industrial, seguindo o exemplo de programas de estgio que tem tido xito, como o do Departamento de Engenharia de Materiais (DEMa) da UFSCar, visa oferecer ao aluno a oportunidade de adquirir experincia profissional direta, fora da Universidade e antes de se formar. Esta disciplina, assim como a Desenvolvimento de Projeto 1, ser coordenada e gerenciada pelo Programa de Projetos Especiais, PPE. Nela, o aluno desenvolver um projeto tcnicocientfico em conjunto com um pesquisador e por um profissional de uma indstria cadastrados no PPE. Esta experincia dever fornecer ao aluno a oportunidade mpar de ter contato com pesquisa bsica e/ou tecnolgica, freqentando laboratrios/linhas de produo da universidade e da indstria onde desenvolver o trabalho. Para essa disciplina ser reservado um semestre, permitindo dessa forma que seja realizada em regime de tempo integral. A disciplina Trabalho de Graduao ....

4. Universidade Federal do Rio Grande do Sul

http://engfis.if.ufrgs.br/index.php/P%C3%A1gina_principal

Tabela de contedo
[esconder] 1 VI Simpsio Brasileiro de Engenharia Fsica 2 Engenharia Fsica na UFRGS 3 O que Engenharia Fsica? 4 Por que cursar Engenharia Fsica? 5 Como cursar Engenharia Fsica na UFRGS? 6 Grade Curricular 7 Contato/Local para Visitao 8 Outras Perguntas Frequentes

9 Links

VI Simpsio Brasileiro de Engenharia Fsica

O VI SBEF acontecer em Porto Alegre, de 1 a 3/11/2010, numa iniciativa conjunta da UFRGS e da UFSCAR. Participe! Informe-se no site do evento.

Engenharia Fsica na UFRGS

O curso de Engenharia Fsica na UFRGS uma iniciativa conjunta do Instituto de Fsica e da Escola de Engenharia. A primeira turma ingressou em 2010!

O que Engenharia Fsica?

Engenharia Fsica a aplicao da Fsica Moderna na Engenharia de inovaes tecnolgicas. uma conexo entre Cincia e os ramos tradicionais de Engenharia. A Engenharia Fsica, mesmo no constituindo um dos ramos tradicionais da Engenharia, existe pelo menos desde 1924, na University of Oklahoma. Atualmente, o curso oferecido por universidades como Cornell, Princeton, Stanford e Harvard -- veja o ranking da U.S. News & World Report para 2010. Alm dos EUA, a Engenharia Fsica oferecida como curso de graduao em pases como Alemanha, Canad, Frana e Japo. No Brasil, o Curso de Graduao em Engenharia Fsica existe desde 2000, por iniciativa do Departamento de Fsica da Universidade Federal de So Carlos. Internacionalmente, engenheiras e engenheiros dessa modalidade trabalham em empresas de informtica, telecomunicaes, energia, medicina diagnstica, automao e nos setores aeroespacial e automotivo, entre muitos outros. Tambm atuam em rgos governamentais, institutos de pesquisa e instituies de ensino. Veja a monografia que as alunas Laura Borelli, Letcia dos Santos e Maria Carolina de Oliveira, do quarto ano do curso de Psicologia da Unesp - Bauru, prepararam para a disciplina Orientao Vocacional II sob superviso da Profa. Denise Combinato.

Por que cursar Engenharia Fsica?

O novo curso vem para:

formar profissionais com slidos conhecimentos conceituais e prticos em Fsica, Matemtica, mtodos computacionais e competncias de Engenharia;

inovar em reas como metrologia, instrumentao, tecnologia de vcuo, caracterizao fsica de materiais, microfabricao, fotnica e semicondutores.

Engenharia Fsica para quem quer dominar novas tecnologias, inventar novos produtos e processos e aprender a inovar!

Como cursar Engenharia Fsica na UFRGS?

O ingresso acontece a partir de 2010, atravs de Concurso Vestibular, segundo as normas estabelecidas pela Universidade. Para mais informaes, consulte http://vestibular.ufrgs.br. O curso tem durao prevista de cinco anos.

Grade Curricular

Grade curricular da Engenharia Fsica na UFRGS

Essas so as disciplinas criadas especificamente para o curso de Engenharia Fsica: FIS01EF1 Introduo Engenharia Fsica 2 CRE Smula: metodologia cientfica, metrologia, produo de textos (projetos e relatrios), tica profissional, impacto social da Engenharia Fsica FIS01EF2 Interao da Radiao com a Matria 4 CRE Smula: interaes de eltrons, ons, nutrons e raios X e gama com a matria, bases tericas, tipos e caractersticas dos detectores usados nas medidas destas radiaes, instrumentao, noes de proteo radiolgica e uso das radiaes em Medicina FIS01EF3 Termodinmica e Mecnica Estatstica 6 CRE

Smula: Termodinmica: leis da termodinmica, transies de fase, reaes qumicas, potenciais termodinmicos; Mecnica Estatstica: postulados bsicos da mecnica estatstica, sistemas microcannicos e cannicos, distribuio de Boltzmann, gs ideal paramagntico, funo de Maxwell-Boltzmann, molcula diatmica, fenmenos de transporte (equao de Fick); Estatstica Quntica: gs ideal quntico, radiao de corpo negro, estatstica de Bose, cintica das transformaes de fase FIS01EF4 Tcnicas Digitais 6 CRE Fundamentos; sistemas de numerao e cdigos binrios; aritmtica binria; reticulados e lgebras booleanas. Circuitos combinacionais. Flip-Flops, registradores, memrias e contadores. Osciladores e relgios. Circuitos sequenciais. Introduo aos sistemas digitais. FIS01EF5 Instrumentao Fsica 4 CRE Smula: metrologia; instrumentos para medio de comprimento, temperatura, intervalo de tempo, massa e fluxo, fora, tenso e corrente eltrica, campo eltrico, campo magntico; amplificadores lock-in, automao e controle PID, interfaceamento com software FIS01EF6 Propriedades Fsicas dos Materiais 4 CRE Smula: Descrio e caracterizao de propriedades mecnicas, trmicas, eltricas, magnticas e pticas dos materiais FIS01EF7 Tecnologia de Vcuo 2 CRE Smula: teoria cintica de gases, materiais para aplicaes em vcuo, bombas de vcuo, sensores de presso, elementos de criogenia, anlise de gs residual, projeto de sistemas de vcuo FIS01EF8 Microprocessadores I 5 CRE Smula: arquitetura de microprocessadores. Endereamento e conjunto de instrues. Memria e adaptadores de interface de entrada e sada. Projeto lgico e eltrico de sistemas microprocessados. Sistemas supervisores. Programao e algoritmos. FIS01EF9 Tcnicas de Anlise de Materiais 6 CRE Smula: difrao de raios X, microscopia eletrnica de varredura e de transmisso, processamento e anlise de imagens, microscopia de fora atmica e de tunelamento, espectroscopia de fotoeltrons FIS01EF10 Fotnica 4 CRE Smula: descrio de sistemas pticos bsicos, gerao e propagao de feixe de lasers, projeto e anlise de sistemas pticos, interferometria e espectroscopia tica, detectores de radiao, elipsometria, sistemas pticos no infravermelho FIS01EF11 Fsica de Dispositivos Semicondutores 4 CRE Smula: estrutura de bandas de energia em cristais, nvel de Fermi, dopagem, transporte de portadores de carga eltrica, junes p-n, diodos, capacitor MOS, transistores MOS de canal P e canal N, inversor CMOS, lgica digital CMOS, optoeletrnica, fotodiodos, LED, heterojunes, poos qunticos, lasers de semicondutor FIS01EF12 Anlise de Materiais com Feixes de ons 4 CRE Smula: espectrometria de retroespalhamento Rutherford, canalizao de feixes de ons, anlise por deteco de recuos elsticos, anlise com reaes nucleares, emisso de raios X induzida com partculas

FIS01EF13 Nanoestruturas e Nanomateriais 4 CRE Smula: elementos de Fsica de sistemas de baixa dimensionalidade, sntese sol-gel, automontagem, pontos, fios e poos qunticos, caracterizao de nanomateriais, aplicaes de nanomateriais FIS01EF14 Microfabricao 4 CRE Smula: difuso, oxidao, implantao inica, litografia, desbaste e deposio com plasma, deposio fsica a partir de fase gasosa, deposio qumica a partir de fase gasosa, processos e tecnologias CMOS e Bipolar, encapsulamento e teste de dispositivos

Contato/Local para Visitao

A visitao a laboratrios pode ser feita no Instituto de Fsica, que fica no Campus do Vale da UFRGS (Av. Bento Gonalves, 9500, Bairro Agronomia, Porto Alegre). A seta no mapa (clique para uma viso ampliada) indica exatamente a entrada do prdio da secretaria. Agende sua visita com antecedncia pelo e-mail .

Outras Perguntas Frequentes

Envie suas perguntas para e veja as respostas publicadas aqui.

1. Quantos cursos de Engenharia Fsica existem no Brasil? Atualmente (setembro de 2009) existe um nico curso de Engenharia Fsica em operao no Brasil, oferecido desde 2000 pela Universidade Federal de So Carlos. 2. O Engenheiro Fsico tem registro profissional (CREA)? Os profissionais formados pela UFSCAR obtiveram registro no CREA-SP como "Engenheiro Fsico," com atribuio em "Engenharia de Controle e Automao" (Resoluo n 427 do Confea, de 5 de maro de 1999). 3. Qual o mercado de trabalho em Engenharia Fsica? Clique aqui e veja s o que diz o Guia do Estudante!

Links
Os links a seguir (a grande maioria em ingls) foram organizados em setembro de 2009 a partir do site da Universidade Federal de So Carlos, que inicia a lista. Universidade Federal de So Carlos Guia do Estudante Princeton Review McMaster University Cornell University Princeton University Stanford University

Harvard University UC Berkeley University of Illinois at Urbana-Champaign Carleton University University of North Texas Ankara niversitesi Queen's University University of Wisconsin University of Oklahoma Universit Blaise Pascal Wright State University Tarleton State University Texas Tech University Mie University Illinois State University Morgan State University New Mexico State University Fort Lewis College Universidade de Aveiro Universidade de Coimbra (1) Universidade de Coimbra (2) Engenharia Fsica em Portugal KTH - Royal Institute of Technology Artigo na revista "Physics Education" Syracuse University University of Wisconsin-Madison Carleton University Bradley University engineering.com

Guide to Engineering Majors Case Western Reserve University University of the Pacific Fachhochschule Gelsenkirchen Carl von Ossietzky Universitt Oldenburg Fachhochschule Jena Fachhochschule Aachen Saint-Petersburg State University Petrozavodsk State University

5. Universidade Estadual do Mato Grosso do Sul.

http://www.uems.br/portal/indexcurso.php?C=6 http://www.uems.br/portal/cursos/repositorio/6_2010-09-29_16-55-24.pdf
Curso: ENGENHARIA FSICA

Durao mnima do Curso: 5 anos Durao mxima do Curso: 8 anos Nmero de vagas: 50 Municpio em que ofertado: Dourados MS Perodo de funcionamento: Integral. Modalidade: Bacharelado, semestral. A criao e a oferta do curso: Homologado pela Resoluo Conjunta COUNI/CEPEUEMS n. 033, de 08 de julho de 2009. Projeto Pedaggico: Homologado pela Resoluo CEPE/UEMS n. 930, de 22 de fevereiro de 2010. Conceito obtido no ENADE: Ainda no avaliado.

Recursos: Laboratrio Multiuso de Biologia,

Laboratrio de Qumica, Laboratrio de Fsica, Laboratrio de Pesquisa CInAM; Laboratrio de Pesquisa CPBio; Biblioteca Central; Anfiteatro Central; Laboratrio de Informtica.

reas de Atuao
Segundo dados do Ministrio de Cincia e Tecnologia (MCT), dentro do cenrio atual da cincia e educao brasileira, vrios indicadores apontam para a necessidade de se formar um novo tipo de engenheiro com base cientfica slida. Assim, de posse desses dados e aps estudos constatou-se que a implantao do Curso de Engenharia Fsica - bacharelado contribuiria sobremaneira com a misso da UEMS, enquanto instituio geradora e socializadora do conhecimento e fomentadora do avano cientfico e tecnolgico, em direo ao desenvolvimento da sociedade sul-mato-grossense. Como o curso tem como caracterstica dar ao aluno uma viso multidisciplinar, o futuro engenheiro fsico tem um leque enorme de possibilidades de insero em diferentes setores do mercado. Pode trabalhar tanto nas indstrias que sero implantadas no Estado, quanto no setor financeiro, quanto no setor de biotecnologia (teremos indstrias de lcool instaladas e operacionalizando aqui no estado). O Engenheiro Fsico estar apto pesquisa, ao desenvolvimento e ao apoio tecnolgico; todavia, ser capaz de introduzir/desenvolver, num contexto empresarial, novos processos e produtos de alto valor agregado, localizando/solucionando problemas das diversas reas da tecnologia moderna, particularmente, daquelas de grande impacto tecnolgico em que as Fsicas Clssicas e Contemporneas estejam envolvidas. O profissional em Engenharia Fsica pode, tambm, seguir carreira acadmica, mestrado e doutorado, se tornando um pesquisador e professor no ensino superior.

6. Facultad de Ciencias y Tecnologa de la Universidad Mayor de San Simn. (Bolivia)

http://www.fcyt.umss.edu.bo/pregrado/matematica/

INGENIERA MATEMTICA

Informacin General
Director de Carrera: MSC. Hans Muller Santa Cruz Jefe del Departamento: Ing. Hernan Flores Garcia Telfonos: 591 4 4231765 Interno 310 Sitio web http://matematicas.fcyt.umss.edu.bo Correo Electrnico: matematicas@fcyt.umss.edu.bo

Resea Histrica

Arriba

La Carrera de Matemticas fue creada el ao de 1985 con el objetivo de formar docentes de las asignaturas de Matemticas a nivel universitario, profesionales que realicen labor de difusin de esta ciencia, presten asesoramiento a otras disciplinas que requieren de las matemticas y se proyecten en la investigacin matemtica, pura y aplicada, mediante la especializacin en los niveles de maestra y doctorado.

Admisin

Arriba

Para ingresar a la carrera de Ingeniera Matemtica, debe haber aprobado alguna de las modalidades de admisin vigentes para la Facultad de Tecnologa, puede ver toda la informacin actual sobre admisin en el siguiente enlace: admision FCyT.

Aos de Estudio
Aos de Nmero de Semestres: Diez semestres Estudio: Cinco

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aos

Plan de Estudios

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Pensum de Materias - 2/2007 Plan de Estudios: LICENCIATURA EN INGENIERIA MATEMATICA Cdigo: 439801 Gestin: 2007 Nivel Cdigo
A A A A A B B B B B C C C C C D D D D D E E E E F F F F G G 1803005 2008053 2008054 2008070 2010008 1803006 2008055 2008056 2008075 2008214 2006004 2008077 2008078 2008079 2008080 2006027 2008081 2008082 2008083 2008084 2008085 2008086 2008087 2008122 2008089 2008090 2008091 2008123 2008092 2008093

Materia
INGLES I ALGEBRA I CALCULO I GEOMETRIA COMPUTACION I INGLES II ALGEBRA LINEAL CALCULO II ESTRUCTURAS DISCRETAS MATEMATICA COMPUTACIONAL II FISICA I PROBABILIDAD Y ESTADISTICA I TEORIA AXIOMATICA DE CONJUNTOS GEOMETRIA I ANALISIS I FISICA II PROBABILIDAD Y ESTADISTICA II ALGEBRA LINEAL AVANZADA ANALISIS II GEOMETRIA II ALGEBRA ABSTRACTA I GEOMETRIA III ANALISIS III ANALISIS NUMERICO I ANALISIS IV GEOMETRIA IV ANALISIS NUMERICO II ALGEBRA ABSTRACTA II ANALISIS FUNCIONAL SISTEMAS DINAMICOS

Sigla

Pre-requisitos

1803005 2008053 2008054 2008053 2010008

2008075 2008055 2008056 2006004 2008077 2008055 2008080 2008079 2008078 2008084 2008083 2008080 2008087 2008086 2008122 2008085 2008086 2008082 2008083 Arriba

reas especficas de la matemtica aplicada.

Particularidades

Arriba

La Carrera de Matemticas forma profesionales para satisfacer los requerimientos de docentes en el rea para la educacin universitaria y tambin dirigir la formacin de docentes del nivel medio y orientar los objetivos y mtodos de la educacin matemtica del pas.

7. Carrera de Ingeniera Matemtica Universidad de Chile

http://www.dim.uchile.cl/index.php? option=com_content&task=section&id=5&Itemid=15

Carrera de Ingeniera Matemtica

Perfil del egresado
El egresado posee conocimientos slidos en las herramientas conceptuales en diversas reas de las matemticas, especialmente en anlisis, anlisis numrico, ecuaciones diferenciales, matemticas discretas, optimizacin y probabilidades. Ha desarrollado una capacidad analtica que le da la independencia para analizar su entorno con una actitud creativa y crtica. Es capaz de modelar problemas de ingeniera, integrando conocimientos de diferentes disciplinas, y resolverlos haciendo uso de tcnicas y herramientas matemticas avanzadas. Posee la capacidad de auto-aprendizaje para plantear y analizar soluciones alternativas, en concordancia con los nuevos conocimientos en su rea de especializacin.

Campo laboral
Generalmente, el Ingeniero Civil Matemtico trabaja en colaboracin con otros ingenieros, aunque su formacin le permite realizar aportes significativos en todas las reas que requieren matemticas avanzadas. El campo ocupacional es, en consecuencia, muy amplio, por lo que no hay un sector productivo en particular donde se desempeen, salvo por el mbito acadmico debido a que muchos de los egresados optan por seguir estudios de postgrado (tpicamente en matemticas o bien en economa, investigacin operativa, transporte, etc.). De hecho, varias universidades chilenas y extranjeras cuentan a ingenieros matemticos entre sus profesores. En cuanto a la industria, se puede encontrar ingenieros matemticos en el sector financiero (Banco Central, bancos privados, compaas de seguros, financieras) as como en una serie de industrias ya sea como ingenieros o como ejecutivos (Codelco, Sonda, Endesa, Ministerios, AutoMind, Via San Pedro, Optimisa, Copec, Forestal Arauco, IBM, IM2, etc.). Hay tambin ingenieros matemticos que hoy en da son prosperos empresarios, y otros ms jovenes que comienzan sus empresas de consultora en modelamiento matemtico.

Historia de la Carrera
La historia de la carrera de Ingeniera Civil Matemtica es paralela a la del DIM y comienza aproximadamente el ao 1965. La visin de dos ingenieros Efran Friedman y Mosiss Mellado da origen a esta carrera. El profesor Mellado recorre Europa y encuentra en Grenoble un modelo digno de imitar. As nace la carrera de Ingeniera Matemtica, la que posteriormente se transformara en Ingeniera Civil Matemtica. En un comienzo los profesores son principalmente ingenieros egresados de la Facultad, algunos profesores que estudiaron en el Pedaggico y una tercera componente que sera decisiva: una serie de jvenes profesores franceses que realizaban una estada en Chile en la modalidad de servicio militar en cooperacin cientfica en el extranjero. Cabe hacer notar que entre estos profesores franceses slo algunos tenan un DEA. A medida que pasan los aos, los alumnos ms antiguos de la carrera se transforman en auxiliares e incluso profesores de los cursos de sus compaeros ms jvenes. La carrera tiene as un alto grado de autogestin durante varios aos. Desde las

primeras generaciones, un grupo de los egresados parte a realizar estudios de doctorado, principalmente en Francia y en EEUU. La gran mayora de estos regresan a Chile y forman hoy en da buena parte del conjunto de cientficos que hacen matemticas aplicadas en Chile. La otra parte de los egresados comienza a trabajar en las empresas nacionales o desarrollando sus propias empresas, impactando en el medio nacional. Hoy en da la carrera es conocida en el medio nacional y goza de un buen prestigio. Un nicho laboral importante para los egresados son los grupos de investigacin que tienen las grandes empresas presentes en el pas. Durante los aos 60 y 70 el rea de anlisis se transforma en el ncleo principal y columna vertebral de la carrera, siendo este complementado con varias lneas. Se destacan en esta poca: el anlisis numrico, la computacin y la estadstica. Algunos de los alumnos de esa poca complementan sus estudios tomando cursos fuera de la Facultad, como en el CIENES y la Facultad de Ciencias entre otros, donde reciben una buena formacin por ejemplo en probabilidades y estadstica. En los aos 80 se consolida la carrera con la incorporacin al DIM de nuevos acadmicos con doctorados obtenidos en Francia y EEUU principalmente. Hay un fuerte impulso a las matemticas aplicadas que se refleja en una buena variedad de cursos que cubren el anlisis numrico, las ecuaciones diferenciales, la optimizacin, las probabilidades y la estadstica. La carrera tiene un tronco comn fuerte en torno al anlisis clsico, cubriendo la topologa general, los espacios mtricos, la teora de la medida, los espacios de Hilbert y Banach, la teora de operadores, y con un complemento basado en la variable compleja, el clculo diferencial, el clculo de variaciones y el clculo operacional. Sobre este tronco bsico se construye un segundo piso an comn que tiene vertientes de cada una de las lneas de investigacin que desarrolla el DIM. La formacin es completada a travs del desarrollo de las llamadas lneas de especializacin. Estas lneas contienen ramos dictados por profesores del DIM y otros ramos de distintos departamentos de la Facultad. Cabe destacar que las lneas se acercaban a la ingeniera elctrica, mecnica, la economa, la computacin y finalmente la estadstica. La finalizacin de los estudios culminaba con una memoria que tpicamente duraba cerca de un ao, y que en muchos casos daban origen a publicaciones en revistas internacionales. Las promociones eran de tamao variable. En algunos aos entraron ms de 20 alumnos a la Carrera y en otros casos no ms de 5. As al ao 1985 la carrera tena poco ms de 100 egresados. Un cambio profundo se llev a cabo al final de los 80 y principio de los 90. La carrera se transforma junto con los cambios realizados en la Facultad en esos aos. Desaparecen las lneas y estas son reemplazadas por una estructura ms flexible y dinmica, que incorpora de manera ms clara las necesidades y gustos de los alumnos, quienes deciden de una manera ms importante cmo complementar el tronco comn de la carrera tomando ramos en el DIM u otros departamentos en sus cursos electivos. Se refuerzan adems los cursos seminarios que tienen un doble enfoque. Por un lado pueden servir como inicio a la investigacin y por otro el enfrentarse a problemas complejos de ingeniera, donde las herramientas matemticas adquiridas toman relevancia. En estos aos llega una segunda oleada de doctores que refuerzan el DIM y traen con ellos, al igual como lo hicieron las generaciones anteriores, lo ms moderno de las matemticas aplicadas. La carrera se profesionaliza en el sentido que cada curso es enseado por acadmicos expertos del rea, activos en investigacin y con una relacin estrecha con el medio. Los primeros proyectos aplicados de importancia surgen en esta dcada, y ellos traen nuevos problemas a las aulas y a las memorias de nuestros ingenieros y otros profesionales. Al final de los 90 se concreta el proyecto FONDAP y la creacin del Centro de Modelamiento Matemtico (CMM). Este centro produce una gran atraccin al interior de la Facultad y la carrera se ve beneficiada por un aumento del nmero de estudiantes, que en ocasiones ha llegado a unos 40 por generacin. En estos ltimos aos, ha habido cambios importantes en el currculo, que han permitido corregir algunas dificultades que se han detectado en la formacin de los alumnos. En estos das, los alumnos trabajan en un ambiente altamente competitivo, con una infraestructura que en muchos aspectos es de primer mundo: una biblioteca especializada de buen nivel, un sistema computacional que se mantiene a la vanguardia no slo a nivel nacional sino que competitivo a nivel de pas desarrollado, y en los ltimos semestres cada alumno tiene acceso a una estacin de trabajo individual. Adems los alumnos aprovechan, segn sus intereses, los mltiples seminarios especializados que se dictan semanalmente, usualmente por investigadores extranjeros (en ingls o francs). Como parte de la formacin de los alumnos est el participar en proyectos aplicados de gran envergadura, con aplicaciones a la minera y bio-minera, el transporte, las redes de varios tipos, por nombrar algunos. Aquellos con un mayor inters en las reas ms bsicas tienen asimismo grandes posibilidades de desarrollo. Sus ltimos semestres pueden ser dedicados casi exclusivamente a la investigacin para dedicarse a la ingeniera de desarrollo o pensando en seguir el doctorado en Chile o cualquier parte del mundo que ellos se propongan. Un sello distintivo que reciben los alumnos a travs de la carrera es el de haber sido expuestos a un ambiente de investigacin pura y aplicada de nivel internacional, como una manera de prepararlos para una vida profesional en un mundo sin duda cambiante y complejo, independiente si el o ella deciden seguir la carrera ms acadmica.

Facultad de Ciencias Fsicas y Matemticas de la Universidad de Chile.

http://www.uchile.cl/uchile.portal?_nfpb=true&_pageLabel=conUrl&url=4974
FACULTAD DE CIENCIAS FSICAS Y MATEMTICAS

Ingeniera Civil Matemtica

Grado acadmico: Licenciado(a) en Ciencias de la Ingeniera, mencin Matemtica Ttulo profesional: Ingeniero(a) Civil Matemtico(a) Facultad o Instituto: Facultad de Ciencias Fsicas y Matemticas Duracin: 12 semestres acadmicos, jornada diurna, currculum semiflexible

Enlaces relacionados
Escuela de Ingeniera y Ciencias Informaciones: Direccin: Av. Beauchef 850, 2do Piso, Santiago Telefono: (56 2) 978 4417

Vacantes 2009:

620 (Forma parte del ingreso comn de Ingeniera y Ciencias) 600,00 puntos 717,90 puntos, corresponde al ingreso a primer ao comn de Ingeniera

E-mail: colegios@ing.uchile.cl

Puntaje Mnimo Ponderado: Ultimo Puntaje 2008:

Requisitos y ponderaciones admisin 2008:

Notas Enseanza Media Prueba de Lenguaje y Comunicacin Prueba de Matemtica Prueba de Ciencias 20% 10% 50% 20%

Descripcin
El Ingeniero Matemtico se especializa en el uso de tcnicas avanzadas de la matemtica para modelar y resolver problemas complejos de ingeniera. Su formacin permite realizar aportes en todas las reas que requieran Matemtica avanzadas. Campo laboral: Se desempea en empresas de los sectores minero, forestal, energtico, financiero, transporte, planificacin, as como en ministerios y organismos de gobierno. Los que optan por el perfeccionamiento, pueden continuar sus estudios para la obtencin del Magster y Doctorado y la carrera cientfica en centros de investigacin y universidades nacionales y extranjeras.

Plan de estudios
La columna "Hrs." se refiere a las horas de docencia (presencial, talleres, laboratorios, ayudantias). No incluye las horas que debe dedicarle independientemente cada alumno. La columna "Sem. o Ao" se refiere al semestre o ao en que el alumno puede tomar la asignatura en primera oportunidad, siempre que cumpla con los requisitos.

Plan Comn: Duracin 4 semestres Primer Ao Asignaturas y Actividades Curriculares

INTRODUCCION A LA FISICA NEWTONANIA COMPUTACION I INTRODUCCION AL CALCULO INTRODUCCION AL ALGEBRA INTRODUCCION A LA INGENIERIA I SISTEMAS NEWTONIANOS QUIMICA CALCULO DIFERENCIAL E INTEGRAL ALGEBRA LINEAL INTRODUCCION A LA INGENIERIA II FORMACION INTEGRAL

Hrs.
5 5 5 5 5 5 5 5 5 3,5

UD.
10 10 10 10 5 10 10 10 10 10 5

Sem. o Ao
I I I I I II II II II II II

Rgimen
Semestral Semestral Semestral Semestral Semestral Semestral Semestral Semestral Semestral Semestral Semestral

Segundo Ao Asignaturas y Actividades Curriculares

MECANICA ECONOMIA CALCULO EN VARIAS VARIABLES ECUACIONES DIFERENCIALES ORDINARIAS TALLER DE PROYECTO FORMACION INTEGRAL TERMODINAMICA O FISICOQUIMICA ELECTROMAGNETISMO CALCULO AVANZADO Y APLICACIONES METODOS EXPERIMENTALES FORMACION INTEGRAL FORMACION INTEGRAL 5 5 5 5

Hrs.
5 5 5 5 3

UD.
10 10 10 10 5 5 10 10 10 10 5 5

Sem. o Ao
III III III III III III IV IV IV IV IV IV

Rgimen
Semestral Semestral Semestral Semestral Semestral Semestral Semestral Semestral Semestral Semestral Semestral Semestral

Tercer Ao Asignaturas y Actividades Curriculares Hrs. UD Sem. o Ao Rgimen

8. Licenciado en Ciencias de la Ingeniera Matemtica en Universidad Tcnica Federico Santa Mara (Chile)
http://www.emagister.com/licenciado-ciencias-ingenieria-matematica-cursos2227934.htm Imprimir
Datos bsicos de la carrera

Tipo Inicioconsultar fechas y horarios Carreras universitarias Duracin consultar Mtodo / lugar contactar con el responsable Presencial / Valparaso dnde Para qu te prepara Desarrollar mtodos matemticos y computacionales en aquellos aspectos de la Matemtica Aplicada centrados en la modelacin de problemas que surgen en la Ingeniera, la Fsica, la Estadstica, etc.
Temario de la carrera

Licenciado en Ciencias de la Ingeniera Matemtica

PLAN DE ESTUDIOS El plan de estudios tiene una duracin de seis aos organizados en doce semestres o perodos acadmicos lectivos, comprendiendo tres etapas de dos aos de duracin cada uno: un Ciclo Bsico o de aprendizaje fundamental (Bachiller), un Ciclo Intermedio (Licenciatura en Ciencias de la Ingeniera) y un Ciclo Superior (Ingeniera Civil Matemtica). El estudiante de esta carrera debe completar el plan de estudios en un plazo no superior a nueve aos. El sistema de estudios es de asignaturas semestrales, con aprobacin semestral. El avance curricular es semi-flexible. Para cursar una asignatura, el alumno debe cumplir con los prerrequisitos de las asignaturas que componen el plan de estudios. Semestre 1

- Matemtica I - Qumica y Sociedad - Introduccin a la Ingeniera - Introduccin a la Fsica - Humanstico I - Educacin Fsica I

Semestre 2

- Matemtica II - Programacin Computadoras

- Fsica General I - Humanstico II - Educacin Fsica II

Semestre 3

- Matemtica III - Electivo General - Grfica en Ingeniera - Fsica General II - Humanstico III - Deporte

Semestre 4

- Matemtica IV - lgebra Lineal - Probabilidad y Estadstica - Fsica General III - Ingls I

Semestre 5

- Anlisis I - Anlisis Numrico I - Estructuras Algebraicas - Fsica General IV - Ingls II

Semestre 6

- Anlisis II - Ecuaciones Diferenciales Ordinarias - Variable Compleja - Fundamentos Investigacin Operaciones

Del 7 Semestre se pueden elegir asignaturas de las siguientes menciones: ESTRUCTURAS CONTROL AUTOMATICO ANALISIS ESTRUCTURAL

Semestre 7

- Teora de Probabilidades y Procesos Estocsticos - Anlisis Numrico II - Matemtica Discreta - Informacin y Control Financiero - Fundamentos de Investigacin de Operaciones

Mencin Estructuras

- Esttica de Estructuras

Mencin Control Automtico

- Teora de Redes I

Mencin Anlisis Estructural

- Mecnica General

Semestre 8

- Aplicaciones de la Matemtica en Ingeniera - Inferencia Estadstica - Electivo II - Economa I - A

Mencin Estructuras

- Resistencia Materiales

Mencin Control Automtico

- Anlisis de Sistemas Lineales

Mencin Anlisis Estructural

- Resistencia de Materiales General

Semestre 9

- Ecuaciones Diferenciales Parciales - Electivo III - Electivo IV - Ingeniera Econmica

Mencin Estructuras

- Mecnica Racional - Electivo 2 Matemtica, Ingeniera o Ciencias

Mencin Control Automtico

- Control Automtico I - Electivo Fsica

Mencin Anlisis Estructural

- Anlisis de Esfuerzos - Termodinmica y Mecnica Estadstica

Semestre 10

- Humanstico IV

Mencin Estructuras

- Fundamentos de Anlisis Estructural - Electivo Fsica - Electivo 3 Matemtica, Ingeniera o Ciencias

Mencin Control Automtico

- Control Automtico II - Electivo 2 Matemtica, Ingeniera o Ciencias - Electivo 3 Matemtica, Ingeniera o Ciencias

Mencin Anlisis Estructural

- Vibraciones Lineales Avanzadas - Electivo 2 Matemtica, Ingeniera o Ciencias - Electivo 3 Matemtica, Ingeniera o Ciencias

Semestre 11

- Laboratorio Modelacin I - Administracin General

Mencin Estructuras

- Anlisis Estructural - Proyectos

Mencin Control Automtico

- Teora Moderna de Control Lineal - Diseo Avanzado de Sistemas de Control

Mencin Anlisis Estructural

- Elasticidad - Proyectos de Ingeniera

Semestre 12

- Laboratorio Modelacin II - Administracin de la Produccin

Mencin Estructuras

- Dinmica de Estructuras

Mencin Control Automtico

- Proyectos Electrnicos

Mencin Anlisis Estructural

- Electivo Ingeniera Mecnica

Electivos

- Mtodo de Elementos Finitos - Mecnica de Fluidos

CAMPO OCUPACIONAL: Expectativas de continuacin de estudios del egresado en niveles de postgrado, posttulo en la lnea inicial u otra: la formacin del Ingeniero Civil Matemtico, constituida por tres ciclos principales, a saber, un Ciclo Bsico o de aprendizaje de las ciencias bsicas de ingeniera, un Ciclo Intermedio o de consolidacin de su formacin cientfica y un Ciclo Superior o de especializacin o formacin profesional, permite con facilidad la continuaci de estudios de postgrado en los niveles de Magister en Ciencias, Magister en Ciencias de la Ingeniera, Doctorado en diversas especialidades de la Ingeniera y la Economa, Doctorado en Ciencias Bsicas, etc.

9. Escuela de Ciencias y Humanidades de la Universidad EAFIT (Escuela de Administracin, Finanzas y Tecnologa). Colombia.
http://www.eafit.edu.co/EafitCn/cienciasyhumanidades/pregrados/ingmatematica/index.aspx

Ttulo Ingeniero Matemtico Modalidad Diurna, presencial y dedicacin de tiempo completo por parte de los estudiantes.

Duracin Once semestres, uno de ellos con carcter de Prctica Empresarial. Jefe Luis de Antonio Quintero Pregrado Ortiz

lquinte3@eafit.edu.co
Historia

En 1994 la Asociacin Colombiana de Facultades de Ingeniera, ACOFI, se reuni en la Universidad del Valle, con el propsito de trazar las tendencias genricas de las carreras de Ingeniera hacia el ao 2000. Se examin all cmo el intenso desarrollo cientfico conduce a la rpida obsolescencia de tecnologas, al punto de que muchos conocimientos adquiridos por el estudiante durante la carrera, son obsoletos el da de su graduacin. Se evidenci entonces la necesidad de programas de Ingeniera con fortaleza en ciencia bsica, enfoque que se ilustr con la forma como est estructurada la educacin hoy da en el Japn. Posteriormente, en 1996, la Universidad EAFIT cre la Escuela de Ciencias y Humanidades buscando, entre otros objetivos, la creacin de programas de pregrado (carreras) en esas reas. El Departamento de Ciencias Bsicas examin entonces la experiencia vivida en el pas con carreras cuya formacin se basa en las matemticas y encontr que mientras que en matemticas puras exista una oferta consolidada, en matemticas aplicadas los programas de formacin afrontaban dificultades mayores para responder a las necesidades del mundo laboral. Por esa misma poca, la Sociedad para la Matemtica Industrial y Aplicada SIAM (Society for Industrial and Applied Mathematicas), public un informe sobre trabajos no acadmicos para matemticos en los Estados Unidos (Mathematics in Industry, USA, Enero 30 de 1998), cuyos resultados fueron de gran inters para el diseo del programa de Ingeniera Matemtica. En resumen, se resalta en el informe cmo los matemticos que trabajan en la industria deben adquirir y desarrollar en su trabajo conocimientos y habilidades fundamentales que no se refieren a la matemtica, como son: la capacidad de trabajar en equipos interdisciplinarios, el inters permanente en adquirir nuevos conocimientos con esfuerzo propio (inquietud cientfica y capacidad autodidctica), la capacidad de abordar problemticas diversas de las organizaciones y el criterio para utilizar slo los conocimientos matemticos necesarios para la solucin de problemas especficos, que contrasta con la actitud, no deseable, de anteponer la elegancia y la precisin matemtica a la solucin de necesidades organizacionales. La sntesis entre los planteamiento de ACOFI y de SIAM, fue inmediata: Mas bien que un conocedor de matemticas aplicadas, se quera un matemtico aplicador, con la verdadera actitud y perfil del Ingeniero, es decir, un Ingeniero Matemtico. El diseo del programa tom tres aos, durante los cuales se destaca la conformacin en EAFIT de grupos de investigacin interdisciplinarios con participacin de matemticos, el sondeo empresarial donde se percibe el inters y la relevancia del programa para nuestras empresas, la formacin a nivel de doctorado de catorce profesores y la contratacin de dos doctores en matemticas, para servir la gama de programas acadmicos que hoy da ofrece el Departamento.
Objetos de la Ingeniera Matemtica Los objetos distintivos para el egresado de Ingeniera Matemtica son: los Modelos lgico-Matemticos, la Simulacin y la Heurstica. A diferencia de otras carreras, la Ingeniera Matemtica no se concentra exclusivamente en sus objetos propios, sino que vislumbra, a travs de ellos (modelacin, simulacin y heurstica), los objetos de otras profesiones, para poder as desarrollar su capacidad de aplicacin en diversas situaciones y temas corrientes y relevantes del quehacer empresarial y organizacional. Modelos, simulaciones La identificacin, conocimiento Modelo y y control soluciones de las heursticas, variables de un para: sistema.

matemtico:

Representacin simplificada de un sistema, o fenmeno expresada en lenguaje matemtico de tal manera que permita conocer mejor la realidad. Simulacin: Representacin en la que se pretende hacer algo con un objeto real, cuando realmente se est trabajando con una imitacin. Heurstica: Proporciona mtodos para obtener soluciones aproximadas de problemas reales, en un tiempo razonable. Justificacin El desarrollo de la ciencia en el concierto mundial se realiza a un ritmo cada vez ms acelerado como consecuencia, las innovaciones y cambios tecnolgicos suceden rpidamente, ocasionando la obsolescencia de tecnologas en el transcurso de unos pocos aos, an durante el lapso que toma la formacin universitaria. Dentro de ese panorama, el conocimiento de las ciencias bsicas resulta necesario no solo para el desarrollo de nuevas tecnologas sino tambin para la comprensin y adaptacin de tecnologas desarrolladas en otros pases. Existe adems un amplio campo de conocimientos comunes a las distintas ramas de la ingeniera entre los cuales se destacan las matemticas. Mas an, el trmino ingeniera hoy en da se utiliza en otros campos del saber (ingeniera administrativa, ingeniera gentica, ingeniera de mercados, etc.). Objetivos Formar Alta calidad acadmica, sustentada en:

profesionales

con:

Sus conocimientos en matemticas que ayudan a estructurar el pensamiento lgico y analtico y en otras disciplinas que ayudan a estructurar el pensamiento sinttico y despiertan la creatividad. La capacidad de abstraccin, anlisis y conceptualizacin requeridos para encontrar las estructuras lgicas subyacentes a procesos y proyectos, y la creatividad y capacidad de anlisis y de sntesis para transformarlas; Su habilidad para simular y modelar procesos y objetos y construir soluciones analticas, aproximadas o heursticas.

Excelente desempeo en el trabajo empresarial, sustentado en:

Su formacin humanstica. Su actitud de compromiso con los planteamientos estratgicos propios del ambiente empresarial. Su disposicin y capacidad para el trabajo interdisciplinario. estudiante

Perfil del El aspirante debe responder al siguiente Perfil:

Tener aptitudes para las matemticas tanto desde el punto de vista prctico como terico. Esto es, haber desarrollado el gusto no solamente por la aplicacin de las matemticas sino tambin por sus desarrollos demostrativos. Estar dispuesto a manejar herramientas sofisticadas de clculo, especialmente las que involucran al computador como medio, con un entrenamiento adecuado para ello. Tener aptitud para trabajar en equipo con estudiantes del mismo nivel en proyectos de inters comn o en tareas que les fueron asignadas por los profesores de las asignaturas cursadas durante sus estudios de enseanza media. Haber mostrado que la participacin en proyectos y tareas conjuntas fue altamente efectiva.

El aspirante debe cumplir con los siguientes Requisitos:

Los normalmente exigidos por la Universidad para el ingreso a cualquiera de sus programas de pregrado. Comprometerse a presentar y aprobar un examen de suficiencia en un segundo idioma antes del semestre de Prctica Empresarial.

Ayuda para el buen desarrollo acadmico en el primer semestre: Disposicin del estudiante para presentar una prueba de aptitud matemtica; si sta no es superada el departamento le ofrece un nivelatorio gratuito en el rea de matemticas con los profesores del departamento.
Todo lo anterior est encaminado a que la desercin acadmica durante el programa sea mnima. Perfil del egresado El Ingeniero Matemtico es un profesional que construye, desarrolla, opera y aplica Modelos, Simulacin y Heurstica para el Anlisis, Diseo, Pronstico, Optimizacin y Control de problemticas reales de las organizaciones, y que se distingue por su amplio inters cientfico, capacidad de comunicacin y trabajo en equipo. El Ingeniero Matemtico podr desempearse en organizaciones con necesidades de prediccin del mercado, manejo de grandes volmenes de productos, prediccin, planeacin de obras y produccin, mejoramiento y optimizacin de los procesos, investigacin cualitativa, entre otras. El egresado del programa estar en capacidad de:

Asesorar a empresas industriales y de servicios en la modelacin matemtica de problemas de ingeniera que resulten del estudio de situaciones. Trabajar en equipo con expertos en reas especializadas en proyectos de desarrollo o incorporacin de tecnologas, mtodos o procedimientos, mediante la modelacin o simulacin lgica o matemtica y la solucin ptima o heurstica de problemas especficos. Comunicarse con expertos externos a la empresa, en campos de especializacin (matemticas, civil, administracin, economa, computacin) . Usar modelos matemticos para resolver problemas de la vida real y responder por el manejo de los mismos, sus soluciones e interpretacin de los resultados.

Manejar herramientas de clculo apropiadas para cada aplicacin en la solucin de los modelos que resulten del planteamiento de un problema de un rea de especializacin especfica.

10.

Escuela Politcnica Nacional. Ecuador

http://www.epn.edu.ec/index.php?option=com_content&task=view&id=77&Itemid=361

Autoridades
Decano Subdecano Dr. Eduardo Avalos Mat. Marco Calahorrano eavalos@epn.edu.ec calahor@epn.edu.ec

Generalidades
La carrera de Ingeniera Matemtica fue creada en los aos noventa en la Facultad de Ciencias. El ingeniero Matemtico est formado para aplicar la matemtica en la solucin de problemas del sector pblico y privado, y dirigir o colaborar en proyectos multidisciplinarios de consultora e investigacin.

Objetivos
Formar profesionales cuyos conocimientos globales garanticen la resolucin de problemas con elevado carcter de abstraccin, as como de mltiples aplicaciones donde stos puedan utilizarse.

Ttulo que se otorga

El ttulo que se le confiere es el de INGENIERO MATEMTICO.

Perfil Profesional-Acadmico
El ingeniero matemtico es un profesional capaz de desarrollar los modelos matemticos, en instituciones de produccin de bienes o servicios, para obtener un incremento de la eficiencia y eficacia, con tcnicas que le permiten analizar la informacin y as poder sintetizar, teorizar, modelizar, evaluar y comparar con la realidad para integrar estos modelos a los sistemas de las instituciones, o integrar equipos multidisciplinarios de investigacin aplicada. El ingeniero matemtico est capacitado para identificar problemas de falta de eficiencia o eficacia, adaptando y creando modelos matemticos que permitan optimizar todo tipo de recursos, con la ayuda de la estadstica, matemticas financieras, clculo actuarial, mtodos numricos y computacionales, optimizacin, control de calidad, investigacin operativa, gestin empresarial. De esta manera, el ingeniero matemtico es un profesional de slida formacin tcnica que se ocupa de la integracin de la informacin con ayuda de otros profesionales y su correspondiente anlisis sobre la base de criterios tcnicos, para el buen manejo de informacin o la optimizacin de procedimientos.

Campo Ocupacional
El ingeniero matemtico est capacitado para la: Identificacin, descripcin, relacin, abstraccin, modelacin, evaluacin, implantacin y decisin, de modelos matemticos para organizaciones estatales o privadas, dedicadas a la produccin de bienes o servicios. A partir de un trabajo multidisciplinario, puede concebir e implementar los modelos matemticos para dar respuesta a las necesidades de: manejo de informacin u optimizacin de recursos. Sus primeros egresados han sido contratados por diversas instituciones fundamentalmente de carcter financiero, tales como: Banco Central, Corporacin Financiera Nacional, y para empresas que requieren personal capacitado para el anlisis, modelacin y procesamiento de informacin tcnica.

Malla Curricular
Para su consulta, esta informacin la debe solicitar en la secretara de la respectiva carrera.

11. Instituto de Estudios superiores Acatln UNAM Mxico.

http://www.acatlan.unam.mx/licenciaturas/232/

Licenciaturas
Matemticas Aplicadas y Computacin - Organizacin del plan de estudios

Perfil del Profesionista

El egresado en esta licenciatura cuenta con una formacin en matemticas y computacin, adems de conocimientos especficos en algunas lneas de formacin (modelado analtico, modelos estadsticos y estocsticos, ciencias de la computacin, sistemas computacionales, administracin y finanzas), que le permitan resolver satisfactoriamente problemas reales en materia de computacin aplicada a modelos matemticos y sistemas.

Objetivo
Desarrollar en el alumno la capacidad de aplicar creativamente las matemticas y tcnicas computacionales para analizar, evaluar y resolver problemas por medio de modelos en diversas reas de conocimiento.

Caractersticas deseables del estudiante

El estudiante de Matemticas Aplicadas y Computacin debe poseer los conocimientos necesarios del rea fsico-matemtica, contar con facilidad y razonamiento lgico, capacidad de concentracin, de anlisis y sntesis; tener una gran creatividad y curiosidad cientfica, as como de disciplina y constancia en el estudio y habilidad para el trabajo en equipo.

Campo de trabajo
Este profesionista puede trabajar en secretaras de estado y organismos descentralizados relacionados con la administracin pblica y el desarrollo cientfico en reas como medicina, ingeniera, fsica y economa, entre otras. Tambin puede desempearse en el ejercicio de la docencia y en la realizacin de investigaciones en instituciones de educacin media superior y superior. Asimismo, en el sector privado y compaas consultoras existe una demanda significativa en empresas de servicio, capacitacin, informtica, instituciones bancarias, hipotecarias, casas de bolsa y financieras, entre otras.

Plan de estudios
Primer semestre
Clculo lgebra Geometra Introd. a las Fundamentos de la Programacin I Superior Analtica Comp.

Matemticas

Aplic.

Segundo semestre
Clculo lgebra Lgica Mtodos Programacin y Lenguajes de Prog. II Lineal Matemtica I

Numricos

Tercer semestre
Clculo Teora Mtodos Programacin Estructura de Datos de Numricos III Grficas II Objetos

Orientada

Cuarto semestre
Clculo Matemticas Probabilidad Optimizacin Base de Datos IV Discretas Lineal

Quinto semestre
Ecuaciones Estadstica Optimizacin Diferenciales I Dinmica

Entera

Redes Ingeniera de Software

de

Cmputo

Sexto semestre
Ecuaciones Elementos Procesos Arquitectura Desarrollo Web de Anlisis Diferenciales para de las II Finanzas Estocsticos Computadoras

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Seminario Optativas Optativas Optativas Optativas sobre el Comportamiento tico y Responsabilidad Social

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12.
http://matematicas.itam.mx/licenciatura.html

ITAM, (Mxico)

Licenciatura en Matemticas Aplicadas

Descripcin
El poseer gusto y talento para estudiar Matemticas no restringe tu futuro profesional, como a menudo se piensa, a las actividadades puramente acadmicas de investigacin y docencia. La Matemtica actual ha extendido enormemente sus fronteras de accin y de influencia. En todos los sectores de la actividad social y productiva, en los negocios, en la industria y el gobierno, se aplican y se requieren cada vez ms la potencia de sus mtodos de razonamiento lgico y abstracto, sus tcnicas de modelacin, de anlisis y solucin de problemas, su capacidad para el manejo eficiente de la informacin numrica y para el clculo preciso y oportuno. La Licenciatura en Matemticas Aplicadas del ITAM, una de las ms tradicin y experiencia en Mxico, se ha dedicado desde su inicio en 1974 a formar un nuevo tipo de matemtico profesional, que satisfaga las demandas actuales, y aplique sus conocimientos y habilidades en otras reas de actividad productiva, no slo en el mbito acadmico. Matemticas Aplicadas es una propuesta moderna de estudios universitarios. Sostiene que el talento y el gusto para su estudio no limitan tus aspiraciones de crecimiento profesional y social, sino por el contrario, son cualidades que constituyen un valioso factor de competitividad, en un mundo que depende cada vez ms del desarrollo cientfico y tecnolgico.

Matemticas Aplicadas en el ITAM

El Matemtico Aplicado requiere sin duda tener una formacin matemticas slida, pero esto no basta. Son tambin indispensables un equilibrio entre amplitud y profundidad, capacidad de comunicacin y de trabajo interdisciplinario, gran facilidad de adaptacin a los cambios tecnolgicos, y conocimiento significativo de un rea especfica de aplicacin. En relacin con la Actuara o Ingeniera, Matemticas Aplicadas te ofrece una formacin matemtica ms profunda y extensa, y por tanto, un perfil cientfico ms slido. Por otra parte, respecto a la carrera de Matemticas tradicional, la de Matemticas Aplicadas complementa tu

formacin cientfica con una muy importante componente de tipo humanista, social e interdisciplinaria, lo que permite tu egreso como un Matemtico ms adaptable al entorno social, con ms perspectivas de desarrollo profesional y con mayor capacidad de comunicacin con otras disciplinas. Para conseguir estos objetivos, la Licenciatura en Matemticas Aplicadas del ITAM se apoya en una plantea docente que es, por su nmero y su calidad, una de las mejores escuelas de Matemticas en Mxico, en un plan de estudios esmeradamente diseado, que se actualiza de manera cuidadosa y constante, y en una institucin como el ITAM, que tiene ms de 50 aos de tradicin en la enseanza superior, cuyos estndares de calidad y excelencia son reconocidos nacional e internacionalmente

Fuera de la regin
De: http://www.postgraduate-courses.net/articles/mathematical_engineering.htm What is Mathematical Engineering?
Do you enjoy mathematics and feel that you would like to use it to solve important real world problems of direct engineering, scientific or industrial relevance? In recent years there has been an extraordinary growth in the application of mathematics to these fields as well as to information technology, management and finance. Engineering mathematicians develop and apply advanced mathematical and computational techniques to understand these problems. Engineering is the art of creating and improving our environment. It involves planning, design, construction, quality assessment and control. None of these would be possible without mathematics. Engineering mathematics is at the core of all branches of engineering, from aerospace engineering to electronics and from mechanical engineering to computer science. As engineering evolves and develops, mathematics forms the common foundation of all new disciplines. We are learning that engineering systems, which seem straightforward to design, exhibit unpredicted and unstable behaviour when constructed. Take the example of a bridge that is made up of a simple suspension structure. Tests on scale models can show the bridge to be both strong and stable, but when the real structure is built it may sway unsteadily. Nonlinear dynamics, the mathematics of chaos, can help us to predict such behaviour and correct the design before construction begins. Similar techniques enable the engineering mathematician to understand phenomena as diverse as chaos in semiconductor lasers and patterns in traffic jams, to predict the weather, or to send spacecraft to the sun using only a tiny amount of fuel! In our data-rich society we also see how engineering mathematics fulfils a pivotal role. From the deluge of data collected from sounds, images, videos and text we need to extract important and appropriate information. Knowledge engineering can help us to solve problems where traditional computer science techniques fail. Take the example of global warming. This environmental phenomenon is causing devastating problems around the world. Countries formerly arid are suffering from massive floods while fertile countries face unexpected droughts. Artificial intelligence techniques enable us to learn patterns from satellite images and rainfall data. We can then fuse this information with expert geological knowledge and mathematical models of river basins to predict when rivers are likely to flood. Today, even if a product does not contain a computer, you can be sure one was used in its design. What you may not realise is that all of these computers need mathematics. From the error correction algorithm in your mobile phone to stress analysis programs that let engineers design giant bridges or aircraft, scientific computing is ubiquitous in the modern world. Engineering mathematics students are exposed to a wide range of computer programming. Not only do they graduate with knowledge of industry standard programming languages such as C, C++, Java and Matlab, but see first hand how mathematicians use these tools. They could find themselves writing software to diagnose lung disease automatically, or inventing new algorithms to explore and understand chaotic systems.

Computing, however must be combined with expertise in mathematical analysis and awareness of engineering systems. Even though complicated problems can be coded into software packages and the results made available very rapidly by people with little scientific skill, the usefulness of the computing is highly dependent on the problem formulation. Mathematical modelling becomes vitally important, as one model created for one set of conditions may be disastrous in another (compare the shapes of a 747 and an F-111). Even with a tried and tested model, few computer codes can deal with regions of rapid variation of (say) temperature or pressure. In these areas, mathematical ideas such as asymptotic analysis and boundary layer theory are indispensable as tools to aid understanding. The range of courses studied as part of an Engineering Mathematics degree enable students to work on case study activities: technological problems, often derived from actual industrial situations, and presented in a real-life format. By the time students reach their final year, they are perfectly placed to take part in cutting edge research by undertaking a major project. Project work is an excellent opportunity to put into practice skills taught during the rest of the degree course. Moreover it is a creative and highly enjoyable experience, providing students with a wide range of skills for their future careers. Examples of case study activities: Modelling water levels in a hydroelectric dam system Development of a digital television system Modelling blood sugar levels in patients with diabetes Estimation of the power requirement for the drive motor in a radar system Investigation of bearing erosion in diesel engines

Opportunities
Industry now requires an increasing number of numerate graduates who can apply mathematics in practical situations. Engineering Mathematics graduates are called on to use their logical skills to formulate a problem; their modelling skills to translate the problem into mathematical terms; their technical skills to write a computer program; their mathematical understanding to question and interpret the results; and their knowledge of engineering to implement the solution. Engineering Mathematics graduates are superbly employable - students graduate with technical and transferable skills that enable them to play a leading and creative role as mathematicians and engineering professionals in industry, academic research, and elsewhere. Skilled in the analysis, design and development of a huge variety of real world engineering problems, the core skills developed by engineering mathematicians are transferable to all engineering disciplines. Engineering Mathematics is at the heart of engineering. Author: Dr. Martin Homer Lecturer in Engineering Mathematics University of Bristol

SIAM (Society for industrial and applied mathematics)

http://www.siam.org/

Introduction
In the following pages, you'll learn that a career in applied mathematics isn't just about crunching numbers. It's a career that uses mathematics to solve problems in the environment of your choice.

Industrial careers for those with a background in mathematics rarely carry a simple title like "mathematician" The very idea of a career in mathematics has evolved and diversified. Mathematics may stand alone as a science, but as a career, it's almost always coupled with a specialty or area of research interest. This guide was assembled to provide answers to the questions asked most frequently by people interested in the study of applied mathematics and computational science: What's out there for someone with my interests and background? Where can I work? How should I pursue my studies? Who are the people working in industry today?

What Kind of Problems Do You Want to Solve?

The careers may differ, but one thing remains the same -- problem solving. Listed below are some potential industrial problems that a mathematician or computational scientist would solve at his/her place of work. Take note of which of the following sample problems you find most intriguing, and why. A pharmaceutical company wants to search a very large database of proteins to find one that is similar in shape or activity to one they have discovered. What's the most efficient way to do so? How might disease spread in populated areas in the event of a bioterrorism incident? How do you cram enough data through a high-bandwidth communications network to deliver large data sets reliably? When we pick up a quarter, our brain sends complicated signals to our nerves and muscles. How do you design a mechanical hand to grip a coin and drop it in a slot? An automobile production plant is falling far short of the capacity for which it was designed. Why? How can you mathematically model the spread of a forest fire depending on weather, ground cover, and type of trees? How can you allocate an investment among various financial instruments to meet a risk/reward tradeoff? How does a protein, like an enzyme, fold into a molecular shape? Where are the active sites on the molecule? Computer chips are "printed", much like photographs, from a negative. But manufacturing the "negative" is too expensive to permit cut-and-try testing of proposed layouts and the corresponding "print." Are there accurate mathematical models of the exposure process? Can they be coupled with efficient computational implementations to obtain practical, low-cost simulations to guide chip design and manufacture? A chemical manufacturer must shift one of its product lines to a new family of compounds that will not harm the ozone layer. Since it cannot test possible new products by releasing them into the atmosphere, it must develop models of atmospheric chemistry that simulate the complex chemical reactions in the atmosphere, the action of the sun, etc. Can computational simulations show sufficient detail to capture the effects of the chemicals, but still be fast enough to permit studies of many different chemicals?

These problems are just a sample of what industry has to offer. Your career search should involve deciding how you'll parlay your interest in mathematics into your eventual career path. Part of the preparation for your future is mathematical knowledge-tools like differential equations, probability, and matrices, as well as central skills like the art of abstraction, good communication skills and the ability to program computers. Another part of preparation is experience using these ideas in real applications, experience in finding the general patterns among specific problems in engineering, science, finance, medicine, and many other areas. With preparation in mathematics and a background in another field, you can enjoy the dual reward of applied mathematics: using your skills and seeing the results.

Where Do You Want to Work?

Below is a list of real-life organizations that hire mathematicians and computer scientists. It's interesting to note the variety- from governmental research organizations to independent consultants. Experience gained through internships and work-study opportunities can help you determine your personal preferences in a workplace, such as organization size, the issue of non-profit vs. for-profit, and customer contact vs. no customer contact. Learn more about these and other organizations and corporations by searching the web for additional information. You can learn things like company size, location, mission statement, history, and job requirements. Some examples of organizations, corporations, and research institutions where mathematicians work: Government labs like Oak Ridge National Lab, Sandia, Pacific Northwest National Labs, and Los Alamos; and agencies like the National Security Agency, the Center for Communications Research, the Supercomputing Research Center, the Institute for Defense Analysis Center, and NASA's Institute for Computer Applications in Science and Engineering; A federally funded contractor like the Mitre Corporation and RAND; Engineering research organizations like AT&T Laboratories-Research, Telcordia Technologies, Exxon Research and Engineering, Schlumberger-Doll Research, and NEC Laboratories America, Inc.; Computer service and software firms like MSC.Software Corporation, The Mathworks, Palo Alto Research Center, Mentor Graphics, Adobe, and Microsoft; Energy systems firms like Lockheed-Martin Energy Research Corporation and the Schatz Energy Research Center (SERC) Electronics and computer manufacturers like IBM, SGI, Philips Research, Honeywell, Motorola, and Lucent Technologies; Consulting firms like Daniel Wagner Associates and McKinsey and Company; Aerospace and transportation equipment manufacturers like Boeing, General Motors, Aerospace Corporation, Ford, and United Technologies; Financial services firms like Citibank, Morgan Stanley, and Prudential; Communications services providers like AT&T, Verizon, and Qwest Communications; Chemical or pharmaceutical manufacturers like Kodak, DuPont, GlaxoSmithKline, and Merck & Co., Inc.; Producers of petroleum and petroleum products like Amoco and Exxon Research and Engineering; University-based research organizations like the Institute for Mathematics and Its Applications, the Institute for Advanced Study, and the Mathematical Sciences Research Institute.

What Else Is There? Emerging Fields to Consider

Computational Biology and Genomics By now, we've all heard of terms like "genetic sequencing" and "human genome". The mapping of the human genome depended on the use of sophisticated mathematical and computational tools. Now that sequencing is complete, the next challenge is to understand how genes interact, how they are switched on or off, and how they differ from individual to individual. The need for newer and better mathematical and computational tools will create new career opportunities in technology, medicine, and drug development and design.

Data Mining If you're looking for a broad mathematical area with lots of applications, look no further-data mining is the answer. Data mining involves the discovery of patterns and previously unknown information in large data sets. Emerging career opportunities will be found in applications of data mining in, for example, security, forensics, e-commerce, and sciences, such as genomics, astrophysics, and chemical engineering. Neuroscience As described by organizers at the Mathematical Biosciences Institute (MBI), beginning with "the discovery of the fundamental Hodgkin-Huxley equations, which model electrical impulses and oscillations in neurons, mathematicians have been involved in developing models and computational schemes for systems of neurons." This mathematical and computational research provides tools for the study of the brain, the progression of neurological diseases, and the emerging treatments for such diseases. Materials Science Materials science is the study of the properties, processing and production of a broad range of existing and new materials, including metallic alloys, composites, liquid crystals, biological materials, and thin films. The rational design and analysis of materials depends on mathematical models and computational tools. Career opportunities abound in science, manufacturing, and materials design for applications in fields such as aerospace, engineering, electronics and biology. Computer Animation and Digital Imaging To get an idea of what this field entails, consider the following description from the Fields Institute in Toronto. "Computer Animation is an eclectic science that uniquely combines mathematics, computer science, fine art, classical animation, physics, biomechanics, and anatomy, to name but a few fields. Algorithms for computer animation rely heavily on techniques from scientific computation, statistics, signal processing, linear algebra, control theory, and computational geometry." With a diverse and exciting set of applications to such areas as entertainment (movies, video games), medical diagnostics, and fine arts (dancing, sculpture, painting), there are many avenues to explore.

Profiles of Mathematicians and Computational Scientists

An actuary, a librarian, a director of pharmaceutical research-mathematicians are involved in more fields than you may have thought possible. The following professionals with degrees in math-related fields will tell you that they were guided toward their career path by the first great math textbook they used, a crucial internship, or the advice of an enthusiastic professor. There are many choices to make and elements to consider when choosing a career. The following individuals share their educational background, interests, and experiences so that emerging mathematicianssuch as youwill benefit.
Alex Karavousanos

Senior Director, Business Development, Reuters BS in Applied Mathematics and Statistics, State University of New York at Stony Brook Alex's Background "From a young age I found mathematics interesting and challenging," recalls Alex, and when it came time to search for a job, his interest in math carried over. Alex naturally gravitated toward a career in which math skills were valued, if not required. He now works in business development and has found that "the analytical skills I developed though all of my courses gave me an excellent foundation that allows me to think creatively and structure interesting business relationships." The Career Initially Alex used his mathematics background to pass the National Association of Securities

Dealer's series 7 exam in order to become a registered representative. "I enjoyed selling stocks but was interested in learning more about financial planning and stock selection." Alex eventually took a position as a research analyst with Market Guide, a small publicly traded company on Long Island that collected financial information on all publicly traded companies. After a series of acquisitions, this position became Alex's current position at Reuters. "My role here has a few different functions," says Alex, including managing and growing the revenue for an existing client base, structuring strategic partnerships with companies that will redistribute fundamental and estimates financial data, and facilitating the sale of data through existing channel partners. Alex told us that he "ended up in business development because of the creative and analytical nature of the job." Daily responsibilities include anything from responding to client inquiries to projecting and/or forecasting revenue models for various strategic partners. Alex believes that the future of financial mathematics careers is stable. "The financial services industry relies heavily on math and will continue to do so. The industry continues to evolve, but everything revolves around numbers-offering math folks many interesting opportunities." Alex offers this advice: "I would suggest that someone majoring in math be open minded as to a career path. An analytical type of degree can be applied to many different roles and careers. I would recommend that students intern at a few different companies in order to get a good understanding of the different jobs with which a math degree could be associated." Skills required (5 = most important; 0-1 hardly at all) for this position:

Communication Teamwork Computer Analytical Sales Math Computation Engineering

5 5 4 4 4 3 3 2

John Parkinson

Actuary, Vice President, The Savitz Organization BA Mathematics, BA Economics, East Stroudsburg University John's Background The fear of math is not uncommon, even for math majors. John was an economics major when he discovered his mathematics interest and ability. "I came to learn that the foundation of some key economic principles was rooted in the application of calculus to those principles." John became fascinated and wanted to learn more. He ended up taking more mathematics courses,

"this after fearing math for most of my life." In addition to economics, philosophy contributed to John's interest in math. "I noticed how many of the great philosophers were mathematicians. The two subjects have an interesting and natural connection." In college, John found a subject that specifically sparked his interest -- Econometrics. "This course really influenced my decision to pursue a career in the field of applied mathematics. I found applying regression analysis techniques to economic problems and theory to try to determine explanatory variables and forecasting to be truly interesting." From there, the actuarial profession was a natural fit. "Embarrassing as it is to admit, I wasn't very informed about the actuarial profession in college. I stumbled onto the profession at a job fair my senior year and was quickly intrigued." After passing the rigorous professional exams, John entered "a field where I would deal with assessing the financial and economic impact of contingent events." The Career John is currently a consulting actuary for an employee benefits company. "We help companies determine their plan's financial liabilities." Determining these liabilities is dependent on quantifying expectations of future events, including how long the employee will live, when and how the employee will leave employment (termination, disability), how much money the employee will make during his/her career. The future of financial mathematics careers is a bright one. John told us that while current actuarial science takes a deterministic approach to valuing financial liabilities, in the future, stochastic modeling should become more prevalent. "As financial analysis and modeling becomes more complex, the opportunities for mathematicians in business and consulting should increase greatly." John recommends that students spend some time investigating what mathematicians are doing in other fieldsbut start early! Skills Required (5 = most important; 0-1 hardly at all) for this position

Computation Communication Computer Math Programming Teamwork Statistics Engineering

Leslie Lahl

5 4 4 3 3 3 1 0

Developmental Editor, Mathematics, Brooks/Cole Publishers BA, MA in Mathematics, Cleveland State University Leslie's Background Leslie taught at the undergraduate level prior to her career in publishing. When asked what led her to her current job, she said, "I know that a great book is priceless to a student. Of course having a good teacher is a plus too!" Leslie said that it was her first calculus course, and later a course in Abstract Algebra, that spawned her lasting interest in mathematics. "The subjects seemed so beautiful. They were interesting and challenging. I think it helped that I got to use two exceptional books for these courses. They were clearly written for the student: friendly but not condescending, concise but not terse, filled with illustrative examples that don't 'give away the store' but guide the user through the challenges of the material. These books made a huge difference. For me, they provided stepping-stones to go beyond the coursework assigned in each class. I started reading other math books on my own, and I went on from there." The Career Developmental Editors perform many of the duties that make a book ready for production. They shepherd the project through the editorial process, working closely with the author. Leslie told us that "As a developmental editor for math text books, I read manuscripts and use the skills associated with both an English major and a mathematician. I look at content on two levels: Does the material make sense from a mathematics perspective? Does it also clearly express the concept?" Leslie also works with reviewers during the editorial process. "For example, I send out the manuscript with a questionnaire that I develop and the reviewers are asked to answer questions regarding content and pedagogy. Their feedback is invaluable." Leslie's math background is important during this review process. "I consider my background in mathematics to be a huge asset to my position. I am able to have discussions based on the subject matter. I also like this material and I'm genuinely interested in it. I think it really makes a difference that I can share this interest with the author and reviewers." Leslie feels that the primary responsibilities of a D.E. won't change significantly, even with the advent of things like "books on demand" and other emerging electronic formats. "The actual format of the book may vary, but we still need to develop the content. I think that the way I do my job will change, naturally, with advancements in technology. I perform a large portion of my job using e-mail as communication, sending out things electronically. The speed of communication has accelerated the rate at which a developmental editor is expected to produce the end product. I have to stay on top of changes in publishing software and other PC developments." We asked Leslie for some general advice for students and other emerging mathematicians, "As early as you can, start talking to your professors about what you can do with a math degree. Get internships. Foster an appreciation of other subjects as well. A good general background comes into play when interviewing for a job, and performing that job. You might be a brilliant mathematician, but can you express your ideas clearly and effectively?" Other jobs with related responsibilities: Acquisitions Editor, Book Editor for elementary and secondary mathematics textbooks, Educational Software Developer Skills required (5 = most important; 0-1 hardly at all) for this position:

Mathematics Communication Statistics

5 5 3

Business Computer know-kow Engineering Computer Science

Barbara Hamilton

3 4 1 1

Manager, Information Support Services Institute for Defense Analysis BS, MA Mathematics Central Michigan University Masters in Library Science Rutgers University Barbara's Background As a child, Barbara Hamilton helped her older brother with his math homework. She considered this to be one of the early signs that she had a knack for mathematics. Barbara remembers her sixth and seventh grade teachers as being particularly pivotal. "My math teachers realized that the kids at that age are at all sorts of different levels mathematically." In college she chose mathematics, even though she was faced with other options. "I found the more 'practical' majors (like accounting) really boring. I liked chemistry and physics also; I even worked in the chemical lab during the summers doing quality assurance (where I was hounded by the chemists to change my major from mathematics to chemistry, but I liked mathematics better.)" After college, Barbara worked as a cryptologic mathematician for the Department of Defense. She also worked for Renaissance Technologies, where she wrote documentation that would describe the software used for modeling the commodities market. RenTech used mathematical models to forecast the market, and thus trade accordingly. The Career Barbara is currently in charge of the mathematics library for the Institute for Defense Analyses; Center for Communications Research Division in Princeton, New Jersey. IDA is an FFRDC (Federally Funded Research and Development Center). "We do research work for agencies in the Department of Defense." The IDA's library of books, journals, and electronic materials has been in existence for nearly forty years. As fate would have it, Barbara was looking for something new when the position opened up. "I was offered a temporary research job, but wasn't sure I wanted to do that anymore. While we were negotiating this position the librarian retired (with rather short notice) and they offered the job to me. I took it and then got a Master's in Library Science." Barbara uses her math skills everyday in the library. "I sort of live in both worlds. Because of my MS in Mathematics, I can understand what my clients are trying to ask me. And with my MLS, I can understand what Librarians mean." Daily responsibilities include buying books for the library. "I complain to publishers about high prices," she jokes. She makes sure the library is getting what it needs. She also supervises typists who prepare reports for their sponsor on the work that their research staff is doing, and corresponds with the research staff to make sure they have the appropriate research materials. As far as advice goes, Barbara suggests the students take classes that they're interested in, "You'll learn more," she says. She suggests getting an early start. "If I could do it over again, I would start looking at potential careers earlier. I waited until my senior year before I started thinking about a career."

Barbara feels that in general, mathematics and research have a very bright future. Barbara told us that, "research into mathematical theories and ideas is not shrinking. Over the past few years, the IDA has started looking into new areas of mathematics that we were not interested in before. I think there will always be new things to discover in mathematics, as long as people keep looking." Skills required (5 = most important; 0-1 hardly at all) for this position:

Mathematics Communication skills Statistics Computer skills Computation Teamwork Engineering

Dr. Jeff Sachs

5 5 5 4 2 4 0

Director and Senior Investigator Applied Computer Science and Mathematics Department Merck Research Labs, Merk & Co., Inc. Sc.B. and Sc.M. Applied Mathematics, Brown University Ph.D. Mathematics, Massachusetts Institute of Technology Jeff's Background When Jeff was a small child he always wanted to be a doctor. He told people that he wanted to be a neurosurgeon. "But I was always surrounded by and enjoyed science and mathematics, largely because my father was a physics professor. Also, I was lucky enough to go to the University of Chicago Laboratory Schools elementary school where the science curriculum (and teachers!) were inspiring, and I lived only about four blocks from the Museum of Science and Industry in Chicago." When he was 11 he learned Fortran, a scientific and mathematical programming language. "I remember thinking 'well, that's it for medicine, I think I want to do this science and math stuff instead... It'll be fun to use computers to do that." Jeff entered college as a physics major, then changed to mathematics, and then to applied math. "My switch to applied math was partly due to the great teachers I had, like H. Thomas Banks, Wendell Flemming, Russell Caflish, (the late) A. C. Pipkin, and Harold Kushner. Another part was feeling that I didn't think like a physicist when I solved physics problems, yet wanted to feel a connection between what I studied and its practical application." Many courses have affected Jeff's career choices. "Certainly the style of research and analysis in applying continuum electromechanochemistry taught by my thesis advisor Alan Grozinsky and his advisor Jim Melcher had and continues to have a profound influence on my thinking.

One of the most important skills I learned from Alan was scientific writing. I still hope to someday be as clear and concise as I was after he edited my work!" Specifically, some of the courses Jeff mentioned that made a difference in applying Jeff's course of study to his career are: Differential Equations (Tom Banks), Stochastic Processes (Harold Kushner), Partial Differential Equations (Phil Davis, K.K.Tung), Asymptotic Methods (Steven Orszag), Fluid Mechanics (Andrew Fowler, Alar Toomre, Harvey Greenspan), and numerical analysis. "Also my non-math graduate courses in mechanical engineering, chemical engineering, and physiology have had a great influence on my ability to collaborate effectively in multi-disciplinary environments." Jeff worked in academic labs during his summers in high school and as an undergraduate, mostly doing computer programming (software engineering), but also some lab work repairing instrumentation and building things. After graduate school he worked first in academia in applied physics at University of Tokyo, in math and computer science at Clarkson University, biomedical engineering at Northwestern University, and at NIST in the biotechnology division. He then went into industry, working for a mathematics consulting firm. "This was a great educational experience, as I had an excuse to learn many new subjects, including signal processing, pattern recognition, and biotechnology basics. It also gave me a lot of practice in presenting very technical work to non-technical audiences. This is a key skill for scientists and mathematicians in industry!" The Career Jeff's current position at Merck draws on his past experience, and presents some new challenges. "In close collaboration with my colleagues, I perform scientific research. I also design technologies and experimental and data analysis protocols that help other scientists do their work. I design and (usually with support from others) implement algorithms and user interfaces to help make it easy for colleagues to use the methods that we invent." Jeff leads others in doing similar work and in implementing the software, helps evaluate technologies brought to Merck by other companies, and helps in strategic technology planning. Jeff was introduced to his job at Merck by participating in a meeting held by one of many professional organizations. "I gave a technical talk at a SIAM conference and my current supervisor [at Merck] was there. He was just starting to build our department and asked me to have lunch, then an interview, ... then to join." The main reason Jeff joined the team at Merck was that "I had always most enjoyed applications of math to biotechnology and healthcare. I felt that this position would be my best opportunity to learn new things and to have a real impact on human health." Daily tasks for Jeff are similar to many other office jobs, "I read and send email, talk on the phone, and meet with people. The difference from most jobs, though, is the subject matter for all these interactions. Typically, I speak with scientists about their goals for a class of data analyses, scientific questions of interest to them, or results of analyzing a particular data set. I'll meet with my colleagues to review a version of software in terms of either its algorithm or user interface. I meet with people that I supervise to make sure I know what they and their teams are doing, to advise them on their actions, and to make sure that they have everything I can provide for them to help them get their work done and that they are continuing to grow technically and professionally. When I get really lucky I get time to read scientific literature or analyze data or write some software." Jeff isn't short on advice: "Study software engineering, writing and public speaking, statistics and probability, and at least two fields of application of mathematics. The rigor of the thought process we learn in math is extremely valuable even in non-technical fields. But if you want to use math in industry (and in many places in academia) you will need to put some of your ideas into an acceptable format through software, or at least to understand what that process involves. I don't know any employers 'of mathematicians as mathematicians' (outside pure math academic departments) who don't require some knowledge of the software engineering process. Writing and public speaking are two critical communication skills that will have at least as much impact on your career as the technical content of your work. Statistics and probability will be useful in almost any technical career, and necessary for most. And understanding applications, even if they are different than anything you do in a job, will be critical to learning how to understand different

perspectives on problem solving and the necessity of understanding the vocabulary relevant to people working on that application." Jeff thinks that applications of math in biology and biotechnology will be an exciting and productive place to work for a very long time. He also believes that there will always be positions available for those who enjoy applying math to very practical problems. However, the requirements for those positions will continue to be very competitive, due to hiring rates being limited by economic conditions, and because of an increasing number of people aware of and qualified for such positions. Those applicants with excellent scholastic records who can demonstrate successful experiences in obtaining and communicating results will have the best advantage. Jeff offers some inspiring thoughts: "The most important thing is to find something you really love to do and would enjoy doing all day for a few years. It is such a joy to have a job that is fun and feels like it contributes to society. If you can do this, then you are very likely to feel fulfilled in your life and to do well in your career." Skills required (5 = most important; 0-1 hardly at all) for this position:

Communication skills Teamwork Computer skills Statistics Math Biology, chemistry, physical chemistry, biochemistry Engineering

5 5 4 4 4 3 3

How Do I Get There?

The profiles page shows the wide-range of possibilities available to individuals studying applied mathematics or computer science. Now, here are a few suggestions for mapping out the future...
Use your school's resources.

How do you find such a career opportunity? Your school's career center will help you find a job in your area of interest. At the very least, services like assessment tests can help you narrow your search to suit your personality and ability. There are many resources available through a career services venue such as resume help, interview preparation, and job opening announcements.

Arnie Kohen is a career counselor at Drexel University's Steinbright Career Development Center. Arnie's position provides an interesting set of services for students-- services that are not always utilized. "I help students with a career assessment through the administration of personality and interest inventories. Interpretations are individualized and are gratis to the student. These assessments and subsequent interpretation will enable a student to look at the elements of a program or major and say, ' I know I want to research or pursue these options '. They can come to me and learn about other available career center and university services, that will help them determine their field of interest." We asked Arnie about what students might not realize regarding the additional services at the Career Center. He told us that the career center has "several events throughout the year where students can come and make contacts and network with employers: they can receive resume critiques by the employers; attend job and career fairs; participate in on-campus recruiting; and come to various networking functions and information sessions. If a student doesn't take advantage of these services, they are probably missing out on understanding the current job market." As far as non-academic careers in the applied sciences, he explained that universities make up a small portion of the potential co-op and post-grad employers in those fields. "Recently, we've seen increased recruiting efforts by government agencies, and especially in the Philadelphia area, we've seen a variety of scientific positions available from pharmaceutical companies." Overall, a visit to your university's career center could only help your search for a career that best suits your interests. That's what they're there for-- to make sure that students are well equipped in making the transition from school to career, and to make that transition as smooth as possible.
Experiment with internships, summer jobs, work-study, etc.

What better way to determine the range of opportunities and explore possible areas of interest than to actually be in the workplace? With an internship, you can get a realistic feel for the field in which you're interested. Most importantly, you can make connections for future opportunities. Many internships turn into permanent positions, and even if they don't the experience will broaden your perspective and help narrow your career search.
Do your research.

There are mountains of information available on the web, in libraries, and in bookstores. This may sound like simple advice-but while you're obtaining your degree, be aware of the career options that correspond to your studies. Too often, students emerge without a point of reference or general direction. Listed below are specific resources that offer support, information, and more professional profiles. Professional Societies for Mathematical Sciences, Computational Science, and Statistics American 201 Providence, (401) Toll fax: ams@ams.org http://www.ams.org American 1429 Alexandria, (703) Toll fax: Mathematical Charles RI free: (401) 800-321-4AMS Society (AMS) Street 02904-2213 455-4000 (4267) 331-3842

Statistical Duke VA free: (703)

Association

(ASA) Street 22314-3415 684-1221 888-231-3473 684-2037

asainfo@amstat.org http://www.amstat.org Association 1515 New (212) Toll fax: webmaster@acm.org http://www.acm.org for York, free: Computing NY Machinery (ACM) Broadway 10036 626-0500 800-342-6626 212-944-1318

Association for 4114 Computer University College (301) fax: awm@math.umd.edu

Women & of Park,

in Space MD

Mathematics Sciences

(AWM) Building Maryland 20742-2461 405-7892 301-314-9363

Computing Research 1100 Seventeenth Street Washington, DC (202) fax: (202) info@cra.org http://www.cra.org Institute for Operations Research and the 901 Elkridge Landing Linthicum, MD (410) Toll Free: fax: (410) informs@jhuvms.hcf.jhu.edu http://www.informs.org Mathematical 1529 Washington, (202) fax: maahq@maa.org http://www.maa.org Society for 3600 Philadelphia, (215) fax: siam@siam.org http://www.siam.org Books Association Eighteenth DC (202) of

Association NW,

Suite

(CRA) 507 20036-4632 234-2111 667-1066

Management Road,

Sciences Suite

(INFORMS) 400 21090-2909 850-0300 800-4INFORMS 684-2963

America Street,

(MAA) N.W. 20036-1358 387-5200 265-2384

Industrial Market

and Street, PA (215)

Applied

Mathematics 6th

(SIAM) Floor 19104-2688 382-9800 386-7999

101 Careers in Mathematics, Second Edition Andrew Sterrett, Editor, The Mathematical Association of America; 2nd edition (January 3, 2003)

Great Careers for People Interested in Math and Computers (Career Connections, Vol 1) Peter Richardson, Bob Richardson, U*X*L; (June 1993) Prentice Hall Guide to Scholarships and Fellowships for Math and Science Students: A Resource for Students Pursuing Careers in Mathematics, Science Mark Kantrowitz, Joann P. Digennaro (Contributor), Prentice Hall Trade; (March 1999) Great Jobs for Math Majors Stephen E. Lambert, Julie Ann Degalan, Ruth J. Decotis, McGraw-Hill/Contemporary Books; (November 11, 1998) Young Women of Achievement: A Resource for Girls in Science, Math, and Technology Frances A. Karnes, Kristen R. Stephens, Prometheus Books; (March 2002) Video and CD: "Careers in Mathematics" -Part of the Sloan Career Cornerstone Series, available from SIAM. Links SIAM Corporate Members and sponsors have shown their support for the applied math and computational science community through their interest in SIAM. Visit their company home pages to search for career opportunities, explore the job descriptions for keywords and catch phrases, and get acquainted with the types of opportunities available! Network Join a professional organization, such as SIAM or AMS. Attend meetings. Connect with other individuals in your field. Terry Herdman, Director at the Interdisciplinary Center for Applied Mathematics and member of SIAM, had this to say about the benefits of networking: "Through networking, one has the opportunity to gain knowledge from the experiences of others, learn of the various environments and opportunities of the applied mathematician and computational scientist and thus have a solid basis for making career decisions."
About SIAM

Inspired by the vision that applied mathematics should play an important role in advancing science and technology in industry, a small group of professionals from academe and industry met in Philadelphia in 1951 to start an organization whose members would meet periodically to exchange ideas about the uses of mathematics in industry. This meeting led to the organization of the Society for Industrial and Applied Mathematics (SIAM). The goals of SIAM are to advance the application of mathematics to science and industry, promote mathematical research that could lead to effective new methods and techniques for science and industry, and provide media for the exchange of information and ideas among mathematicians, engineers, and scientists. Today, SIAM publishes both books and journals, and our monthly periodical SIAM News. There are roughly 12 SIAM conferences per year, along with various networking opportunities. Academically, we look forward to the continued development and growth of SIAM student chapters, student membership, and our Visiting Lecture Program. Please see our website for more information!
Acknowledgements

Works Cited, Contributors:

Bill Kolata, Technical Director at SIAM SIAM News 101 Careers in Mathematics, Second Edition Andrew Sterrett, Editor, The Mathematical Association of America; 2nd edition (January 3, 2003) The Fields Institute for Research in Mathematical Sciences, Workshop on the Mathematics of Computer Animation

EdRef College Search Directory

http://www.edref.com/college-degrees/mathematics/applied-mathematics
Applied Mathematics Degrees
Detailed profiles of schools for Applied Mathematics from the EdRef college search portal. Applied Mathematics programs are designed to prepare students for careers in business or industry. They receive training in scientific computing, physics, engineering, and project management. Graduates may find employment with small companies or large, international corporations. The main areas of study are numerical methods, analytical methods, and statistics. They learn to use practical mathematical tools that are commonly used by scientists and engineers. Students have the option to take many specialized courses that correspond to their specific area of interest. Many programs emphasize a group project during the latter portion of the program in which students get the opportunity to tackle a real-world technical problem and find methods to solve it. A typical applied mathematics program matriculates students from a wide range of backgrounds. They may take courses in mathematics and minor in an area where mathematics is commonly applied, like biology, physics, economics, or engineering. The sequence of mathematics courses includes an analysis sequence, as well as courses in differential equations, numerical treatment, algebra, and topology.

Universidad de Arizona.
http://math.arizona.edu/ugprogram/degrees/bsem.html

B.S. in Engineering Mathematics

The Bachelor of Science (B.S.) in Engineering Mathematics is a joint program of the Mathematics Department and the College of Engineering. This program

combines an engineering degree with an intensive program in mathematics. In order to meet specific career objectives, this degree allows a great deal of flexibility in course selection. You may use technical electives to complete one of the following options:

A broad background in several traditional areas of engineering. A specialization in one traditional field of engineering represented by a department on campus (such as Civil, Mechanical, Electrical, etc.). A specialization in a thematic area of engineering (such as reliability engineering, computer science, computational techniques applicable to an area of engineering, deterministic mathematical modeling in engineering, etc.).

The first option would be useful should you seek a career in management for an engineering-related firm. The second and third options would be suitable should you seek a position in industry where analytical and computational abilities are needed to solve otherwise intractable engineering problems.

Requirements and Four Year Plan

Catalog Requirements
The Academic Program Requirements Report (APRR) gives complete requirements: B.S. Engineering Mathematics

The official requirements are given in the University Catalog in the form of an Academic Program Requirements Report (APRR). The College of Engineering maintains webpages containing an advised sequencing to meet the degree requirements within four years. For the reader's convenience, the same information is reproduced below.

Freshman Year
First Semester Total Units MATH 125 ENGR 102 CHEM 103A CHEM 104A ENGL 101 16 3 Calculus I 3 Intro to Engineering 3 Chemistry Fundamentals 1 Chemistry Lab 3 First-year Composition

TIER 1 INDV* 3

Second Semester Total Units MATH 129 CHEM 103B CHEM 104B PHYS 141 ENGL 102 17 3 Calculus II 3 Techiques of Chemistry 1 Chemistry Lab 4 Mechanics 3 First-year Composition

TIER 1 INDV* 3

Sophomore Year
First Semester Total Units 16 MATH 223 4 Vector Calculus ENGR 170 3 Problem Solving w/Computers CE 214 3 Statics

PHYS 142 3 Optics & Thermodynamics MATH 254 3 Intro to ODEs Second Semester Total Units MATH 215 SIE 270 PHYS 241 AME 250 16 3 Intro to Linear Algebra 3 Foundations of SIE 4 Electricity & Magnetism 3 Dynamics

TIER 1 TRAD 3

Junior Year
First Semester Total Units 15

First Semester MATH 422 ECE 207 SIE 305 3 Applied Analysis 3 Elements of Electrical Eng. 3 Probability & Statistics

TECH ELECTIVE 3 TIER 1 TRAD* 3 Second Semester Total Units MATH 456 AME 230 SIE 330R,L SIE 370 17 3 3 Applied PDEs Thermodynamics

3,1 Eng. Experiment Design 4 Embedded Computer Systems

TIER 2 INDV* 3

Senior Year
First Semester Total Units MATH 421 MATH 475A AME 331 Tech Elect** 16 3 Complex Variables 3 Numerical Analysis I 3 Intro to Fluid Dynamics 4

TIER 2 ART/HUM* 3 Second Semester Total Units 15

MATH 475B 3 Numerical Analysis II MATH 485 3 Mathematical Modeling

Second Semester Tech Elect** 9

Facultad de Ingeniera Mecnica. Repblica Checa.

http://www.fme.vutbr.cz/studium/obory.html?lang=1&obor=39107

Study branch: Mathematical Engineering

B3910 Bachelor's degree programme
The Mathematical Engineering programme is intended for those secondary school graduates who hesitate between studying mathematics at a university and studying engineering subjects at a technical university. For this reason, this programme extends across field boundaries. It is an inter-disciplinary programme providing the students with basic education in mathematics as well as in engineering fields. In mathematics teaching, considerable stress is placed on applications. Mathematical Engineering is among the special independent programmes offered at the Faculty of Mechanical Engineering, Brno University of Technology, and is regarded as such from the very first year of study. In mathematics, those parts that provide the most frequent applications in engineering receive special attention. After the first-year courses where the necessary basics of mathematical analysis, algebra, and computer graphics and geometry are taught, in the next years, the students will acquaint themselves with the most important fields of applied mathematics such as differential equations, functional analysis, graph theory, probability and mathematical statistics, discrete mathematics, numerical methods, optimization, etc. State-of-the-art aids are used in teaching with frequent use of computers. Courses in computer science include basics of programming, programming techniques and modern programming methods and a very progressive field of computer graphics. As an engineering degree requires physics as a necessary background, a two-semester course in physics is included. This is then followed by courses in statics, thermomechanics, hydromechanics, theoretical mechanics, electrotechnics and electronics, and automation. Engineering courses include above all basics of design, materials engineering, elasticity and strength, technology, parts and mechanisms of machines. Each semester, a large number of optional courses are available to the students.

Goals of the Branch

The graduates will acquire knowledge of the basic mathematical methods used in engineering applications. They will study some particular cases of such applications in technical courses while in informatics they will be taught how to use computers efficiently to solve engineering problems. Thus the Bachelor's degree graduates will be theoretically well equipped to find jobs in engineering practice as leaders of production teams of various specifications.

Career Prospects
This programme graduates receive Bachelor's degree engineering education with more profound knowledge of mathematics and as such will find jobs in most diverse

industrial and other fields. However, the general expectation is that most of them will continue their study in a similar Master's degree programme.

Advanced Courses
Graduates from the Bachelor's degree Mathematical Engineering programme may continue their study in an identical two-year follow-up programme to receive a Master's degree of "ing.". Bachelor's degree programme graduates are admitted to this Master's degree study without having to pass admission exams.

Study Stays Abroad, International Cooperation

Students may be sent to stay at universities abroad mostly during their Master's degree study of the Mathematical Engineering programme. The following universities abroad are among those with which the FME Institute of Mathematics, which guarantees such stays, has established co-operation Texas University in Austin (USA), Molde University College (Norway), University of Malta, L'Aquila University (Italy), Universytet Marii Curie-Sklodowskiej w Lubline, Chalmers University of Technology (Sweden), Technische Universitt Hamburg, Universitt Potsdam, Technische Universitt Wien, Universit Pierre et Marie Curie, Paris.

Further Information on Website

http://www.mat.fme.vutbr.cz

Study adviser:
Mgr. Jana Hoderov, Ph.D., tel: (+420) 541142732, e-mail: hoderova@fme.vutbr.cz