This joint degree programme introduces fundamental and applied physics, while developing a philosophical understanding of the world we live in and the place we occupy within it.
Combining physics with philosophy offers students the chance to study, reflect on, and understand scientific material. Students can apply philosophical theory and ask the fundamental questions designed to investigate, enhance, and expand knowledge.
Students have the opportunity to learn from, and work alongside, our team of academics who can support and encourage them to apply imagination, creativity, and rigour to the solution of real-world problems. Individual and group projects during the course are designed to develop transferable skills.
This joint degree programme introduces fundamental and applied physics, while developing a philosophical understanding of the world we live in and the place we occupy within it.
Combining physics with philosophy offers students the chance to study, reflect on, and understand scientific material. Students can apply philosophical theory and ask the fundamental questions designed to investigate, enhance, and expand knowledge.
Students have the opportunity to learn from, and work alongside, our team of academics who can support and encourage them to apply imagination, creativity, and rigour to the solution of real-world problems. Individual and group projects during the course are designed to develop transferable skills.
Subject ranked top 15 in the UK for student satisfaction*
Additional problem-solving tutorials
Informed by cutting-edge research
Guest speakers from around the world
Accredited by the Institute of Physics (IOP)
Placement Year available
*Complete University Guide 2025 (out of 46 ranking institutions).
The course is designed to provide a thorough grounding in experimental and theoretical physics, alongside the study of philosophy. It is structured to enable students to engage with the core physics curriculum and to examine it from different perspectives more deeply.
Students can develop critical thinking and reflective skills alongside numerical and analytical methods of physics and mathematics, and practical scientific and research techniques. The course also aims to develop a wide range of transferable skills, including logical reasoning, critical analysis, communication, and teamwork.
In the first year, modules may include Geometrical Optics, Waves and Mechanics; Calculus; and Introduction to Philosophical Logic. Progressing into the second year students can study modules including Differential Equations, Condensed Matter Physics, and Philosophy of Science. The third year offers modules such as Physics of the Universe, Quantum Mechanics, and Contemporary Problems in Philosophy, in addition to a range of optional modules including Methods of Mathematical Physics, Newton's Revolution, and Fluid Dynamics.
The course is taught via lectures, problem solving classes, computer based classes, and seminars.
The course is designed to provide a thorough grounding in experimental and theoretical physics, alongside the study of philosophy. It is structured to enable students to engage with the core physics curriculum and to examine it from different perspectives more deeply.
Students can develop critical thinking and reflective skills alongside numerical and analytical methods of physics and mathematics, and practical scientific and research techniques. The course also aims to develop a wide range of transferable skills, including logical reasoning, critical analysis, communication, and teamwork.
In the first year, modules may include Geometrical Optics, Waves and Mechanics; Calculus; and Introduction to Philosophical Logic. Progressing into the second year students can study modules including Differential Equations, Condensed Matter Physics, and Philosophy of Science. The third year offers modules such as Physics of the Universe, Quantum Mechanics, and Contemporary Problems in Philosophy, in addition to a range of optional modules including Methods of Mathematical Physics, Newton's Revolution, and Fluid Dynamics.
The course is taught via lectures, problem solving classes, computer based classes, and seminars.
This module focuses on the concepts of the derivative and the Riemann integral, which are indispensable in modern sciences.
Two approaches are used: both intuitive-geometric, and mathematically rigorous, based on the definition of continuous limits. Important results are the Mean Value Theorem, leading to the representation of some functions as power series (the Taylor series), and the Fundamental Theorem of Calculus which establishes the relationship between differentiation and integration. Further calculus tools are explored, such as the general properties of the derivative and the Riemann integral, as well as the techniques of integration. In this module, students may deal with many "popular" functions used throughout mathematics.
This module presents an introduction to computer packages for analytic formulas manipulation (computer algebra) and technical computing. Students will also have the opportunity to develop skills including; utilising a logbook as a factual record and as reflective self-assessment to support their learning.
This module covers basic notions of modern physics. In electricity and magnetism these include Coulomb’s law, electrostatic vector and potential fields, magnetic fields, motion of charges and currents in electromagnetic fields, and the basics of electric circuits. In thermal these include the zeroth, and first and second laws of thermodynamics applied to different model situations. The quantum physics part introduces notions such as the wave-particle duality, the concept of wavefunction, energy quantization, and simple models of the atom.
This module introduces established theories describing optical, acoustic, and mechanical phenomena. The optics part includes Fermat’s principle of light propagation, Snell’s laws of reflection and refraction, thin lenses, and Huygens’s principle. The mechanics part includes the basic mathematical tools to describe the motion of objects (kinematics) and the laws of Newton (dynamics) underpinning these observed motions. The wave part of the module includes a discussion of propagating waves, the Doppler effect, phase and group velocities, and standing waves.
This module is designed to introduce students to the three areas of discussion in contemporary moral philosophy. Metaethics is concerned with the nature of morality itself and questions such as ‘Are there moral facts?’, ‘If there are moral facts, what is their origin?’. Normative ethics is the attempt to provide a general theory that tells us how to live and enables us to determine what is morally right and wrong. Applied ethics involves the application of ethical principles to specific moral issues (e.g., abortion, euthanasia, animal rights) and the evaluation of the answers arrived at through this application. This module aims to introduce students to all three of these branches of ethics.
This module introduces some of the basic ideas and concepts of philosophical logic and the technical vocabulary that is required for understanding contemporary philosophical writing. Students are introduced to logical concepts such as validity, soundness, consistency, possibility, necessity, contingency, inductive and deductive forms of argument, necessary and sufficient conditions, the rudiments of formalisation, and a range of logical fallacies. The emphasis will be on using logic to construct and evaluate arguments.
This module will provide students with the opportunity to learn practical skills needed for physical laboratory experiments.
The module provides a structured introduction to laboratory skills development with particular emphasis on measurement uncertainty. This module explores measurement and estimation followed by techniques in data analysis and presentation of data. Students will also have the opportunity to develop practical skills in a set of experiments which examples may include: basic electronic circuits, pendulum, Hooke's law, heat capacity, lenses.
This module describes vector spaces and matrices. Matrices are regarded as representations of linear mappings between vector spaces. Eigenvalues and eigenvectors are introduced, which lead to diagonalisation and reduction to other canonical forms. Special types of mappings and matrices (orthogonal, symmetric) are also introduced.
Calculus techniques already provide solutions of simple first-order differential equations. Solution of second-order differential equations can sometimes be achieved by certain manipulations. Students may learn about existence and geometric interpretations of solutions, even when calculus techniques do not yield solutions in a simple form. This is a part of the existence theory of ordinary differential equations and leads to fundamental techniques of the asymptotic and qualitative study of their solutions, including the important question of stability. Fourier series and Fourier transform are introduced.
This module provides an introduction to the classical second-order linear partial differential equations and techniques for their solution. The basic concepts and methods are introduced for typical partial differential equations representing the three classes: parabolic, elliptic, and hyperbolic.
This modules covers the first established classical theory of fields, namely the theory of electromagnetic fields. After introducing the necessary mathematical tools such as curl, divergence, and gradient, the module discusses the macroscopic and microscopic Maxwell’s equations of electromagnetism as well as their solutions for some model problems in vacuum and in some materials. Topics covered include Gauss’s law, Maxwell’s law of induction, Faraday’s law, time-dependent electromagnetic fields, electromagnetic waves, and dielectric and magnetic materials.
The aim of this module is to give students a thorough understanding of two intimately related philosophical traditions that came to prominence in the 19th and 20th centuries: existentialism and phenomenology. Each attempts to address the nature and meaning of human existence from the perspective of individual, first-person experience, focusing in particular on fundamental questions of being, meaning, death, nihilism, freedom, responsibility, value, human relations, and religious faith.
The module will examine selected existential themes through the writings of thinkers such as Kierkegaard, Nietzsche, Heidegger, Sartre, De Beauvoir, and Camus. Since existentialism is as much a artistic phenomenon as a philosophical one, students will also be given the opportunity to explore existentialist ideas in the works of various literary figures, such as Shakespeare, Dostoyevsky, Kafka, and Milan Kundera.
This module aims to provide students with the experience of working as part of a team on a project.
Students will have the opportunity to produce a set of deliverables relevant to their programme of study. Final deliverables will be negotiated between the group and their supervisor, the module coordinator will be responsible for ensuring that each project covers the learning outcomes of the module. Groups are expected to manage their own processes, and to hold regular meetings both with and without their supervisor. Groups will be allocated by the module coordinator and other members of staff. The process of development of the topic under study and the interaction and management of group members underpins the assessment of skills in the module.
This module describes how modern physics is used in everyday industrial practice. Examples used in this module will be aligned with the interests of the university's industrial partners and collaborators. The module also introduces how theoretical apparatus developed initially in physics finds its application in the field of economy.
This module is concerned with a modern formulation of mechanics called Lagranian mechanics whereby the actually observed motion of an object is viewed as one among many potentially conceivable motions. The selection process of the actual motion satisfies the so-called Principle of Minimum Action. The corresponding formalism allows to tackle very intricate mechanical problems and has many technical advantages with regards to changes of variables. A ‘dual’ theory called Hamiltonian mechanics can also be formalized with its own advantages to address problems in mechanics. These two theories constitute the foundation on which quantum mechanics, statistical and quantum field theories are based. The module delivery includes the Minimum Action Principle, Euler-Lagrange equations, Noether’s theorem, Hamilton’s equations, and Poisson brackets
This module explores a range of philosophical questions relating to the nature of science. How are scientific theories developed? Are scientific theories discovered through a ‘flash of genius’ or is something more methodical involved? How much of scientific discovery is down to careful observation? Do scientific theories tell us how the world really is? Do the entities scientific theories postulate – atoms, electromagnetic waves, and so on – really exist? Or are scientific theories merely useful models of reality? Is science independent of its social context? To what extent is scientific inquiry affected by gender, race or politics? Is there such a thing as truth that is not relative to a particular culture, social class or historical era? Drawing on accessible examples from a variety of scientific fields and by answering these and related questions, we shall try to reach an understanding of how science works.
This module introduces two pillars of modern physics: statistical mechanics and quantum physics. Both theories involve the combination of probability theory and physical concepts. The module will aim to equip students with the tools of probability theory necessary to engage with these two theories. It will then delve into a presentation of classical equilibrium statistical mechanics and the basic principles of quantum physics.
In contemporary research, condensed matter physics pertains to the physics of condensed phases of matter such as solid and liquids. Depending on the properties of interest, condensed matter physics is traditionally split in two different sub-fields: solid state physics dealing primarily with the behaviour of electrons in periodic solids, and soft-matter physics dealing with the properties of assemblies of atoms in a somewhat confined space. This module introduces the basic ideas of these two worlds from Drude’s model and the band theory of conductivity in solids to the physics of colloidal and polymeric systems.
The aim of the this module is to use appropriate cosmological models to understand the Universe from early to current and late epochs,
In this module the students have the opportunity to conduct modern physics research in a research group of the school, university or an external collaborating establishment.
This module gives students the opportunity to build and demonstrate problem-solving skills in the context of applied philosophy. Students will be introduced to the interdisciplinary methods of applied ethics and examine together a series of selected applied ethics case studies, drawn from a variety of different areas including health care, climate justice, AI, beginning and end of life. Students will then work on an individual project which they will present in poster form at the end of the module. The module will give students a thorough grounding in applied ethics and enable them to evidence the key employability skill of problem-solving in the context of applied philosophy.
This module provides an introduction to Indian philosophy and gives students the opportunity to study some of the classic texts of Indian philosophy in detail. While texts will be studied in English translation students will also gain a familiarity with the elements of classical Indian (principally Sanskrit) philosophical vocabulary. Topics will be drawn from both the astika (orthodox Hindu) schools such as Naya-Vaisheshika and Samkhya-Yoga and nastika schools such as Jainism and Buddhism, and will cover areas such as logic, epistemology, metaphysics, and linguistics.
This module gives students the opportunity to engage with some key issues and contemporary debates in key areas of philosophy, such as epistemological relativism, the nature of consciousness, the nature of causation in science, the nature of the self. The precise topics addressed will vary from year to year and students will have input into the choice of topics. The aim of the module is to explore in-depth some significant contemporary philosophical issues and to enable students to develop and enhance their key philosophical and debating skills.
This module gives a mathematical foundation of ideal and viscous fluid dynamics and their application to describing various flows in nature and technology.
Students are taught methods of analysing and solving equations of fluid dynamics using analytic and most modern computational tools.
This module gives students an opportunity to apply what they have learned in terms of philosophical methodology and analysis to issues involving political and legal institutions. For example, most people use concepts such as rights or justice in their everyday life, but few could articulate what those concepts mean. This makes discourse about political and legal matters difficult because there is no clarity, let alone agreement, about the concepts being used.
The module aims to equip students with methods to analyse and solve various mathematical equations found in physics and technology.
This module examines some of the philosophical issues raised by the Newtonian revolution in the natural sciences, such as: What is the nature of Newton’s distinction between ‘absolute’ and ‘relative’ space? In what sense can forces be said to exist? What is the ontology of force? Is it sufficient to provide a mathematical definition of force (e.g., f=ma)? Is gravity a special kind of force with its own unique set of properties? What is the nature of ‘action at a distance’? Is Newton’s view of space metaphysical? This is an interdisciplinary module that situates Newtonian science in its sociocultural context.
This module focuses on a range of philosophical questions relating to mental illness and its treatment. What makes a person mentally healthy or mentally unhealthy? What makes a conscious state psychotic or delusional? How might mental disorders be distinguished from non-disordered mental states and conditions? Would certain putative mental illnesses be better characterized as “problems with living” rather than as medical conditions? We will also consider questions raised by particular psychopathologies. Questions will be explored through the lens of recent literature in the analytic tradition, as well as seminal texts in the history of the philosophy of mental illness (e.g., Freud, Foucault, R.D. Laing).
This module is designed to provide students with an insight into the teaching of science at secondary school level and does this by combining university lectures with an experience of a placement in a secondary school science department. The module is particularly aimed at those considering a career in science teaching and provides students with an opportunity to engage with cutting edge science education research and will examine how this research impacts directly on classroom practice.
Students will have the opportunity to gain an insight into some of the key ideas in science pedagogy and how these are implemented in the school science lessons and will develop an understanding about the barriers to learning science that many students experience.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
This module focuses on the concepts of the derivative and the Riemann integral, which are indispensable in modern sciences.
Two approaches are used: both intuitive-geometric, and mathematically rigorous, based on the definition of continuous limits. Important results are the Mean Value Theorem, leading to the representation of some functions as power series (the Taylor series), and the Fundamental Theorem of Calculus which establishes the relationship between differentiation and integration. Further calculus tools are explored, such as the general properties of the derivative and the Riemann integral, as well as the techniques of integration. In this module, students may deal with many "popular" functions used throughout mathematics.
This module presents an introduction to computer packages for analytic formulas manipulation (computer algebra) and technical computing. Students will also have the opportunity to develop skills including; utilising a logbook as a factual record and as reflective self-assessment to support their learning.
This module covers basic notions of modern physics. In electricity and magnetism these include Coulomb’s law, electrostatic vector and potential fields, magnetic fields, motion of charges and currents in electromagnetic fields, and the basics of electric circuits. In thermal these include the zeroth, and first and second laws of thermodynamics applied to different model situations. The quantum physics part introduces notions such as the wave-particle duality, the concept of wavefunction, energy quantization, and simple models of the atom.
This module introduces established theories describing optical, acoustic, and mechanical phenomena. The optics part includes Fermat’s principle of light propagation, Snell’s laws of reflection and refraction, thin lenses, and Huygens’s principle. The mechanics part includes the basic mathematical tools to describe the motion of objects (kinematics) and the laws of Newton (dynamics) underpinning these observed motions. The wave part of the module includes a discussion of propagating waves, the Doppler effect, phase and group velocities, and standing waves.
This module is designed to introduce students to the three areas of discussion in contemporary moral philosophy. Metaethics is concerned with the nature of morality itself and questions such as ‘Are there moral facts?’, ‘If there are moral facts, what is their origin?’. Normative ethics is the attempt to provide a general theory that tells us how to live and enables us to determine what is morally right and wrong. Applied ethics involves the application of ethical principles to specific moral issues (e.g., abortion, euthanasia, animal rights) and the evaluation of the answers arrived at through this application. This module aims to introduce students to all three of these branches of ethics.
This module introduces some of the basic ideas and concepts of philosophical logic and the technical vocabulary that is required for understanding contemporary philosophical writing. Students are introduced to logical concepts such as validity, soundness, consistency, possibility, necessity, contingency, inductive and deductive forms of argument, necessary and sufficient conditions, the rudiments of formalisation, and a range of logical fallacies. The emphasis will be on using logic to construct and evaluate arguments.
This module will provide students with the opportunity to learn practical skills needed for physical laboratory experiments.
The module provides a structured introduction to laboratory skills development with particular emphasis on measurement uncertainty. This module explores measurement and estimation followed by techniques in data analysis and presentation of data. Students will also have the opportunity to develop practical skills in a set of experiments which examples may include: basic electronic circuits, pendulum, Hooke's law, heat capacity, lenses.
This module describes vector spaces and matrices. Matrices are regarded as representations of linear mappings between vector spaces. Eigenvalues and eigenvectors are introduced, which lead to diagonalisation and reduction to other canonical forms. Special types of mappings and matrices (orthogonal, symmetric) are also introduced.
Calculus techniques already provide solutions of simple first-order differential equations. Solution of second-order differential equations can sometimes be achieved by certain manipulations. Students may learn about existence and geometric interpretations of solutions, even when calculus techniques do not yield solutions in a simple form. This is a part of the existence theory of ordinary differential equations and leads to fundamental techniques of the asymptotic and qualitative study of their solutions, including the important question of stability. Fourier series and Fourier transform are introduced.
This module provides an introduction to the classical second-order linear partial differential equations and techniques for their solution. The basic concepts and methods are introduced for typical partial differential equations representing the three classes: parabolic, elliptic, and hyperbolic.
This modules covers the first established classical theory of fields, namely the theory of electromagnetic fields. After introducing the necessary mathematical tools such as curl, divergence, and gradient, the module discusses the macroscopic and microscopic Maxwell’s equations of electromagnetism as well as their solutions for some model problems in vacuum and in some materials. Topics covered include Gauss’s law, Maxwell’s law of induction, Faraday’s law, time-dependent electromagnetic fields, electromagnetic waves, and dielectric and magnetic materials.
The aim of this module is to give students a thorough understanding of two intimately related philosophical traditions that came to prominence in the 19th and 20th centuries: existentialism and phenomenology. Each attempts to address the nature and meaning of human existence from the perspective of individual, first-person experience, focusing in particular on fundamental questions of being, meaning, death, nihilism, freedom, responsibility, value, human relations, and religious faith.
The module will examine selected existential themes through the writings of thinkers such as Kierkegaard, Nietzsche, Heidegger, Sartre, De Beauvoir, and Camus. Since existentialism is as much a artistic phenomenon as a philosophical one, students will also be given the opportunity to explore existentialist ideas in the works of various literary figures, such as Shakespeare, Dostoyevsky, Kafka, and Milan Kundera.
This module aims to provide students with the experience of working as part of a team on a project.
Students will have the opportunity to produce a set of deliverables relevant to their programme of study. Final deliverables will be negotiated between the group and their supervisor, the module coordinator will be responsible for ensuring that each project covers the learning outcomes of the module. Groups are expected to manage their own processes, and to hold regular meetings both with and without their supervisor. Groups will be allocated by the module coordinator and other members of staff. The process of development of the topic under study and the interaction and management of group members underpins the assessment of skills in the module.
This module describes how modern physics is used in everyday industrial practice. Examples used in this module will be aligned with the interests of the university's industrial partners and collaborators. The module also introduces how theoretical apparatus developed initially in physics finds its application in the field of economy.
This module is concerned with a modern formulation of mechanics called Lagranian mechanics whereby the actually observed motion of an object is viewed as one among many potentially conceivable motions. The selection process of the actual motion satisfies the so-called Principle of Minimum Action. The corresponding formalism allows to tackle very intricate mechanical problems and has many technical advantages with regards to changes of variables. A ‘dual’ theory called Hamiltonian mechanics can also be formalized with its own advantages to address problems in mechanics. These two theories constitute the foundation on which quantum mechanics, statistical and quantum field theories are based. The module delivery includes the Minimum Action Principle, Euler-Lagrange equations, Noether’s theorem, Hamilton’s equations, and Poisson brackets
This module explores a range of philosophical questions relating to the nature of science. How are scientific theories developed? Are scientific theories discovered through a ‘flash of genius’ or is something more methodical involved? How much of scientific discovery is down to careful observation? Do scientific theories tell us how the world really is? Do the entities scientific theories postulate – atoms, electromagnetic waves, and so on – really exist? Or are scientific theories merely useful models of reality? Is science independent of its social context? To what extent is scientific inquiry affected by gender, race or politics? Is there such a thing as truth that is not relative to a particular culture, social class or historical era? Drawing on accessible examples from a variety of scientific fields and by answering these and related questions, we shall try to reach an understanding of how science works.
This module introduces two pillars of modern physics: statistical mechanics and quantum physics. Both theories involve the combination of probability theory and physical concepts. The module will aim to equip students with the tools of probability theory necessary to engage with these two theories. It will then delve into a presentation of classical equilibrium statistical mechanics and the basic principles of quantum physics.
In contemporary research, condensed matter physics pertains to the physics of condensed phases of matter such as solid and liquids. Depending on the properties of interest, condensed matter physics is traditionally split in two different sub-fields: solid state physics dealing primarily with the behaviour of electrons in periodic solids, and soft-matter physics dealing with the properties of assemblies of atoms in a somewhat confined space. This module introduces the basic ideas of these two worlds from Drude’s model and the band theory of conductivity in solids to the physics of colloidal and polymeric systems.
The aim of the this module is to use appropriate cosmological models to understand the Universe from early to current and late epochs,
In this module the students have the opportunity to conduct modern physics research in a research group of the school, university or an external collaborating establishment.
This module gives students the opportunity to build and demonstrate problem-solving skills in the context of applied philosophy. Students will be introduced to the interdisciplinary methods of applied ethics and examine together a series of selected applied ethics case studies, drawn from a variety of different areas including health care, climate justice, AI, beginning and end of life. Students will then work on an individual project which they will present in poster form at the end of the module. The module will give students a thorough grounding in applied ethics and enable them to evidence the key employability skill of problem-solving in the context of applied philosophy.
This module provides an introduction to Indian philosophy and gives students the opportunity to study some of the classic texts of Indian philosophy in detail. While texts will be studied in English translation students will also gain a familiarity with the elements of classical Indian (principally Sanskrit) philosophical vocabulary. Topics will be drawn from both the astika (orthodox Hindu) schools such as Naya-Vaisheshika and Samkhya-Yoga and nastika schools such as Jainism and Buddhism, and will cover areas such as logic, epistemology, metaphysics, and linguistics.
This module gives students the opportunity to engage with some key issues and contemporary debates in key areas of philosophy, such as epistemological relativism, the nature of consciousness, the nature of causation in science, the nature of the self. The precise topics addressed will vary from year to year and students will have input into the choice of topics. The aim of the module is to explore in-depth some significant contemporary philosophical issues and to enable students to develop and enhance their key philosophical and debating skills.
This module gives a mathematical foundation of ideal and viscous fluid dynamics and their application to describing various flows in nature and technology.
Students are taught methods of analysing and solving equations of fluid dynamics using analytic and most modern computational tools.
This module gives students an opportunity to apply what they have learned in terms of philosophical methodology and analysis to issues involving political and legal institutions. For example, most people use concepts such as rights or justice in their everyday life, but few could articulate what those concepts mean. This makes discourse about political and legal matters difficult because there is no clarity, let alone agreement, about the concepts being used.
The module aims to equip students with methods to analyse and solve various mathematical equations found in physics and technology.
This module examines some of the philosophical issues raised by the Newtonian revolution in the natural sciences, such as: What is the nature of Newton’s distinction between ‘absolute’ and ‘relative’ space? In what sense can forces be said to exist? What is the ontology of force? Is it sufficient to provide a mathematical definition of force (e.g., f=ma)? Is gravity a special kind of force with its own unique set of properties? What is the nature of ‘action at a distance’? Is Newton’s view of space metaphysical? This is an interdisciplinary module that situates Newtonian science in its sociocultural context.
This module focuses on a range of philosophical questions relating to mental illness and its treatment. What makes a person mentally healthy or mentally unhealthy? What makes a conscious state psychotic or delusional? How might mental disorders be distinguished from non-disordered mental states and conditions? Would certain putative mental illnesses be better characterized as “problems with living” rather than as medical conditions? We will also consider questions raised by particular psychopathologies. Questions will be explored through the lens of recent literature in the analytic tradition, as well as seminal texts in the history of the philosophy of mental illness (e.g., Freud, Foucault, R.D. Laing).
This module is designed to provide students with an insight into the teaching of science at secondary school level and does this by combining university lectures with an experience of a placement in a secondary school science department. The module is particularly aimed at those considering a career in science teaching and provides students with an opportunity to engage with cutting edge science education research and will examine how this research impacts directly on classroom practice.
Students will have the opportunity to gain an insight into some of the key ideas in science pedagogy and how these are implemented in the school science lessons and will develop an understanding about the barriers to learning science that many students experience.
† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
We want you to have all the information you need to make an informed decision on where and what you want to study. In addition to the information provided on this course page, our What You Need to Know page offers explanations on key topics including programme validation/revalidation, additional costs, and contact hours.
The course is assessed through a variety of method including coursework, examinations, written reports, and oral presentations.
The course is assessed through a variety of method including coursework, examinations, written reports, and oral presentations.
This programme is accredited by the Institute of Physics (IOP). Holders of accredited degrees are eligible for IOP membership and can follow a route to professional registration as a RSci, CPhys, and/or CSci.
Teaching on this course is conducted by academic members of staff who are active researchers in their fields. This research informs teaching at all levels of the programme. Staff conduct cutting-edge research in fundamental and applied mathematics and physics, ranging from pure mathematics to applied nano-science at the interface between biology, chemistry, physics, and mathematics. The School of Engineering and Physical Sciences collaborates with top research institutions in Germany, Japan, Norway, the Netherlands, Singapore, Spain, and the USA.
The School of Engineering and Physical Sciences regularly welcomes guest speakers from around the world. Recent visitors to the University of Lincoln have included former vice president of the Royal Astronomical Society Professor Don Kurtz, mathematician and author Professor Marcus du Sautoy OBE, and operations research specialist Ruth Kaufman OBE.
This course complements the key aspects of each subject, providing the ideal balance between Physics and Philosophy. The support of the lecturers is unrivalled, creating a warm and welcoming atmosphere from both subjects’ respective schools.
Jodie Renaud
BSc (Hons) Physics with Philosophy
Students on this course are encouraged to obtain and undertake work placements independently in the UK or overseas during their studies, providing hands-on experience in industry. These can range from a few weeks to a full year if students choose the sandwich year option. Placements may be conducted with external research institutions (which can be overseas). The option is subject to availability and selection criteria set by the industry or external institution. A Placement Year Fee is payable to the University of Lincoln during this year for students joining in 2025/26 and beyond. Students are expected to cover their own travel, accommodation, and living costs.
Graduates may pursue careers in the fields of science, education, finance, business, consultancy, and research and development. This degree promotes skills in creative, critical, and independent thinking. It may prove beneficial in careers requiring flexibility and the ability to formulate a persuasive case. This could include careers in politics and the media, as well as the civil service, among other areas. Some graduates may choose to continue their studies at postgraduate level.
104 UCAS Tariff points from a minimum of 2 A Levels to include 40 points in Maths.
BTEC and T Level qualifications will be considered provided a grade B is obtained in A Level Maths.
Access to Higher Education Diploma: 45 Level 3 credits with a minimum of 104 UCAS Tariff points including 40 points from 15 credits in Maths.
International Baccalaureate: 28 points overall to include a Higher Level Grade 5 in Maths.
GCSE's: Minimum of three at grade 4 or above, which must include English Maths and Science. Equivalent Level 2 qualifications may also be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, EPQ etc.
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page https://www.lincoln.ac.uk/studywithus/internationalstudents/englishlanguagerequirementsandsupport/englishlanguagerequirements/
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
For applicants who do not meet our standard entry requirements, our Science Foundation Year can provide an alternative route of entry onto our full degree programmes:
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
96 to 112 UCAS Tariff points.
This must be achieved from a minimum of 2 A Levels or equivalent Level 3 qualifications, to include 40 points from Maths. For example:
A Level: BCD to BBC to include a Grade B in Maths
BTEC qualifications will be considered provided a grade B is obtained in A Level Maths.
T-level will be considered provided a grade B is obtained in A Level Maths.
Access to Higher Education Diploma: 96 to 112 UCAS points to be achieved from 45 Level 3 credits, including 40 points from 15 credits in Maths.
International Baccalaureate: 28 points overall to include a Higher Level in Maths.
GCSE's: Minimum of three at grade 4 or above, which must include English, Maths and Science. Equivalent Level 2 qualifications may be considered.
The University accepts a wide range of qualifications as the basis for entry and do accept a combination of qualifications which may include A Levels, BTECs, Extended Project Qualification (EPQ).
We may also consider applicants with extensive and relevant work experience and will give special individual consideration to those who do not meet the standard entry qualifications.
Non UK Qualifications:
If you have studied outside of the UK, and are unsure whether your qualification meets the above requirements, please visit our country pages
https://www.lincoln.ac.uk/studywithus/internationalstudents/entryrequirementsandyourcountry/ for information on equivalent qualifications.
EU and Overseas students will be required to demonstrate English language proficiency equivalent to IELTS 6.0 overall, with a minimum of 5.5 in each element. For information regarding other English language qualifications we accept, please visit the English Requirements page
If you do not meet the above IELTS requirements, you may be able to take part in one of our Pre-sessional English and Academic Study Skills courses.
For applicants who do not meet our standard entry requirements, our Science Foundation Year can provide an alternative route of entry onto our full degree programmes:
https://www.lincoln.ac.uk/course/sfysfyub/lifesciences/
If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
Going to university is a life-changing step and it's important to understand the costs involved and the funding options available before you start. A full breakdown of the fees associated with this programme can be found on our course fees pages.
For eligible undergraduate students going to university for the first time, scholarships and bursaries are available to help cover costs. To help support students from outside of the UK, we are also delighted to offer a number of international scholarships which range from £1,000 up to the value of 50 per cent of tuition fees. For full details and information about eligibility, visit our scholarships and bursaries pages.
The best way to find out what it is really like to live and learn at Lincoln is to visit us in person. We offer a range of opportunities across the year to help you to get a real feel for what it might be like to study here.
