BSc!Physics! MPhysPhysics! July2011!sdb/ProgSpecs/2011/ProgSpec-F300-F3… ·...

Programme Specification

BSc Physics

MPhys Physics

July 2011

Programme Specification BSc Physics and MPhys Physics 2 of 17

PART A: PROGRAMME SUMMARY INFORMATION

1. Title of Programme:

Physics

2. Programme Code:

F300 (BSc), F303 (MPhys)

3. Award: BSc (Hons) MPhys

Credit 360 480

Level 3 M

4. Other Entry Awards:

BSc (F308 Physical Sciences)

Credit 360

Level 3

5. Exit Awards: BSc DipHE CertHE

Credit 360 240 120

Level 3 2 1

Note: Credit levels shown in the above sections and elsewhere in this programme specification relate to the levels as described in the QAA Framework for Higher Education Qualifications (FHEQ) as follows: M = Level 7 in the FHEQ 3 = Level 6 in the FHEQ 2 = Level 5 in the FHEQ 1 = Level 4 in the FHEQ 0 = Level 3 in the FHEQ

6. Date of first intake:

—

7. Frequency of intake:

Annually in September

8. Duration and mode of study:

Full-‐time, 3 years (BSc) or 4 years (MPhys)

9. Applicable framework:

Model for Non-‐Clinical First Degree Programmes

9a. Framework exemption:

—

10. Applicable Ordinance:

Ordinance 35 General Ordinance for Undergraduate Degrees http://www.liv.ac.uk/commsec/calendar/rule docs/35.doc

10a. New/revised Ordinance:

—

11. Applicable Regulations:

Existing regulations

11a. New/revised Regulations:

—

12. Level 2 School:

School of Physical Sciences

13. Faculty:

Faculty of Science and Engineering

14. Other UoL contributors:

Astrophysics Research Institute, Liverpool John Moores University

15. Teaching other than at UoL:

Astrophysics Research Institute, Liverpool John Moores University


16. Director of

Studies: Dr S D Barrett

17. Board of Studies:

Board of Studies in Physics

18. Board of Examiners:

Board of Examiners in Physics

19. External Examiner(s):

Professor A C Shotter, University of Edinburgh

20. Professional, Statutory or Regulatory Body:

Institute of Physics Accreditation every 5 years Last accreditation June 2008, next review May 2013

21. QAA Subject Benchmark Statement(s):

Physics and Astronomy

22. Other Reference Points:

QAA Code of Practice

23. Fees:

Standard Science

24. Additional costs to students:

None

25. AQSC approval:

PART B: PROGRAMME AIMS & OBJECTIVES 26. Aims of the Programme:

• To provide an understanding of physics at a depth appropriate for those aiming for a professional career in the subject

• To use the Department’s involvement in first-‐class international scientific research, both to enrich the teaching and to inform programme design

• To encourage each student’s learning, understanding and application of the knowledge taught

• To develop students’ mathematical and analytical skills

• To develop students’ competence in scientific communication, both in oral and written form.


27. Subject-‐based Learning Outcomes

Bachelor's degree with honours (BSc) Bachelor's degrees are awarded to students who have demonstrated: 6.5.1 a knowledge and understanding of most fundamental physical laws and

principles, and competence in the application of these principles to diverse areas of physics

6.5.2 an ability to solve problems in physics using appropriate mathematical tools. Students should be able to identify the relevant physical principles and make approximations necessary to obtain solutions

6.5.3 the ability to execute and analyse critically the results of an experiment or investigation and draw valid conclusions. Students should be able to evaluate the level of uncertainty in their results and compare these results with expected outcomes, theoretical predictions or with published data. They should be able to evaluate the significance of their results in this context

6.5.4 a sound familiarity with laboratory apparatus and techniques if on experimental programmes

6.5.5 effective use of appropriate ICT packages/systems for the analysis of data and the retrieval of appropriate information

6.5.6 an ability in numerical manipulation and the ability to present and interpret information graphically

6.5.7 an ability to use mathematical techniques and analysis to model physical behaviour

6.5.8 an ability to communicate scientific information. In particular, students should be able to produce clear and accurate scientific reports

6.5.9 an ability to manage their own learning and to make use of appropriate texts, research-‐based materials or other learning resources.

Master's degree (MPhys) Master's degrees are awarded to students who have demonstrated: 6.6.1 an understanding of most fundamental laws and principles of physics, along with

their application to a variety of areas in physics, some of which are at (or are informed by) the forefront of the discipline

6.6.2 an ability to solve advanced problems in physics using appropriate mathematical tools. Students should be able to identify the relevant physical principles, to translate problems into mathematical statements and apply their knowledge to obtain order-‐of-‐magnitude or more precise solutions as appropriate

6.6.3 the ability to use mathematical techniques and analysis to model physical behaviour and interpret mathematical descriptions of physical phenomena

6.6.4 the ability to plan and execute under supervision an experiment or investigation, analyse critically the results and draw valid conclusions. Students should be able to evaluate the level of uncertainty in their results, understand the significance of error analysis and be able to compare these results with expected outcomes, theoretical predictions or with published data. They should be able to evaluate the significance of their results in this context

6.6.5 experimental skills showing the competent use of specialised equipment, the ability to identify appropriate pieces of equipment and to master new techniques and equipment (applies to students on experimental programmes)


6.6.6 effective use of ICT skills at the level needed for project work; for example, a familiarity with a programming language, simulation software, or the use of mathematical packages for manipulation and numerical solution of equations

6.6.7 a working knowledge of a variety of experimental, mathematical and/or computational techniques applicable to current research within physics

6.6.8 the ability to communicate complex scientific ideas, the conclusions of an experiment, investigation or project concisely, accurately and informatively

6.6.9 the ability to manage their own learning and to make use of appropriate texts, research articles and other primary sources.

27a. Mapping of subject-‐based Learning Outcomes:

QAA BSc Benchmark Taught Developed Assessed

6.5.1 Knowledge and understanding of most physical laws and principles

101, 102, 103, 104, 201, 202, 203, 204

All Level 3 All modules

6.5.2 Ability to solve problems in physics using appropriate mathematical tools

All Level 1 + 2 All Level 3 All modules

6.5.3 Ability to execute and analyse critically results of experiment or investigation

106, 206 378, 379 106, 206, 378, 379

6.5.4 Sound familiarity with laboratory apparatus and techniques

106, 206 378 106, 206, 378

6.5.5 Effective use of appropriate ICT packages for analysis of data

105, 106, 115, 135, 205, 206

378, 379, 395, 396

105, 106, 115, 135, 205, 206, 378, 379, 395, 396

6.5.6 Numerical manipulation and interpretation of graphical information

All modules All modules All modules

6.5.7 Ability to use mathematical techniques and analysis to model physical behaviour

105, 106, 107, 108, 115, 135

All other modules All modules

6.5.8 Ability to communicate scientific information and produce scientific reports

105, 106, 205, 206, 115, 135

378, 379, 395, 396

105, 106, 115, 135, 205, 206, 378, 379, 395, 396

6.5.9 Ability to manage own learning and make use of learning resources

105, 115, 135 All other modules All modules


QAA MPhys Benchmark Taught Developed Assessed

6.6.1

Understanding of most physical laws and principles and their application to various areas

101, 102, 103, 104, 201, 202, 203, 204

All Level 3 + M All modules

6.6.2

Ability to solve advanced problems in physics using appropriate mathematical tools

All Level 1 + 2 All Level 3 + M All Level 3 + M

6.6.3

Ability to use mathematical analysis to model physical behaviour and interpret physical phenomena

106, 107, 108, 206, 207, 208 488, 498 106, 107, 108, 206,

207, 208, 488, 498

6.6.4

Ability to plan and execute an experiment, analyse the results, draw conclusions, evaluate the significance

106, 206 478, 498 106, 206, 478, 498

6.6.5

Experimental skills showing the competent use of specialised equipment and mastery of new techniques

106, 206 478, 498 106, 206, 478, 498

6.6.6

Effective use of ICT skills for project work – programming language, simulation software, maths packages

205 488, 498 205, 488, 498

6.6.7

Knowledge of a variety of experimental, mathematical, computational techniques applicable to physics research

206, 478, 488 478, 488, 498 206, 478, 488, 498

6.6.8

Ability to communicate complex scientific ideas concisely, accurately and informatively

105, 115, 135 All other modules All modules

6.6.9

Ability to manage own learning and make use of research articles and other primary sources

105, 115, 135 478, 488, 491, 498 478, 488, 491, 498


28. Skills and other attributes

Physics skills 4.2.1 Ability to formulate and tackle problems in physics (ie, identify the appropriate

physical principles, use special and limiting cases and order-‐of-‐magnitude estimates, make assumptions and approximations explicit).

4.2.2 Ability to use mathematics to describe the physical world. They should have an understanding of mathematical modelling and of the role of approximation

4.2.3 Ability to plan, execute and report the results of an experiment or investigation. They should be able to use appropriate methods to analyse their data and to evaluate the level of its uncertainty. They should also be able to relate any conclusions they make to current theories of the physics involved.

4.3 Students should be able to compare critically the results of model calculations with those from experiment and observation.

Generic skills 4.4.1 Problem-‐solving skills – physics degree programmes involve students in solving

problems with well-‐defined solutions. They will also gain experience in tackling open-‐ended problems. Students should develop their ability to formulate problems in precise terms and to identify key issues. They should develop the confidence to try different approaches in order to make progress on challenging problems.

4.4.2 Investigative skills – students will have opportunities to develop their skills of independent investigation. Students will generally have experience of using textbooks, and other available literature, of searching databases and the internet, and of interacting with colleagues to derive important information.

4.4.3 Communication skills – physics and the mathematics used in physics deal with surprising ideas and difficult concepts; good communication is essential. A physics degree should develop a student's ability to listen carefully, to read demanding texts, and to present complex information in a clear and concise manner.

4.4.4 Analytical skills – physics helps students learn the need to pay attention to detail and to develop their ability to manipulate precise and intricate ideas, to construct logical arguments and to use technical language correctly.

4.4.5 ICT skills – during their studies, students will develop their computing and ICT skills in a variety of ways, including their ability to use appropriate software such as programming languages and packages.

4.4.6 Personal skills – students should develop their ability to work independently, to use their initiative and to organise themselves to meet deadlines. They should gain experience of group work and be able to interact constructively.

28a. Mapping of skills and other attributes:


QAA Physics Skill Taught Developed Assessed

4.2.1 How to formulate and tackle problems in physics

105, 106, 107, 108, 115, 135, 205, 206


4.2.2 Use of mathematics to describe physical world

107, 108, 207, 208


4.2.3 Plan, execute and report results of an experiment 106, 206 378, 379, 395,

396, 478, 498 106, 206, 378, 379, 395, 396, 478, 498

4.3 Comparison of model calculations with experiment

106, 206 378, 379, 395, 396, 478, 498

106, 206, 378, 379, 395, 396, 478, 498

QAA Generic Skill Taught Developed Assessed

4.4.1 Problem-‐solving: Tackle open-‐ended problems

101, 102, 103, 104 All Level 2+3+M 379, 395, 396, 491,

498

4.4.2 Investigation: Use of information sources

105, 106, 115, 135, 206 All Level 2+3+M 378, 379, 395, 396,

478, 491, 498

4.4.3 Communication: Read and present complex information

101, 102, 103, 104, 105, 106, 115, 135

All Level 2+3+M All modules

4.4.4 Analysis: Manipulate ideas, construct logical arguments

All Level 1+2 All Level 3+M All modules

4.4.5 ICT: Use of appropriate software packages and computer languages

105, 106, 115, 135, 205, 206

378, 379, 395, 396, 478, 488, 498

105, 106, 115, 135, 205, 206, 378, 379, 395, 396, 478, 488, 498

4.4.6 Personal: Organisation, time management, group work

All Level 1 All Level 2+3+M 379, 395, 396, 491, 498


29. Career Opportunities:

Physics graduates are needed in industry where their training in the methodology of physics equips them for positions in engineering, management, marketing and administration in a wide variety of jobs with a strong technological bias.

There is a shortage of qualified physics teachers in schools, which is not being met by the available graduates.

PART C: ENTRANCE REQUIREMENTS

30. Academic Requirements:

• The normal application procedure will be via the UCAS system.

• For the BSc the typical offer is 300–340 UCAS tariff points. This should consist of Grades AA to BB at A level in Physics and Mathematics and Grade B in a third subject at A level.

• For the MPhys the typical offer is 320–360 UCAS tariff points. This should consist of Grades AA or AB at A level in Physics and Mathematics and Grade A or B in a third subject at A level.

• Other contributions to the total tariff score, such as AS levels, may also be considered. All other equivalent qualifications are also given consideration for entry.

• The normal literacy and numeracy requirements of the Faculty of Science and Engineering are Grade C or above in GSCE in both English and Mathematics or their equivalents.

31. Work Experience: None 32. Other Requirements: None


PART D: PROGRAMME STRUCTURE

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F300 BSc Year 3

Code Name Credits Level Sem

PHYS361 Quantum Mechanics and Atomic Physics 15 3 1

PHYS370 Advanced Electromagnetism 15 3 2

PHYS378 Advanced Practical Physics (BSc) 15 3 1

15 credits selected from:

PHYS379 Project (BSc) 15 3 2

PHYS395 Applied Physics Project 15 3 2

PHYS396 Undergraduate Ambassadors Project 15 3 2


PHYS341 Communicating Science 7.5 3 1

PHYS351 Stellar Astrophysics 15 3 1

PHYS363 Condensed Matter Physics 7.5 3 1

PHYS375 Nuclear Physics 7.5 3 1

PHYS387 Materials Physics 7.5 3 1

PHYS389 Semiconductor Applications 7.5 3 1

PHYS393 Statistical and Low Temperature Physics 15 3 1


PHYS246 Accelerators and Radioisotopes in Medicine 15 2 2

PHYS374 Relativity and Cosmology 15 3 2

PHYS377 Particle Physics 7.5 3 2

PHYS381 Surface Physics 7.5 3 2

PHYS382 Physics of Life 7.5 3 2

PHYS388 Physics of Energy Sources 15 3 2

Total Credits 120


F303 MPhys Year 3


PHYS361 Quantum Mechanics and Atomic Physics 15 3 1

PHYS363 Condensed Matter Physics 7.5 3 1

PHYS370 Advanced Electromagnetism 15 3 2

PHYS375 Nuclear Physics 7.5 3 1

PHYS377 Particle Physics 7.5 3 2

PHYS381 Surface Physics 7.5 3 2

PHYS478 Advanced Practical Physics (MPhys) 15 M 1

PHYS488 Modelling Physical Phenomena 15 M 2







PHYS484 Elements of Stellar Dynamics 7.5 M 1


PHYS246 Accelerators and Radioisotopes in Medicine 15 2 2




PHYS485 Physics of the Radiative Universe 15 M 2

Total Credits 120


F303 MPhys Year 4


PHYS480 Advanced Quantum Physics 15 M 1

PHYS491 Research Skills 15 M 1

PHYS498 Project (MPhys) 30 M 1 + 2

30 credits selected from modules not already taken:






PHYS481 Accelerator Physics 7.5 M 1

PHYS484 Elements of Stellar Dynamics 7.5 M 1

PHYS497 Magnetic Structure and Function 7.5 M 1

PHYS499 Nanoscale Physics and Technology 7.5 M 1

30 credits selected from modules not already taken:

PHYS373 Galaxies 15 3 2



PHYS384 Radiation Therapy Applications 15 3 2


PHYS485 Physics of the Radiative Universe 15 M 2

PHYS490 Advanced Nuclear Physics 7.5 M 2

PHYS493 Advanced Particle Physics 7.5 M 2

MATH322 Chaos Theory 15 3 2

MATH326 Relativity 15 3 2

Total Credits 120

Note 1: PHYS393 must be taken if not already taken in Year 3.

Note 2: Other modules offered in the Faculty of Science and Engineering up to 15 credits may be taken with the approval of the Programme Director.

34. Industrial Placement / Work Placement / Year Abroad: The Department encourages students to use the Go Abroad scheme. 35. Liaison Between the Level 2 Schools Involved: n/a


PART E: LEARNING, TEACHING AND ASSESSMENT STRATEGIES 36. Learning, Teaching and Assessment Strategies:

• The Programme material is delivered in modules, which are defined in the Department’s Undergraduate Student Handbook in terms of aims, learning objectives and assessment.

• In the majority of modules the primary mode of delivery are the lectures, which introduce the student to the subject, map out the module content and give structure to the module.

• All material required for IOP accreditation (see §39) is covered in Years 1 and 2.

• Lecture–based modules in Years 1 and 2 are augmented by integrated sets of problems classes which provide the students with the opportunity to practice the application of the lecture material in a structured environment.

• In Years 3 and 4 small–group tutorials, led by lecturers who are specialists in a relevant research field, allow a deeper exploration of the module material. The tutor can use his/her research experience to steer the tutorial and can adapt in a flexible way to the learning needs of the small number of students.

• Emphasis is also placed on the importance of students’ private study, with recommended private study times listed in the Student Handbook. The private study will be typically a combination of revising the lecture notes, reading recommended texts and using e-‐learning resources (such as Mastering Physics).

• Practical work is varied and progressive throughout the three or four years of the Programmes, concluding with a 15 credit project in Year 3 (BSc) or a 30 credit project in Year 4 (MPhys).

• Experience in computing and IT skills is based around an introductory module PHYS105 in Year 1 and a programming module PHYS205 in Year 2. These skills are applied in all of the practical laboratories and are developed further in a modelling project in Year 3 of the MPhys.

• Subject–specific and generic skills are taught and developed progressively throughout the Programmes. Written and oral communication skills, problem–solving skills, analysis skills and general study skills are embedded in the curriculum of Years 1 and 2 and practiced throughout Years 3 and 4.

• Oral communication skills develop as the students gain experience. Year 1 – a short presentation of a scientific topic to a year sub-‐group; Year 2 – a short presentation to academic staff; Year 3 – a 20-‐minute project presentation, including questions, to students and academic staff; Year 4 – the Research Skills module has a group activity investigating and reporting on a Physics-‐based problem with an individual interview as part of the assessment process, and the 30 credit MPhys Project has a 30-‐minute presentation, including questions, to students and academic staff.

• Assessment is by end–of–semester examinations or continuous assessment. The various assessment components are intended to guide the student towards a balanced study of the subject and to measure as fairly as possible their ability. Examinations consist of questions designed to test knowledge and understanding as well as problem solving, analytical skills and insight.

• Continuous assessment forms a significant component of the assessment of modules in Years 1 and 2, where weekly problems classes and e-‐learning assignments contribute. Some Level M modules have large elements of continuous assessment where this is appropriate to the research–led style of teaching.


37. Assessment Information for Students:

The programmes are assessed according to the Code of Practice on Assessment (http://www.liv.ac.uk/students/exams/policies-‐procedures/code-‐of-‐practice-‐assessment.htm).

PART F: STUDENT REPRESENTATION AND FEEDBACK 38. Student Representation and Feedback:

• The Student–Staff Committee of the Department of Physics operates in accordance with the University Code of Practice on Student Representation. The Student–Staff Committee normally meets twice per semester. The membership of the Student–Staff Committee, its terms of reference, and the manner in which it conducts its business conforms to the requirements of the Annex of the Code of Practice on Student Representation. Elections to the Student–Staff Committee are carried out within the structure determined by the University Student Representation Steering Group and Programme Representatives will be encouraged to attend the training provided for them through the Liverpool University Student Training Initiative.

• The Students are represented by students from each year of study, 14 in all, elected by students registered for Physics modules at elections organised by the Department. The Staff include the Programme Director for F300 and F303, the Head of Department, the Chair of the Board of Studies in Physics, the Director of Teaching, the Year Coordinators and the other Programme Directors. A member of staff acts as coordinator for the Committee, reports students’ views to the Board of Studies and feeds back the Board’s response to the Committee.

• In addition, questionnaires are used annually in all modules to determine student reaction to the syllabus, the level of treatment, the relevance, the delivery and other aspects of the module. The returns are analysed by the lecturer, examined by the Director of Teaching and a summary is posted on the relevant Year Notice Board.

PART G: STATUS OF PROFESSIONAL, STATUTORY OR REGULATORY BODY ACCREDITATION

39. Status of Professional, Statutory or Regulatory Body Accreditation The Programmes delivered by the Department including F300 and F303 were re-‐

accredited by the Institute of Physics in June 2008. A review date of May 2013 has been set.


PART H: DIVERSITY & EQUALITY OF OPPORTUNITY AND WIDENING PARTICIPATION 40. Diversity & Equality of Opportunity and Widening Participation

The design, structure and content of the F300 and F303 Programmes are consistent and compliant with the University’s Diversity and Equality of Opportunity Policy.


ANNEX 1

This Annex 1 is to be used to record all modifications made to the programme.

Description of modification

Minor/major modification

Date approved by FAQSC

Date approved by UAQSC

April 2011 – Substantive restructuring of the delivery and assessment (but not the overall content) of Level 1 and Level 2 modules. Students were consulted during all planning stages over the period 2009–2011.

Major Pending Pending

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