Physical engineers master the physical aspects of how objects function and their interaction with the environment (waves, light, ions, electric and magnetic fields, temperature gradients). Physical engineers have dual training in experiments and simulation. They are capable of using theories and formal representations of objects thanks to numerical simulation tools. They are also capable of carrying out laboratory-based experiments. Their comprehensive understanding of physical properties allows them to make the connection between properties on an atomic scale with those that are macroscopic.
Due to the in-depth study of different fields of physics (material physics, optics, electromagnetics, electronics, mechanics, quantum physics, etc.), the Master’s degree programme in physical engineering (FYAP) prepares students for numerous jobs and specialisations in the industrial sector as well as participation in research-based technological activities.
Physical engineers are called on to resolve technological problems that are often complex and multidisciplinary in nature, linked to the design and creation of materials, devices and systems. They can act as an interface between different professions that use functional materials. They are called on to innovate in a specific technological environment.
Physical engineers systematically take into account constraints, values, rules (both legal and ethical) and economics. Their solid scientific background allows them to be autonomous enough to manage complex industrial projects. They are comfortable working as part of a team and communicating effectively even in English.
On successful completion of this programme, each student is able to :
1.2 Identify and use appropriate modelling and calculation tools to solve problems.
1.3 Verify solutions to a given problem.
2.2. Model the problem and design one or more original technical solutions in response to the specifications note (for example, the optimisation and/or combination of materials for thermal insulation), develop measures for electrical and thermal classification of a given material, choose materials for light emission (LEDs) or the creation of photovoltaic panels.
2.3 Evaluate and classify solutions in terms of all the figures in specifications notes: efficiency, feasibility, quality, ergonomics, and security in the professional environment.
2.4 Implement and test a solution through a mock-up or a prototype and/or a numerical model.
2.5 Make recommendations to improve the operational character of a solution under consideration.
3.2 Suggest a model and/or an experimental device allowing for the simulation and testing of hypotheses related to the phenomenon being studied.
3.3. Write a summary report explaining the potentialities of the theoretical and/or technical innovation resulting from the research project.
4.2 Collaborate on a work schedule, deadlines and roles, for example the division of labour among students.
4.3 Work in a multidisciplinary environment with peers holding different points of view; manage any resulting disagreement or conflicts.
4.4 Make team decisions (whether they be about technical solutions or the division of labour).
5.2 Present your arguments and convince your interlocutors (technicians, colleagues, clients, superiors) of your technological choices by adopting their language.
5.3 Communicate through graphics and diagrams: interpret a diagram, present results, structure information.
5.4 Read and analyse different technical documents, plans, specification notes: progress of physical properties in function of materials, temperature, mechanical limits or external fields, phase diagrams, band structures, etc.
5.5 Draft documents that take into account contextual requirements and social conventions.
5.6 Make a convincing oral presentation using modern communication techniques.
6.2 Find solutions that go beyond strictly technical issues by considering sustainable development and the socio-economic ethics of a project (for example, “life cycle anaylsis”).
6.3 Demonstrate critical awareness of a technical solution in order to verify its robustness and minimize the risks that may occur during implementation (this skill is mainly developed through the graduation project as either a critical analysis of manufacturing and classification techniques or a discussion of research perspectives and development as part of a Master’s thesis).
6.4 Evaluate oneself and independently develop necessary skills for “lifelong learning” (this skill is mainly developed as part of class projects requiring bibliographic research).