ࡱ> 9 0hbjbj Bhh_5--h-h-h-|-|-|-8-H.\|-jAD0n1111G:~;T<,@@@@@@@$CdFbAh-E<:@G:E<E<A--11$A@@@E<-81h-1@@E<@@@P-@1qW=@@:A0jA@F?F@Fh-@<E<E<@E<E<E<E<E<AA?E<E<E<jAE<E<E<E<FE<E<E<E<E<E<E<E<E<X +:  Programme Details 1. Programme titlePhysics with a Year in Industry2. Programme codePHYU393. QAA FHEQ levelMasters F74. FacultyScience5. DepartmentPhysics and Astronomy6. Other departments providing credit bearing modules for the programmeNone7. Accrediting Professional or Statutory BodyInstitute of Physics8. Date of production/revisionJune 2022 AwardsType of awardDuration9. Final awardMPhys4 years10. Intermediate awards BSc3 years Programme Codes 11. JACS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/support/documentation/jacs/jacs3-principal" \h HESA website.FF3512. HECoS code(s) Select between one and three codes from the  HYPERLINK "https://www.hesa.ac.uk/innovation/hecos" \h HECoS vocabulary.100425 Programme Delivery 13. Mode of study Full-time 14. Mode of delivery On campus 15. Background to the programme and subject area Physics is the most fundamental of all the sciences: not only is it a fruitful research discipline in its own right, but its ideas and techniques underpin developments in many other areas of science, technology and medicine. It is characterised by the use of a few basic principles, quantities and laws to describe, understand and predict the behaviour of relatively complex systems, both natural and artificial. The key features of physics are the modelling of natural phenomena by means of mathematical equations (theory) and the making of experimental or observational measurements which both test existing theories and inspire new ones (experiment). The interplay of theory and experiment drives the development of the field, and requires a broad range of skills including mathematical modelling, problem solving, experiment design and data analysis, teamwork and communication. Thus, in addition to the intrinsic interest of the subject, a degree in Physics provides a wide range of analytical, problem solving and communications skills, which make Physics graduates highly employable across a broad spectrum of fields in industry, commerce, research and education. Our programmes in physics aim to equip students with a thorough knowledge of the fundamental principles of physics and associated mathematical techniques, as well as an awareness of contemporary developments at the forefront of the subject. The Department of Physics and Astronomy has an international reputation for research, and teaching is informed and invigorated by the research interests of the staff, which span the whole range of physics and astronomy from biophysics to active galactic nuclei. The MPhys in Physics with a year in Industry gives students the opportunity to study and research topics at the edge of the discipline and in doing so gives them the best preparation for PhD study, careers as a professional physicist or related technical careers. Particular emphasis is placed on contemporary physics in the fourth year of the MPhys degree and MPhys students also carry out a substantial research project in their final year, working within one of the research groups in the department. During Level 3 students are expected to find a Placement, which involves spending a year between Levels 3 and 4 in paid work for a graduate-level employer. The completion of these degrees is conditional on students being accepted onto an appropriate placement. If they do not find such a placement, they will have to transfer onto a degree programme without a Placement Year (e.g. we expect MPhys students typically to transfer to the PHYU02). They will be supported by the Physics and Astronomy Department and the Careers Service to help them find a Placement, but we cannot guarantee success. 16. Programme aims The MPhys Physics with a Year in Industry aims to:A1provide teaching that is informed and invigorated by the research and scholarship of the staff and is stimulating, useful and enjoyable to students from a wide variety of educational backgrounds.A2produce graduates with well-developed practical, analytical, communication, IT and problem-solving skills who are prepared to undertake a research degree or research-based career in physics or in a related discipline.A3encourage and develop students interest in physics and to support them to become independent learners with the aid of appropriate sources.A4produce graduates with an understanding of most fundamental laws and principles of physics, along with their application to a variety of fields to a level at (or informed by) the forefront of the discipline.A5develop students ability to plan and execute an experimental or theoretical investigation, using ideas and techniques appropriate to research work in the relevant discipline, and including critical and quantitative assessment of their own work and the work of others.A6ensure that students can investigate a topic independently with the aid of research articles and other primary sources, and report their findings clearly, concisely and accurately.A7to help students secure a placement, where they spend a year gaining valuable and relevant work experience, which will help them develop awareness of the workplace and secure a rewarding career on graduation. 17. Programme learning outcomes Knowledge and understanding On successful completion of the programme, students will be able to demonstrate knowledge and understanding of:Links to Aim(s)K1fundamental laws and principles of physics to interpret the behaviour of natural phenomena and/or technology.A1 & A4K2laws and principles along with experimental, mathematical and/or computational techniques to solve simple and open ended physics problems.A2 & A3K3the empirical nature of physical science, the interplay between theory and experiment and the ethics of science in society.A2, A4, A5K4experimental and/or computational investigations and interpret conclusions appropriately together with these error analyses.A2 & A5K5the basic areas of physics i.e. classical and quantum mechanics, thermal physics, wave phenomena, properties of matter, electromagnetism and statistical physics.A3 & A4K6advanced topics in physics to a level appropriate for a foundation for postgraduate research.A4 & A6K7experimental, computational or analytical techniques (dependent on programme) and background literature to studies both in the subject area of their level 4 research project and more broadly.A5 & A6Skills and other attributes On successful completion of the programme, students will be able to:S1analyse and solve problems in physics by identifying the appropriate physical principles, developing a mathematical model of the system and using appropriate mathematical techniques to obtain a solution.A2 & A5S2use mathematics to analyse a physical system so as to deduce its behaviour and properties.A2, A4 & A5S3create, plan and execute an authentic open ended research investigation, including quantitative analysis of the results in order to draw conclusions and compare with expected outcomes.A2 & A5S4communicate scientific ideas and the results of investigations clearly and concisely, both orally and in writing, with consideration for the needs of the audience.A2 & A5S5apply scientific computing (using languages such as Python or Labview) to analyse data, control experiments, undertake numerical simulation or analyse physical or mathematical systems.A2, A4, & A5S6apply word processing, graphing and presentation software to communicate the results of an investigation through scientific written reports and oral presentations.A2 & A5S7plan and manage personal learning, including time management skills, adapt to change, and demonstrate the ability to learn effectively using a wide variety of sources (lectures, textbooks, websites, etc.).A2 & A3S8work effectively as a member of a group by taking due consideration of others in order to communicate, plan tasks and encourage and support the group.A2, A3, & A5S9safely use laboratory equipment to make experimental observations and measurements in order to explore physics concepts and execute experimental investigations.A5S10analyse, summarise and synthesise primary or review papers in scientific journals, as well as other appropriate sources as part of an investigation.A2 & A6S11plan and execute independent project work to create new scientific knowledge in a research environment.A2, A5 & A6S12summarise and present the results of research-level investigations both orally and in written reports.A2 & A6S13use advanced, specialised laboratory equipment and/or apply computational techniques relevant to research areas at the forefront of the discipline and gain the ability to master, with training, new techniques.A5 & A6S14apply high level computer languages to scientific programming problems.A5 & A6S12demonstrate professionalism or commercial awareness within a workplace environment.A7S13apply appropriate knowledge and skills from their course of study in a workplace environment.A7S14identify factors influencing organisational practice in their workplace.A7 18. Learning and teaching methods Development of the learning outcomes is promoted through the following teaching and learning methods: Lectures The standards required of a graduate in the physical sciences include the acquisition of a substantial body of knowledge. This is conveyed principally through traditional lectures, backed up by tutorials, problems classes, workshops and coursework (see below). Tutorials All students in Levels 1 and 2 have weekly small-group tutorials. The principal aim of tutorial classes is to develop students problem-solving skills and to address any difficulties with the taught material. At level 1, homework problems are integrated into the tutorial system to help students to develop the ability to manage their learning and to assist tutors in diagnosing and addressing any difficulties. Problems classes, computing classes and workshops Workshops and problems classes are held in Level 1, Level 2 and Level 3 to facilitate development of problem-solving, planning, communication, programming and group skills and consolidate material taught in lectures. In addition, several modules with designated learning outcomes that are highly skills-oriented (e.g. programming, enterprise) are taught predominantly through workshop and problems classes, with problem-solving fully integrated with the introduction of new material where relevant. Teaching laboratories The Level 1 laboratory curriculum is delivered within the core through weekly sessions addressing quantitative experimental work and data analysis,emphasising the significance of experimental error and the development of skills in these areas as well as in problem-solving. These practical classes are aimed at developing sound laboratory technique and familiarity with basic equipment, and they also include exercises on the writing of laboratory reports. At Level 2, learning in the physics laboratory is included within the compulsory core element of the programme. These sessions build on the basic experimental knowledge and skills developed at level 1 and further develop these skills. Laboratory work develops naturally into project work at level 3.Laboratory work develops naturally into project work at levels 3-4. Projects and investigative learning Skills-based learning at level 1 and 2 build towards independent project work at level 3, with all Physics students undertaking some form of independent open ended investigation. Students can choose from a variety of options that allow customisation of their degree programme towards specialist interests. We offer industrial projects, computing laboratories and projects, experimental research projects and education based projects. Learning in these capstone modules includes independent study skills, planning and management skills, team working and report writing. Projects are assessed by written reports, presentations and viva voce examinations. Students must pass a project-based module at level 3 to graduate with an Honours degree class. At Level 4, MPhys students carry out a research project, preceded by a literature review. These projects are normally carried out in one of the departments research groups and involve ideas, techniques or data which are at the forefront of the discipline. Seminars Physics is an active field with exciting research going on in numerous areas ranging from pure curiosity driven study to important industrial applications. The Department hosts a variety of seminars and colloquia throughout the academic year, some organised by the department, some by the Yorkshire branch of the Institute of Physics (IoP), and some by the various research groups. Many of these, especially the departmental and IoP colloquia, are designed specifically to be suitable for undergraduate students and are advertised by notices around the department. Independent study Learning at all levels contains large elements of independent study, which may involve consolidating taught material, by reading and solving problems, or specific independent learning assignments. These activities offer students the chance to develop their learning skills and, often, to pursue particular interests. All students pursuing independent study as part of a project have a named supervisor from whom they can seek assistance or advice if necessary. 19. Assessment and feedback methods Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: 1. Formal examinations Knowledge and application of knowledge is primarily assessed by formal examinations typically accounting for between 60% and 80% of the module grade. The level of choice in an exam depends on whether the knowledge outcome being assessed forms part of the core of the programme. Questions are structured and are presented with an indicative marking scheme. A sample of exam scripts is double marked. 2. Coursework assessment (continuous assessment, homework, progress tests and other assignments) Laboratory modules and laboratory components of taught modules are assessed principally through student lab diaries and formal laboratory reports. Written and oral feedback is provided on the spot by lab demonstrators, to enable students to address weaknesses immediately. This assessment is supplemented at level 1 by homework exercises on specific aspects of data analysis such as uncertainty calculations and statistics, and at level 2 by additional presentation methods such as posters and talks. Computing is often assessed by means of programming tasks carried out under controlled conditions during the semester. Most taught modules have an element of coursework assessment accounting for a small proportion of the module grade, up to 20%. Feedback from these exercises allows the lecturer to monitor class progress and identify problems, as well as providing students with information to help them to manage their own learning. 3. Essays and reports Some modules involving independent study are assessed partly through essays and reports. These are marked according to content, clarity of exposition, language and style, following marking schemes which are public and available to students. Written feedback is provided. All essays and reports contributing more than 20% to a particular module are independently double-marked by two members of staff. 4. Project assessment Level 3 and 4 project work is assessed according to a carefully structured scheme involving reports, log books and presentations and the supervisors assessment of the quality of the work (measured against a well-defined set of criteria). 5. Portfolios Portfolio assessment is used in levels 1-3 to track progress in terms of skills development and allows prompt feedback to be given. Students collect evidence in their portfolio of skills that have been developed. At L1 successful completion of the portfolio gains an automatic pass of the year but does not contribute to the final grade. At L2 a portfolio is used as part of the assessment within the core of the programme and a pass is required to proceed. At L3 a portfolio is used to support employability and is not assessed summatively. 6. Year in Industry The Year in Industry is assessed through submission of a written Placement Report describing what students have learned and achieved throughout the year. Students are encouraged to include these reflective records as part of their portfolio development. 20. Programme structure and student development Taught material Level 1 is designed to provide an overview of physics, ensuring that students acquire a basic grasp of all areas of the subject, regardless of differing A-level backgrounds. Since physics is a mathematical science, 30 credits of mathematics are required to ensure that all students develop the skills required to understand the theoretical structure of the discipline and to solve mathematical and numerical problems. Level 1 is designed for students with A levels or equivalent in Physics and Mathematics; a Foundation Year is available for able students who lack these qualifications. Level 2 builds on the foundation established in level 1 to ensure that students acquire a thorough grounding in all key areas of physics. Additional mathematical content is taken to enhance students knowledge of the relevant mathematical techniques and their applications in physics and astronomy. In Level 3 students extend their knowledge and understanding of some areas of the subject to a level which is consistent with participation in the work of a research group. A Level 3 module helps students to see the subject as a unified discipline, avoiding compartmentalisation, and also enhances problem-solving skills. Computational and experimental laboratory work The laboratory and project curriculum provides a steady progression from basic skills to research-level project work. Level 1 equips students with grounding in basic laboratory equipment and techniques and introduces standard methods of data analysis, with a particular focus on the concept of experimental error and comparison with expected values. Level 2 extends this experience to longer and more complex experiments or investigations, leading naturally to the open-ended project work of level 3 and 4. All students follow the same basic laboratory programme in level 1. At level 2 and above mathematical and computational projects are provided for the more theoretically inclined students. Independent study The development of independent study skills is structured using coursework activities and portfolio development at level 1, self-directed mini-project work and portfolios at level 2 before culminating in independent open ended investigations at level 3 and 4. At all levels students are provided with additional reading lists, making use of eprints and library texts. Optional modules provide opportunities for additional independent learning through literature surveys and information retrieval exercises. Personal Tutors Students progression through the programme structure is guided by their Personal Tutor, who also fulfils the pastoral role laid out in the Universitys Personal Tutors Policy Statement. Students will normally keep the same Personal Tutor from entry to the department until graduation: the Personal Tutor thus develops a good overview of each students strengths and aspirations. Tutors also assist students, if requested, with advice on career choices and support for applications for jobs or postgraduate study. Personal Tutors and students meet regularly once per semester, with the possibility of additional meetings if requested by either party. During the year in industry a tutor will be assigned to each student to provide pastoral support. This could either be a students existing personal tutor, or in a situation where another member of staff is better qualified to liaise with a particular organisation the personal tutor role might be handed over for the placement year. General aspects of progression The final degree class for MPhys is determined by a weighted mean of grades from years 2, 3 and 4 in the ratios 1:2:2. Students who obtain fewer than 100 credits overall may not proceed to level 2. Students require 120 credits at level 2 for automatic progression to level 3 but a conceded pass is considered for students with a minimum of 100 credits at the Examiners discretion.Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available online at  HYPERLINK "http://www.sheffield.ac.uk/calendar/" \h http://www.sheffield.ac.uk/calendar/. 21. Criteria for admission to the programme Good A2 levels, or equivalent, in Physics and Mathematics (see website below for precise details). Students who have demonstrated the academic ability necessary to complete a degree programme, but who lack the required subject qualifications, may enter the programme through the Science Foundation Year. Detailed information regarding admission to the programme is available at  HYPERLINK "http://www.shef.ac.uk/prospective/" \h http://www.shef.ac.uk/prospective/ 22. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements?indexCatalogue=document-search&searchQuery=physics&wordsMode=AllWords" \h https://www.qaa.ac.uk/quality-code/subject-benchmark-statements?indexCatalogue=document-search&searchQuery=physics&wordsMode=AllWords 91̽ Graduate Attributes  HYPERLINK "/sheffieldgraduate" \h /sheffieldgraduate The accreditation criteria of the Institute of Physics  HYPERLINK "http://iop.cld.iop.org/education/higher_education/accreditation/page_43310.html" \l "gref" \h http://iop.cld.iop.org/education/higher_education/accreditation/page_43310.html#gref Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" \h https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Strategic Plan  HYPERLINK "http://www.sheffield.ac.uk/strategicplan" \h http://www.sheffield.ac.uk/strategicplan Learning and Teaching Strategy (2016-21)  HYPERLINK "/polopoly_fs/1.661828!/file/FinalStrategy.pdf" \h /polopoly_fs/1.661828!/file/FinalStrategy.pdf 23. Additional information Physics is a wide-ranging subject, with applications ranging from the abstruse (e.g. superstring cosmology) to the everyday (e.g. smart materials, climate change modelling). The single honours degree programmes, both BSc and MPhys, draw on the related Dual Honours programmes and the Departments diverse research interests to offer a wide range of optional modules to complement the core curriculum. Students may select their options so as to specialise in a particular area, or may opt to increase their breadth of knowledge by choosing options covering a range of topics. Physics graduates are equipped for a wide range of career paths. Common directions chosen by 91̽ graduates include IT (both hardware and software), the financial sector (accountancy, actuarial work, etc.), energy, research and development, consultancy and management, technology, data science and teaching. Many students choose to continue their studies by embarking on PhD programmes; this may be the starting point of a career in physics research, but it also imparts transferable skills in problem solving, communications and research methodology that are valued in industry and commerce. This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at 91̽ can be accessed via our Student Services web site at  HYPERLINK "http://www.shef.ac.uk/ssid" \h http://www.shef.ac.uk/ssid.     phyu39-1 ver22-23 PAGE1 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from 91̽   ./NOPabfhij{|    < = Q R S q r t { | } ~ ̽׮̽⤜h-h@>*h-h55>*h-h@B*CJaJphh-h5B*CJaJphh-h@CJaJh-h5CJaJ h@>* h55>*h@jh-UmHnHu;  /O$If^`gd-$d<1$^`$<^`a$ $^`a$ OPbir]L$If^`gd-(($If^`gd-kd$$IfH0 g(   0n(4d4 HaApyt-ij|raKd$1$If^`gd-$If^`gd-kd$$IfH0 g(   0n(4d4 HaApyt-raMd$If^`gd-$If^`gd-kd|$$IfH0 g(   0n(4d4 HaApyt-raMd$If^`gd-$If^`gd-kd:$$IfH0 g(   0n(4d4 HaApyt-  raKd$1$If^`gd-$If^`gd-kd$$IfH0 g(   0n(4d4 HaApyt-  = R r]Gd$1$If^`gd-(($If^`gd-kd$$IfH0 g(   0n(4d4 HaApyt-R S r | r]Gd$1$If^`gd-(($If^`gd-kdt$$IfH0 g(   0n(4d4 HaApyt-| } ~ rdQQQ$$If^`gd-$d^`kd2$$IfH0 g(   0n(4d4 HaApyt-   3 4   Źй,jh-h56>*B*CJUaJphU#h-h56>*B*CJaJphUh5jh5Uh-h56CJaJh-h@CJaJh-h5CJaJ h55>* h@>*h@h4Mh-h@>*h-h5>*4 P=''$d$If^`gd-$$If^`gd-kd$$IfHF l(  0n(    4d4 HaFpyt- \IIII$$If^`gd-kd$$IfHF l(   0n(    4d4 HaFpyt- W@d$$d%d&d'd(d1$IfNOPQR^`gd-kd$$IfH4F l(`   0n(    4d4 HaFf4pyt- D6$d^`kd$$IfH4F l(    0n(    4d4 HaFf4pyt-$$If^`gd-  $1$If^`gd-$If^`gd-$d<^` ) 0 B111$If^`gd-kdn $$IfH\c"+(FsU  0(4d4 Ha_p(yt- ' ( ) / 0 1 2 3 4 5 G H Y Z [ d e f g { | } ˼˭ˇ˃ˇ˃zkkkkkkkkkkkkkkh-h5B*CJaJphh55CJaJh@h-h5CJaJ h@>* h55>* hiW5>*h@CJaJh4MhiWh@CJaJhiWh5B*CJaJphh-h@CJaJ,jh-h56>*B*CJUaJphU#h-h56>*B*CJaJphU*0 1 2 3 4 /$ 1$^`kd\ $$IfH\c"+(FsU  0(4d4 Ha_p(yt-$1$If^`gd-4 H Z [ e f g | } NkdJ $$IfH0 ( k  0#(2 s4d4 HaPpyt-$If^`gd-$d<^`} ^QB$<^`a$ $^`a$kd $$IfH0 ( k  0#(2 s4d4 HaPpyt-$If^`gd-STmJKNoxBCȢ𹞖th-h56B*phh8AB*CJaJphh55CJaJh@CJaJh@h-h55CJaJh-h5CJaJh-h@B*CJaJph h-h55B*CJaJph-h-h@B*CJOJPJQJ^JaJphh-h5B*CJaJph) TK=x$$d%d&d'd(dIfNOPQR^`gd-;$$d%d&d'd(dIfNOPQR^`gdiWtc$If^`gd-$<^`a$ $^`a$nkd $$IfH^''0'2d4d4 Hap yt-       789:IJK񿶿h-h5CJaJh55CJaJh@CJaJh-h@B*CJaJphh-h5B*CJaJphh-h55CJaJh@h-h@CJaJCyh$If^`gd-$1$If^`gd-skd $$IfH2'Q'  0Q'4d4 Hazp yt-taP$If^`gd-$1$If^`gd-kd6$$IfH02{'I%  0Q'4d4 Hazpyt-taP$If^`gd-$1$If^`gd-kd$$IfH02{'I%  0Q'4d4 HazpytiWtaP$If^`gd-$1$If^`gd-kd$$IfH02{'I%  0Q'4d4 HazpytiWtaP$If^`gd-$1$If^`gd-kd$$IfH02{'I%  0Q'4d4 HazpytiWr_N$If^`gd-$1$If^`gd-kd$$IfH02{'I%  0Q'4d4 Hazpyt-r_N$If^`gd-$1$If^`gd-kd$$IfH02{'I%  0Q'4d4 Hazpyt-8reXE0P$1$If^`gd-$1$If^`gd- <1$^` $^`a$kd^$$IfH02{'I%  0Q'4d4 Hazpyt-89:Jww$1$If^`gd-ukd*$$IfHBu'3'  03'4d4 Hap yt-JKNn[[[$1$If^`gd-kd$$IfH0B "u'!U 03'4d4 Hapyt-KMN NRSZ[\^_ Nfgnoprs      ! ~  ! !!!J!K!R!S!T!o!p!!!!!ʼ٭h@h-h@B*CJaJphh-h55:CJaJh4Mh-h5CJaJh-h5B*CJaJphh-h@CJaJh-h55CJaJBS[\III$1$If^`gd-kd$$IfHFB "u'fxU  03'    4d4 Hapyt-[\_\III$1$If^`gd-kd$$IfHFB "u'fxU  03'    4d4 Hapyt-go\III$1$If^`gd-kdx$$IfHFB "u'fxU  03'    4d4 Hapyt-ops  \III$1$If^`gd-kdX$$IfHFB "u'fxU  03'    4d4 Hapyt-  !  \III$1$If^`gd-kd8$$IfHFB "u'fxU  03'    4d4 Hapyt- K!S!\III$1$If^`gd-kd$$IfHFB "u'fxU  03'    4d4 Hapyt-S!T!p!!\I4P$1$If^`gd-$1$If^`gd-kd$$IfHFB "u'fxU  03'    4d4 Hapyt-!!!""www$1$If^`gd-ukd$$IfHBu'3'  03'4d4 Hap yt-!!" 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