Posted in Education with tags , , , , , , , on February 25, 2013 by telescoper

Just got time for a quickie this morning before I head up to the Big Smoke for the first meeting of the Astronomy Grants Panel of the Science and Technology Facilities Council (STFC). I had thought that the last round would be my last, but I must have misbehaved somehow and my sentence has been extended accordingly.

Anyway, I thought I’d follow up Saturday’s post with a response to a question that a few prospective Physics students asked me during our Admissions Day. Those attending these days have already applied to this University but, at this stage of the annual undergraduate admissions cycle, the applicants are still deciding which University to put as their first or firm choice. I see our job in the Admissions Days simply to make available as much information as possible to the applicants to help them make a choice. Quite a few people I spoke to on Saturday, however, said that they had already made up their minds and just wanted some advice about what to do during the summer after they have finished their A-levels to help them prepare for their undergraduate studies in Physics (and/or Astronomy).

The justification for exhortation is that the big difference between Physics at A-level and Physics at undergraduate University level is that the latter is taught in a much more mathematical way than the former. This is because the physical laws that underpin our understanding of the natural world are expressed in a mathematical language; the more fluent you are in this language the easier you will find it to assimilate the physical concepts. To put it another way, you will find it difficult to understand the physical meaning of what is being taught if you are struggling with the mathematical meaning of the symbols being used or the manipulations needed to obtain useful solutions to the relevant equations.

Newton’s Second Law, for example,  relates the rate of change of momentum of a body to the force exerted upon it. If you’re comfortable with calculus you don’t think twice about writing d(mv)/dt for the rate of change of momentum and then constructing a differential equation which you can (hopefully) solve. You won’t absorb the importance of laws like this unless you become so familiar with the mathematics that it ceases to occupy the part of your mind that’s needed to really think.

I think that learning to do Physics is a bit like learning to play a musical instrument. Practicing such basic mathematical procedures as integration and differentiation is analogous to the five-finger exercises you have to do when learning to play the piano. The more you practice them, the greater the extent to which they become hard-wired. Your brain can therefore concentrate on the more interesting conceptual stuff – that’s really the hard part of learning Physics. We do of course do as much as we can to help with this once you’ve got to University, but doing some preparation on your own beforehand would greatly smooth the transition.

So I’d tell any prospective physics student wondering what to do this summer to get hold of as many basic calculus exercises as they can and do them whenever they get the chance. It may not be the most exciting way to spend your post A-level holiday, but it is the single thing you can do that will best prepare you for life as a Physics student.

On the other hand, the advice I’d give to physicists rather later in their careers is to think very carefully before agreeing to be on committees or panels…

Progress

Posted in Education, Football with tags , , on June 23, 2010 by telescoper

My agenda for today was dominated by three events, each involving a different form of progression. The timing was a coincidence, I think.

First, this morning, a bunch of interviews with our first-year postgraduate research students. Like most universities, the first year of a PhD at Cardiff University is a probationary period so we get the students to write a report on what they’ve been doing and also get input from their supervisor. This is then followed up by a panel interview, with 3-4 members of staff, at which a judgement is made as to whether to allow them continue. This used to be a relatively informal thing involving supervisor and one other member of staff, but I’ve recently taken over as Director of Postgraduate Studies in the School of Physics & Astronomy and made the process a bit more rigorous, having the same panel talk to all the students. It all passed off pretty well apart from the fact that a couple of students are away and I’ll have to put them through the process later on in the summer when they get back from their observing trips and whatnot.

After a spot of form-filling and a quick lunch we went straight into another examiners’ meeting, this time for undergraduate students. We already went through the marks for graduating students a couple of weeks ago, but today we had to look at the results for our Prelim candidates, and Years 1 and 2. Here the focus for most staff is on their personal tutees, usually 4 in each year, checking they all progress as intended to the following year and presenting any special circumstances.  This meeting can be quite fraught, but this year went smoothly.

Which brought us to the last issue of progression, and the one I was less optimistic about  prior to the event. However, England did manage to win their game against Slovenia in the FIFA World Cup by the not entirely convincing scoreline of 1-0. That means they too progress to the next round, although how much further than that they can go is not very clear. Well done to the USA too, who beat Algeria to win the group and take their place in the last 16.

All in all, a busy but productive and satisfying day. Now I’m going to watch one more game of football and have a glass or two of wine before having an early night.