I just came across this video (featuring, among others, my colleagues Haley Gomez, Carole Tucker and Chris North) advertising the School of Physics & Astronomy at Cardiff University. Since the annual recruitment cycle gets properly under way at this time of year I thought I’d share this here for the benefit of prospective students. We had a record intake last year, for both undergraduates and postgraduates. With outstanding successes in research over the past year (including the discovery of gravitational waves and the opening of a new venture in compound semiconductors) there’ll hopefully be a lot of interest again this year! We’re a friendly lot here, and Cardiff is a great city to live in, so why not get in touch?Follow @telescoper
Archive for School of Physics & Astronomy
Today’s the day! This year’s A-level results are out today, Thursday 18th August, with the consequent scramble as students across the country to confirm places at university. Good luck to all students everywhere waiting for your results. I hope they are what you expected!
For those of you who didn’t get the grades they needed, I have one piece of very clear advice:
The clearing system is very efficient and effective, as well as being quite straightforward to use, and there’s still every chance that you will find a place somewhere good. So keep a cool head and follow the instructions. You won’t have to make a decision straight away, and there’s plenty of time to explore all the options.
As a matter of fact there are a few places still left for various courses in the School of Physics & Astronomy at Cardiff University. Why should you choose Cardiff? Well, obviously I have a vested interest since I’m rejoining the University this September so I’m biased. However you could take into account that Physics & Astronomy at Cardiff is top of the Russell Group in the latest National Student Survey and that there are wonderful newly expanded and refurbished teaching spaces on site.
For further information check here!Follow @telescoper
Just time for a quick post today because I’m quite knackered. Both my lectures for the Summer School I’m attending were this morning, and each was 90 minutes long – though there was a 30 minute coffee break between the two. The students therefore had to out up with me droning on most of the morning so were probably sick of the sight of me by lunchtime although they were quite polite about it. MOst of the participants went off on an excursion after lunch, but I decided to stay behind and take a siesta. I’m definitely too old for hiking in this heat.
The conference organizers told me that ninety minute lectures are apparently quite normal in Germany. I’m not sure why. I don’t think students can concentrate for that length of time, and it’s a definite strain on the lecturer too. I find even an hour lecture quite tiring, actually, but that’s more the effect of expending nervous energy walking backwards and forwards trying frantically to tell if anyone is understanding what I’m talking about. I usually enjoy lecturing actually, but it’s definitely stressful at the time. Now that I’m Head of School I won’t get to do as much teaching in the future as I did in the past. I suppose I’ll miss that “contact” with students, but I don’t think their education will suffer at all as a consequence of not being taught by me!
This is graduation week at the University of Sussex; finalists from the School of Mathematical and Physical Sciences actually graduate tomorrow. In normal circumstances I would be there to read out the names as the graduands parade across the stage, but I committed to attend this Summer School long before I’d even been appointed to my job as Head of MPS so felt I shouldn’t leave the organizers in the lurch. The Deputy Head of School will therefore do the honours at tomorrow’s ceremony. I haven’t been there long enough to get to know the graduating class very well, so it’s quite fitting that he’s looking after them on the big day. In other words, I don’t think I’ll be missed. I also see that final year students from the School of Physics & Astronomy at Cardiff University will be graduating next Monday (15th July). I’ve known some of them for almost four years so feel a bit sad that I left before they finished, but I’m sure I won’t be missed on that occasion either. I bet most of them have already forgotten I was ever there!
Anyway, on the off chance that any graduating students from either Sussex or Cardiff happen to read this, I hope you enjoy the graduation ceremony and associated celebrations and wish you well as you embark on the next stage of life’s journey.Follow @telescoper
I gather the internet is crawling with people searching for rumours about the Planck mission. It would obviously be entirely inappropriate for me to direct my readers to any website where they might obtain access to confidential information about this experiment, the results from which are embargoed until well into the New Year. So naturally that’s what I’m going to do. Well, blog traffic doesn’t generate itself does it?
As a Telescoper exclusive I am able to offer you a sneak preview of the top secret Planck data well in advance of official release. If you want to see what Planck scientists have been looking since Planck was launched in 2009, just click here.Follow @telescoper
So the autumnal equinox has been and gone again, reminding me that it is now just over four years since I started blogging; one of my very first posts was prompted by the Equinox in 2008. It’s also a reminder that the summer is now well and truly over, and teaching term is about to start. Some of my colleagues elsewhere have started teaching already but at Cardiff, lectures don’t start until 1st October. Next week, however, sees Freshers’ Week, and various other enrolment, registration and induction events. Many students have already arrived, if the crowds of young bewildered people wandering around Tesco yesterday are anything to go by.
Tomorrow is our Board of Studies too, the first one I have to chair as Director of Teaching and Learning in the School of Physics and Astronomy. Most of the business is to do with tidying up loose ends of the last academic year and planning for the term to come. I’ll have to see whether I can chair it with sufficient ruthless efficiency that we don’t all end up missing lunch.
Anyway, this time of year always reminds me when I left home to go to University, as thousands of fledgling students are doing now. I did it thirty years ago, getting on a train at Newcastle Central station with my bags of books and clothes. I said goodbye to my parents there. There was never any question of them taking me in the car all the way to Cambridge. It wasn’t practical and I wouldn’t have wanted them to do it anyway. After changing from the Inter City at Peterborough onto a local train, me and my luggage trundled through the flatness of East Anglia until it reached Cambridge.
I don’t remember much about the actual journey, but I must have felt a mixture of fear and excitement. Nobody in my family had ever been to University before, let alone to Cambridge. Come to think of it, nobody from my family has done so since either. I was a bit worried about whether the course I would take in Natural Sciences would turn out to be very difficult, but I think my main concern was how I would fit in generally.
I had been working between leaving school and starting my undergraduate course, so I had some money in the bank and I was also to receive a full grant. I wasn’t really worried about cash. But I hadn’t come from a posh family and didn’t really know the form. I didn’t have much experience of life outside the North East either. I’d been to London only once before going to Cambridge, and had never been abroad.
I didn’t have any posh clothes, a deficiency I thought would mark me as an outsider. I had always been grateful for having to wear a school uniform (which was bought with vouchers from the Council) because it meant that I dressed the same as the other kids at School, most of whom came from much wealthier families. But this turned out not to matter at all. Regardless of their family background, students were generally a mixture of shabby and fashionable, like they are today. Physics students in particular didn’t even bother with the fashionable bit. Although I didn’t have a proper dinner jacket for the Matriculation Dinner, held for all the new undergraduates, nobody said anything about my dark suit which I was told would be acceptable as long as it was a “lounge suit”. Whatever that is.
Taking a taxi from Cambridge station, I finally arrived at Magdalene College. I waited outside, a bundle of nerves, before entering the Porter’s Lodge and starting my life as a student. My name was found and ticked off and a key issued for my room in the Lutyen’s building. It turned out to be a large room, with a kind of screen that could be pulled across to divide the room into two, although I never actually used this contraption. There was a single bed and a kind of cupboard containing a sink and a mirror in the bit that could be hidden by the screen. The rest of the room contained a sofa, a table, a desk, and various chairs, all of them quite old but solidly made. Outside my room, on the landing, was the gyp room, a kind of small kitchen, where I was to make countless cups of tea over the following months, although I never actually cooked anything there.
I struggled in with my bags and sat on the bed. It wasn’t at all like I had imagined. I realised that no amount of imagining would ever really have prepared me for what was going to happen at University.
I stared at my luggage. I suddenly felt like I had landed on a strange island where I didn’t know anyone, and couldn’t remember why I had gone there or what I was supposed to be doing.
After 30 years you get used to that feeling.Follow @telescoper
It being A-level results day, I thought I’d try a little experiment and use this blog to broadcast an unofficial announcement that, owing to additional government funding for high-achieving subjects, the School of Physics and Astronomy at Cardiff University is able to offer extra places on all undergraduate courses starting this September for suitably qualified students.
An institutional review of intake numbers by HEFCW (Higher Education Funding Council for Wales) resulted in the award of extra funded places for undergraduate entry in 2012. Of particular benefit are those STEM (science, technology, engineering and mathematics) subjects seen as strategically important by the UK government. Therefore, the School of Physics and Astronomy is pleased to announce acceptance of late UCAS applications from those candidates expected to achieve our entrance requirements.
Those current applicants who have already applied through the standard UCAS procedure and who have been offered places need not be concerned as these new places are IN ADDITION to those we were expecting to fill.
Applications can be made through Clearing on UCAS after discussions with the Admissions Team.
Course codes (for information)
BSc Physics (F300) and BSc Astrophysics (F511)
MPhys Physics (F303) and MPhys Astrophysics (F510)
BSc Physics with professional placement (F302)
BSc Theoretical and Computational Physics (F340)
BSc Physics with Medical Physics (F350)
Course enquiries can be made to Dr Carole Tucker, Undergraduate Admissions Tutor, via email to Physicsfirstname.lastname@example.org or call the admissions teams on 029 2087 4144 / 6457.
Good luck!Follow @telescoper
So the academic year nears its end. This week we have the dreaded meetings of the Examination Boards, complete with External Examiners, ordeal by viva voce for selected students, and finally the lists go up announcing success (or otherwise) for this year’s finalists. It’s all a lot of work – and I’m sure also extremely stressful for the students waiting for their results.
If it’s any consolation for any students reading this post, I can assure you that there’s no lack of stress on this side of the fence either. I always feel a sense of dread opening the packets of examination scripts, and this year was no different. Have I set the exam too hard? Will the marks be a fair reflection of the students’ ability? Have they learned anything at all from the hours I spent droning on? These questions are all the more apt for a third-year class, since these are the papers that really count in determining the final outcome of their course. When the lists go up later this week, one’s delight at the sight of happy (or relieved) faces is always tempered by sadness when things have obviously gone wrong.
Coincidentally, I noticed the other day that a former student from the School of Physics and Astronomy at Cardiff University posted an item on her blog giving her view of her degree. It’s a very frank assessment of her own opinion of the course she took, including a list of her three favourite courses. None of the ones I lectured are amongst them, by the way, in case you think I’m mentioning it for egocentric reasons. Indeed, I’m pretty confident that I’m one of the lecturers she didn’t like at all!
The main thing is that, for better or worse, our course involves an enormous amount of contact time with academic staff. In the new fee regime students will pay the same £9K for a science course as they would for the Arts and Humanities:
See, doing a Physics and Astronomy degree, I had about 20 contact hours. With lab time. so in one month I had out stripped the BA people for an entire academic year. So in the 12 weeks of one semester, I have had more contact time than they will get in their entire degree. Worth it?
As for whether we make the best use of the time we devote to teaching, that’s a different matter. We have in fact recently overhauled the entire curriculum so we’ll see whether that has the desired effect. One can’t please all of the people all of the time, so we’ve tried to introduce new teaching methods – e.g. fewer lectures, more problems classes – to try to engage better with more students. Only time will tell whether it works.
Anyway, although it’s not one of the topics of her post, Harriet’s blog brought something from the back of my mind where it usually lurks ready to trouble me when I start to think about teaching physics. The point is that most of us involved in teaching physics at University level think that what we should be doing is training people to be professional physicists. That means teaching them to do physics the way it is actually done by people who do research. That means that, especially in Astronomy, students have to grapple with strange unit systems, peculiar terminology and quite a lot of maths. Those aren’t put into our courses in order to torment students – they’re there in the curriculum because they’re there in the world of (astro)physics research. It would be dishonest for us to pretend we were training physicists if we made out that it was all easier than it actually is.
What I mean to say is that I don’t think it should be our job to present physics in a way that’s different from (specifically easier than) the way it is done at the coalface, in the world of scientific research. What we should be doing is giving students the skills and confidence to solve the difficult problems a scientist can expect to confront in that situation. To be honest I don’t think we do that particularly well either, but that’s the aim. And that’s why our courses are mainly taught by people who actually do physics and why we claim our teaching is research-led.
That’s an oversimplification, of course. Especially in earlier years, much of the undergraduate curriculum – Newtonian Mechanics, Electromagnetism, Quantum Mechanics, etc – is not “frontier” stuff so probably doesn’t require an active researcher to teach it. On the other hand, none of that is exactly easy so anyone who is going to teach it competently needs to have mastered it themselves. And in later years, the more specialist material and projects certainly require an active research environment.
Anyway, the point is that in the new fee regime science courses will attract the same level of funding as courses in, e.g. English Literature. But a course in Physics requires physicists to teach it, while a course in literature does not require a team of successful novelists. Given the fact that the way we teach physics is more expensive by a very large margin, should we be rethinking our approach to the basic physics degree, and leave all the fancy research-led stuff to Masters courses?
Should we really be trying to teach all our students how to do physics? Or should we just be teaching them about physics?Follow @telescoper