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2026: The Year Ahead

Posted in Biographical, Euclid, Maynooth with tags , , , on January 1, 2026 by telescoper 
For last year’s words belong to last year’s language
And next year’s words await another voice.
And to make an end is to make a beginning.

From Four Quartets, ‘Little Gidding’ by T. S. Eliot.

So it’s New Year’s Day. Athbhliain faoi mhaise dhaoibh!

For me this brings the festive season to an end. I’ve been eating and drinking too much for the last week as one is supposed to. Last night I brought in the new year with a dish of roast duck and the last of the Christmas vegetables. I think I’ll be buying any sprouts and parsnips for a while. When the iron tongue of midnight told twelve, I had a glass of excellent Irish Whiskey in the form of Clonakilty Single Pot Still (46%). It has been a most enjoyable week, but heightened level of self-indulgence has been rather exhausting, and I’ll be taking things a bit easier for a few days before I go back to work on Monday. It’s hard work being a glutton.

Anyway, I thought I’d mention a few things looking forward to the New Year.

January will, as usual, be dominated by examinations, and especially the marking thereof. The first examination for which I am responsible is on January 12th. The examination, incidentally, will be held in the Glenroyal Hotel in Maynooth as the Sports Hall on campus – usually a major exam venue – is out of commission due to building work.

I have a couple of writing deadlines, in addition to having to correct the examinations, so it will be a busy January.

Then February sees the start of a new semester. I’ll be teaching Particle Physics again. I was a bit surprised to be asked to teach this again, as I was filling last year in for our resident particle physicist who was on sabbatical. I’m glad to be able to continue with it given the work I put in to do it last time. My other module is Computational Physics which I have taught at Maynooth every year since 2018, apart from 2024 when I was on sabbatical. This time, however, I will have to think hard about how to deal with the use of generative AI in the coursework.

Will I get to teach any astrophysics or cosmology at Maynooth before I retire? That’s looking very unlikely. I think it’s probable that the new academic year, starting in September, will find me teaching the same modules as last year.

The year ahead will also see the first data release (DR1) from the European Space Agency’s Euclid Mission. The date for that will be October 21st 2026. This is a hard deadline. There’s a huge amount of work going on within the Euclid Consortium to extract as much science as possible from the observations so far before the data becomes public, but you’ll have to wait until October to find out more!

This reminds me that I forgot to share this nice image from Euclid that was released just before Christmas.

Galaxy NGC 646 looking like a cosmic holiday garland in this image from the European Space Agency’s Euclid space telescope.

Once upon a time, WordPress used to send an email about the year’s blog statistics, etc, but it stopped doing that some time ago. I checked this morning, however, and learned that traffice on the blog in 2025 was up by 2.6% since 2024. I’m not sure how meaningful this is, because there is so much scraping going on these days. That figure doesn’t include the people who get posts via email or RSS or via other platforms such as the Fediverse.

While I’m on about social media I’ll mention a stat about my Bluesky account. I joined Bluesky in 2023 when I abandoned Xitter. As of today I have 8,078 BlueSky followers, which is more than I ever had on X, and with far higher levels of engagement and much friendlier interactions.

I’m also on Mastodon, although with a much smaller following (1.4k). This blog also has a separate existence on Mastodon here. I very much like the federated structure of Mastodon (which, incidentally, accords with my view of how academic publishing should be configured) and am a bit disappointed that it doesn’t seem to have caught on as much as it should.

That disappointment pales into insignificance, however, with the outrage I feel that my employer – along with most other universities – persists in using Xitter. Touting for trade in a far-right propaganda channel is no way for a institution of higher education to behave. You can read my views on this matter here.

And finally there’s the Open Journal of Astrophysics. The year ahead will see the 10th anniversary of our first ever publication – on an experimental prototype platform, long before we moved to Scholastica. It will be next Monday before we resume publishing, starting Volume 9. Which author(s) will be the first to get their final versions on arXiv in 2026? Stay tuned to find out!

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Generative AI in Physics?

Posted in Artificial Intelligence, Education, mathematics, Maynooth with tags , , , , , , , , , on August 11, 2025 by telescoper

As a new academic year approaches we are thinking about updating our rules for the use of Generative AI by physics students. The use of GenAI for writing essays, etc, has been a preoccupation for many academic teachers. Of course in Physics we ask our students to write reports and dissertations, but my interest in what we should do about the more mathematical and/or computational types of work. A few years ago I looked at how well ChatGPT could do our coursework assignments, especially Computational Physics, and it was hopeless. Now it’s much better, though still by no means flawless, and now there are also many other variants on the table.

The basic issue here relates to something that I have mentioned many times on this blog, which is the fact that modern universities place too much emphasis on assessment and not enough on genuine learning. Students may use GenAI to pass assessments, but if they do so they don’t learn as much as they would had they done the working out for themselves. In the jargon, the assessments are meant to be formative rather than purely summative.

There is a school of thought that has the opinion that formative assessments should not gain credit at all in the era of GenAI since “cheating” is likely to be widespread. The only secure method of assessment is through invigilated written examinations. Students will be up in arms if we cancel all the continuous assessment (CA), but a system based on 100% written examinations is one with which those of us of a certain age are very familiar.

Currently, most of our modules in theoretical physics in Maynooth involve 20% coursework and 80% unseen written examination. That is enough credit to ensure most students actually do the assignments, but the real purpose is that the students learn how to solve the sort of problems that might come up in the examination. A student who gets ChatGPT to do their coursework for them might get 20%, but they won’t know enough to pass the examination. More importantly they won’t have learnt anything. The learning is in the doing. It is the same for mathematical work as it is in a writing task; the student is supposed to think about the subject not just produce an essay.

Another set of issues arises with computational and numerical work. I’m currently teaching Computational Physics, so am particularly interested in what rules we might adopt for that subject. A default position favoured by some is that students should not use GenAI at all. I think that would be silly. Graduates will definitely be using CoPilot or equivalent if they write code in the world outside university so we should teach them how to use it properly and effectively.

In particular, such methods usually produce a plausible answer, but how can a student be sure it is correct? It seems to me that we should place an emphasis on what steps a student has taken to check an answer, which of course they should do whether they used GenAI or did it themselves. If it’s a piece of code to do a numerical integration of a differential equation, for example, the student should test it using known analytic solutions to check it gets them right. If it’s the answer to a mathematical problem, one can check whether it does indeed solve the original equation (with the appropriate boundary conditions).

Anyway, my reason for writing this piece is to see if anyone out there reading this blog has any advice to share, or even a link to their own Department’s policy on the use of GenAI in physics for me to copy adapt for use in Maynooth! My backup plan is to ask ChatGPT to generate an appropriate policy…

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The 2025 Leaving Certificate Physics papers

Posted in Education, Maynooth with tags , , , on June 18, 2025 by telescoper

As I have already mentioned on this blog, examinations for the 2025 school Leaving Certificate are under way. One of the interesting things about the Irish system is that the examination papers are put up online immediately after the examinations so it’s very easy to share the content. I have already posted the two Mathematics papers for 2025. This year’s Physics examinations (at Ordinary and Higher level) took place this morning, so I thought I’d share the papers here. In particular, readers in the UK might be interested to compare the standard of these papers with that of current A-levels in Physics.

One thing I should mention is that Leaving Certificate Physics is not a prerequisite for entry into any of our Physics programmes at Maynooth University. Some do have it, but many don’t. We teach the first-year material from scratch for all students. Anyway, here are this years papers, Ordinary and Higher respectively. As usual comments are welcome, through the box below:

LC021GLP000EVDownload
LC021ALP000EVDownload

I think the Ordinary level paper could have done with better proof-reading. As well as Jim’s comment below, there is

Explain how your calculations can be used to verify the principle of conversation of
momentum.

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Getting there…

Posted in Biographical, Maynooth, The Universe and Stuff with tags , , on May 23, 2025 by telescoper

Despite having to take time out today to attend an Emergency Meeting of IFUT (about matters which may or may not be public soon), my marking duties are about halfway done and roughly on schedule. For one module, I have 60% of the assessment scores for 32 students and, for the other, about 40% of the assessment for 23 students. I make that about 51.6 of the total. The last piece of the puzzle won’t arrive on my desk until Wednesday morning, by which time I hope to have completed 100% of the 32, leaving just 60% of the 23, amounting to about 16.7% of the total, to be done in the second half of next week. I hope this clarifies the situation.

Meanwhile the weather has taken a turn for the worse, no doubt because of the imminent Bank Holiday weekend in the UK. Monday 26th is a holiday there. In Ireland, the next holiday is on Monday June 2nd, Lá Saoire i mí an Mheithimh See if you can pronounce that! Next Friday (30th May) is the day of the season finale of the National Symphony Orchestra at the National Concert Hall, which is Mahler’s 9th Symphony. I hope I’ll be finished marking in time for that so I can relax over the holiday weekend after what will have been a very hectic week and take some time off the following week to do a bit of travelling to attend to some personal matters.

Next week will start off, however, with the PhD viva of one of my students. I won’t be attending the actual examination, of course, but will be there for the subsequent formalities. It’s a distraction from grading, but a nice one.

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Half-term Time!

Posted in Biographical, Education, Maynooth with tags , , , , on March 14, 2025 by telescoper

After a Departmental meeting this afternoon being the last item on the agenda for this week, at last we’ve reached the Mid-Semester Half-Term Study-Week Break. Six weeks down, six weeks to go (not including an extra week off for Easter). This coming Monday is St Patrick’s Day, a national holiday here in Ireland, and the rest of the week is free from lectures, labs and tutorials. I have two batches of computational physics tests and a particle physics assignment to grade, four examination papers to write and a graduation ceremony to attend before we return, so it’s not exactly a holiday. I plan to try to make the most of the time freed up by not having to teach to finishing writing up at least one, and possibly two, papers.

I’m glad of the arrival of this break, as I’ve been running on empty for the last several days, the general sense of fatigue exacerbated by a flare-up of the arthritis in my knees. Doctors say that there’s no reliable evidence that arthritis pain correlates with the weather, but in my case it does seem to come on when the weather changes, especially when it suddenly becomes cold or damp as it has done over the past few days. I’ll be due for another steroid shot soon, which should help, and hopefully the weather will improve over the next few weeks. Possibly. It seems to be a tradition for St Patrick’s Day to take place during inclement weather so, while I plan to go and watch the parade in Maynooth on Monday, I won’t linger outside if it’s cold. I will be taking the whole day off though.

The second half of term should be a bit easier than the first. For one thing, we have another break coming up four weeks after the resumption. Good Friday is on April 18th, so that is a holiday, as is the following week. The second 6 weeks of the Semester is therefore split 4-2 with a week off in between. Moreover, I usually only give lectures in Computational Physics for 9 or 10of the 12 teaching weeks in the Semester, after which the students will be working on the mini-projects which form part of the assessment for this module.

Anyway, it’s time to head home via the shops and buy something to eat while I watch St Pat’s versus Bohemians on the telly box. I haven’t got the energy for anything else!

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Two Weeks into Term…

Posted in Biographical, Education, Maynooth with tags , on February 17, 2025 by telescoper

I thought that this semester would have had an easier start than the last because I am teaching only one new module (and one familiar one) instead of the two new modules I had last semester. Unfortunately I wasn’t very well before the start of this one and have been struggling to recover so this term hasn’t been easy at all and I’ve had a lot to catch up. At least I’ve managed to stay on top of the lectures and lab sessions and everything so far has gone relatively smoothly. I have to admit though that only two weeks in, I already feel extremely tired. I went to bed at 9pm last night and slept straight through to my alarm at 7am. I’m getting old.

Last week we had our Examination Board meeting for Semester 1 in the Department of Physics. I also attended the Examination Board for the Department of Engineering because I was teaching an Engineering Mathematics module last semester. The students in both Departments should receive their provisional examination results this week, although there have been some gremlins in the campus systems which may lead to a delay in the marks being released.

Semester 2 is a bit more complex than Semester 1 because of a number of interruptions for holidays, etc. The first Monday of this term was actually a holiday, but I don’t actually have lectures on Mondays this term so that didn’t matter, nor will Monday 5th May which is also a holiday. I do, however, have a Particle Physics lecture on Fridays so will miss one on because of the national holiday on April 18th for Good Friday and will have to plan accordingly. The following week (Mon-Fri, starting on 21st April) is the Easter Break, and the week from 17th to 21st March is Study Week (starting with the St Patrick’s Day national holiday on Monday 17th). Although the number of teaching weeks is the same as Semester 1, they are spread out over a longer period with two gaps instead of one. One break is coming up about a month from now, and then another a month after that. This schedule is rather kind to those of us Oldies who tire easily!

Although I’ve kept up with the teaching preparation reasonably well, I have let other things slip. In particular, I have a graduate student getting ready to submit their PhD thesis ahead of an imminent deadline. I promised to read it and supply suggestions/corrections which I have yet to. That’s right at the top of my list for this week.

Talking of PhD students, my first ever official PhD student at Maynooth has already already passed his viva voce examination – about a year ago actually – but owing to bureaucratic delays he won’t graduate until this year, at a conferring ceremony in the March study week mentioned above.

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The Dangers of AI in Science Education

Posted in Education with tags , , , , on January 17, 2025 by telescoper

I’m taking the liberty of reblogging this post from an experienced university teacher of chemistry and physics outlining some of the dangers posed by the encroachment of Artificial Intelligence into science education. It’s quite a long piece, but well worth reading in its entirety

The ethical case for resisting AI

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2025: The Year Ahead

Posted in Biographical, Euclid, Maynooth with tags , , , , on January 1, 2025 by telescoper 
For last year’s words belong to last year’s language
And next year’s words await another voice.
And to make an end is to make a beginning.

From Four Quartets, ‘Little Gidding’ by T. S. Eliot.

January is named after the Roman deity Janus, who according to Wikipedia, is the god of beginnings, gates, transitions, time, duality, doorways, passages, frames, and endings. Since I did a retrospective post yesterday about 2024 in retrospect, I thought I’d do a quick one today (1st January 2025) to mention a few things looking forward.

January will, as usual, be dominated by examinations, and especially the marking thereof. The first examination for which I am responsible is on January 13th.

February sees the start of a new semester. I’ll be teaching Particle Physics for the first time at Maynooth. I taught this subject for many years at Nottingham and Cardiff (the latter combined with Nuclear Physics), so it should be OK. My other module is Computational Physics which I have taught at Maynooth every year since 2018, apart from 2024 when I was on sabbatical.

The big event in March will be the release of “Q1” data from Euclid. This is only a very small part of the full survey, but is an important milestone and will no doubt attract a lot of press coverage. There’s a blog post by Knud Jahnke here. No doubt I’ll do a few blog posts too. The first full data release DR1 will take place in 2026. The Q1 release is timed to coincide with the annual Euclid Consortium Meeting, which this year takes place in Leiden. I won’t be able to attend in person, as it happens during teaching term, but may be able to follow some of the sessions remotely.

In April we will have a very special visitor to Maynooth to deliver the Dean’s Lecture (of which more anon). Much less significantly, I’ll be giving a Colloquium in the Department of Physics.

May will largely be taken up with second semester exams and assessments – there will be a lot of computational physics projects to correct as well as the usual examinations.

The annual meeting of the European Astronomical Society takes place in Cork in June. I’ve been to Cork before, but am looking forward to going again.

And then it will be summer. I did a lot of travelling during my sabbatical so I am not planning to travel much in 2025, though I may try to visit some more places in Ireland. Hopefully I’ll be able to get on with some research too. This year I am supervising my first MSc project at Maynooth, so that will be an interesting new experience.

And then we’re more-or-less into the next academic year 25/26. That’s beyond my planning horizon. I don’t know what I’ll be teaching, but it may be the same as 2024 (at least for Semester 1). I wonder if I’ll get to teach any astrophysics or cosmology here before I retire? It doesn’t look likely…

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Nearly there…

Posted in Biographical, Cardiff, Education, Maynooth with tags , , , on December 19, 2024 by telescoper

Today I completed the lectures for one of my modules, the one on Differential Equations and Transform Methods for Engineering students, and gave the penultimate lecture for Differential Equations and Complex Analysis for final-year Mathematical Physics students. Both were revision lectures. As campus has been very quiet for the last few days I didn’t expect many (if any) students to show up for either of these classes, but some did, although numbers were a long way down on the start of the year.

Campus is always quiet this close to the holiday, but this time there has been a bug going around which has led to a few more absences than usual among students. Some staff have been affected too. I had a mild dose of whatever it was earlier in the week but got over it relatively quickly.

Tomorrow, the last day of Semester 1, I have my last lecture of this term, followed by a couple of final-year project presentations. Then that’s it until 2025. I am already thinking about what to do tomorrow evening to mark the end of term. I haven’t reached any definite conclusions yet, but it will almost certainly involve wine. Then I suppose I’ll have to start my Christmas shopping which will include buying more wine.

I am a bit flush this week because I’ve finally received rebates of overpayment from OVO Energy and Dŵr Cymru Welsh Water relating to my former house in Cardiff. I sold this property months ago, after much tedious to-ing and fro-ing, but getting money back from utility companies is like getting blood out of a stone. OVO Energy were particularly bad, violating their statutory obligations. The offer3d me £60 additional payment in recognition of this but, although they eventually settled the bill, they never paid the compensation. It seems they just lied.

In contrast, and giving credit where it’s due, I am grateful to Cardiff City Council for paying back my overpaid Council Tax very promptly.

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Approaching Examinations

Posted in Education, Maynooth with tags , , , , , , , , on November 27, 2024 by telescoper

We’re in Week 9 of teaching in the Autumn Semester at Maynooth University, which means we’ve got one eye on the forthcoming Examination Period, which starts on 10th January 2025. Examination papers have already been prepared in draft form, and are now being checked ahead of printing. A draft examination timetable has also been released to staff, but not yet to students in case it has to be revised because of clashes.

I’m still on schedule with both my modules to finish the actual content in time to do use the last week for revision classes, going through past examination papers and generally helping the students prepare for the ordeals of January. There is a continuously-assessed component of both my modules, which counts 20% of the overall grade. One purpose of these assignments is to give the students some practice at the sort of problems they might encounter in the examinations: if they can do the assignments, they shouldn’t be too fazed by the examination questions. The purpose of the coursework is not just about passing examinations, however. I think the only way really to learn about mathematical physics is by doing it; the coursework is at least as important as the lectures and tutorials in terms of actually learning the subject. I think that modern higher education involves drastic over-assessment. Too much emphasis on grades and scores can be detrimental to real learning, but assessment that is formative can be extremely beneficial. Continuous assessment provides a way to give feedback to students on how they are doing, and to lecturers on how well the message is getting across; giving grades to such coursework is really just an incentive to the students to do it. It’s not primarily intended to be summative.

Anyway, back to examinations. One big difference between our examinations in Theoretical Physics in Maynooth and those at other institutions at which I’ve taught (in the UK) is that most of the papers here offer no choice of questions to be answered. Elsewhere it is quite common to find a choice of two or three questions from four or five on the paper. In my module on Differential Equations and Complex Analysis, for example, there are four questions on the examination paper and students have to do all of them for full marks.

One  advantage of our system is that it makes it much harder for students to question-spot in the hope that they can get a good grade by only revising a fraction of the syllabus. If they’re well designed, a few longish questions can cover most of the syllabus for a module, which they have to in order to test all the learning outcomes. To accomplish this, questions can be split into parts that may be linked to each other to a greater or lesser extent in order to explore the connections between different ideas, but also sufficiently separate that a student who can’t do one part can still have a go at others. With such a paper, however, it is a  dangerous strategy for a student to focus only on selected parts of the material in order to pass.

As an examiner, the Maynooth style of examination also has the advantage that you don’t have to worry too much if one question turns out to be harder than the others. That can matter if different students attempt different questions, as students might be penalized if they chose a particularly hard one, but not if everyone has to do everything.

But it’s not just the number of questions that’s important, it’s the duration. I’ve never felt that it was even remotely sensible for undergraduate physics examinations to be speed tests, which was often the case when I was a student. Why the need for time pressure? It’s better to be correct than to be fast, I think. I always try to set examination questions that could be done inside two hours by a student who knew the material, including plenty of time for checking so that even a student who made a mistake would have time to correct it and get the right answer. If a student does poorly in this style of examination it will be because they haven’t prepared well enough rather than because they weren’t fast enough.

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