Learning outcomes

The civil engineering physicist has a thorough understanding of the physical aspects of how objects function and how they interact with their environment (such as waves, light, ions, electric and magnetic fields, and temperature gradients). This engineer is trained in both experimental and simulation techniques. They are capable of applying theoretical and formal models using numerical simulation tools, as well as conducting experiments using laboratory instrumentation. Their multi-scale understanding of physical properties allows them to link atomic-scale properties with macroscopic characteristics.
The civil engineering physicist is tasked with solving complex, multidisciplinary technological problems related to the design, creation, and implementation of materials, devices, and systems. They can act as a bridge between different professions that use functional materials and are often involved in innovation within advanced technological environments.
In the course of their work, civil engineering physicists must pay close attention to legal, ethical and economic constraints, values and regulations. Their solid scientific training enables them to manage complex industrial projects independently. They work well in teams and communicate effectively, including in English.

On successful completion of this programme, each student is able to :

1.Demonstrating their mastery of a solid body of knowledge in basic engineering sciences allowing them to understand and solve problems related to technological and industrial applications in the physical sciences.

1.1 Identify and use concepts, laws, and appropriate reasoning to solve a given problem (for example, identifying laws and materials to go from LED to white light; designing energy convertors based on thermoelectric elements; creating materials and devices to store and/or transfer information; designing photovoltaic panels with optimal output.)
1.2 Identify and use appropriate modelling and calculation tools to solve problems.
1.3 Verify solutions to a given problem.

2.Organise and carry out an engineering process in a high-tech field that requires the use of fundamental tools and concepts in order to solve a particular problem.

2.1 Analyse a problem and formulate a specifications note.
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, security in the professional environment and environmental and social sustainability.
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 solution under consideration.

3.Organise and carry out a research project to understand a new technological or industrial problem in different areas of applied physics or high tech engineering.

3.1 Document and summarize the existing body of knowledge.
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.
3.4. Think disruptively and creatively, open to plurality

4.Contribute as part of a team to the planning and completion of a project while taking into account its objectives, allocated resources, and constraints.

4.1 Frame and explain the project’s objectives (in terms of performance indicators) while taking into account its issues and constraints (resources, budget, deadlines, standards, environmental regulations, ...).
4.2 Collaborate on a work schedule, deadlines and roles, for example the division of labour among students.
4.3 Work in a multi/inter/transdisciplinary environment with peers holding different points of view; manage any resulting disagreement or conflicts, identify the contributions and limits of each discipline, dialogue on the same project.
4.4 Make team decisions (whether they be about technical solutions or the division of labour).

5.Communicate effectively (speaking or writing in French or a foreign language) with the goal of carrying out assigned projects.

5.1 Identify the needs of all parties: question, listen and understand all aspects of their request and not just the technical aspects (for example, select the best-suited equipment for the material concerned, select the best material according to the desired functionalities and systems integration).
5.2 Present your arguments, advise and convince your interlocutors (technicians, colleagues, clients, superiors, specialists from other disciplines or general public) 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.Demonstrate rigor, openness and critical and ethical awareness in your work: using the technological and scientific innovations at your disposal validate the socio-technical relevance of a hypothesis or a solution.

6.1 Acquire a knowledge base on the socio-ecological issues and use multi-criteria tools to evaluate the sustainability of a technology, in quantitative and/or qualitative terms.
6.2 Define, specify and analyze a problem in all its complexity, taking into account its various dimensions (social, ethical, environmental, etc.), scales (time, place) and uncertainty.
6.3 Identify, propose and activate engineering levers that can contribute to sustainable development and transition (eco-design, robustness, circularity, energy efficiency, etc.).
6.4. Demonstrate critical awareness of a technical solution in order to verify its robustness and minimize the risks that may occur during implementation, be aware of its limitations, and take a personal stand on ethical, environmental and societal issues.  (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).
6.5. Evaluate oneself and independently develop necessary skills for “lifelong learning” (this skill is mainly developed as part of class projects requiring bibliographic research).