ENG1001 : Engineering Mathematics I
- Offered for Year: 2019/20
- Module Leader(s): Dr David Swailes
- Lecturer: Dr John Appleby, Dr Magda Carr
- Owning School: Mathematics, Statistics and Physics
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
To provide the Stage 1 mathematical knowledge and skills base for the various undergraduate engineering programmes in the faculty. This module begins with a review of methods of calculus including illustrations of such methods in engineering. These ideas are developed to enable a large range of engineering systems to be modelled using differential equations and linear algebra.
Outline Of Syllabus
Functions, differentiation and integration. Exponential, logarithmic and hyperbolic funtions. Complex numbers, Cartesian and polar forms. Trigonometric functions and inverse functions. Partial differentiation. Techniques of integration and numerical integration. Applications. Basic types of first and second order ordinary differential equations. Analytical methods of solution. Linked systems. Matrix and vector algebra. Solution methods for systems of linear equations. Eigenvalue problems.
|Guided Independent Study||Assessment preparation and completion||1||2:00||2:00||End of Semester 2 examination.|
|Guided Independent Study||Assessment preparation and completion||1||1:00||1:00||End of Semester 1 examination.|
|Scheduled Learning And Teaching Activities||Lecture||60||1:00||60:00||Structured presentation of syllabus may include skills demonstration, formative feedback, etc|
|Scheduled Learning And Teaching Activities||Small group teaching||24||1:00||24:00||Problem classes (“tutorials”) to support independent study and reinforce skills practise|
|Guided Independent Study||Independent study||1||89:00||89:00||Recommended regular personal study throughout teaching period to follow up taught classes|
|Guided Independent Study||Independent study||48||0:30||24:00||Recommended revision for exams, assuming prior regular independent study throughout teaching|
Teaching Rationale And Relationship
- Early diagnostic testing used to allocate students to lecture streams.
- Lectures convey the underlying mathematical methods and the approaches required to apply these to relevant discipline-specific problems.
- Tutorials support the students' self-study in reading around lecture material and learning to solve the graded problems posed by the Tutorial Questions.
The format of resits will be determined by the Board of Examiners
|Written Examination||120||2||A||60||Examination on full syllabus.|
|Written exercise||1||M||5||2 class tests per semester equally weighted|
|Written exercise||2||M||5||2 CBAs per semester equally weighted|
Assessment Rationale And Relationship
The exams provide a mechanism for assessing student knowledge/skills in the range of mathematical techniques taught throughout both semesters, and also test the ability to work within a fixed time-frame.
The class tests, which are equally spaced throughout the year, encourage on-going study by the student and provide a mechanism for identifying particular difficulties. Feedback, an essential part of ensuring satisfactory progress in the learning process, is given immediately after each test, as well as in the form of written comments on the marked work.