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Session: 2022/23
Last modified: 10/01/2023 10:51:35
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Title of Module: Systems Programming Concepts |
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Code: COMP09111 |
SCQF Level: 9
(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: | Stephen
Devine |
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| Summary of Module |
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The aim of the module is to provide students with an understanding of the main concepts associated with device control and data acquisition together with the chance to develop further programming skills.
Students will be introduced to practical issues associated with hardware and operating systems. This will include topics such as advanced data structures, command line programming, inter process communications and other techniques required to manage and control current networked hosts and devices.
Students studying this module will have the opportunity to discover both physical computing and programming concepts, and will include the use of Micro controllers, and several types of sensors, such as light, temperature, humidity and sound.
This module will work to develop a number of the key 'I am UWS' Graduate Attributes to make those who complete this module:
Universal
- Critical Thinker
- Ethically-minded
- Research-minded
Work Ready
- Problem-Solver
- Effective Communicator
- Ambitious
Successful
- Autonomous
- Resilient
- 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.
Demonstrate a critical understanding of systems programming within Linux, Windows and micro-controllers
L2.
Critical understanding of programming language constructs in developing interactive programs, that take inputs from sensors and control a variety of physical outputs such as LEDs and Servos.
L3.
Critically reflect on alternative system programming techniques to provide solutions to complex network or operating systems problems. |
| 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 9.
Knowledge and understanding of the scope and defining features of systems programming, and an integrated knowledge of its main areas and boundaries. A critical understanding of the principles, principal theories, concepts and terminology associated with systems programming. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Use the principle skills, techniques and practices related to systems programming. Practise routine methods of enquiry to practise in a range of contexts that include a degree of unpredictability. |
| Generic Cognitive skills |
SCQF Level 9.
Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues in systems programming. Identify and analyse routine professional problems and issues. Draw on a range of sources in making judgements. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a wide range of skills in support of established practices; Present or convey, formally and informally, information about topics to informed audiences; Interpret, use and evaluate data. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in activities. Manage complex ethical and professional issues in accordance with ethical codes or practices. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
COMP07027
COMP08074
| Module Title:
Introduction to Programming
Operating Systems
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| Other: | |
| 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 | 12 |
| Tutorial/Synchronous Support Activity | 12 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| 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:
Blum, J. (2013) Exploring Ardunio. Wiley. ISBN-10: 1118549368, ISBN-13: 978-1118549360
Boxall, J. (2013) Arduino Workshop: A Hands-On Introduction with 65 Projects. (1st Edition) No Starch Press. ISBN-10: 1593274483, ISBN-13: 978-1593274481
Mazidi, M et al (2019) Arduino Programming From Beginning to Advanced. MicroDigitalEd. ISBN-10: 1970054204, ISBN-13: 978-1970054200
Sestoft, P. (2017) Programming Language Concepts (2nd Edition). Springer ISBN-10: 331960788X, ISBN-13: 978-3319607887
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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 | Computing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Business & Applied Computing |
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| Moderator | Paul Keir |
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| External Examiner | M Davis |
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| Accreditation Details | |
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| Version Number | 1.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Coursework (100%) |
(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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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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