10 Workshop guide

10.1 Purpose of workshops

Workshops are a place to get to know your colleagues on the course and offer an opportunity to discuss physics as a part of solving problems.

You will practice problem solving in groups. In particular, you will learn how to analyse a problem, draw diagrams, write down appropriate equations, and clearly present your workings. You should bear in mind the following points:

Solutions should be more than just strings of equations; there should be a commentary to explain the solution.
A diagram can help to answer questions; make sure your diagram is clear and large enough to label and write on. Diagrams can be too small – they are rarely too big!

10.2 Workshop attendance

Attendance at workshops is required to receive a mark for your submitted workshop assignment (part 2 question). Absence from the workshop will result in zero marks unless you have reported your absence with a good reason. More information about absences can be found on the School of Physics Blackboard organisation which includes a link to the absence form.

10.3 Structure of workshops

The workshops are two hours long: check your individual timetable for time and location.

The workshops questions are divided into two parts as follows.

Part 1: Preliminary questions.
Part 2: Problem-solving question.

10.3.1 Part 1: Preliminary questions

These are “warm up”, practice questions which are relatively short.

These questions will be posted before the workshops to give you the opportunity to have a brief look through them beforehand if you wish: there is no obligation to do so. We have made this decision to post these questions beforehand by consideration of EDI issues and previous student feedback.

The preliminary questions do not count towards your final grade. During the workshop, your workshop leader will ask you to discuss with your colleagues what a student might find difficult for a given problem in Part One. For example, you can discuss:

What concepts are needed to solve the problem?
Was a diagram helpful?
What equations might help?
Are there any unit conversions?
Is there any information included that is not needed to solve the question?
Is there any assumption that you need to make to solve the problem?

These questions are helpful to consider before solving any problem.

10.3.2 Part 2: Problem-solving question

The Part 2 question will be released during your workshop by your workshop leader.

This question is more involved and open in structure.

This question is submitted to Blackboard for assessment either as an individual submission or a a group submission (i.e. single submission on behalf of the group). Refer to the “Workshop Schedule”. Note that Workshop 0 (during week 1) is formative.

You might be able to do the problem solving questions using pre-University knowledge. However, it will require some novel approaches and discussions with your colleagues. Usually, the main challenge is relating the problem description to the physical model needed to solve the questions.

The first step to solving a complex problem is to draw a diagram and work out what you already know (rather than worrying about what you do not know!). Write down formulas and physics related to the problem and start using them to analyse and solve it.
Hints will be available to help you on your way, but you should first discuss what you have already determined before asking for a hint.

We hope you enjoy the workshops!

10.4 Submitting your work

10.4.1 Preparation of part 2 solution

The full solutions to ‘Part Two’ should be submitted via Blackboard as a single PDF file after the session following the guidance below:

Read carefully the instructions for converting multiple pages of handwritten notes into a single PDF file.
Write your solutions clearly as possible.
Include your name and page number on every page.
All your hand written work should be scanned or photographed and saved as PDF files.
Combine the files in the correct order and save as a single PDF with the appropriate name (for example “Workshop0-YOUR_NAME”).
For group submissions make sure to include the names of all members of the group who made the contributions.

10.4.2 Submitting your part 2 solution

Under the “Assessment, submission and feedback” area of Blackboard, find the Submission Point for your workshop group. Note: the submission links will depend on the day of your workshop, i.e., your group number as noted in your timetable.

The instructions on how to submit your ‘Blackboard Assignment’ could be found here.

The deadline for submission is 5 pm a day after your workshop session

10.5 Marking scheme and feedback

10.5.1 Breakdown of marks

The following information expands on the grading criteria you will see on Blackboard.

10.5.1.1 Demonstration of understanding (5 points, 25%)

0 – No solutions provided
E – Little or no narrative provided. Some perfunctory mathematical “therefore” symbols used, but reader left making leaps of logic.
D – An attempt made to explain some points in the solution, but otherwise absent. Little more than short perfunctory statements offered to explain logic.
C – Some steps have explanatory notes, with links between equations as needed. Some steps missing explanation or leaps in logic made.
B – Most steps in the solution have an explanatory note with links between equations as needed. Not too detailed, but enough to guide the reader.
A – A clear progression shown from step to step, demonstrating understanding, links between equations, derivations (where appropriate) explained. An essay is not needed! Just logical steps.

10.5.1.2 Organisation of solutions (5 points, 25%)

0 – Nothing presented/completely unreadable.
E – Unacceptable organisation: Very little clarity in the solution presented, few logical steps between the solution, little or no working shown. Results difficult to identify in the solution.
D – Poor organisation: Large aspects of solution unclear, working not shown, “final answer” not clear from the rest of the work. Poorly presented diagrams, unclear/missing labels.
C – Fair organisation: Some aspects of the solution unclear, or “working” is not distinct from “final answer”, or some working not shown. Where diagrams used, most labels apparent and presented with reasonable clarity.
B – Good organisation: Solution laid out clearly, some elements unclear, but largely a clear solution, with most ‘working’ shown. Solutions presented using the space on the page with well labelled diagrams where appropriate.
A – Excellent organisation, clear delineation between presented solutions, explanations and rough working, with all results (including intermediate results) clearly displayed. All working shown, any mistakes/errors crossed through without total erasure. Solutions presented using the space on the page with well labelled diagrams where appropriate.

10.5.1.3 Application of knowledge - solution (10 points, 50%)

0 – No solutions provided
E – A poor solution or unfinished solution with very little correct, however an attempt was made. >20% in worked solution.
D – Substantial errors, or an incomplete solution with correct elements; or “correct answers” given but no route presented in the working. >40% in worked solution
C – Solution mostly correct, a few errors carried forward, one unit error. >60% in worked solution.
B – A largely correct solution, but precision not addressed >80% in worked solution.
A – A flawless solution with due consideration to units and precision. “Full marks” in worked solution.

10.5.2 Using your rubric score

It is very common for students to look for “why I lost marks”. Let us first dispel that idea; the rubric is constructed in such a way that marks are only ever awarded and never taken away. When you look at the rubric below you will see that each stage builds on the last. Therefore, when you see your score, you should reflect on which aspects of that stage your work best fulfils and identify which aspects you need to work on in order to advance to the next stage.

Please be reassured that students never lose marks in the course of grading an assessment. You are awarded marks for demonstrating understanding, but you are never penalised for making a mistake. This is why it is important to always show your working.

Also note that, in demonstrating understanding, credit is never fully awarded for the final answer on its own - it must be supported by appropriate working and reasoning. Above all, your mark is only a useful form of feedback if you properly reflect on it and understand how it was arrived at.

10.5.3 Accessing your workshop marks and feedback

It is best to view your feedback from a desktop computer or a laptop. Smartphones and tablets tend not to display feedback well.

Click on the “My Grades and Feedback” link to access your workshop marks and feedback.

Here we aim to give you more insight into how you’re scoring against the rubric: this should be used as a form of feedback to help you improve for the future.

Detailed instructions on how to access your feedback can be found here: Accessing marks and feedback in Blackboard or Turnitin.

10.5.4 Workshop answers

Model workshop solutions to part 1 for each workshop will be posted in the following week.