Archive for the Education Category

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.

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.

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.

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!

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…

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!

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.

Festive Open Day Season

Posted in Education, Maynooth with tags , , , , on November 25, 2022 by telescoper
Some Incomprehensible Marketing

We have reached the end of Week 9 at Maynooth University, so there are now just three weeks to go until end of term. All of sudden the shops are filled with Christmas whatnots and thingies, and I’ve finally bowed to pressure and bought a ticket for this year’s Messiah.

As usual for this time of the year we have a pair of Open Days for undergraduate admissions. The first was today, Friday, and catered mainly for school trips whereas tomorrow’s (i.e. Saturday’s) is usually more parents with their offspring. During the pandemic these events have been online but we’re now having them on campus so that prospective students see the important features on campus in the flesh:

For the last few years, I’ve been the main person responsible for running the Theoretical Physics part of these Open Days but now that duty has passed on to the new Head of Department. It’s not that I disliked doing these events, it’s just that I think it’s better from now on to have a fresher face doing them. Today for me has therefore largely been a normal teaching day and I’m also able to have a lie-in tomorrow morning.

In past years, before the pandemic, some lectures have been cancelled to make way for Friday Open Day talks. That has included the Friday lecture of my 2nd year module on Vector Calculus which takes place in a room previously needed for admissions business on Open Days. Now, however, a new teaching building is available and many of the Open Day talks are in there so my lecture went ahead as planned. The room next door to mine was however used for the Open Day and a group of about ten schoolgirls, dressed in green blazers and plaid skirts in a manner highly reminiscent of the Derry Girls, almost came into my lecture by mistake.

I saw quite a few visitors around the campus this morning, and some came into the Science Building for a look around, but I don’t know how busy the day was in comparison to previous November events on campus. I don’t know how busy it will be tomorrow either, as I shall be putting my feet up at home.

Today wasn’t quite a normal day, however. I had lunch in Pugin Hall. I used to do that regularly before the pandemic but today was the first time I’ve been there since March 2020. Either Pugin Hall has been closed or I’ve been too busy to have anything other than a sandwich in my office.

What is a Singularity?

Posted in Education, Maynooth, The Universe and Stuff with tags , , , , , , on November 24, 2022 by telescoper

Following last week’s Maynooth Astrophysics and Cosmology Masterclass, a student asked (in the context of the Big Bang or a black hole) what a singularity is. I thought I’d share my response here in case anyone else was wondering. The following is what I wrote back to my correspondent:

–oo–

In general, a singularity is pathological mathematical situation wherein the value of a particular variable becomes infinite. To give a very simple example, consider the calculation of the Newtonian force due  to gravity exerted by a massive body on a test particle at a distance r. This force is proportional to 1/r2,, so that if one tried to calculate the force for objects at zero separation (r=0), the result would be infinite.

Singularities are not always  signs of serious mathematical problems. Sometimes they are simply caused by an inappropriate choice of coordinates. For example, something strange and akin to a singularity happens in the standard maps one finds in an atlas. These maps look quite sensible until one looks very near the poles.  In a standard equatorial projection,  the North Pole does not appear as a point, as it should, but is spread along straight line along the top of the map. But if you were to travel to the North Pole you would not see anything strange or catastrophic there. The singularity that causes this point to appear is an example of a coordinate singularity, and it can be transformed away by using a different projection.

More serious singularities occur with depressing regularity in solutions of the equations of general relativity. Some of these are coordinate singularities like the one discussed above and are not particularly serious. However, Einstein’s theory is special in that it predicts the existence of real singularities where real physical quantities (such as the matter density) become infinite. The curvature of space-time can also become infinite in certain situations.

Probably the most famous example of a singularity lies at the core of a black hole. This appears in the original Schwarzschild interior solution corresponding to an object with perfect spherical symmetry. For many years, physicists thought that the existence of a singularity of this kind was merely due to the special and rather artificial nature of the exactly spherical solution. However, a series of mathematical investigations, culminating in the singularity theorems of Penrose, showed no special symmetry is required and that singularities arise in the generic gravitational collapse problem.

As if to apologize for predicting these singularities in the first place, general relativity does its best to hide them from us. A Schwarzschild black hole is surrounded by an event horizon that effectively protects outside observers from the singularity itself. It seems likely that all singularities in general relativity are protected in this way, and so-called naked singularities are not thought to be physically realistic.

There is also a singularity at the very beginning in the standard Big Bang theory. This again is expected to be a real singularity where the temperature and density become infinite. In this respect the Big Bang can be thought of as a kind of time-reverse of the gravitational collapse that forms a black hole. As was the case with the Schwarzschild solution, many physicists thought that the initial cosmologcal singularity could be a consequence of the special symmetry required by the Cosmological Principle. But this is now known not to be the case. Hawking and Penrose generalized Penrose’s original black hole theorems to show that a singularity invariably exists in the past of an expanding Universe in which certain very general conditions apply.

So is it possible to avoid this singularity? And if so, how?

It is clear that the initial cosmological singularity might well just be a consequence of extrapolating deductions based on the classical ttheory of general relativity into a situation where this theory is no longer valid.  Indeed, Einstein himself wrote:

The theory is based on a separation of the concepts of the gravitational field and matter. While this may be a valid approximation for weak fields, it may presumably be quite inadequate for very high densities of matter. One may not therefore assume the validity of the equations for very high densities and it is just possible that in a unified theory there would be no such singularity.

Einstein, A., 1950. The Meaning of Relativity, 3rd Edition, Princeton University Press.

We need new laws of physics to describe the behaviour of matter in the vicinity of the Big Bang, when the density and temperature are much higher than can be achieved in laboratory experiments. In particular, any theory of matter under such extreme conditions must take account of  quantum effects on a cosmological scale. The name given to the theory of gravity that replaces general relativity at ultra-high energies by taking these effects into account is quantum gravity, but no such theory has yet been constructed.

There are, however, ways of avoiding the initial singularity in classical general relativity without appealing to quantum effects. First, one can propose an equation of state for matter in the very early Universe that does not obey the conditions laid down by Hawking and Penrose. The most important of these conditions is called the strong energy condition: that r+3p/c2>0 where r is the matter density and p is the pressure. There are various ways in which this condition might indeed be violated. In particular, it is violated by a scalar field when its evolution is dominated by its vacuum energy, which is the condition necessary for driving inflationary Universe models into an accelerated expansion.  The vacuum energy of the scalar field may be regarded as an effective cosmological constant; models in which the cosmological constant is included generally have a bounce rather than a singularity: running the clock back, the Universe reaches a minimum size and then expands again.

Whether the singularity is avoidable or not remains an open question, and the issue of whether we can describe the very earliest phases of the Big Bang, before the Planck time, will remain open at least until a complete  theory of quantum gravity is constructed.

A Message of Solidarity

Posted in Education, Politics with tags , , on November 24, 2022 by telescoper

Today (and tomorrow) 70,000 members of the University and College Union at all 150 UK universities are on strike over over pay, working conditions and pensions.

Had I still been employed in the UK Higher Education system I would probably be standing on a picket line but I’m not, but at least I can send this message of solidarity to everyone who is!