This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 10/01/2023 11:01:00
|
Title of Module: Sequences & Patterns |
|---|
|
Code: MATH07002 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Computing, Engineering and Physical Sciences |
|---|
| Module Co-ordinator: | Alan
J.
Walker |
|---|
| Summary of Module |
|---|
This module gives an introduction to discrete mathematics.
The topics covered are:
- Sets and set operations, counting elements of sets and Venn diagrams;
- Basic properties of functions, including inverse functions and composite functions;
- Sequences and series of numbers, including arithmetic and geometric series, limits and summation of series;
- The Counting Techniques, including combinations and permutations of combinatorics;
- Number Bases, and;
- Proof and Logic, including truth tables, mathematical induction and contradiction, propositional logic and logical equivalence.
The Graduate Attributes relevant to this module are given below:
- Academic: Critical thinker; Analytical; Inquiring; Knowledgeable; Problem-solver; Digitally literate; Autonomous.
- Personal: Motivated, Creative; Imaginative; Resilient.
- Professional: Ambitious; Driven.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
 | | | | | |
Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Illustrate combinations of sets using Venn diagrams, calculate the number of elements in specified subsets and perform set operations
L2.
Solve standard problems involving sequences and series
L3.
Solve standard problems involving functions and number bases
L4.
Solve standard problems involving combinations and/or permutations
L5.
Solve standard problems in proof and propositional logic |
| Employability Skills and Personal Development Planning (PDP) Skills |
|---|
| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
|
|---|
| Knowledge and Understanding (K and U) |
SCQF Level 7.
Demonstrating a broad knowledge of the basic material covered in Sets, Functions, Sequences, Combinatorics and Logic.
Basic awareness of solution methods used in discrete mathematics.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Ability to use basic knowledge of sets, functions, sequences, combinatorics and logic to solve routine mathematical problems. |
| Generic Cognitive skills |
SCQF Level 7.
Ability to use a range of methods to address well-defined problems in familiar contexts.
Ability to present, at a basic level, a valid mathematical argument to establish a mathematical statement.
|
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Using standard methods to solve problems and present solutions in a structured coherent form. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Identifying and addressing their own learning needs both during and outside class time. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | National 5 Mathematics |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| Module content will be presented systematically in formal lectures. Alongside this practical experience will be provided in two ways. There will be tutorials based on questions and exercises for students to attempt, with input and advice provided by tutors. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Tutorial/Synchronous Support Activity | 0 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 152 |
| 200
Hours Total
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Course notes on the University VLE.
"Discrete and Combinatorial Mathematics", RP Grimaldi
"Foundation Mathematics", A Croft and R Davison
|
|
(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
|
| Engagement Requirements |
|---|
In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
[Top of Page]
Supplemental Information
| Programme Board | Physical Sciences |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Physical Sciences |
|---|
| Moderator | Dr Kenneth Nisbet |
|---|
| External Examiner | P Wilson |
|---|
| Accreditation Details | |
|---|
| Version Number | 2.12 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| A series of class tests worth 60% of the overall mark. |
| A series of assignments worth 40% of the overall mark. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
|
Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
|
| Equality and Diversity |
|---|
This module is suitable for any student satisfying the pre-requisites
UWS Equality and Diversity Policy |
|
(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
|