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Since the advent of quantum mechanics in the 1920’s, the subject matter of most of undergraduate physics hasn’t changed significantly[1, 2]. Students still start with basic Newtonian physics, thermal physics, move on to study electricity, magnetism, and optics, and then take a standard sequence of more advanced courses: Modern Physics, Mechanics, E&M, Quantum Mechanics, and typically an upper level laboratory. Most physics departments also have added a minimal computing requirement that is not really integrated into the physics curriculum. Although the subject matter we teach hasn’t changed significantly, there have been many efforts to change the manner in which we teach. These changes are the result of research how people learn, and in large part, have roots in constructivist theories of learning. The upshot of this is that we now know that as human beings, we carry about mental models of how we think the world works. Many of these ideas are actually false, and until we confront these mis-conceptions, we are doomed to hold onto them. Hence, open—ended hands-on learning activities (like non-cookbook laboratory experiments) are excellent tools to facilitate real learning when carefully designed to force students to confront common misconceptions. Along with changes brought by physics education research, another tool in that is finally starting to take hold in several physics departments (per-haps most noteably at Oregon State University, under the direction of Rubin Landau[2, 3, 4]), is the clear integration of computers as tools for learning about physics. Slide rules were abandoned in the late 1970’s with the ad-vent of pocket calculators, and scientists have been using computers for many decades now, but because computing power has been growing rapidly (at a pace slightly below that predicted by Moore’s Law), a common modern laptop computer has the computing power that dwarfs that of mainframe computers of the past. I believe that as physicists, we have not been coming close to using com-puters effectively in the college classroom, and we should be taking advantag