Teaching mathematics to physicists in the UK-FLAP and PPLATO

Abstract

I N the late 1980s a problem began to emerge in the UK with mathematics teaching for undergraduate physics. A broader 16-19 curriculum in schools had encouraged more flexible study patterns, threatening the traditional pairing ofA-Level physics and A-Level mathematics. Increasingly, students were studying physics without mathematics and although these students were not usually intending physics degrees the syllabuses for physics and mathematics began to evolve separately. Physics was taught with less mathematics and mathematics was taught with less reference to physics. This decoupling of the two subjects produced an undergraduate physics intake that was less comfortable with using mathematics in physics, even those with good grades in both subjects. Physics departments had to restore the relationship between physics and mathematics expected of a professional physicist. The problem was exacerbated by the common practice in universities ofhaving service mathematics taught to physicists by mathematics departments. This tended to continue the decoupling rather than to restore the link. The realisation that mathematics, like other skills needed by a physicist, had to be securely embedded within the main subject teaching began to gain favour in the early 1990s. The changing patterns of A-level study also encouraged more flexible entry routes into physics degree courses for those without traditional A-level backgrounds in physics and mathematics. This led to the introduction ofFoundation or Access year programmes as a precursor to three year BSc Physics programmes. In 1992, following an initiative by the Institute of Physics in 1989, the project FLAP (Flexible Learning Approach to Physics) began [1]. FLAP was led by the University of Reading and the Open University as a consortium project on behalf of the university sector. Over 5 years it received £780K offunding from the UK Higher Education Funding Councils. It produced a high quality supported self-study resource covering first year and foundation year physics and its associated mathematics. This generous support allowed the production of extensive new text materials, designed for the purpose and unlike any pre-existing textbooks in physics or mathematics. It was described by some as a breath of fresh air. It allowed physics departments to create courses to their own design and specification in response to a diversifying and changing intake. Key features