Mining and Minerals Engineering

CSM1033 - Mathematics 1B (2019)

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MODULE TITLEMathematics 1B CREDIT VALUE15
MODULE CODECSM1033 MODULE CONVENERDr Houry Melkonian (Coordinator)
DURATION: TERM 1 2 3
DURATION: WEEKS 0 11 0
Number of Students Taking Module (anticipated) 80
DESCRIPTION - summary of the module content

Mathematics is at the heart of all science and engineering subjects. Provided the student has at least a good grade at GCSE mathematics and they have taken the CSM1027 module or equivalent in term one, this module takes students of all levels of experience or confidence in mathematics and brings them up to a level required to use mathematics as a tool in their other chosen pathways and modules. As well as providing a clear reinforcement of those areas of mathematics that will be required, the module has in place a number of levels of support for students who feel they need to address perceived weakness in the subject.

The module is suitable for non-specialist students. The module is recommended for interdisciplinary pathways.

Prerequisite module: CSM1027 or equivalent.

The module is designed to deliver first year undergraduate Mathematics using the blended learning approach in learning and teaching. This online activity will be viewed as an educational platform to engage with students and guide their interactions within the course structure. Its primary object is to ensure the achievement of the learning outcomes in a way that helps facilitate the students' transition into Higher Education sealing the gaps they have in their mathematics educational background.

The online platform consists of packages, each package compounds a combination of learning and teaching activities such as recorded lectures which are enhanced by the use of visualiser/power-point presentations, e-summative assessments/quizzes counting towards the final grade of this course, lecture notes and tutorial sheets with model answers.

The following describes the functionality of each of these components:

Video records: Recorded lectures by the module convenor supported by the use of instructional designs that facilitate step-by-step attainment of increasingly complex competencies and skills ensuring the achievement of the expected learning outcomes; the lectures are supported by a variety of different examples rated as 2-5 of difficulty levels (where 0 is very easy and 5 difficult).

e-summative assessments: The course has two types of summative assessments, the first of which consists of 4 e-quizzes (total: worth of 40%), while the second one is an end of term exam (worth of 60%). The students must complete an e-quiz quarterly during the term (4 in total) to ensure their understanding before embarking on new challenges and topics (The student will not be able to start the next e-quiz unless achieves 90% in the current one); students will have a finite number of attempts for each e-quiz in this course set at five (5) chances at a maximum; the grades will automatically be released by the end of the e-quiz providing the students with a constructive feedback about the solutions that went wrong and how their performance can be improved for future assessments. The main exam will be attempted after the completion of the whole course at the end of the academic term during which the students' learning and performance levels will be assessed across the topics covered.

Tutorials and model answers: Each week an hour of interactive tutorial sessions will be conducted where the students will have the chance to work in groups, engage and acquire clarifications about any of the challenges they face while they prepare for the lectures (using the recorded videos: visualiser/power-point based presentations as components of the blended learning educational platform). It is also a chance for the students to discuss the outcome and the feedback of their e-quizzes with peers in groups with the help of the module leader and/or the teaching assistants.

Lecture notes and tutorial sheets: Prior to each teaching week, the students will have access to the lecture notes produced during the video recordings, as well as, the tutorial questions designed to cover the learning outcomes.

 

AIMS - intentions of the module

The module aims to extend the work encountered in CSM1027 and covers a range of engineering mathematics topics. The module includes an introduction to the software package MATLAB. 

 

INTENDED LEARNING OUTCOMES (ILOs) (see assessment section below for how ILOs will be assessed)

On successful completion of this module, you should be able to:

Module Specific Skills and Knowledge:

  1. use level 1 mathematical skills in matrices, complex numbers, vectors, calculus and statistics, numerical and iteration techniques, ensuring that more advanced topics may be studied with confidence in later modules.

Discipline Specific Skills and Knowledge:

  1. formulate in mathematical and statistical terms simple  problems  encountered in geo-scientific and energy related areas
  2. take data from a range of sources and undertake simple modeling tasks with external guidance.

Personal and Key Transferable/ Employment Skills and Knowledge:

  1. apply given tools/methods accurately and appropriately to a well defined problem and further appreciate the complexity of mathematical issues in the degree discipline;
  2. present mathematical work, and communicate conclusions to a wide audience in a clear and logical way;
  3. demonstrate familiarity with the software package MathCad to support the study and communication of mathematics.

 

 

SYLLABUS PLAN - summary of the structure and academic content of the module

- elementary theory of matrices; elementary theory of determinants; solution of equations;

- elementary vector theory and applications;

- complex numbers;

- further differentiation; applications;

- numerical integration; e.g. Simpson’s rule;

- integration (i) by substitution; (ii) by partial fractions; (iii) by parts / engineering applications;  

- statistics and probability;

- linear correlation and regression;

- iteration techniques; Newton-Raphson;

- module review;

- MATLAB: graphs - drawing, finding gradients and areas under curves, variables and functions, linking together, defining variable ranges, entering formulae, changing the subject of a formula, introduction to assignment problem.

LEARNING AND TEACHING
LEARNING ACTIVITIES AND TEACHING METHODS (given in hours of study time)
Scheduled Learning & Teaching Activities 60.00 Guided Independent Study 90.00 Placement / Study Abroad 0.00
DETAILS OF LEARNING ACTIVITIES AND TEACHING METHODS
Category Hours of study time Description
Scheduled learning and teaching activities 49 Lectures, tutorials and IT workshops
Scheduled learning and teachiung activities 11

ELE-based online quizzes (count towards final grade)

Guided independent study
90 Lecture and assessment preparation; private study; wider reading

 

ASSESSMENT
FORMATIVE ASSESSMENT - for feedback and development purposes; does not count towards module grade
Form of Assessment Size of Assessment (e.g. duration/length) ILOs Assessed Feedback Method
Weekly tutorial worksheets 2-3 hours each 1,4 Weekly model answers
Weekly IT Exercises 2-3 hours each 6 Model Answers
       
       
       

 

SUMMATIVE ASSESSMENT (% of credit)
Coursework 40 Written Exams 60 Practical Exams 0
DETAILS OF SUMMATIVE ASSESSMENT
Form of Assessment % of Credit Size of Assessment (e.g. duration/length) ILOs Assessed Feedback Method
4 ELE Quizzes 4 x 10% 1-2 hours each 1-4 ELE based quiz feedback and oral feedback during tutorials
Written exam  60% 2 hours 1-4 Annotated scripts

 

DETAILS OF RE-ASSESSMENT (where required by referral or deferral)
Original Form of Assessment Form of Re-assessment ILOs Re-assessed Time Scale for Re-reassessment
1 coursework 40% E-Quiz All August Ref/Def period
Exam 60% Written exam (2 hours) ALl August Ref/Def period
       

 

RE-ASSESSMENT NOTES

If a module is normally assessed entirely by coursework, all referred/deferred assessments will normally be by assignment.

If a module is normally assessed by examination or examination plus coursework, referred and deferred assessment will normally be by examination.

For referrals, only the examination will count, a mark of 40% being awarded if the examination is passed.

For deferrals, candidates will be awarded the higher of the deferred examination mark or the deferred examination mark combined with the original coursework mark.

 

RESOURCES
INDICATIVE LEARNING RESOURCES - The following list is offered as an indication of the type & level of
information that you are expected to consult. Further guidance will be provided by the Module Convener

Basic Reading:

ELE – http://vle.exeter.ac.uk/    

HELM & MathAid (UoP)                                            

Croft, A. & Davison, R. Foundation Maths 

 

Web based and electronic resources:

MathCentre:  www.mathcentre.ac.uk                                      

Reading list for this module:

Type Author Title Edition Publisher Year ISBN Search
Set Stroud, K.A Engineering Mathematics 7th Macmillan 2013 978-1-137-03120-4 [Library]
Set Croft, A. & Davison, R. Foundation Maths 5th Pearson 2010 9780273729402 [Library]
Set Rees, D.G Foundation of Statistics Chapman and Hall 1987 9780412285608 [Library]
CREDIT VALUE 15 ECTS VALUE 7.5
PRE-REQUISITE MODULES CSM1027
CO-REQUISITE MODULES
NQF LEVEL (FHEQ) 4 AVAILABLE AS DISTANCE LEARNING No
ORIGIN DATE Thursday 06 July 2017 LAST REVISION DATE Tuesday 22 October 2019
KEY WORDS SEARCH Engineering; mathematics.