MPhys Mathematics and Physics Programme Specification (with a Year Abroad and a Year in Industry variants) 2023-24

	B	C	D	E	G	I	J	K	L
1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised February 2023
4
5
6	Programme Title			MPhys Mathematics and Physics.
7
8	This document applies to students who commenced the programme(s) in:			2023		Award type			MPhys
9
10	What level is this qualification?			7		Length of programme			4 years (5 years for Year Abroad/Year in Industry).
11
12	Mode of study (Full / Part Time)			Full time
13
14	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			Semester 1 18 September 2023 - 2 February 2024 Semester 2 5 February 2024 - 7 June 2024.
15
16	Awarding institution			University of York		Board of Studies for the programme			School of Physics, Engineering & Technology.
17
18	Lead department			School of Physics, Engineering & Technology.		Other contributing departments			Mathematics
19
20	Language of study and assessment			English		Language(s) of assessment			English
21
22	Is this a campus-based or online programme?			Campus
23
24	Partner organisations
25	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
26	N/A
27	N/A
28
29	Reference points
30	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
31	Institute of Physics Degree Accreditation Framework, the University's Frameworks for Programme Design (UG); QAA Subject Benchmark Statements.
32
33
34	Credit Transfer and Recognition of Prior Learning
35	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
36	N/A
37	N/A
38
39	Exceptions to Regulations
40	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
41	UTC approval has been granted for the following exceptions: 1)No extensions or late penalties for Physics Practice Questions as these are substantially formative assessments where solutions are released immediately after the deadline. 2)For modules with a practical laboratory component that component should not be internally compensated. Passing the practical component is part of the Institute of Physics accredition requirement. 3)Final year project modules are non compensatable.
42
43
44	Internal Transfers
45	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
46
47		Transfers in:	Transfers in are permitted providing the entry and/or progression requirements of the new programme of study have been met. Common transfer routes include: MPhys to BSc. Transfer onto or off the Year Abroad route. Transfer onto or off the Year in Industry route.			Transfers out:	Transfers out are permitted assuming the entry and/or progression requirements of the new programme of study have been met.
48
49
50	Statement of Purpose
51	Please briefly outline the overall aims of the programme. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
52	There is a strong synergy between issues and problems which the disciplines of Mathematics and Physics are called upon to address, so having knowledge and skill in both disciplines can be particularly advantageous for modern graduates. The joint honours BSc in Mathematics and Physics programme at York has been specifically designed, by experts in both fields, to exploit this synergy. As a student on the programme, you will develop confidence in core mathematical methods and master ideas relevant to the understanding and description of microscopic and macroscopic material objects. As a result, you will graduate with a strong mix of skills relevant to employment in wide range of demanding areas – from government research organisations, industry and academic institutions to the financial sector and technology industries. This goal is achieved by providing stimulating and timely courses to equip you with an appropriate blend of skills which can be transferred to other areas of knowledge combined with access to core knowledge of modern theories from mathematics and physics. You are also given the opportunity to develop academic, personal and professional skills. In addition, the MPhys and MMath programmes aim to provide more advanced and specialized challenges which will enhance your ability to contribute to your chosen field. You will develop deeper insights and be given additional opportunities to develop research and project management skills, and to display initiative and originality in exercising these skills in the context of mathematical physics when formulating, defining, analysing and solving problems. In particular, the courses will provide you with knowledge and skills base of sufficient range and depth to graduate with the confidence of being well prepared for a career in these areas or further postgraduate studies.
53
54
55
56
57
58
59
60
61
62
63	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
64	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
65	Certificate of Higher Education (Level 4/Certificate).			Exit only	Develop learning strategies: through acquiring core physics and mathematics knowledge and techniques. Have the ability to combine physics and mathematics and apply these to problem solving, experiment and computational tasks.			120 credits of Stage 1 modules.
66	Diploma of Higher Education (Level 5/Intermediate).			Exit only	During Stage 2: Establish independent skills: deepen core maths and physics knowledge and approaches to solve more extended problems. Refine and add conceptual understanding to the core concepts introduced at Stage 1. Extend experience and develop the ability to manage workloads.			120 credits of Stage 1 plus 120 credits of Stage 2 modules.
67	Bachelors with Honours) (Level 6).			Exit only	Effective self-sufficient learners: through the application of core knowledge and techniques to problem solving and interpreting new situations. Have experience in workload planning to enable effective attempts at open-ended or extended investigations. Meet the BSc PLOs.			120 credits of Stage 1 plus 120 credits of Stage 2 plus 120 credits of Stage 3 modules.
68
69	Programme Learning Outcomes
70	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
71	1	Identify typical problems posed by the description of nature in mathematical terms and approach them in a systematic manner, using exact methods or approximations in a controlled manner, applying a wider range of theories and mathematically more sophisticated methods.
72	2	Investigate unseen problems by adapting and generalizing known strategies and techniques taking into account specific, defining circumstances and the empirical character of physical theories, leading to predictions within well-defined limitations.
73	3	Extract relevant information from the research literature and use it effectively to developing lines of reasoning, assess the pros and cons of a technique or hypothesis, or prove mathematical statements.
74	4	Engage convincingly in inductive and deductive mathematical reasoning while creatively balancing the rigour of mathematical argument with the more intuitive approach needed for its application in physics.
75	5	Work independently with confidence to further the understanding of current physical theories and/or mathematical research by undertaking complex tasks and raising relevant issues for discussion with peers.
76	6	Communicate the content of modern physical theories both in writing and orally, emphasising the interplay between mathematical formalism and natural phenomena organising and surveying known research in a original way.
77
78	Diverse entry routes
79	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
80	Entrants to the programmes have traditionally been diverse, including many through the Foundation Year route, and group tutorials are used for students to learn from others with different backgrounds in the first semester with their Academic Supervisor while practicing fundamental problem-solving skills. The role of the Academic Supervisor is to recognise the needs of students when they arrive in the first year and signpost them to appropriate support services. We also bring in skills modules early in the programme so that students can practice and develop their employable, transferable, mathematical, computational and professional skills. In the first year this is captured in the Mathematical, Computational & Professional Skills 1 & 2 modules. Practical laboratory skills are introduced in the first laboratories students encounter. We also recommend that students can receive additional support from the central provision of the Maths Skills Centre and the Writing Centre if needed. Our White Rose Industrial Physics Academy also helps students to consider their career direction early.
81
82
83
84
85
86
87
88
89	Inclusion
90
91	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.
92
93	Employability
94	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
95	You'll learn skills in analysis, mathematics and problem-solving that are relevant in a wide range of high-tech industries, including financial technology, energy and medical healthcare. You'll be supported by the York-led White Rose Industrial Physics Academy; a dedicated resource that organises collaborations between students and employers. We work with industry leaders such as Rolls Royce, MET Office, IBM and BT, plus research facilities including Diamond Light Source, UKAEA, CERN and STFC to facilitate placement opportunities. As part of our dedicated careers support for all Physics students, we organise year in industry placements, physics-specific careers fairs, leadership-building exercises, and site visits. These activities support our diverse range of talented students to enter the graduate job market with a competitive edge.
96
97
98
99
100