This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 16/05/2022 16:15:18
|
Title of Module: Differential Equations |
|---|
|
Code: MATH08002 |
SCQF Level: 8
(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 provides an introduction to differential equations.
First and higher order ordinary differential equations are studied.
Methods of solution without integration are covered, including Laplace transforms, undetermined coefficients, superposition, and characteristic equations.
Methods of solution involving integration include separation of variables, integrating factors and substitutions are covered.
Some applications of differential equations are considered, such as radioactive decay, Newton’s Law of Cooling, motion in a gravitational field, and mechanical vibrations, including simple harmonic motion, undamped vibrations, damped vibrations and forced vibrations.
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.
|
| 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.
Use integration methods to solve ordinary differential equations.
L2.
Solve linear, higher order differential equations using the method of undetermined coefficients.
L3.
Use Laplace Transforms to solve ordinary differential equations. |
| 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 8.
Broad knowledge of analytic and numerical methods for the solution of differential equations.
Ability to demonstrate awareness of the application of differential equations in engineering and science. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Select and apply a range of routine techniques to obtain solutions to differential equations.
Ability to apply a range of methods to carry out investigations in engineering and science.
|
| Generic Cognitive skills |
SCQF Level 8.
Presenting mathematical arguments based on critical analysis such as calculations and solutions to practical problems in routine contexts.
Explaining mathematical reasoning and calculation in a basic way. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Use a wide range of routine skills and some advanced and specialised skills associated with differential equations to convey complex information to a range of audiences and for a range of purposes. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Working in a small group to solve mathematical problems.
Identifying and addressing their own learning needs and obtaining help from academic staff, both during and outside class time. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
MATH07003
| Module Title:
Mathematics of Space & Change
|
| Other: | or equivalent |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
| Subject matter is rehearsed systematically in formal lectures. Practical experience is provided by tutorial sessions based on questions and exercises for students to attempt. |
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 |
| Independent Study | 164 |
| 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:
“Differential Equations” class notes as published on the University VLE.
“Engineering Mathematics”, KA Stroud
|
|
(**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 C Nisbet |
|---|
| External Examiner | C Macdonald |
|---|
| Accreditation Details | |
|---|
| Version Number | 2.12 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Closed Book Examination (50%) |
| A coursework assignment (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.)
|
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 |
|---|
The 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)
|