Section A – Core Physics
This module introduces the basics of physics; mechanics, thermodynamics, optics, waves, electromagnetism, modern and nuclear physics. It is a balance of physics conceptual understanding and problem solving skills.
Section B – Introduction to Programming
Analysing data and producing simulations are important tools in physics. This requires familiarity with the basics of computer operation and the principles of programming. This section of the module will introduce these concepts, following on to general programming skills, using simulation and data analysis examples. The module will then introduce dedicated data processing packages. A programme will be used which allows for a user friendly environment for data analysis, simulation coding and data representation and will be used throughout the module.
Section C – Science, Society & Technology
This module attempts to investigate the issues associated with technology and society while developing the student’s ability to critically access and communicate on aspects of science innovation and technology. The aim of this module is make the student aware of the societal implications of science and technology in the context of social, scientific, historical, political, ethical, and cultural ideas and to develop the student’s critical assessment of aspects of technological development.
Section A – Core Physics
Newton’s Laws; Concepts of motion, kinematics in 1-D, vectors and co-ordinates systems, kinematics in 2-D, force and motion, Dynamics 1: Motion along a line, Newton’s 3rd and other Laws, Dynamics 2: Motion in a plane. Universal Gravitational Constant.
Conservation laws: Impulse and momentum, energy, work
Applications of Newtonian Mechanics; basic simple harmonic oscillations, fluids and elasticity
Thermodynamics: A macroscopic description of matter, work, heat, thermal properties of matter, heat transfer processes
Waves and Optics; Travelling waves, superposition, Doppler effect, wave optics (interference, diffraction and polarisation), ray optics, optical instrumentations.
Electricity and Magnetism: Electric charges and forces, the electric field, Gauss’s law, the electric potential, potential and field, current and resistance, fundamentals of circuits, the magnetic field, electromagnetic induction
Quantum Physics: The end of classical physics (development of modern physics), atomic physics, nuclear physics
Section B – Introduction to Programming
A short introduction to excel will be followed a module of Matlab. Students will begin by creating simple linear graphs and line fits and will use the data for further analysis. This will be based on experiments and problems taken within their wider first year modules. Students will be introduced to coding, conditional statements and loops in terms of scientific problems, financial problems and gaming amongst others to illustrate the wide applicability of the skills gained.
Section C – Science, Society & Technology
Topic 1: The History of Science, Technology and Society
·Examples of good and bad impacts –for example from the Nuclear industry, the communications sector and the biotechnology revolution.
·How technological innovations contribute to progress? Technology in Culture
·How technology can be perceived as impacting both positively and negatively by society
·How will technology impact on the public - How might technology make a difference to society on a microlevel and macrolevel?
·Nanoproducts and Medical devices on the market currently and what’s hyped?
·Science Fiction:examples of nanotech in fiction and how this shapes perception.
·How is medical technology potrayed in films or dramas and how does this shape perception?
·In the News: How has nano seeped into the media?
·How Government Drives Technology
·Nanotechnology and Medical Technology Funding Initiatives.
·How much money is being put into nano and medical technology? From where? Why? To what disciplines?
·Does nanotechnology and medicine have a common boundary, do they meet?
Topic 2: The Risks
·What kinds of risks are acceptable? How does industry (manufacturing companies, insurance companies, etc.) asses risk? How is nanotech and medical technology being approached in this context?
·Nanotoxicology.
·Is nano explicitly more dangerous than micro? What may make nanotech more toxic? How does it differ from traditional toxic sources: chemical industry, air pollution, etc.? What research has already been done? How has it affected policy and public perception?
·What is medical technology is it dangerous and are there risks associated with it, does it have a large impact on society, and can it be avoided?
Topic 3 – Ethics and public communication
·Should the decisions regarding science be left to the scientists to make or should society decide?
·Ethics and culture, regional differences in what is considered ethical.
·Scientific Integrity
·Is the scientist always unbiased?
·Policy Reports and Reviews
·Environmental and societal groups reports, patient groups reports, concerns and opinions.
·Government Assessments.
Section A – Core Physics
Newton’s Laws; Concepts of motion, kinematics in 1-D, vectors and co-ordinates systems, kinematics in 2-D, force and motion, Dynamics 1: Motion along a line, Newton’s 3rd and other Laws, Dynamics 2: Motion in a plane.Conservation laws: Impulse and momentum, energy, workApplications of Newtonian Mechanics; basic simple harmonic oscillations, fluids and elasticityThermodynamics: A macroscopic description of matter, work, heat, thermal properties of matter, heat transfer processesWaves and Optics; Travelling waves, superposition, wave optics, ray optics, optical instrumentations, Electricity and Magnetism: Electric charges and forces, the electric field, Gauss’s law, the electric potential, potential and field, current and resistance, fundamentals of circuits, the magnetic field, electromagnetic inductionQuantum Physics: The end of classical physics (development of modern physics), atomic physics, nuclear physics
Section B – Introduction to Programming
A short introduction to excel will be followed a module of Matlab. Students will begin by creating simple linear graphs and line fits and will use the data for further analysis. This will be based on experiments and problems taken within their wider first year modules. Students will be introduced to coding, conditional statements and loops in terms of scientific problems, financial problems and gaming amongst others to illustrate the wide applicability of the skills gained.
Section C – Science, Society & Technology
Topic 1: The History of Science, Technology and Society • Examples of good and bad impacts –for example from the Nuclear industry, the communications sector and the biotechnology revolution.• How technological innovations contribute to progress? Technology in Culture• How technology can be perceived as impacting both positively and negatively by society• How will technology impact on the public -How might technology make a difference to society on a microlevel and macrolevel?• Nanoproducts and Medical devices on the market currently and what’s hyped?• Science Fiction:examples of nanotech in fiction and how this shapes perception.• How is medical technology potrayed in films or dramas and how does this shape perception?• In the News: How has nano seeped into the media?• The Politics of Technological • How Government Drives Technology• Nanotechnology and Medical Technology Funding Initiatives. • How much money is being put into nano and medical technology? From where? Why? To what disciplines?• Does nanotechnology and medicine have a common boundary, do they meet?Topic 2: The Risks • What kinds of risks are acceptable? How does industry (manufacturing companies, insurance companies, etc.) asses risk? How is nanotech and medical technology being approached in this context?• Nanotoxicology.• Is nano explicitly more dangerous than micro? What may make nanotech more toxic? How does it differ from traditional toxic sources: chemical industry, air pollution, etc.? What research has already been done? How has it affected policy and public perception?• What is medical technology is it dangerous and are there risks associated with it, does it have a large impact on society, and can it be avoided? Topic 3 – Ethics and public communication • Should the decisions regarding science be left to the scientists to make or should society decide?• Ethics and culture, regional differences in what is considered ethical.• Scientific Integrity • Is the scientist always unbiased?• Policy Reports and Reviews• Environmental and societal groups reports, patient groups reports, concerns and opinions.• Government Assessments.
Section A – Core Physics (120 Hours)
The module will use a mixture of learning and teaching methods; Lectures, flipped lectures, tutorials, peer instruction, problem based learning, self-directed learning, on-line videos, reading
Section B – Introduction to Programming (24 Hours)
Laboratory based session will deliver the rationale for each session with worked examples of problems and code. Students will submit regular programming exercises based on most classes. Details of the schedule and structure of all assessment will be presented to the students in advance of module commencement. An in-class assignment test and longer coding project to test students coding and creativity skills will also be included.
Section C – Science, Society & Technology (12 Hours)
The methods employed will consist of lectures, group discussions, and self-directed learning.
| Module Content & Assessment | |
|---|---|
| Assessment Breakdown | % |
| Formal Examination | 40 |
| Other Assessment(s) | 60 |