. "Other Physics Kas"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "Physics into schools"@en . . "20.0" . "#### Prerequisites\n\n* At least two Level 2 modules in Physics; DBS check; successful completion of interview (by module co-ordinator; experienced, qualified science teacher; academic in the Department of Physics; member of the Science Outreach and Engagement Team).\n\n#### Corequisites\n\n* None.\n\n#### Excluded Combination of Modules\n\n* BIOL3431 Biology Into Schools, CHEM3081 Chemistry Into Schools, COMP3421 Computer Science into Schools, ENGI4321 L4 Engineering Into Schools, GEOL3251 Earth Sciences into Schools, and MATH3481 Mathematics into Schools.\n\n#### Aims\n\n* To develop a range of key skills in the student and to offer an early taste of teaching Physics to those interested in pursuing it as a career or for other career pathways where public understanding of science is required.\n* To help students gain confidence in communicating Physics, develop strong organisational and interpersonal skills, and understand how to address the needs of individuals.\n* To learn to devise and develop Physics projects and teaching methods appropriate to engage the relevant age group they are working with.\n* To help inspire a new generation of Physicists as prospective undergraduates by providing role models for school pupils.\n* To help teachers convey the excitement of their subject to pupils by showing them the long-term applications of school studies, especially the cross disciplinary relationships of Physics.\n* To help teachers by providing an assistant who can work with and support pupils at any point on the ability spectrum.\n\n#### Content\n\n* A competitive interview system will be used to match students with appropriate schools and a specific teacher in the local area, and each student selected will be given a chance to visit the school they will be working in before commencement of the placement.\n* One day training course on working in schools and with pupils.\n* Series of lectures on key transferable skills.\n* The student will be required to spend half a day (approx 4hrs) a week in the school every week for at least 10 weeks.\n* Tutorials which will provide an opportunity for students to share their experiences.\n* The students will be involved in the following activities in support of their learning and teaching:\n* Classroom observation and assistance: Initial contact with the teacher and pupils will be as a classroom assistant, watching how the teacher handles the class, observing the level being taught and the structure of the lesson, and offering practical support to the teacher.\n* Teaching assistance: The teacher will assign the student with actual teaching tasks, which will vary dependent on specific needs and the student's own ability as it develops over the term. This could include for example offering problem-solving coaching to a smaller group of higher ability pupils, or taking the last ten minutes of the lesson for the whole class. The student will have to demonstrate an understanding of how the level of the knowledge of the pupils they are teaching fits in to their overall learning context in other subjects.\n* Whole class teaching: Students will typically be offered, in collaboration with their teachers, at least one opportunity to undertake whole class teaching, albeit that it may be only for a small part of the lesson.\n* University awareness: Students will represent and promote their academic discipline as a potential university choice to pupils across the social and academic range represented at their partner schools.\n* Special projects: The student will devise a special Physics project on the basis of discussion with the teacher and module co-ordinator and their own assessment of what will interest the particular pupils they are working with. The student will implement the special project and evaluate it. The student will be required to show that they can analyse a specific teaching problem and devise and prepare appropriately targeted teaching materials, practical demonstrations and basis 'tests' where appropriate.\n* Extra-curricular projects: The student may be supervised by the teacher in helping to run an out-of-timetable activity, such as a lunchtime club or special coaching periods for higher ability pupils. The student will have to demonstrate an ability to think laterally in order to formulate interesting ways to illustrate more difficult scientific concepts.\n* Written reports: The student will keep a journal of their own progress in working in the classroom environment, and they will be asked to prepare a written report on the special project.\n* The teachers will act as the main source of guidance in the schools but, in addition, the students will also be able to discuss progress with the module co-ordinator or a member of the Science Outreach and Engagement Team whenever necessary.\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* On successful completion of this module students:\n* Will be able to assess and devise appropriate ways to communicate a difficult principle or concept.\n* Will have gained a broad understanding of many of the key aspects of teaching in schools.\n* Will have an advanced understanding of Physics through having to explain to others.\n* Will have an advanced understanding of the problems of public perception of science.\n\nSubject-specific Skills:\n\n* On successful completion of this module students:\n* Will know the responsibilites and appropriate conduct for a teacher.\n* Will know how to give (and take) feedback on Physics issues.\n* Will be able to undertake public speaking on Physics generally.\n* Will know how to prepare lesson plans and teaching materials for Physics.\n\nKey Skills:\n\n* On successful completion of this module students:\n* Will be able to communicate effectively, both one to one and with small groups.\n* Will be able to understand the needs of individuals.\n* Will be able to use interpersonal skills when dealing with colleagues.\n* Will be able to improvise when necessary.\n* Will be able to organise, prioritise and negotiate.\n* Will know how to work with others in teams.\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* This module includes an initial training course, lectures, tutorials and a school placement.\n* The initial training course provides an introduction to working in schools and with pupils. The lectures provide the means to give a concise, focused presentation on generic aspects of key transferable skils (e.g. teaching and learning skills and presentation skills). The lecture material will be explicitly linked to scenarios that are likely to arise in the school placement. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* The tutorials will provide opportunity for students to share their experiences and to discuss specific issues in Physics education and the public perception of science, giving them the chance to develop their theoretical understanding and communication skills. Students will be able to obtain further help in their studies by approaching the course leaders, either after lectures or tutorials or at other mutually convenient times.\n* The school placement allows the student to develop a range of interpersonal skills and the professional competencies expected of an effective teacher (or a facilitator to others), thus ensuring that the learning outcomes are met. Student performance will be summatively assessed through a Journal of Teaching Activity, an End of Module Report, an End of Module Presentation and a Teacher's Assessment.\n* The Journal of Teaching Activity and End of Module Report will provide the means for students to reflect on their experience of the school placement and on their own personal development, and to demonstrate written communication skills.\n* The End of Module Presentation will enable students to give a practical demonstration of teaching competencies including oral communication skills.\n* The Teacher's Assessment is an independent corroboration of progress, including the student's approach and attitude, appreciation of key educational issues, aptitude and potential as a science communicator and performance in the Special Project.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS3611" . . "Presential"@en . "FALSE" . . "Master in Physics and Astronomy"@en . . "https://www.durham.ac.uk/study/courses/physics-and-astronomy-ff3n/" . "120"^^ . "Presential"@en . "**Course details**\nIf you are fascinated by the relationship between mathematics, the cosmos and the scientific world this MPhys could be for you. This integrated Master's degree is the first step towards Chartered Physicist status. It will suit those looking for an accredited course that leads to higher level education or a research role in physics, while also providing the knowledge, analytical and problem-solving skills for a career in the sciences, engineering, finance or IT.\n\nPhysics degrees at Durham offer a high level of flexibility. We offer four Institute of Physics accredited courses - MPhys qualifications in Physics, Physics and Astronomy, and Theoretical Physics and the three-year BSc in Physics - which follow the same core curriculum in Year 1.\n\nSubject to the optional modules chosen, it is possible to switch to one of the other courses until the end of the second year. You can also apply for a one-year work placement or study abroad opportunity with one of our partner organisations, increasing the course from four years to five or substituting the existing Year 3.\n\nThe first year lays the foundation in physics theory, mathematical skills and laboratory skills that you will need to tackle more complex content later in the course. From Year 2 the focus on astronomy and astrophysics increases.\n\nAs you progress through the course, learning is more closely aligned to real-world issues through project work and optional modules that are tailored to your interests and aspirations. Your knowledge is further extended with a project based on a live research topic, and higher-level modules which take your study of physics and astronomy to a greater depth.\n\n**Course structure**\n*Year 1*\nCore modules:\nFoundations of Physics introduces classical aspects of wave phenomena and electromagnetism, as well as basic concepts in Newtonian mechanics, quantum mechanics, special relativity and optical physics.\n\nDiscovery Skills in Physics provides a practical introduction to laboratory skills development with particular emphasis on measurement uncertainty, data analysis and written and oral communication skills. It also includes an introduction to programming.\n\nExamples of optional modules:\nSingle Mathematics\nLinear Algebra\nCalculus.\n\n*Year 2*\nCore modules:\nFoundations of Physics A develops your knowledge of quantum mechanics and electromagnetism. You will learn to apply the principles of physics to predictable and unpredictable problems and produce a well-structured solution, with clear reasoning and appropriate presentation.\n\nFoundations of Physics B extends your knowledge of thermodynamics, condensed matter physics and optics.\n\nStars and Galaxies introduces astronomy and astrophysics. You will develop an understanding of the basic physics of stellar interiors and learn why we see stars of differing colours and brightness. The module extends your knowledge of pulsating and binary stars and introduces galactic and extragalactic astronomy.\n\nMathematical Methods in Physics provides the necessary mathematical knowledge to successfully tackle the Foundations of Physics modules. It covers vectors, vector integral and vector differential calculus, multivariable calculus and orthogonal curvilinear coordinates, Fourier analysis, orthogonal functions, the use of matrices, and the mathematical tools for solving ordinary and partial differential equations occurring in a variety of physical problems.\n\nLaboratory Skills and Electronics builds lab-based skills, such as experiment planning, data analysis, scientific communication and specific practical skills. It aims to teach electronics as a theoretical and a practical subject, to teach the techniques of computational physics and numerical methods and to provide experience of a research-led investigation in physics in preparation for post-university life.\n\nExamples of optional modules:\nTheoretical Physics\nPhysics in Society.\n\n*Year 3*\nCore modules:\nFoundations of Physics A further develops your knowledge to include quantum mechanics and nuclear and particle physics. You will learn to apply the principles of physics to complex problems and produce a well-structured solution, with clear reasoning and appropriate presentation.\n\nFoundations of Physics B extends your knowledge to include statistical physics and condensed matter physics.\n\nPlanets and Cosmology explains the astrophysical origin of planetary systems and the cosmological origin of the Universe. You will learn about the formation and workings of our Solar System, its orbital dynamics and the basic physics of planetary interiors and atmospheres.\n\nThe Computing Project is designed to develop your computational and problem-solving skills. You work on advanced computational physics problems using a variety of modern computing techniques and present your findings in a project report, poster and oral presentation.\n\nExamples of optional modules:\nTeam Project\nAdvanced Laboratory\nMathematics Workshop\nPhysics into Schools\nTheoretical Physics\nCondensed Matter Physics\nModern Atomic and Optical Physics.\n\n*Year 4*\nCore modules:\nThe research-based MPhys Project provides experience of work in a research environment on a topic at the forefront of developments in a branch of either physics, applied physics, theoretical physics or astronomy, and develops transferable skills for the oral and written presentation of research. The project can be carried out individually or as part of a small group in one of the Department's research groups or in collaboration with an external organisation.\n\nAdvanced Astrophysics covers astronomical techniques and radiative processes in astrophysics. This module provides a working knowledge of the advanced optical techniques used in modern astronomy and of the radiative processes that generate the emission that is studied in a wide range of astronomical observations.\n\nTheoretical Astrophysics examines cosmic structure formation and general relativity. This module provides an overview of our current understanding of the formation and evolution of cosmic structure and an introduction to Einstein's general theory of relativity.\n\nExamples of optional modules:\nAtoms, Lasers and Qubits\nAdvanced Theoretical Physics\nAdvanced Condensed Matter Physics\nParticle Theory\nTheoretical Physics\nCondensed Matter Physics\nModern Atomic and Optical Physics.\nAdditional pathways\nStudents on the MPhys in Physics and Astronomy can apply to be transferred onto either the 'with Year Abroad' or 'with Placement' pathway during the second year. Places on these pathways are in high demand and if you are chosen you can choose to extend your course from four years to five, or substitute the existing Year 3.\n\n**Placement**\nYou may be able to take a work placement. Find out more in https://www.durham.ac.uk/study/undergraduate/how-to-apply/study-options/placements/.\n\nModules details: https://apps.dur.ac.uk/faculty.handbook/2023/UG/programme/FF3N"@en . . . "4"@en . "FALSE" . . "Master"@en . "Both" . "9250.00" . "British Pound"@en . "30500.00" . "Recommended" . "**Career opportunities**\n*Physics*\nWe seek to develop the practical and intellectual skills sought by employers and we are regularly ranked among the country's top performers for graduate employment. Our graduates have progressed to careers in business, industry, commerce, research, management and education, and typically more than fifth of our graduates go on to study for higher degrees.\n\nThe Department also has an impressive track record of spin-out technology companies that commercialise our knowledge in areas of semiconductors, composites and advanced instrumentation. Examples of high-profile employers include BT, Procter & Gamble, Rolls Royce and BAE Systems.\n\nOf those students who graduated in 2019:\n83% are in paid employment or further study 15 months after graduation across all our programmes\n\nOf those in employment:\n81% are in high skilled employment\nWith an average salary of £34,000.\n\n(Source: HESA Graduate Outcomes Survey. The survey asks leavers from higher education what they are doing 15 months after graduation. Further information about the Graduate Outcomes survey can be found here www.graduateoutcomes.ac.uk)"@en . "2"^^ . "TRUE" . "Downstream"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .