2022-23 BSc MPhys & MMath Maths & Physics 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	This document forms part of the Programme Design Document and is for use in the roll-out of the York Pedagogy to design and capture new programme statement of purpose (for applicants to the programme), programme learning outcomes, programme map and enhancement plan. Please provide information required on all three tabs of this document.
3	Title of the new programme – including any year abroad/ in industry variants
4	BSc Mathematics and Physics (3 year) BSc Mathematics and Physics with a Year in Europe (4 year) MMath Mathematics and Physics (4year) MPhys Mathematics and Physics (4 year)
5	Level of qualification
6	Please select:				Level 7
7	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								No
8																					Year Abroad Please select Y/N								Yes
9	Department(s): Where more than one department is involved, indicate the lead department
10	Lead Department		School of Physics, Engineering and Technology
11	Other contributing Departments:		Mathematics
12	Programme leadership and programme team
13	Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
14	Keith McKenna
15	The programme structure has been updated with input from the Chairs of the Boards of Studies for Physics (Charles Barton) and Maths (Chris Hughs) and the programme lead for the joint programme (Keith McKenna).
16
17	Purpose and learning outcomes of the programme
18	Statement of purpose for applicants to the programme Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. 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.
19	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.
20	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.
21	PLO	On successful completion of the programme, graduates will be able to:
22	1 BSc	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
23	1 MPhys/ MMaths	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
24	2 BSc	investigate unseen problems by adapting known strategies and techniques taking into account specific, defining circumstances and the empirical character of physical theories
25	2 MPhys/ MMaths	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
26	3 BSc	extract relevant information from the research literature and use it to effectively assess the pros and cons of a technique or hypothesis
27	3 MPhys/ MMaths	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
28	4 BSc	know the strengths and limitations of standard inductive and deductive mathematical reasoning and understand the interplay between physical and mathematical input into a theory
29	4 MPhys/ MMaths	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
30	5 BSc	work independently with confidence to understand current physical theories and/or mathematical research, reliably performing tasks, and participating actively in discussions with peers
31	5 MPhys/ MMaths	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
32	6 BSc	communicate the content of modern physical theories both in writing and orally, emphasising the interplay between mathematical formalism and natural phenomena
33	6 MPhys/ MMaths	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
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 Year in Europe is a single subject year in either Maths or Physics. Maths: confidently adapt to the demands of working for an extended period in a foreign country, which include working in another language and navigating another culture. Physics: Be inspired by and articulate the advantages of successfully study in a non-UK academic environment and how this broadens your perspective and develop adaptability, flexibility, resilience and drive.
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 far reaching and encompass the key competencies expected of a joint-honours maths-and-physics graduate. The PLOs are forward looking, drawing on the education and learning opportunities provided within the degree programmes whilst highlighting the competencies a York student should aspire to attain by the time they graduate. The MMath/MPhys PLOs naturally follow from the BSc PLOs and show how a fourth year of study enhances a student’s education and justifies the award of an Integrated Masters degree.
41	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
42	Each PLO is distinct from each other and draws on the learning opportunities provided across many modules. Modules often use a common set of skills (e.g. algebraic, numerical, computational techniques for example) to address problems in specific topics. Seeing similar techniques in different contexts strengthens a student’s knowledge of the technique, showing the power of the approach and its adaptability to many situations. The PLOs are clearly characteristics a maths-and-physics graduate should have and are distinct from the characteristics of students from other disciplines.
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	This is a highly 'digitally enabling' joint-honours degree. The use of computing is present in the degree at all levels encompassing programming (e.g. Python) as well as report writing (e.g. Word, LaTeX) and presentations (e.g. PowerPoint, PDF). All our modules utilise the VLE (Yorkshare for Physics and Moodle for Maths) with some modules using electronic question banks and videoed tutorials. All Physics modules are 'opt-out' for audio-projector-capture using the Replay system. Where the equipment exists, there is also video capture to augment the audio-projector-capture systems to record blackboard and overhead projector work.
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	The PLOs have graduate characteristics at their heart, and reflect what a graduate might state to an employer. The PLOs demand that students question, assess and construct solutions to problems through both independent and collaborative working and communicate the outcomes effectively. The PLOs highlight the need to establish effective competencies, e.g. intellectual, practical and transferable tool sets, to enable this. These competencies are particularly important and applied in a real world setting during the projects.
47	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
48	Students generally self-identify themselves either at the UCAS application stage or on first arrival. These students are asked to contact Disability Services at the Student Hub. Reports from disability services are considered by the Disability Officers in both the School of Physics, Engineering and Technology and the Maths department with support from the sciences Disability Advisor, Chair of the Board of Studies for Physics. Information is shared with the supervisor, Year Tutors and other staff as needed.
49	vii) How is teaching informed and led by research in the department/ centre/ University?
50	Nearly all the academic staff in both Physics and Maths are research-active, which informs their teaching. Whilst the earlier years of the degree program concentrate on core material, such as that identified by the Institute of Physics, the later years (particularly Stage 4) contain a lot of specialized material based upon the research groups in both the Maths department and the School of Physics, Engineering and Technology. The degree programme is designed such that by the end of Stage 3 all students are exposed to the key ideas of each of our research groups and have the necessary prerequisites to study in-depth modules at Stage 4. These in-depth Stage 4 modules are inspired by and/or centred on the research interests of our academic staff. In addition, each student undertakes a significant final year project. These projects are designed to stretch students, requiring them to draw on and apply the breadth of training provided throughout their programme. They also expose many (particularly in Stage 4) to the research methodologies of specific disciplines.
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 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
53	Stage 1
54	On progression from the first year (Stage 1), students will be able to:											During Stage 1: 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. Will have prepared the necessary and basic maths and physics skill sets needed to begin to establish independent learning skills during Stage 2.
55	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
56	Individual statements
57	Stage 2
58	On progression from the second year (Stage 2), students will be able to:											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. Use a solid independent learning skill set needed to address the ideas presented at Stage 3 and to effectively run and complete projects at Stage 3.
59	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
60	Individual statements
61	Stage 3
62	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:											During Stage 3: 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 (stage 4 projects). Meet the BSc PLOs
63	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
64	Individual statements
65	Programme Structure
66	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.
67	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
68	Stage 1
69	Credits	Module				Autumn Term										Spring Term										Summer Term
70		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
71	20	MAT00010C		Algebra		S										A													E	A
72	30	MAT00001C		Calculus		S										A													E	A
73	20	PHY00018C		Classical Mechanics with Relativity and professional skills			S		A	A					A						A				A										E
74	20	PHY00020C		Electromagnetism, Waves and Optics													S				A								E	A
75	20	PHY00022C		Introduction to Thermal and Quantum Physics			S				A					A					A				EA					A
76	10	MAT00011C		Mathematical Skills 1: Reasoning and Communication		S										A									EA		A
77	Stage 2
78	Credits	Module				Autumn Term										Spring Term										Summer Term
79		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
80	10	MAT00027I		Mathematical Skills 2		S									A										E	A
81	10	MAT00026I		Linear Algebra		S									E	A
82	10	MAT00030I		Vector Calculus		S									E	A
83	10	MAT00024I		Functions of a Complex Variable													S								E					A
84	20	MAT00039I		Applied Mathematics for Mathematics and Physics													S												E	A
85	20	PHY00032I		Quantum Physics II			S					A				A						A			E					A
86	20	PHY00031I		Thermodynamics and Solid State I			S					A				A						A			E					A
87	20	PHY00002I		Electromagnetism and Optics													S					A							E	A
88	Stage 3
89	Credits	Module				Autumn Term										Spring Term										Summer Term
90		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
91	20	PHY00049H		All: Statistical Physics and Solid State II			S						A			A							A		E	A
92	40			BSc only: Physics or Maths Project Incorporating Professional Skills			S																						A				EA
93	40			BSc only: choose 40 credits from option list B			S									A									E					A
94	20			BSc only: 20 credits from option list A			S						A			A							A		E	A
95	50			MMath/MPhys only: 40 credits from option list A			S						A			A							A		E	A
96	60			MMath/MPhys only: 60 credits from option list C			S									A													EA				A
97	Stage 4
98	Credits	Module				Autumn Term										Spring Term										Summer Term
99		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
100	60	PHY00025M		MPhys only: Project and Research skills			S																						A				EA