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Session: 2022/23
Last modified: 10/01/2023 11:02:08
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Title of Module: IT Skills and Mathematical Software |
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Code: MATH07008 |
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: | Alan
J.
Walker |
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| Summary of Module |
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This module is intended to cover the curriculum vitae (CV) and cover letter writing process, introduces the statistical software package R and mathemtical software Octave.
Personal development planning is introduced, with discussions on appropriate CV content and style. The concept of covering letters is discussed with reference made to successful and unsuccessful examples. Use of generic word processing software will be used to construct CVs and covering letters.
The statistical software package R is introduced to add programing skills with regard to statistical data analysis concepts learned in MATH07001. Expressions, variables and functions in R are introduced, along with arithmetic and descriptive graphs. Data types and associated rules, as well as creating matrices and data files, will be covered. Participants will learn how to write codes to calculate descriptive statistics and proceed with statistical analysis, e.g. calculating correlations and performing regression analysis.
Fundamentals of programming will be explored including using conditional statements and looping, modularising code via user-defined functions, and creating and manipulating mathematical functions.
The Graduate Attributes relevant to this module are given below:
- Academic: Critical thinker; Inquiring; Knowledgeable; Problem-solver; Digitally literate; Autonomous; Innovative.
- Personal: Effective communicator; Motivated, Creative; Imaginative; 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.
Successfully create a CV and covering letter.
L2.
Implement a mathematical programming language, and communicate written conclusions from its output in a report.
L3.
Implement a statistical programming language, and communicate written conclusions from its output 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 the appropriate style and substance of CVs and covering letters.
Demonstrating a knowledge and understanding of mathematical and statistical software packages and their applications. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Using mathematical and statistical software packages to solve problems, sometimes in an applied context.
Applying knowledge, skills and understanding of an appropriate word processing package to construct a CV and covering letter. |
| Generic Cognitive skills |
SCQF Level 7.
Conceptualising and analysing problems in an applied context.
Presenting information in the form of CVs and covering letters. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Implementing and interpreting output from mathematical and statistical software.
Making a formal written presentation based on mathematical and statistical output.
Selecting and using standard ICT applications to process a variety of information and data. |
| 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: | |
| 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 | 8 |
| Laboratory/Practical Demonstration/Workshop | 40 |
| Independent Study | 146 |
| Personal Development Plan | 6 |
| 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:
“IT Skills and Mathematical Software” class notes published on University VLE.
Suitable mathematical software, that includes a requirement for programming.
Generic word processing software, e.g. Microsoft Word.
R, or an equivalent statistical package.
"An Introduction to Statistical Learning: with Applications in R", G James, D Witten, T Hastie and R Tibshirani
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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 C. Nisbet |
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| External Examiner | P Wilson |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment: A series of computer based tasks (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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