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Marking Schemes

Posted in Biographical, Education, Maynooth with tags , , , on January 17, 2023 by telescoper

It’s 3.40pm so I’ve reached the tea interval on the first day of marking the scripts from my first-year module on Mechanics and Special Relativity. Blogging will be a bit thin until I’ve completed this task, which will take even longer than usual as we have more students on this module than in previous years, up by more than 50% on last year. At the current rate I estimate it will take me until Friday to finish.

It turned very cold here at the weekend and I realized I had run out of food for the birds so I had to dash out to the shops on Sunday and replenish my stock. When I refilled the feeders it only took a few minutes for the robin to arrive, closely followed by starlings, a magpie, some sparrows, a woodpigeon, and then some more starlings. While I was waiting for my pot of tea to brew I filled the dispensers again.

I woke up this morning to find a very hard frost in Maynooth. The temperature hasn’t risen above zero all day so the frost is still there now. I am at home while I do the marking, which gives me an excuse not to venture out into the cold (except to feed the birds). It’s nice to be in the warm, but marking at home ensures that I am not interrupted by anyone but myself and especially not a student who might wander into my office on campus with all the scripts lying around.

Some scripts (side view)

For the last two years we’ve held this examination as an online timed assessment, but now uses old-fashioned written answer books which are much easier on the eye. I still find however that I can only managed about 30 scripts in one sitting before my attention starts to wander. I’ve therefore divided them into five packets, taking a break when I’ve finished each one. Thirty is about the number of overs you get in a session of Test Match Cricket, though I don’t stick very strictly to the same timings; I don’t always have lunch at 1pm, for example.

I’ve often discussed the process of marking examinations with my colleagues and they all have different techniques. What I do is mark one question at a time rather than one script at a time. What I mean by that is that I go through every script marking all the attempts at Question 1, then I start again and do Question 2, etc. I find that this is much quicker and more efficient than marking all the questions in each script then moving onto the next script. The reason for this is that I can upload into my mind the model answer for Question 1 so that it stays there while I mark dozens of attempts at it so I don’t have to keep referring to the marking scheme. Other advantages are that it’s easier to be consistent in giving partial credit when you’re doing the same question over and over again, and that also you spot what the common mistakes are more easily.

Whichever way you do it, grading this number of examinations is a long job, a marathon not a sprint. We also owe it to the students to be as fair as possible, all of which means taking it at a steady pace.

Now, it’s 4pm and time for the resumption…

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Essays, Mills and ChatGPT

Posted in Education with tags , , , on January 13, 2023 by telescoper

I saw an article the other day about how “contract cheating” was endangering the integrity of Ireland’s universities. This refers to the problem of students outsourcing their assignments to professional essay mills. Given the enthusiasm that university managers have for outsourcing in other contexts I’d be surprised if they see this as a problem. Indeed, their response might well be to outsource the grading of assignments in a similar fashion. It does however raise questions about academic integrity for thus of us who care about such matters.

I have to admit that I’ve never really understood the obsession in some parts of academia with “the student Essay” as a form of assessment. I agree that writing skills are extremely important but they’re not the only skills it is important for students to acquire during the course of a degree. Of course I’m biased because I work in Theoretical Physics, an area in which student essays play a negligible role in assessment. Our students do have to write project reports, etc, but writing about something you yourself have done seems to me to be different from writing about what other people have done. While forms of assessment in science subjects have evolved considerably over the last 50 years, other domains still seem to concentrate almost exclusively on “The Essay”.

Whatever you think about the intrinsic value of The Essay (or lack thereof) it is clear that if it is not done in isolation (and under supervision) it is extremely vulnerable to cheating. The article I referred to above concentrates on the corrupting influence of “Essay Mills” who will produce – for a fee – an essay on a given topic.

I believe however that this is not the biggest threat to academic integrity. There is a lot of discussion going on these days about ChatGPT, an AI system that can produce text on demand using sources on the internet. This is not great at dealing with technically complex specialist topics but can produce plausible if somewhat superficial offerings in many circumstances where something less demanding is required. Indeed, the more banal the task the better ChatGPT does. For example, here is an AI version of a university Strategic Plan which captures the vacuous nature of such documents with uncanny accuracy:

According to a pilot programme of which I am aware, the present configuration of ChatGPT scores an average of about 70% on (short) student essay tasks. It won’t be long before it gets much better than that. I predict that something like it will soon put essay mills out of business as it will be far cheaper and its use far more widespread. This is the real threat to the viability of “The Essay” in a modern university. The response will need to be quick!

Update: piece from the Irish Times.

P.S. It’s worth mentioning that AI systems can also write simple computer code to a reasonable level of proficiency, so this vulnerability also affects programming tasks.

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Putting girls off Physics

Posted in Education, mathematics, Maynooth, Politics with tags , , on January 9, 2023 by telescoper

I see that Katharine Birbalsingh has resigned from her job as UK Government commissioner for social mobility. Apparently she feels she was “doing more harm than good”. If only the rest of the Government had that level of self-awareness.

I wrote about Katharine Birbalsingh last year, and her departure gives me the excuse to repeat what I said then. Birbalsingh is Head of a school in which only 16% of the students taking physics A-level are female (the national average is about 23%) and tried to explain this by saying that girls don’t like doing “hard maths”.

..physics isn’t something that girls tend to fancy. They don’t want to do it, they don’t like it.

Gender stereotyping begins at school, it seems.

There is an easy rebuttal of this line of “reasoning”. First, there is no “hard maths” in Physics A-level. Most of the mathematical content (especially differential calculus) was removed years ago. Second, the percentage of students taking actual A-level Mathematics in the UK who are female is more like 40% than 20% and girls do better at Mathematics than boys at A-level. The argument that girls are put off Physics because it includes Maths is therefore demonstrably bogus.

An alternative explanation for the figures is that schools (especially the one led by Katharine Birbalsingh, where the take-up is even worse than the national average) provide an environment that actively discourages girls from being interested in Physics by reinforcing gender stereotypes even in schools that offer Physics A-level in the first place. The attitudes of teachers and school principals undoubtedly have a big influence on the life choices of students, which is why it is so depressing to hear lazy stereotypes repeated once again.

There is no evidence whatsoever that women aren’t as good at Maths and Physics as men once they get into the subject, but plenty of evidence that the system dissuades then early on from considering Physics as a discipline they want to pursue. Indeed, at University female students generally out-perform male students in Physics when it comes to final results; it’s just that there are few of them to start with.

Anyway, I thought of a way of addressing gender inequality in physics admissions about 8 years ago. The idea was to bring together two threads. I’ll repeat the arguments here.

The first is that, despite strenuous efforts by many parties, the fraction of female students taking A-level Physics has flat-lined at around 20% for at least two decades. This is the reason why the proportion of female physics students at university is the same, i.e. 20%. In short, the problem lies within the school system.

The second line of argument is that A-level Physics is not a useful preparation for a Physics degree anyway because it does not develop the sort of problem-solving skills or the ability to express physical concepts in mathematical language on which university physics depends. In other words it not only avoids “hard maths” but virtually all mathematics and, worse, is really very boring. As a consequence, most physics admissions tutors that I know care much more about the performance of students at A-level Mathematics than Physics, which is a far better indicator of their ability to study Physics at University than the Physics A-level.

Hitherto, most of the effort that has been expended on the first problem has been directed at persuading more girls to do Physics A-level. Since all UK universities require a Physics A-level for entry into a degree programme, this makes sense but it has not been very successful.

I believe that the only practical way to improve the gender balance on university physics course is to drop the requirement that applicants have A-level Physics entirely and only insist on Mathematics (which has a much more even gender mix). I do not believe that this would require many changes to course content but I do believe it would circumvent the barriers that our current school system places in the way of aspiring female physicists, bypassing the bottleneck at one stroke.

I suggested this idea when I was Head of the School of Mathematical and Physical Sciences at Sussex, but it was firmly rejected by Senior Management because we would be out of line with other Physics departments. I took the view that in this context being out of line was a positive thing but that wasn’t the view of my bosses so the idea sank.

In case you think such a radical step is unworkable, I give you the example of our Physics programmes in Maynooth. We have a variety of these, including Theoretical Physics & Mathematics, Physics with Astrophysics, and Mathematical Physics and/or Experimental Physics through our omnibus science programme. Not one of these courses requires students to have taken Physics in their Leaving Certificate (roughly the equivalent of A-level) though as I explained in yesterday’s post, Mathematics is a compulsory subject at Leaving Certificate. The group of about first-year 130 students I taught this academic year is considerably more diverse than any physics class I ever taught in the UK, and not only in terms of gender…

I contend that the evidence suggests it’s not Mathematics that puts female students off Physics, a large part of it is A-level Physics.

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Mathematics for All?

Posted in Education, mathematics, Maynooth, Politics with tags , , on January 8, 2023 by telescoper
Random maths stuff to scare Simon Jenkins.

One of the things I noticed in the news from the UK last week was PM Rishi Sunak’s suggestion that all school students in England should study mathematics to age 18. I’ve emphasized in England because responsibility for education is devolved to the governments of Scotland, Wales and Northern Ireland so what the Prime Minister on this matter says has no bearing outside England.

Anyway, two of the obvious fundamental problems with Sunak’s proposal are:

  1. How will making mathematics a compulsory subject at age 16-18 fit within the current system of A-levels, in which most students study only three subjects?
  2. Who is going to teach all the extra lessons required when there is already a shortage of STEM teachers?

I’m not sure of the extent to which Sunak has thought through this plan. I suspect it’s nothing more than the usual sort of half-baked idea that his type of politician likes to float in order to distract attention away from serious problems elsewhere (e.g. NHS, the economy, strikes, etc). The suggestion has generated a wide range of responses, including from the Guardian’s resident idiot Simon Jenkins who, as usual, misses the point spectacularly when he writes:

Like many of my generation, I did basic and advanced maths to age 16. This embraced complex algebra, trigonometry, quadratic equations, differential calculus, the use of logarithms and old-fashioned slide rules. I cannot recall ever using one jot of it, all now forgotten. 

I’m tempted to suggest that if Simon Jenkins hadn’t forgotten what he’d learnt at school he might write less garbage, but I won’t. I also studied these things to age 16 and, because I chose a career in science, I have used all of them (except slide rules, which were obsolete, but including logarithms). Of course not everyone will feel the same.

I should however point out that as well as Mathematics and science subjects I also studied Geography, History, French, Latin, and English Literature to O-level (which I took at age 16). I don’t think I have ever “used” any of these since, but I do not for one minute regret having studied them. In my opinion education is not just about the acquisition of things to use, but represents a way of opening the mind up to a range of different ways of thinking. Mathematical reasoning is not the only way of thinking but it is important, as is the process involved in learning another language. As I have written on this blog many times before, education is not just about “skills training”: it’s about expanding the mind.

Putting most of Simon Jenkins’s childish rant to one side, there is a serious point buried in it. What Sunak seems to want to achieve is increased levels of basic numeracy which does not require the fluency in trigonometry or differential calculus. The question then is what has gone wrong with the education of a student who hasn’t acquired that knowledge by the age of sixteen? I’d suggest that indicates as significant failing of the pre-16 education system, which is therefore what needs to be fixed. Remedial action in post-16 education is at best a sticking-plaster solution, when more fundamental reform is required.

I feel obliged to point out, however, that here in Ireland, Mathematics is indeed a compulsory subject up to age 18 at least for those students who take the Leaving Certificate. This plays a role here similar to that of GCE A-levels in the UK, but most students take 7 subjects rather than just three. Mathematics is compulsory (as are English and Irish). All subjects can be taken at Ordinary or Higher level in the Leaving Certificate and Mathematics can also be taken at Foundation level (as can Irish).

Last Semester I was involved in teaching Mathematical Physics to a class of about 130 first-year students at Maynooth University. Most of these students are doing our General Science degree, entry to which requires just Ordinary level mathematics and one science subject at Leaving Cert.

The great strength of the Leaving Certificate, which it shares with the International Baccalaureate, is its breadth. I think having English as a compulsory subject for everyone is just as positive as the Mathematics requirement. The concentration of subjects at A-level can work very well for students who know what they want to do after School – as it did with me – but there are dangers involved in pigeonholing students at age 16. A broader education does not put so much pressure on students to decide so young.

Moving to something more like the Leaving Certificate addresses Item 1. at the start of this piece, but Item 2. remains an issue for England as it does in Ireland. In reality the choice for many students is restricted not by the examination system by the lack of specialist teachers in schools, especially (not not only) in STEM subjects. The problem there is that the pay and working conditions for teachers in state schools are not commensurate with their importance to society. I don’t see Sunak showing any inclination to change that situation.

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First Day Back

Posted in Biographical, Education, Maynooth with tags , on January 3, 2023 by telescoper

So here we are, then, 3rd January 2023 and my first day back after the Christmas break. Maynooth University Campus has been largely deserted, though a few of my colleagues have been in today.

Quite a few people seem to have been down with various bugs over the holiday, including a few that have tested positive for Covid-19. We haven’t had information about actual case numbers since before Christmas but I expect a big increase when the figures are announced later this week. Hospitals are already under pressure here in Ireland so things could be quite difficult during the next few weeks.

My plans to do an in-person revision lecture were foiled by the fact that the teaching room I planned to use was locked so I adopted plan B which was to put up some lecture recordings to help the students with their revision ahead of the examination period which starts on Friday. That’s a bit early, really, as 6th January (being Epiphany) is still very much a part of the Christmas season for many people. I remember trying to arrange a meeting on January 6th years ago with a European collaboration only to be met with complete disbelief. At least the first examination for which I am responsible isn’t until Saturday.

For many of the students taking examinations in subjects I have been teaching, these will be the first University examinations and I’m sure many of them are a bit apprehensive, so I thought I’d pass on some advice.

  1. Try to get a good night’s sleep before the examination and arrive in plenty of time before the start. Spending all night cramming is unlikely to help you do well. Prepare well in advance so you’re relaxed when the time comes.
  2. Read the entire paper before starting to answer any questions. In particular, make sure you are aware of any supplementary information, formulae, etc, given in the rubric or at the end.
  3. Start off by tackling the question you are most confident about answering, even if it’s not Question 1. This will help settle any nerves. You’re under no obligation to answer the questions in the order they are asked.
  4. Don’t rush! Students often lose marks by making careless errors. Check all your numerical results on your calculator at least twice and – PLEASE – remember to put the units!
  5. Don’t panic! You’re not expected to answer everything perfectly. A first-class mark is anything over 70%, so don’t worry if there are bits you can’t do. If you get stuck on a part of a question, don’t waste too much time on it (especially if it’s just a few marks). Just leave it and move on. You can always come back to it later.

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Here Endeth the Term

Posted in Biographical, Education, Maynooth on December 16, 2022 by telescoper

So here we are, then, the last day of teaching term at Maynooth University. There is still another week before Christmas of course, but no lectures next week. I’ll be returning to action on 3rd January for a couple of revision lectures for my 2nd year module, the exam being on 7th January 2023. Yes, that’s a Saturday. I hope to get those scripts marked before my second and much larger examination on 14th January. Yes, that’s also a Saturday.

It’s been an exhausting term and I’m glad there’s a break. I just have a couple of non-teaching things to do before the official closure on Wednesday 21st, but I think I can do all those from home.

Teaching a group of students from very different backgrounds, such as our first-year general science group, can be very challenging but also very rewarding. Among the fully justified criticisms of my teaaching there were some very nice comments in the module questionnaire returns this year, especially for my team of tutors on MP110 so I think I should end the term by saying a very public thank you to Aoibhinn, Kay, and Thomas, all of whom have been wonderfully support not only of the students but of their ageing lecturer.

Next Semester, which starts after the end of the exam period in late January, should be a little less stressful, as I’m teaching smaller classes in the 3rd year and 4th year.

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Preparing for Exams

Posted in Biographical, Education, Maynooth with tags , on December 14, 2022 by telescoper

Just time for a very quick post today to mark the fact that this afternoon I did my last lecture of the 2022 calendar year, a revision class on special relativity. I’ll be back to do further classes in January ahead of the examinations but that’s it for me until after Christmas. It’s been a very hectic term so I’m glad it’s almost over.

Thoughts are now turning to the exams, I ended today’s lecture with some tips about examinations as the January session will be the first most students have ever had at third level. The tips I passed on today included:

  1. Try to get a good night’s sleep before the examination and arrive in plenty of time before the start.
  2. Read the entire paper before starting to answer any questions. In particular, make sure you are aware of any supplementary information, formulae, etc, given in the rubric or at the end.
  3. Start off by tackling the question you are most confident about answering, even if it’s not Question 1. This will help settle any nerves.
  4. Don’t rush! Students often lose marks by making careless errors. Check all your numerical results on your calculator at least twice and – PLEASE – remember to put the units!
  5. Don’t panic! You’re not expected to answer everything perfectly. A first-class mark is anything over 70%, so don’t worry if there are bits you can’t do. If you get stuck on a part of a question, don’t waste too much time on it (especially if it’s just a few marks). Just leave it and move on. You can always come back to it later.

Readers of this blog are welcome to add other tips through the comments box below!

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The Passage of Time

Posted in Biographical, Education, History with tags , , on December 12, 2022 by telescoper

We have arrived at last at the final week of teaching for this term. The way the timetable has worked out, my last lecture before the break will be on Wednesday afternoon. Later that evening we have our staff Christmas party. I did one lecture this morning, by the end of which I had completed the syllabus for my Mechanics & Special Relativity Module. I have two more sessions with that class, tomorrow and Wednesday, which I will devote to some worked examples and revision for the examination which is on January 14th.

I’m sure the students are tired too, but at least they have the advantage of youth which probably endows them with more energy than I can summon at this point!

Two events over the weekend added to the general sense of exhaustion and made me feel even older. One was that a very dear friend whom I first met, when he was 19 and I was 29, just had his 50th birthday. I remember very well celebrating his 20th. For some reason I felt more comfortable when our ages began with the same digit, if only for a few months. Now he’s 50 and I’m 59…

The other thing that happened was that last night I watched the first episode of a three-part documentary series The Irish Civil War. I thought it was excellent and will definitely watch the other two programmes. The Irish Civil War, which was raging 100 years ago, was as brutal as it was tragic and the episode made uncomfortable viewing, not least because even a century later many of the scars are still painful.

The thought suddenly struck me watching the programme that I was born in 1963, just 40 years or so after the end of the Civil War and 20 years closer in time to that event than to today. Time passes.

Anyway, enough of that. I don’t have time to mope about feeling old. I’ve got some examples to work out for tomorrow’s lecture, including a problem on time dilation…

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Teaching and Fourier Series

Posted in Education, mathematics, The Universe and Stuff with tags , , , , on December 1, 2022 by telescoper

Now as we approach the last fortnight of term, I am nearing the end of both my modules, MP110 Mechanics 1 and Special Relativity and MP201 Vector Calculus and Fourier Series, and in each case am about to start the bit following the “and”…

In particular, having covered just about everything I need to do on Vector Calculus for MP201, tomorrow I start doing a block of lectures on Fourier Series. I have to wait until Monday to start doing Special Relativity with the first years.

As I have observed periodically, the two topics mentioned in the title of the module MP201 (Vector Calculs and Fourier Series) are not disconnected, but are linked via the heat equation, the solution of which led Joseph Fourier to devise his series in Mémoire sur la propagation de la chaleur dans les corps solides (1807), a truly remarkable work for its time that inspired so many subsequent developments.

Anyway I was looking for nice demonstrations of Fourier series to help my class get to grips with them when I remembered this little video recommended to me some time ago by esteemed Professor George Ellis. It’s a nice illustration of the principles of Fourier series, by which any periodic function can be decomposed into a series of sine and cosine functions.

This reminds me of a point I’ve made a few times in popular talks about astronomy. It’s a common view that Kepler’s laws of planetary motion according to which which the planets move in elliptical motion around the Sun, is a completely different formulation from the previous Ptolemaic system which involved epicycles and deferents and which is generally held to have been much more complicated.

The video demonstrates however that epicycles and deferents can be viewed as the elements used in the construction of a Fourier series. Since elliptical orbits are periodic, it is perfectly valid to present them in the form a Fourier series. Therefore, in a sense, there’s nothing so very wrong with epicycles. I admit, however, that a closed-form expression for such an orbit is considerably more compact and elegant than a Fourier representation, and also encapsulates a deeper level of physical understanding. What makes for a good physical theory is, in my view, largely a matter of economy: if two theories have equal predictive power, the one that takes less chalk to write it on a blackboard is the better one!

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Five Years in Maynooth!

Posted in Biographical, Education, Maynooth with tags , on December 1, 2022 by telescoper


It is 1st December 2022, which means that it’s five years to the day since I started work at Maynooth University. So much has happened in that period it seems very much longer since I first arrived here.
I’m very happy that I made the move here all those years ago. I won’t deny that the past five years have had their frustrations. The teaching and administrative workload, especially for the three years I was Head of Department, especially during the Covid-19 pandemic, has been very heavy and has made it difficult to be very active in research.
Last year was a particularly tough year for the Department of Theoretical Physics, when we were forced to teach a whole year with only half the usual number of full-time teaching staff. It was very depressing not being able to deliver as a good a teaching experience as we wanted without the necessary resources. There never seems to be any shortage of funds for new senior management positions but not for the staff who actually perform the main function of a University.
Fortunately our immediate staffing problem has passed and we now have our usual number of lecturers in place. I was entitled to take a sabbatical when I reached the end of my term as Head of Department, but I deferred it because I didn’t want to leave my colleagues short-staffed again before the ship was properly steadied. I will put in a request in January to take it in 2023/24. If anyone out there feels like playing host to an old cosmologist please let me know!
On the bright side, I have great colleagues in the Department and the students are very engaged. There are few things in life more rewarding than teaching people who really want to learn. This year so far has been particularly enjoyable, if tiring because we have a large first year. I have also acquired two more PhD students and a Research Masters student.
The thing I’m probably most proud of over the past five years is, with the huge help of staff at Maynooth University Library, getting the Open Journal of Astrophysics off the ground and attracting some excellent papers. We’re still growing, though perhaps not as quickly as I’d hoped. The pandemic had something to do with that.
So, after a few years of hard and at times dispiriting slog, things are going pretty well. Meanwhile, in Brexit Britain, events have turned out exactly as I predicted, especially this:
Brexit will also doom the National Health Service and the UK university system, and clear the way for the destruction of workers’ rights and environmental protection. The poor and the sick will suffer, while only the rich swindlers who bought the referendum result will prosper. The country in which I was born, and in which I have lived for the best part of 54 years, is no longer something of which I want to be a part.
In other words I don’t regret for one minute my decision to leave Britain. Incidentally, five years is the term needed to qualify for Irish nationality by residence so if I had needed to I could now apply via that route.
I noticed looking at the similar post I wrote on this day last year that academic colleagues in the UK were on strike on that day. They are still taking industrial action, and indeed were on strike yesterday. My biggest fear for the Irish Higher Education system is that it follows the “business model” of soulless teaching factories with courses delivered by demoralized staff on casual teaching contracts. Things are definitely going that way here and this trend must be resisted.

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