UDD MPhys & BSc Physics and Philosophy 2018/2019 Programme Design Document

	A	C	F	G	I	K	L	M	N	O	P	Q	R	S	T	U	V	W	X	Y	Z	AA	AB	AC	AD	AE	AF	AG	AH	AI	AJ	AK	AL	AM	AN
1	Programme Information & PLOs
2	Title of the new programme – including any year abroad/ in industry variants
3	MPhys/BSc Physics and Philosophy.
4	Level of qualification
5	Please select:				Level 7
6	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								No
7																					Year Abroad (BSc only) Please select Y/N								Yes
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		Physics
10	Other contributing Departments:		Philosophy
11	Programme Leaders
12	Martin Smalley
13	Purpose and learning outcomes of the programme
14	Statement of purpose for applicants to the programme
15	Physics and philosophy are two of the deepest subjects, investigating the fundamental nature of reality. Philosophers are fascinated by the conceptual issues raised by physics, and some of the greatest physicists have been concerned with philosophical questions. In our Joint Honours degree programme, you will receive a thorough grounding in both subjects and be given the opportunity to explore the interesting connections between them (for instance, the York Philosophy Department York is strong in the philosophy of time, resulting in natural synergies with research interests in the Physics Department). At the end of a programme carefully constructed to develop your skills in the techniques of physics, mathematics and philosophy, and your ability to solve complex problems, you will be able to appreciate the intellectual beauty and societal applications of physics and philosophy, and be inspired to lifelong learning. The degree is accredited by the leading professional body for physics education, the Institute of Physics, and will enable you to gain employment in all the fields accessible to physics graduates, who enjoy the third-highest postgraduate incomes, after law and medicine. Study in philosophy will, in addition, equip you with skills in communication, argument and critical analysis which are applicable in a wide range of work situations and attractive to prospective employers.
16	Programme Learning Outcomes Please provide six to eight statements of what a graduate of the programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
17	PLO	On successful completion of the programme, graduates will be able to:
18	1 BSc	Apply the techniques and results of physics and mathematics to independently solve complex problems, using core physics, mathematics and/or computational knowledge.
19	1 MPhys	Apply independent learning strategies that incorporate core and advanced physics, mathematics and/or computational knowledge, techniques and understanding to synthesise and evaluate physical world problems.
20	2 BSc	Apply the principles of physics to construct and execute a scientific investigation to evaluate a hypothesis and interpret the results.
21	2 Mphys	Plan and execute extended or complex scientific investigation using the principles of physics in investigating a hypothesis, and interpret outcomes.
22	3 BSc	Recognise and define key problems, issues, and debates across a range of areas of philosophy—including some at the forefront of contemporary work—and apply their understanding in approaching new problems.
23	3 Mphys	Recognise and define key problems, issues, and debates across a range of areas of philosophy—including some at the forefront of contemporary work—and apply a developed understanding of core philosophical issues in approaching new problems.
24	4 BSc	Develop and articulate solutions to problems and puzzles in philosophy, lay out what can be said for and against these solutions, and make a measured judgement about what is the best solution in each case, supporting that judgement with a sustained line of argument based on the considerations raised.
25	4 MPhys	Develop and articulate solutions to problems and puzzles in philosophy, lay out what can be said for and against these solutions, and make a measured judgement about what is the best solution in each case, working in a critically reflective and autonomous way and supporting their judgement with a sustained line of argument based on a sophisticated appreciation of the considerations raised.
26	5 BSc	Communicate complex and difficult ideas in clear, precise, and accessible terms to the general public and professional scientists and philosophers in a variety of formats.
27	5 MPhys	Communicate complex and difficult ideas in clear, precise, and accessible terms to the general public and professional scientists and philosophers in a variety of formats—in particular, articulating the interrelations between core areas and defending outcomes in physics, and explaining key problems, issues, and debates in philosophy.
28	6 BSc	Collaborate effectively with others, and work with a group to apply physics themes and concepts to open-ended problems.
29	6 MPhys	Collaborate effectively with others, and work with a group to apply physics themes and concepts to open-ended problems.
30	7 BSc	Critically evaluate scientific methods and theories from a philosophical viewpoint, and critically evaluate philosophical views and theories in the light of the findings of modern physics.
31	7 MPhys	Critically evaluate the merits and demerits of competing scientific and philosophical theories, and hence plan and execute an in-depth investigation of a particular area of physics.
32	8 BSc	Engage with a range of physical and philosophical theories, and the connections between them, in order to appreciate the intellectual beauty and societal applications of physics and philosophy, and be inspired to lifelong learning.
33	8 MPhys	Engage with a range of physical and philosophical theories, and the connections between them, in order to appreciate the intellectual beauty and societal applications of physics and philosophy, and be inspired to lifelong learning.
34	Programme Learning Outcome for year in industry (where applicable) For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs.
35	Not applicable.
36	Programme Learning Outcome for year abroad programmes (where applicable) For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs.
37	The depth of the knowledge and skills acquired in the main programme will be enhanced by the breadth of education acquired by studying abroad. For such a fundamental degree, seeing how the subjects are viewed in another culture and language provides a substantial enhancement of all the PLOs stated for the main programme. No specific additional PLOs are required.
38	Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
39	i) Why the PLOs are considered ambitious or stretching?
40	The PLOs are ambitious because they stress the value of independent learning, challenging students to develop and articulate solutions to problems and puzzles in physics and philosophy. To take on all the core aspects of a physics degree, together with the wider viewpoint provided by philosophy, is clearly a stretching programme.
41	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
42	The outcomes are distinctive in that they combine the professional science qualification with the broader perspective of the humanities. They are of particular advantage to the student because they open up the possibilities offered by a science degree, together with the employment prospects offered by their enhanced skills in communication, argument and critical analysis.
43	iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
44	One of the Physics PLOs that was omitted from our list is concerned with digital literacy. Many of our lectures in the new programmes are being video-recorded, and we make extensive use of online resources and online assessment. Although this area is not stressed in the Physics with Philosophy PLOs, we are aware that developing a high degree of digital literacy in our students is important, particularly with regard to employment prospects.
45	iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employablity objectives should be informed by the University's Employability Strategy:
46	We stress from the outset (PLO1) the importance of our students being able to employ their core knowledge to synthesize and evaluate physical world problems, and we stress as our final goal (PLO8) the importance of enabling our students to appreciate the societal applications of physics and philosophy. The degree is accredited by the leading professional body for physics education, the Institute of Physics, and enables our graduates to gain employment in all the fields accessible to physics graduates, who enjoy the third-highest postgraduate incomes, after law and medicine. Study in philosophy will, in addition, equip students with skills in communication, argument and critical analysis which are applicable in a wide range of work situations and highly attractive to prospective employers. The students’ employment prospects are further enhanced by a carefully graded programme of professional skills development in the physics department, which has already led to a massive improvement in the employment statistics of our graduates. In the past two years, all of our PP graduates have gone on into either serious further professional training, or graduate-level jobs.
47	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
48	Physics won the departmental supervisor of the year award last year. Both departments take excellent pastoral care of our students, who have both a supervisor in Physics and a contact in Philosophy. This enables us to identify personal needs at an early stage. In addition to supervision tutorials (five in term 1), the physics department provides subject-specific tutorials at Stages 1 and 2, where difficulties with individual course are addressed; philosophy provides small group seminars that achieve the same function. In this respect, introduction of the PLOs merely serves as a focus for these efforts.
49	vii) How is teaching informed and led by research in the department/ centre/ University?
50	One of the main aims of the Pedagogy-inspired programme review in the physics department was to thoroughly prepare our students for exciting, high-level research projects in our main areas of funding; plasma physics, nuclear physics, and condensed matter physics. At the MPhys level, we expect students to contribute to published research. The philosophy department from the outset (PLO3) emphasize that issues will be covered at the forefront of contemporary work.
51	Stage-level progression Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules. Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
52	Stage 1
53	On progression from the first year (Stage 1), students will be able to:											Global statement Do all the things outlined in PLOs 1-4, though their abilities will still be quite raw in areas 2 and 4. Preliminary abilities will be developed in the areas described in PLOs 5 and 6.
54	Stage 2
55	On progression from the second year (Stage 2), students will be able to:											Global statement do all the things outlined in PLOs 1-6, with strong reinforcement of PLOs 2 and 4, and major development in PLOs 5 and 6. Preliminary abilities will be developed in the areas described in PLOs 7 and 8.
56	Stage 3
57	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:											Global statement do all the things outlined in PLOs 1-8, and will be able to enter society as fully formed adults with excellent potential for development. The MPhys is distinguished by a higher level of research, as outlined in PLO7.
58	Programme Structure
59	Module Structure and Summative Assessment Map Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme. ‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section. From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets). If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
60	Stage 1
61	Credits	Module				Autumn Term										Spring Term										Summer Term
62		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
63	10	PHI00001C		Beginning Philosophy			S																	A	EA
64	20	PHY00018C		Classical Mechanics and Relativity with Professional Skills.			S									A														A					E
65	20	PHY00020C		Electromagnetism, Waves and Optics.													S												E	A
66	20	PHY00022C		Introduction to Thermal and Quantum Physics.			S									A									E					A
67	20	PHY00005C		Mathematics I			S									A													E	A
68	10	PHI00003C or PHI00010C		Philosophy Options (List A).																						S			E		A
69	20	PHI00005C		Reason and Argument A		S									EA	A
70		Various		Year in Europe: Language Studies.
71	Note: In Philosophy, students take Beginning Philosophy in Autumn/Spring, Reason and Argument A in Autumn, and either Ancient Philosophy or Metaphysics in Summer.
72	Stage 2
73	Credits	Module				Autumn Term										Spring Term										Summer Term
74		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
75	20	PHY00002I		Electromagnetism and Optics													S												E	A
76	20	PHY00004I		Mathematics II			S									A									E					A
77	20	PHY00031I		Quantum Physics II			S									A									E					A
78	20	PHY00031I		Thermodynamics and Solid State II.			S									A									E					A
79	20	PHI00080I		Philosophy of Science Key Ideas (Compulsory).												S										A			E	A
80	20	Various		Key ideas Autumn Term module (optional) - see List B.			S							E	A
81	10	Various		Key ideas Autumn Term early exit module (optional) - see List C.			S							E	A
82	10	Various		Philosophy Option module (optional).																					S				E		A
83		At Stage 2, students take Philosophy modules in one of the following combinations:		Key Ideas Philosophy of Science (20 Credit, Spring) and EITHER (i) Philosophy Key Ideas module in Autumn Term (20 credits) OR (ii) one Key Ideas, Short in Autumn Term (10 credits) and one Philosophy Year 2 Option module (10 credits), in any term, or an elective or LFA module.
84	Stage 3
85	Credits	Module				Autumn Term										Spring Term										Summer Term
86		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
87	20	PHY00047H		Atomic, Physics, Lasers and Modern Optics.			S																		E					A
88	40	PHY00052H		BSc Project Incorporating Professional Skills .		S																				A			A					EA
89	20	PHY00045H		Galaxies and the Intersteller Medium and Cosmology.			S																		E					A
90	20	PHY00048H		Introductions to Plasma Science and Technology and Stellar Physics.			S									A									E					A
91	20	PHY00044H		Advanced Theoretical Techniques and Introduction to Quantum Computing.			S																		E					A
92	20	PHY00043H		Nanoscale and Magnetism			S																		E					A
93	20	PHY00042H		Relativity and Particle Physics.			S																		E					A
94	20	PHI00013H		Philosophy of Physics (compulsory).			S								E		A
95	20	Various		Research Led Year 3 Taught Option Module - Autumn (optional).			S								E		A
96	20	Various		Research Led Year 3 Taught Option Module - Spring (optional).													S								E		A
97	10	PHI00028H		Philosophy of Physics Advanced Module.																						S			E		A
98	20	PHY00050H		Quantum Physics III			S									A									E					A
99	20	PHY00049H		Statical Mechanics and Solid State II.			S									A									E					A
100		At Stage 3, students take Philosophy modules in one of the following combinations:		Philosophy of Physics (20c) and EITHER (i) a Research led Year 3 Taught Philosophy Option Module 20 Credits OR (ii) Philosophy of Physics Advanced Module (10c) and either a 10-credit Year 2 Philosophy Option module or an elective module (subject to timetable constraints).