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2015/16 Undergraduate Module Catalogue
PHYS1015 Modelling and Problem Solving
10 creditsClass Size: 40
Module manager: Prof. M. Savage
Email: m.d.savage@leeds.ac.uk
Taught: Semesters 1 & 2 (Sep to Jun) View Timetable
Year running 2015/16
Pre-requisite qualifications
To be studying Physics at level 1Co-requisites
| PHYS1200 | Physics 1 |
| PHYS1290 | Maths 1 |
This module is not approved as a discovery module
Module summary
Do you want to become a highly skilled problem solver?Do you want to develop those modelling and problem solving skills that are highly valued by employers and academics in HE STEM disciplines?Do you want the chance to work together in a small group to investigate interesting/challenging problems?If so, then you should consider enrolling for MMPS - Modelling and Problem Solving ( for physicists)This is a highly interactive module in which you will engage with tutors and with other students.Assessment is by 6 assignments, an in-class test and a report of a multi-stage, modelling investigation.This module will be particularly useful for these students who have studied at most 1 module of mechanics as part of A-Level Mathematics.Objectives
On completion of this module students will have- acquired knowledge and understanding of the key role that mathematical modelling plays in the solution of physical problems in physics and engineering
- developed two specific modelling skills
Learning outcomes
The two specific modelling skills that students will develop are :
1) “Setting Up A Model of the Real World” - the skill that enables students to convert a physical problem into a mathematical problem.
In PHYS1015, this skill will be consolidated by considering a range of interesting and challenging problems drawn from various parts of physics.
2) “Multi-Stage Modelling” – this refers to the problem solving skill that students develop by investigating/solving problems using a multi-stage modelling cycle
The first stage of the modelling cycle is to ‘set up a model”, the second is to “solve the mathematical problem” and the third is to” interpret and validate the solution”. Having gone around the cycle once, it is often necessary to determine ‘an improved solution” by refining the model and repeating the whole process once again!
Students will produce an individual report of each multi-stage modelling investigation for assessment. They will develop the ability to write and present a coherent account of their investigation that follows the various stages of the multi-stage modelling cycle.
Examples of Modelling Investigations ( 2012-2013):
Investigation 1
The Guiness Book of Records (1985) recorded that: “the greatest height reported for a dive into an air bag is 326ft = 99.36m by Dan Koko from the top of the Vegas world Hotel on August 13th, 1984”
Modelling Investigation
Specify and investigate the problems of interest to the scientists responsible for planning the dive.
Investigation 2
Alton Towers is a playground for seeing and experiencing mechanics in action!- and the waveswinger ride provides the focus for this second investigation. Students watched a video-clip illustrating what happens as the ride starts up from rest and the angular speed is gradually increased. A table-top model of a chair-o-plane enabled students to experiment and observe what happens as angular speed, mass of rider and length of the suspension rope are all varied.
Modelling Investigation
Specify and investigate the problems of interest to those scientists/engineers who designed the waveswinger ride.
Skills outcomes
Modelling (the ability to perform a multi-stage modelling investigation); problem solving
Team working; interpersonal communication; initiative
Written communication ( an independent report of a modelling investigation)
Syllabus
The multi-stage modelling investigation will be drawn from the field of Newtonian mechanics that is covered in PHYS 1200.
Physical problems designed to consolidate students ability to set up models and solve mathematical problems will be drawn from those areas of physics and applied mathematics that are covered either at A level or in semester 1 of the first year of the physics course.
Teaching methods
| Delivery type | Number | Length hours | Student hours |
| Lectures | 2 | 1.00 | 2.00 |
| Group learning | 28 | 1.00 | 28.00 |
| Private study hours | 70.00 | ||
| Total Contact hours | 30.00 | ||
| Total hours (100hr per 10 credits) | 100.00 | ||
Private study
Students will familiarise themselves with a number of on-line examples of modelling investigations which illustrate the use of a “modelling cycle”.Opportunities for Formative Feedback
The first 10 weeks is the preparation phase in which students are introduced to a wide range of interesting/ challenging problems with demonstrations - all designed to develop their ability to set up a model of the real world- and directive solutions for each problem considered.Students will submit solutions to 6 worksheets for assessment during the semester.
Methods of assessment
Coursework
| Assessment type | Notes | % of formal assessment |
| Report | Individual report of a modelling investigation of a modelling investigation | 50.00 |
| Problem Sheet | 6 x worksheets | 15.00 |
| In-course Assessment | In-class test | 35.00 |
| Total percentage (Assessment Coursework) | 100.00 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Reading list
The reading list is available from the Library websiteLast updated: 28/04/2015
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