Archive for Physics of the Early Universe

Revisionist (Thermal) History of the Universe

Posted in Biographical, Cardiff, Education, The Universe and Stuff with tags , , on May 10, 2018 by telescoper

Well, today saw my last teaching session on my Cardiff University module Physics of the Early Universe. It was actually an optional revision lecture, during which I went through questions on last year’s examination paper, some matters arising therefrom and some general tips on `examination technique’. The latter included advice that seems obvious – such as `read the question carefully’ and `check your numerical answers’ – but that surprisingly many students seem not to have heard before or, if they have, choose not to follow!

Anyway, I hope the students who came today found it useful and I hope that they (and indeed everyone else taking examinations over the next few weeks) do themselves proper justice and get the results they need for whatever comes next in their plans.

The Physics of the Early Universe paper is a couple of weeks ago so no doubt I’ll get a few more queries to deal with before then.

I thought I’d give an idea of the stuff I’ve been teaching here by including one of the questions from last year’s paper. I thought this was quite an easy one, actually, but the students seemed to find it tricky while they mostly coped well with the other questions, which I thought were harder. One of the challenges of teaching is that it’s often hard to see what other people find difficult! See what you think. You don’t really need to know much cosmology to do this:

Anyway, today was not only the last teaching session for this particular module – it’s also the last teaching session I’ll ever conduct in the UK university system. Best wishes to whoever it is that teaches this module next year when I’m in Ireland.

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Physics of the EU – Revised Syllabus

Posted in Politics, The Universe and Stuff with tags , , on October 25, 2017 by telescoper

Yesterday, Tory MP Christopher Heaton-Harris wrote to all Vice-Chancellors of UK universities asking them to send him the names of professors teaching about “European affairs” together with links to relevant syllabuses and course materials. There has been an overwhelmingly negative response to this sinister request, which comes from an arch-Brexiteer apparently intent on thought control.

Not wishing to fall foul of the Brexit Police, I have updated my syllabus for next term and include it here so Mr McCarthy Heaton-Harris can read it:

I’m afraid that, for any further information and/or course materials relating to this module, Mr Heaton-Harris will have to register and pay the requisite fee which, thanks to his government is £9250.

P.S. I posted this slide on Twitter yesterday, and it got as close as any of my tweets have ever done to going viral (with over 800 retweets).

Module Evaluation

Posted in Biographical, Education with tags , , on May 31, 2017 by telescoper

It’s always with a measure of trepidation that I look at the feedback that students give on a module that I’ve been teaching, and this nervousness is considerably enhanced when it’s the first time I’ve lectured that material. This morning I grasped the nettle and clicked on the link to take me to my questionnaire results for my module Physics of the Early Universe. I was relieved that it was all fairly positive.

In the old days these things were done on paper, which meant quite a big job collecting and collating the results. Nowadays it’s all done online, which means not receiving any drawings or other artistic contributions that some students were wont to scribble on the questionnaires. Past experience has been that the response rate is lower for on-line surveys, but the response rate I got this time was pretty high – over 80%. Perhaps students are getting more accustomed to doing everything on line?

I never find the numerical scores particularly useful as one has no idea how to calibrate them, but the textual comments made by students are often interesting and helpful. They’re all anonymous, of course, to encourage students to be frank.

One thing that clearly went down very well was the use of Cardiff’s new lecture-capture system (called Panopto), which allows the lecturer to record everything – powerpoint, data visualizer, whiteboard and live action – for posterity. I recorded all my lectures and exercise classes in toto and put them up on our Virtual Learning Environment (called Learning Central) for the students to view at their leisure. It’s a significantly more sophisticated and flexible lecture capture system than the one we used when I was at Sussex, and the questionnaire responses showed that the students really appreciated the availability of the recordings; a representative comment can be found below.

Not all my colleagues are keen on the idea of lecture capture, but I like it a lot and am very happy to do it with my own lectures. It does seem that some university staff are wary of this innovation, but opinion may be changing. Please let me know what you think via the poll thatr I’ve been running on this for a few years:

It’s always difficult when you give a new set of lectures judging the pace appropriately. I spent more time on introductory material than I should perhaps have done, and also – as a number of students made clear in the module evaluation – should have done some more worked examples. I’ll try do better next time, and I am very grateful to those who took the time to complete the survey pointing out how I might improve. I always take constructive criticism very seriously.

It is of course the negative comments that are the most helpful in a practical sense, but it is always nice to find comments like these:

The lecturer is very passionate about the subject and that really helps as you can ask any question and he’ll be able to answer it. Furthermore, his enthusiasm helps to keep you engaged. I also found it helpful that the lectures were recorded, so I could look over them while working on coursework.

Before you accuse me of doing so, I admit that I have cherry-picked one of the good ones to show myself in a good light.

I’m less sure how to interpret this one:

The lectures were incredible.

Anyway, the students on this module have now finished the exam and will be waiting for the results which come out in a couple of weeks. If any happen to be reading this blog then thanks for your comments and

Back to the (Early) Universe

Posted in Education, The Universe and Stuff with tags , , , on January 24, 2017 by telescoper

After what seems like ages away from the lecture theatre, today I resuming teaching duties with the first session of my module on The Physics of the Early Universe; the link there gives Enzo Pascale as being in charge of the module, but he has left BrExit Britain for his native Italy so I’ve taken his place. I actually wrote the syllabus for this module about five years ago when I worked in Cardiff previously, and was scheduled to deliver it in 2013, but I left for Sussex before it started and never actually lectured it. It’s nice to be able to teach this material at long last – at least it’s stuff that I should know something about.

This lectures are attended by students on the 4th year of the integrated Masters programme (MPhys) and also on stand-alone MSc courses in Physics or Astrophysics. I have about 25 students enrolled, which is not bad for a specialist module.

In fact Enzo recommended the book I wrote with Francesco Lucchin when he taught the module, and I’m happy to use it as the main text. I won’t cover all the material in the book – there isn’t time, and some of the book is out of date (written in 2002) – but at least almost everything I do in the lectures has a counterpart in the book.

Chapter 3 of Coles \& Lucchin has a chapter that may prove particularly popular in this era of ‘Alternative Facts’:

cosmology

I did however resist the temptation to hire a group of people to sit at the front of my first lecture cheering and clapping wildly.

I’ve asked to have my lectures timetabled in two-hour chunks. That’s partly because I only work part-time and I wanted to be able to maximize the flexibility with which I can use the rest of the time by concentrating my teaching commitments. The other reason is that I like the extended format. I don’t talk continuously for the whole time, of course. That would be unbearable for me and for the students. We have a ten-minute break in the middle. However, the two-hour block allows a wider range of activities – lecturing, discussion and worked examples – which is harder to do in the usual (50-minute) slot without being excessively rushed. When I taught postgraduates at Queen Mary we used two-hour blocks, which worked out quite well. The only problem is that I’m now a lot older, and having finished my first double-lecture I think it’s fair to say I’m more than a little knackered.

Another innovation is the use of Cardiff’s new lecture-capture system (called Panopto), which allows the lecturer to record everything – powerpoint, data visualizer, whiteboard and live action – for posterity. I recorded this morning’s lecture in toto and at some point when I get a moment I’ll do a quick edit and put it on Learning Central for the students to view at their leisure. I’m not sure how useful my ramblings will prove to be, but it’s fun to try these things. It’s a significantly more sophisticated and flexible system than the one we used when I was at Sussex, and I’m also lucky to be in a nice, clean and recently refurbished lecture theatre…

Anyway, this gives me the excuse to refloat an old opinion poll about lecture capture. Such facilities are of course very beneficial for students with special learning requirements, but in the spirit of inclusive teaching I think it’s good that all students can access recorded lecture material. Some faculty are apparently a little nervous that having recordings of lectures available online would result in falling attendances at lectures, but in fact the available evidence indicates precisely the opposite effect. Students find the recorded version adds quite a lot of value to the “live” event by allowing them to clarify things they might not have not noted down clearly.

I like the idea of lecture capture a lot and am very happy to do it with my own lectures. It does seem to be the case however that some university staff are wary of this innovation, but opinion may be changing. Please let me know what you think via the poll:

If you don’t like the idea I’d welcome a comment explaining why. I’d also be interested in comments from colleagues in other institutions as to the extent to which lecture capture technology is used elsewhere..