Module FOUD0039: Concepts, Methods and Theories in Physics 1

Department: Foundation Year (Durham)

FOUD0039: Concepts, Methods and Theories in Physics 1

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• Programme Aims:
• Foundation students have 3 or 4 core components to their programme, depending on route. The CMT modules are designed to introduce students to concepts, methods and theories within the student’s chosen discipline, and provide a lens through which students engage with knowledge and knowledge creation in their chosen discipline. Meanwhile the Scholarship in Higher Education (SHE) module provides the tool-kit for their engagement and communication of knowledge; whereas the Advanced Scholarship in Higher Education module provides an iterative experience of bringing toolkit and lens together to provide students with the opportunity to actively engage in the process of knowledge generation and communication by completing a research project within the student’s chosen discipline. All students apart from Arts & Humanities also have a maths component.
• This module contributes to the overall aims of the Foundation Programme, which are aligned to FHEQ level four descriptors. By the end of the programme, students will have demonstrated
• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study
• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.
• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments
• undertake further training and develop new skills within a structured and managed environment.
• the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
• Module Aims:
• This module supports the overall Foundation Programme aims to enable students to have:
• acquired the ability to work confidently with a range of academic materials and sources (as appropriate to progression pathway);
• gained various skills for undergraduate study, including the ability to extract and summarise meaning from text, to read rapidly and accurately, to write and present clear and precise arguments using appropriate evidence;
• gained skills in collecting, analysing and presenting data (as appropriate to progression pathway)
• acquired a level of self-efficacy in relation to workload management, basic academic autonomy and a learner identity as an effective university student;
• gained skills in using reference resources;

Content

• The module provides students with key reference knowledge and practical skills necessary for further study in a science-related subject. This includes:
• the introduction of a range of concepts, methods, and theories from physics
• themes through which core concepts, methods and theories are explored include work, energy and power; current, electricity and circuits, including logic gates; thermodynamics; waves, particles and radiation.
• a range of qualitative and quantitative methods typically used in physics
• use of primary and secondary sources, including generating and utilising data from laboratory activities and problem-based learning exercises; interpreting and applying results in the explanation of physics concepts

Learning Outcomes

• By the end of the module, students will have demonstrated knowledge of:
• 1. a range of foundational subject concepts and theories in physics relevant to work, energy and power; current, electricity and circuits, including logic gates; thermodynamics; waves, particles and radiation.
• 2. some key research methods used in the study of physics, including relevant practical methods and an understanding of the scientific method.
• 3. a range of relevant vocabulary and SI units

• By the end of the module, students will have demonstrated that they can:
• 1. use and effectively apply a range of foundational subject concepts and theories relevant to work, energy and power; current, electricity and circuits, including logic gates; thermodynamics; waves, particles and radiation.
• 2. use relevant practical research methods commonly found in physics, including using the scientific method for research, and relevant literature-based sources for participation in seminar discussions and problem-based learning activities on key themes in physics, e.g. the development of efficient, renewable energy sources.
• 3. use of a range of relevant vocabulary and SI units with accuracy and precision, especially in relation to scientific processes.
• 4. use knowledge of qualitative and quantitative methods typically used in physics and evaluate the reliability and validity of experimental results.

• By the end of the module, students will have demonstrated that they can:
• 1. communicate effectively, using appropriate academic styles, making use of relevant terminology and SI units that conveys meaning and creates understanding.
• 2. cite sources of evidence and arguments used, ensuring the precise application of in-text citation, and referencing.
• 3. demonstrate emergent critical thinking, especially in relation to experimental practices, problem-based learning exercises, and interpreting results.
• 4. use number accurately to present, interpret and evaluate experimental data.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• This module will be delivered using a combination of whole group lectures, practical sessions and seminars on a weekly basis throughout both Teaching Blocks. Laboratory practicals and seminars (including problem-based learning activities) are undertaken on a fortnightly basis, in the same timeslot.
• Students will be taught subject specific concepts to be applied to a variety of tasks or assignments designed to lead to achieving the module outcomes.
• Lectures and Seminars:Lectures and seminars are used to provide guided access to the module content. Teaching is carried out in one group, with approximately 10 students attending the main module lecture each week throughout both Teaching Blocks. There is an interactive teaching/learning style which will encompass some lecture-style presentations by the teacher, teacher-led discussions and discussion in groups, particularly in the fortnightly seminar. Lectures are supported by reference materials, such as the module handbooks, laboratory guides, video guides and/or practical demonstrations, handouts, or notes posted on the VLE and are delivered by expert staff from within the DCAD team.
• Lectures and seminars focus on developing Subject Specific Knowledge, Subject Specific Skills, and Key Skills.
• Laboratory Practical: There is a practical component associated with the module that relates to (i) Assessment 1: Laboratory Report and, also, (ii) supports the development of practical skills for use in the Advanced Scholarship in Higher Education (SE) module. The practicals will ensure such students develop practical laboratory skills, competency and confidence in a laboratory situation, alongside using and applying a range of foundational subject concepts, methods and theories to consolidate knowledge from lectures and seminars.
• Laboratory practicals focus on developing Subject Specific Knowledge and Subject Specific Skills.
• Summative Assessment: Summative assessments within this module are designed to provide opportunities to engage in an iterative process to develop students’ subject knowledge, epistemological maturity, self-regulation, and essential academic communication skills relevant to their progression pathway. Early assessments are used to provide detailed tutor feedback on which later assessments build.
• The first summative assessment is the Laboratory Report. The Laboratory Report primarily allows students to demonstrate the range and sophistication of their engagement with the module’s reference/factual knowledge and procedural knowledge, and how they apply these within the context of their discipline (in a laboratory situation), with the secondary focus on effective academic communication through the medium of a laboratory report (as they are likely to experience in their subsequent years of study on their chosen pathway at Durham). The laboratory report will also give students the experience of writing a scientific report, serving as a forerunner to the project report they produce for the ASHE (SE) module in TB2.
• The Test is the final summative assessment and is the culmination of the term’s work for the students. In this module, the Test’s primary function is to allows students to demonstrate the range and sophistication of their engagement with the module’s reference/factual knowledge, contextually and selectively applying this knowledge in response to specific test questions, with the secondary focus on the key skills of academic communication under timed conditions, in-person in an examination room (as they are likely to experience in their subsequent years of study on their chosen pathway at Durham).

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A range of formative tasks are used to help students work towards module outcomes and to iteratively build competency towards each respective summative assessment. Formative Task 1: Laboratory Report This formative laboratory report will help students to understand the structure and depth required of a scientific laboratory report. It will help them to develop the necessary key skills (especially KS1 and KS4) to produce a summative laboratory report at the end of term in TB1 and also work towards the project report for ASHE (SE) in TB2. Verbal and written feedback will be given to support the further development of the skills and knowledge needed for Summative Assignment 1: Laboratory Report. Continuous Formative Assessment: Weekly Problems A short set of weekly problems will help students to understand and consolidate reference/factual knowledge from that week’s theme (e.g. energy), by applying this knowledge to relevant test-style questions. The weekly problems will help students prepare for Summative Assessment 2: Test. Formative Test In Teaching Block Three, during the two revision weeks, there will be a short (60 minutes) test. The purpose of this test is to check and consolidate reference/factual knowledge, contextually and selectively applying this knowledge in response to specific test questions, in preparation for Summative Assessment 2: Test at the end of the module. Diagnostic Test At the beginning of Teaching Block Two, students are given a diagnostic assessment to gauge their current knowledge base in physics, prior to the commencement of teaching.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University