26th Australian Institute of Physics Congress and the Australian and New Zealand Conference on Optics and Photonics

Teaching Numerical Methods in Undergraduate Physics Degrees: Insights from Across Australian Universities

Not scheduled

20m

Belinda Hutchinson Building (The University of Sydney )

Invited talk AIP | Physics Education (PEG)

Speaker

Dr Amy Geddes (University of New South Wales)

Description

Numerical methods and computational modelling underpin much of modern physics research and is integral to industry roles. Not only are strong computational skills appealing to prospective employers, but the Australian Institute of Physics (AIP) accreditation of physics degrees require that graduates demonstrate competency in mathematical problem solving and coding. However, unlike other core physics topics, such as quantum mechanics and electromagnetism, there is not yet a widely adopted, standardised approach to teaching these skills.

Teaching students how to solve physics problems using numerical methods remains a challenge due to the diverse coding and maths backgrounds of undergraduate physicists. Students must translate mathematical and physical models into computer code, which requires them to integrate what they are learning in mathematics and physics courses with coding into a holistic approach to problem solving. This development may be impeded as the teaching of mathematics and physics is often siloed, with few conversations taking place about the approaches used in the respective subjects. Catalysing these discussions is an important first step in improving physics graduate outcomes.

We present a cross-sectional snapshot of how numerical methods are taught to undergraduate physics students in Australian universities. We surveyed and conducted semi-structured interviews with numerical methods lecturers who teach into AIP accredited physics degrees, with a focus on higher-year physics courses and maths courses that service physics degrees. We have identified common curriculum designs, course modalities, effective assessment strategies and teaching challenges from the perspective of lecturers across Australia. These findings will inform the development of an improved framework for teaching numerical methods and computational modelling and offers practical guidance for physics educators aiming to design or update their own numerical methods courses.