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Session: 2022/23
Last modified: 16/05/2022 16:13:19
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Title of Module: Mathematics of Space & Change 2 |
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Code: MATH07009 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Wan
R
Mekwi |
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| Summary of Module |
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This module extends the material covered in Mathematics of Space & Change (MATH07003).
Inverse trigonometric functions are covered, as are hyperbolic functions and their inverses. Graphs and properties of these functions, including their use in calculus, are discussed. An introduction is given to functions of a complex variable, and their use.
Further differentiation techniques are covered, including logarithmic, parametric and implicit differentiation. The use of differentiation in the context of forming Taylor and Maclaurin series and L'Hôpital's rule is discussed. Integration techniques are extended to include different types of substitution, and the use of partial fractions. Further examples of the applications of calculus are discussed, and an introduction to numerical methods is presented.
Use of vectors in three-dimensional geometry is covered, including a treatment of the interaction between lines and planes.
Mathematical software will be used to explore problems, using key mathematical concepts as appropriate, but in the context of less routine problems.
The Graduate Attributes relevant to this module are given below:
- Academic: Critical thinker; Analytical; Inquiring; Knowledgeable; Problem-solver; Digitally literate; Autonomous.
- Personal: Effective communicator; Motivated, Creative; Resilient.
- Professional: Collaborative; Ambitious; Driven.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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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.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Calculate, determine and state solutions to analytic problems using a range of mathematical constructs.
L2.
Apply and adapt techniques of algebra and calculus in routine, and non-routine analytic contexts.
L3.
Select appropriate analytic approaches to tackle problems in algebra and calculus.
L4.
Work, both autonomously, and within a group, to obtain results from mathematical software, and to communicate written conclusions in a report. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Demonstrating a knowledge and understanding of a range of important mathematical constructs. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Using a range of standard techniques to solve problems, sometimes in an applied context. |
| Generic Cognitive skills |
SCQF Level 7.
Conceptualising and analysing problems in an applied context. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Implementing and interpreting mathematical software.
Making a formal written presentation based on mathematical output.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercising independence and initiative in carrying out a range of activities.
Identifying learning needs through reflection based on self, tutor and peer evaluation of work. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | Higher Mathematics, or equivalent |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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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 | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 152 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
“Mathematics of Space & Change 2” class notes as published on University VLE.
"Calculus: One and Several Variables" by SL Salas, GJ Etgen & E Hille.
"Calculus I", TM Apostol
Suitable mathematical software, e.g. Octave.
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(**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)
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| Engagement Requirements |
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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 |
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Supplemental Information
| Programme Board | Physical Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Physical Sciences |
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| Moderator | Dr Kenneth Nisbet |
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| External Examiner | C Macdonald |
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| Accreditation Details | This module is accredited by IOP as part of BSc (Hons) Physics. |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Class Test: a series of formal, closed book assessments, 60% of the final mark |
| Assignment: a series of computer-based tasks, 40% of the final 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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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The module is suitable for any student satisfying the pre-requisites.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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