Archive for mathematics

Teaching Transforms

Posted in Education, History, Maynooth, The Universe and Stuff with tags , , , , , on November 21, 2024 by telescoper

We’re about two-thirds of the way into the Autumn Semester here at Maynooth and, by a miracle, I’m just about on schedule with both the modules I’m teaching. It’s always difficult to work out how long things are going to need for explanation when you’re teaching them for the first time.

One of the modules I’m doing is Differential Equations and Transform Methods for Engineering Students. I’ve been on the bit following the “and” for a couple of weeks already. The first transform method covered was the Laplace transform, which I remember doing as a physics undergraduate but have used only rarely. Now I’m doing Fourier Series, as a prelude to Fourier transforms.

As I have observed periodically, the differential equations and transform methods are not at all 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.

In the module I’m teaching, the applications are rather different from when I taught Fourier series to Physics students. Engineering students at Maynooth primarily study electronic engineering and robotics, so there’s a much greater emphasis on using integral transforms for signal processing. The mathematics is the same, of course, but some of the terminology is different from that used by physicists.

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 of 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!

Anyway, soon I’ll be moving onto the complex Fourier series and thence to Fourier transforms which is familiar territory, but I have to end the module with the Z-transform, which I have never studied and never used. That should be fun!

Midpoint at Maynooth

Posted in Biographical, Education, mathematics, Maynooth with tags , , , , on November 11, 2024 by telescoper

Amid all the excitement last week I forgot that it was the sixth teaching week of the Semester. That means that we’re now past the halfway point. Among other things that meant that examination papers were due in on Friday (8th November). That means two papers for each module I’m teaching, one to be sat in January and another for the repeat opportunity in August, so that’s four altogether.

I always find setting examination questions very difficult. In theoretical physics we want to stretch the stronger candidates at the same time as allowing the weaker ones to show what they can do. It’s a perennial problem how to make the questions neither too easy nor too difficult, but it is compounded this time by the fact that I’m teaching two modules for the very first time so judging the right level is tricky.

Another issue is that I’m once again in a situation in which I have to set examination papers without having taught all the material. At least I’ve covered the first half of the content so I have some idea of what the students found difficult, but that’s not the case for the second half. It should be a bit easier next year once I’ve experience of covering the whole syllabus. Assuming, of course, that I’m teaching the same modules again next year, which is by no means guaranteed…

I’m teaching a module on Differential Equations and Complex Analysis for 4th year students and just about ready to switch to the part that comes after the and. I taught a bit of Complex Analysis when I was at Sussex and I’m quite looking forward to it, although it does pose a particular challenge. Some of the class are doing a Double Major in Theoretical Physics and Mathematics, and have done quite a lot of Complex Analysis before, while others are doing a Single Major in Theoretical Physics and haven’t really done any. I have to somehow find a way to satisfy these two different groups. The only way I can think of to do that is to teach the subject as a physicist rather than a pure mathematician, with an emphasis on examples and real-world applications rather than in the abstract. We’ll see how this works out over the next few weeks.

P.S. On the subject of Complex Analysis, I just remembered this post from a few years ago.

Sturm und Liouville

Posted in Biographical, Education, mathematics with tags , , , , , on October 4, 2024 by telescoper

It’s Friday afternoon at the end of Week 2 here at Maynooth so I’ve now completed the 4th lecture of my 4th-year module Differential Equations and Complex Analysis. We’ve now in the section of Sturm-Liouville Theory. I’ve never taught this module before and, as always, teaching a new thing reminds me of all the things I had forgotten since I was a student. In this particular case, I still have the notes I took when I was studying this topic as an undergraduate. It’s scary to think the notes shown above were written by me 40 years ago!

Anyway, as I like to know something about the people behind the names, Sturm-Liouville Theory is named after Jacques Charles François Sturm (1803–1855)* and Joseph Liouville (1809–1882). Contrary to what I’d always assumed, Sturm was not German but was born in Geneva, which is now in Switzerland but which had been annexed by revolutionary France in 1798 so technically speaking he was born in France. Liouville was born in Saint-Omer, near Calais, which to my knowledge has never been part of Switzerland but has been part of the Spanish Netherlands.

*Given the dates, Sturm must have collaborated with Liouville after his earlier work with Drang

Leaving Certificate Results

Posted in Bad Statistics, Covid-19, Education, Maynooth with tags , , , , , , on August 23, 2024 by telescoper

Today’s the day that over 60,000 school students across Ireland are receiving their Leaving Certificate Results. As always there will be joy for some, and disappointment for others. The headline news relating to these results is that a majority (68%) of grades have been scaled up to that the distribution matches last year’s outcomes. This has meant an uplift of marks by about 7.5% on average, with the biggest changes happening at the lower levels of grade.

This artificial boost is a consequence of the generous adjustments made during the pandemic and apparent wish by the Education Minister, Norma Foley, to ensure that this year’s students are treated “fairly” compared to last year’s. Of course this argument could be made for continuing to inflate grades next year too, and the year after that. Perhaps the Minister’s plan seems to be to keep the grades high until after the next General Election, after which it will be someone else’s job to treat students “unfairly”. Anyway, you might say that marks have been scaled to maintain a Norma Distribution…

One can’t blame the students, of course, but one of the effects of this scaling is that students will be coming into third-level education with grades that imply a greater level of achievement than they actually have reached. This is a particular problem with a subject like physics where we really need students to be comfortable with certain aspects of mathematics before they start their course. It has been clear that even students with very good grades at Higher level have considerable gaps in their knowledge. This looks set to continue, and we will just have to deal with it. This issue was compounded for a while because Leaving Certificate grades were produced so late that first-year students had to start university a week late, giving less time for the remedial teaching that many of them needed. At least this year we won’t have that problem, so can plan some activities early on in the new Semester.

Anyway, out of interest – probably mine rather than yours – I delved into the statistics of Leaving Certificate results going back six years for Mathematics (at Higher A and Ordinary B) level, Physics and Applied Mathematics which I fished out of the general numbers given here.

Here are the results in a table, with the columns denoting the grade (1=high) and the numbers are percentages:

You can seen that the percentage of students getting H1 in Mathematics has increased a bit to 12.6% after falling considerably from 18.1% in 2022 to 11.2% last year (2023); note the huge increase in H1 from 2020 to 2021 (8.6% to 15.1%). Another thing worth noting is that both Physics and Applied Mathematics have declined significantly in popularity since 2019 from 7210.

Now that the results are out there will be a busy time until next Wednesday (28th) when the CAO first round offers go out. That is when those students wanting to go to university find out if they made the grades and university departments find out how many new students (if any) they will have to teach in September.

P.S. When I was a little kid we used to call a “Certificate” a “Stiff Ticket”. I just thought you would like to know that.

General Science at Maynooth

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

Following on – sort of – from yesterday’s post – here is a little promotional video about the ‘Omnibus’ Bachelor of Science undergraduate course (codename MH201). I have blogged about this course before (e.g. here) but this gives me an opportunity to repeat the salient points.

Currently, most students doing Science subjects here in Maynooth enter on the General Science programme a four-year Omnibus BSc course that involves doing four subjects in the first year, but becoming increasingly specialized thereafter. That’s not unlike the Natural Sciences course I did at Cambridge, except that students at Maynooth can do both Mathematical Physics and Experimental Physics in the first year as separate choices. I’d recommend anyone who wants to do Physics in the long run to do both of these, as they do complement each other. Other possibilities include Chemistry, Computer Science, Biology, etc.

In Year 1 students do four subjects (one of which has to be Mathematics). That is narrowed down to three in Year 2 and two in Year 3. In their final year, students can stick with two subjects for a Joint Honours (Double Major) degree, or specialise in one, for Single Honours.

I like this programme very much because it does not force the students to choose a specialism before they have had a taste of the subject, and that it is flexible enough to accommodate Joint Honours qualifications in, e.g., Theoretical Physics and Mathematics. It also allows us to enrol students onto Physics degrees who have not done Physics or Applied Mathematics as part of the Leaving Certificate.

Anyway, this video features Oisín Davey, who took Mathematical Physics, Experimental Physics, Chemistry and Mathematics in his first year. As a matter of fact I taught him in Year 1 (Mechanics & Special Relativity) and Year 2 (Vector Calculus and Fourier Series) but, despite that, as he explains, he has decided to persist with Mathematical Physics. He will be in the final year next academic year, after he returns from his summer in CERN, and I’ll be back from sabbatical.

Marking Scheme

Posted in mathematics with tags , , , on December 8, 2023 by telescoper

With Christmas looming and the January examination period getting closer, I thought I’d help (?) those involved in such assessments by sharing this model of an elegant marking scheme from a Mathematics examination.

What could be simpler?

Examinations, Past and Future

Posted in Biographical, Education, mathematics, Maynooth with tags , , , , , on June 7, 2023 by telescoper

No sooner is yesterday’s departmental Examination Board done and dusted (after just two and a half hours) when attention switches to school examinations. The Junior Certificate and Leaving Certificate examinations both start today, so the first thing I need to do is wish everyone taking examinations the very best of luck!

Among other things, the results of the leaving certificate examinations are important for next year’s University admissions. As we gradually dispense with the restrictions imposed during the pandemic, it seems this year we just might have the results before the start of teaching at the end of September. That will make a nice change!

In the system operating in England and Wales the standard qualification for entry is the GCE A-level. Most students take A-levels in three subjects, which gives them a relatively narrow focus although the range of subjects to choose from is rather large. In Ireland the standard qualification is the Leaving Certificate, which comprises a minimum of six subjects, giving students a broader range of knowledge at the sacrifice (perhaps) of a certain amount of depth; it has been decreed for entry into this system that an Irish Leaving Certificate subject counts as about 2/3 of an A-level subject for admissions purposes, so Irish students do the equivalent of at least four A-levels, and many do more than this. It’s also worth noting that all students have to take Mathematics at Leaving Certificate level.

Overall I prefer the Leaving Certificate over the UK system of A-levels, as the former gives the students a broader range of subjects than the latter (as does the International Baccalaureate). I would have liked to have been allowed to take at least one arts subject past O-level, for example.

For University admissions points are awarded for each paper according to the marks obtained and then aggregated into a total CAO points, CAO being the Central Applications Office, the equivalent of the UK’s UCAS. This means, for example, that our main Science pathway at Maynooth allows students to study Physics without having done it at Leaving Certificate level. This obviously means that the first year has to be taught at a fairly elementary level, but it has the enormous benefit of allowing us to recruit students whose schools do not offer Physics.

As much as I like the Leaving Certificate, I have concerns about using a simple CAO points count for determining entry into third-level courses. My main concern about is with Mathematics. Since the pandemic struck, students have been able to choose to questions from just six out of ten sections. That means that students can get very high grades despite knowing nothing about 40% of the syllabus. That matters most for subjects that require students to have certain skills and knowledge for entry into University, such as Physics.

I’ve been teaching the first year Mathematical Physics course in Maynooth for about 5 years. At the start of the module I put up a questionnaire asking the students about various mathematical concepts and asking them how comfortable they feel with them. It’s been noticeable how the fraction that are comfortable with basic differentiation and integration has been falling. That’s not a reflection on the ability of the students, just on the way they have been taught. As well as making adjustments during the pandemic for online teaching, etc, I have changed various things about the teaching, in particular adjusting the way I have introduced calculus into the module. Another problem is that we have been forced to start teaching first-years a week late because of delays to the CAO process caused by the pandemic.

I’ll be on sabbatical next academic year so I won’t be teaching the first-years (or anyone else) in September. It’s time to hand these challenges on to someone else!

String theory lied to us and now science communication is hard…

Posted in mathematics, The Universe and Stuff with tags , , on April 30, 2023 by telescoper

Taking the opportunity of the Bank Holiday weekend to catch up on some other blogs, I found this video on Peter Woit’s Not Even Wrong. It’s by Angela Collier. It’s a bit long for what it says, and I find the silly game going on while the speaker talks very irritating, but the speaker makes some very good points and it’s well worth watching all the way through. The most important message it conveys, I think, is how the hype surrounding string theory contributed to increasing public distrust of science and the media.

If I were a string theorist I probably wouldn’t appreciate this video, but I’m not and I do!

Newsflash – New MSc Course at Maynooth!

Posted in Education, mathematics, Maynooth with tags , , on April 8, 2023 by telescoper

I know it’s the Easter holiday weekend but I couldn’t resist sharing the exciting news that we have just received approval for a brand new Masters course at Maynooth University in Theoretical Physics & Mathematics. The new postgraduate course will be run jointly between the Departments of Theoretical Physics and Mathematics & Statistics, with each contributing about half the material. The duration is one calendar year (full-time) or two years (part-time) and consists of 90 credits in the European Credit Transfer System (ECTS). This will be split into 60 credits of taught material (split roughly 50-50 between Theoretical Physics and Mathematics) and a research project of 30 credits, supervised by a member of staff in a relevant area from either Department.

This new course is a kind of follow-up to the existing undergraduate BSc Theoretical Physics & Mathematics at Maynooth, also run jointly . We think the postgraduate course will appeal to many of the students on that programme who wish to continue their education to postgraduate level, though applications are very welcome from suitably qualified candidates elsewhere.

Although the idea of this course has been on the cards for quite a while, the pandemic and other issues delayed it until now. This has so recently been agreed that it doesn’t yet exist on the University admissions webpages. This blog post is therefore nothing more than a sneak preview. There isn’t much time between now and September, when the course runs for the first time, which is why I decided to put this advanced notice on here! I will give fuller details on how to apply when they are available. You will also find further information on the Department’s Twitter feed, so if you’re interested I suggest you give them a follow.

Foirmlí agus Táblaí

Posted in Education, Maynooth with tags , , on April 1, 2023 by telescoper

I’ve written on here before about Log Tables but since I’ve recently acquired a set of my own I thought I’d celebrate by mentioning them again. This is what the term “Log Tables” refers to in Ireland:

This book is in regular use in schools and colleges throughout Ireland, but that the term is a shorthand for a booklet containing a general collection of mathematical formulae, scientific data and other bits of stuff that might come in useful to students. There are a lot more formulae than tables, but everyone has calculators now so those aren’t really necessary. There is no table of logarithms in the Log Tables, actually. I suppose much older versions did have more tables, but as these were phased out the name just stuck and they’re still called Log Tables.

The official book costs €4. I bought it in Maynooth’s excellent local independent bookshop. The man who served me knew exactly what I meant when I asked for Log Tables.

I’m old enough to remember actually using tables of logarithms (and other mathematical tables  of such things as square roots and trigonometric functions, in the form of lists of numbers) extensively at school. These were provided in this book of four-figure tables (which you can now buy for 1p on Amazon, plus p&p).

As a historical note I’ll point out that I was in the first year at my school that progressed to calculators rather than slide rules (in the third year) so I was never taught how to use the former. My set of four-figure tables which was so heavily used that it was falling to bits anyway, never got much use after that and I threw it out when I went to university despite the fact that I’m a notorious hoarder.

Students in Theoretical Physics at Maynooth are allowed to ask for Log Tables in any formal examination. The formulae contained therein are elementary in terms of physics, so won’t help very much with more advanced examinations, but I have no problem with students consulting the Log Tables if their mind goes a bit blank.  It seems to me that an examination shouldn’t be a memory test, and giving students the basic formulae as a starting point if anything allows the examiner to concentrate on testing what matters much more, i.e. the ability to formulate and solve a problem. The greatest challenge of science education at University level is, in my opinion, convincing students that their brain is much more than a memory device.

Here’s an example page that shows some elementary formulae for Mechanics with explanations as Gaeilge in English.

These formulae come up in Physics and/or Applied Mathematics at Leaving Certificate but we don’t require students taking Mechanics in the first year to have done either of those subjects so many students find pages such as this very helpful.

I was interested to learn that colleagues in the Department of Mathematics and Statistics here in Maynooth do not allow the use of Log Tables in examinations. I don’t know why.