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Session: 2022/23
Last modified: 22/07/2022 13:47:44
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Title of Module: GA-Mathematics for Engineering 2 |
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Code: GRLA08010 |
SCQF Level: 8
(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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The module content builds on the material in GRLA07005.
Material in vectors and matrices will be extended to cover three dimensional geometry of lines and planes, and eigenvalues and eigenvectors of 2×2 matrices. The latter will underpin the solution of systems of linear first order differential equations.
Material in differential and integral calculus will be extended to coverage of standard forms of first and second order differential equations. Study of multivariable calculus will include the study of partial differentiation and its use in vector calculus and optimisation problems. Double integration will also be covered, including a study of the use of polar coordinates.
Examples and exercises test the basic concepts and show applications of the material in context relevant to engineering.
The Graduate Attributes relevant to this module are given below:
- Academic: Critical thinker; Analytical; Inquiring; Knowledgeable; Problem-solver; Digitally literate; Autonomous.
- Personal:Motivated; Resilient
- Professional: 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 mathematical problems arising in three dimensions.
L2.
Apply basic techniques in partial differentiation in routine and non-routine contexts.
L3.
Apply basic techniques in double integration in routine and non-routine contexts.
L4.
Use standard methods to solve differential equations up to second order. |
| 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 8.
Knowledge of the geometry of lines and planes in three dimensions, multivariable calculus and standard differential equations.
An ability to demonstrate awareness of the applicability of mathematics to the solution of problems in engineering.
Apprentice can correlate basic principles delivered in this module to work-based practice. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
An ability to perform calculations correctly, for each of the above, in routine contexts.
An ability to apply a range of methods in mathematics to carry out investigations in engineering.
Apprentice can apply basic principles delivered in this module to work-based practice. |
| Generic Cognitive skills |
SCQF Level 8.
Presenting mathematical arguments, such as calculations and solutions to practical examples.
An ability to make some critical evaluation of the solution to a mathematical problem.
Apprentice can apply learned skills to work-based practice. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Ability to synthesise and communicate the results of a range of mathematical processes. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
An ability to autonomously construct a solution to a mathematical problem.
Identifying and addressing learning needs both during and outside class time.
Develop further skills in planning and evaluating self-learning and performance as the foundation for lifelong learning/CPD. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
GRLA07005
| Module Title:
GA-Mathematics for Engineering
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| Other: | Mathematics of Space & Change (MATH07003), or Engineering Mathematics 2 (MATH07007), 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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| Module content will be presented systematically across two terms. Formal lectures will be made available, but practical experience will be gained via underpinning tutorial sessions based on questions and exercises for students to attempt. Input and advice will be provided by tutors. Students will be expected to collaborate and communicate in small groups in obtaining solutions and in writing brief laboratory reports. |
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 |
| Independent Study | 159 |
| Personal Development Plan | 5 |
| 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:
“GA – Mathematics for Engineering 2” class notes, and prerecorded lectures, as published on the University VLE.
"Calculus: One and Several Variables", SL Salas, GJ Etgen & E Hille.
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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 | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| A series of individual coursework tasks (50%) |
| A series of individual class tests (50%) |
(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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Suitable assistance will be provided where appropriate.
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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