Please go through this information and suggest the title and level of course of your interest. I will contact the concerned course organiser to provide you more information on teaching, learning and assessment.
2010/11 entry
(BSc) Mathematics
Entry for 2010
FHEQ level
This programme is set at Honours Level in the national Framework for Higher Education Qualifications.
Entry Requirements
A level (or equivalent) Mathematics at grade A
Offer Requirements
in the range AAB-ABB, including a A in Mathematics
Programme Aims
On successful completion, the degree programme aims to provide * teaching in the mathematical sciences that is broad-based and, where appropriate, informed by a research base of international standard; * a programme structure which allows transfer between certain programmes at appropriate stages, and a guided choice of courses to meet students' developing interests; * a coherent set of courses grouped for intellectual and vocational reasons, based on a mathematics and statistics core building progressively on skills and knowledge acquired during the programme; * an admissions policy which gives access to students with special needs and to mature and other prospective students who may have unconventional academic backgrounds; * provision for students to develop personal and intellectual skills, enabling them to compete successfully on the employment market; * a caring and supportive environment for students from a diversity of cultures and backgrounds.
Programme Learning Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
A. Knowledge and Understanding
By the end of the programme a successful student is expected to be able to A1. demonstrate basic knowledge and understanding of a core of analysis, algebra, applied mathematics and statistics [MSOR 3.2.2-3]; A2. demonstrate knowledge and understanding of some advanced topics, depending on his or her own choice [MSOR 3.2.7].
Assessment
A1-A2 through unseen examinations including in-course tests, with mini-projects and reports in certain statistics modules, assessed exercises in certain optional modules, and an optional final-year project.
Teaching and Learning Methods Used to Enable Outcomes to Be Achieved and Demonstrated
A1-A2 from 1 lectures, 2 workshops, 3 computer labs, 4 project supervision, 5 self study (including joint study facilitated by workshops) using some or all of a course notes, b handouts, c textbooks, d model solutions to exercises, e past exam papers (including in-course tests) and model solutions, f web materials, g mathematical and statistical packages and associated help material, accessed in open-access labs, 6 revision lectures and workshops, 7 individual or group consultations with tutors or Student Support Assistants in office hours or at other times, 8 handing in exercises and gaining written and oral comments and formative marks. Coverage of A2 is assured whatever choice of options is made in Year/Level 3
B. Intellectual Skills
By the end of the programme a successful student is expected to be able to B1. demonstrate ability to understand and use mathematical argument and deductive reasoning [MSOR3.2.4]; B2. demonstrate awareness of the importance of mathematical and statistical assumptions and awareness of their use [MSOR 3.2.4].
Assessment
B1 through unseen examinations including in-course tests, assessed exercises in certain optional modules, and an optional final-year project.B2 as for A1-A2.
Teaching and Learning Methods Used
B1 as for A1-A2, other than computer-based methods. B2 as for A1-A2.
C. Practical Skills
By the end of the programme a successful student is expected to be able to C1. demonstrate competence in the use of mathematical methods and techniques in problem solving and modelling [MSOR 3.2.2]; C2. explore, and where feasible solve, mathematical problems, by selecting appropriate techniques [MSOR 3.3.3]; C3. demonstrate knowledge and understanding of the process of mathematical or statistical modelling [MSOR 3.2.6]; C4. demonstrate knowledge and understanding of some processes of mathematical approximation and of sources of numerical errors [MSOR 3.2.5]; C5. exhibit developed skills of numeracy, involving use of quantitative concepts and arguments, where appropriate, at all stages of work [MSOR 3.4.3]; C6. use one or more mathematical and statistical computer packages [MSOR 3.2.5].
Assessment
C1-C2 as for A1-A2. C3 as for A1-A2, mainly but not exclusively through the assessment of applied mathematics and statistics modules. C4-C5 as for A1-A2, mainly but not exclusively through the assessment of applied mathematics modules. C6 from assessment exercises based on Maple and MATLAB for Mathematical Computing, and on MINITAB for Probability and Statistics.
Teaching and Learning Methods Used
C1-C2 as for A1-A2. C3 as for A1-A2, mainly but not exclusively in applied mathematics and statistics modules. C4-C5 as for A1-A2, mainly but not exclusively in applied mathematics modules. C6 from lectures and computer labs, and associated support provision, Maple and MATLAB for Mathematical Computing, and on MINITAB for Probability and Statistics.
Full-time programme composition
| Year | Term | Status | Course | Level | Credits |
| 1 | AUTUMN | Core course | 1 | 12 | |
| | | Core course | 1 | 12 | |
| | | Core course | 1 | 12 | |
| | | Core course | 1 | 12 | |
| | SPR/SUM | Core course | 1 | 18 | |
| | | Core course | 1 | 18 | |
| | | Core course | 1 | 18 | |
| | SPRING | Core course | 2 | 12 | |
| | SUMMER | Core course | 1 | 6 | |
| Year | Term | Status | Course | Level | Credits |
| 2 | AUTUMN | Core course | 2 | 24 | |
| | | Core course | 2 | 12 | |
| | | Core course | 2 | 12 | |
| | SPR/SUM | Core course | 2 | 30 | |
| | | Core course | 2 | 18 | |
| | | Core course | 2 | 18 | |
| | SPRING | Core course | 2 | 6 | |
| Year | Term | Status | Course | Level | Credits |
| 3 | AUTUMN | Students take FOUR, 15-credit options in each of the Autumn and Spring terms. ONE of these options can be a level 3 non-mathematics course (F3078,F3059,C1125,823G5 or a Computer Science option if it fits in with the timetable). | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | M | 15 | |
| | | | M | 15 | |
| | | | M | 15 | |
| | SPR/SUM | Students take FOUR, 15-credit options in each of the Autumn and Spring terms. ONE of these options can be a level 3 non-mathematics course (F3078,F3059,C1125,823G5 or a Computer Science option if it fits in with the timetable). | 3 | 15 | |
| | SPRING | Students take FOUR, 15-credit options in each of the Autumn and Spring terms. ONE of these options can be a level 3 non-mathematics course (F3078,F3059,C1125,823G5 or a Computer Science option if it fits in with the timetable). | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | 3 | 15 | |
| | | | M | 15 | |
| | | | M | 15 | |
| | | | M | 15 |
No comments:
Post a Comment