FOUD01V7: Concepts, Methods and Theories in Physics 2

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• 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 students 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 students 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:
• The module provides students with key reference knowledge and practical skills necessary for further study in a science-related subject. This includes:
• to develop further understanding of a range of concepts, methods, and theories from Physics, building on knowledge gained in the CMT Physics 1 module.
• to develop further laboratory and practical skills by performing, analysing and evaluating procedures performed to demonstrate fundamental principles of physics relevant to further study in a science-related pathway and to the ASHE (STEM) module (appropriate to progression route)
• to develop and use a range of qualitative and quantitative methods typically used in physics
• to use, and be critical of, a range 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.
• to enhance confidence and ability in handling Physics calculations and using appropriate SI units.

• Further development (building on CMT Physics 1) of concepts, methods and theories in Physics. Themes through which core concepts, methods and theories are explored include an introduction to particles and antiparticles; electromagnetic radiation and quantum phenomena; electric fields; kinetic theory; gas laws.
• A range of qualitative and quantitative methods, both computational and practical, typically used in Physics.
• A range 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.

Subject-specific Knowledge:

• By the end of the module students will have demonstrated they have knowledge of:
• 1. a range of foundational subject concepts, methods and theories in physics relevant to particles and antiparticles; electromagnetic radiation and quantum phenomena; electric fields; kinetic theory; gas laws.
• 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

Subject-specific Skills:

• By the end of the module students will have demonstrated that they can:
• 1. use and effectively apply a range of foundational subject concepts, methods and theories relevant to particles and antiparticles; electromagnetic radiation and quantum phenomena; electric fields; kinetic theory; gas laws.
• 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
• 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.

Key Skills:

• 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.
• 5. respond appropriately to feedback and contributions from others, including during seminars and problem-based learning exercises.

• This module will be delivered using a combination of whole group lectures, practical sessions and seminars on a weekly basis. 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 (STEM) 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 (including formatives) are used to provide detailed tutor feedback on which later assessments build.
• The first summative assessment is a problem-solving task. This task primarily allows students to demonstrate the range and sophistication of their engagement with the modules reference/factual knowledge and procedural knowledge, and how they apply these in a real-world scenario to solve a problem, with a secondary focus on effective academic communication and appropriate use of SI units.
• The Test is the final summative assessment and is the culmination of the terms work for the students. In this module, the Tests primary function is to allows students to demonstrate the range and sophistication of their engagement with the modules 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).

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: Problem-solving Task This formative problem-solving task is based on a problem-based learning (PBL) scenario and will help students to understand the structure and depth required of summative assessment. It will help them to develop the necessary key skills (especially KS1, KS3 and KS4) to produce the summative response to a real-life problem/scenario and also work towards the project report for ASHE (STEM) in TB2, which has an element of problem-solving depending on their route. Verbal and written feedback will be given to support the further development of the skills and knowledge needed for Summative Assignment 1: Problem-solving task. Continuous Formative Assessment: Weekly Problems A short set of weekly problems will help students to understand and consolidate reference/factual knowledge from that weeks theme, 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 organic chemistry, prior to the commencement of teaching.

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