Single mathematics a
## Prerequisites
* Normally, A level Mathematics at Grade A or better, or equivalent.
## Corequisites
* None.
## Excluded Combination of Modules
* Calculus I (Maths Hons) (MATH1081), Calculus (MATH1061), Linear Algebra I (Maths Hons) (MATH1091), Linear Algebra I
(MATH1071), Mathematics for Engineers and Scientists (MATH1551)
may not be taken with or after this
module.
## Aims
* This module has been designed to supply mathematics relevant to
students of the physical sciences.
## Content
* Basic functions and elementary calculus: including
standard functions and their inverses, the Binomial Theorem, basic
methods for differentiation and integration.
* Complex numbers: including addition, subtraction,
multiplication, division, complex conjugate, modulus, argument, Argand
diagram, de Moivre's theorem, circular and hyperbolic
functions.
* Single variable calculus: including discussion of real
numbers, rationals and irrationals, limits, continuity,
differentiability, mean value theorem, L'Hopital's rule, summation of series,
convergence, Taylor's theorem.
* Matrices and determinants: including determinants, rules
for manipulation, transpose, adjoint and inverse matrices,
Gaussian elimination, eigenvalues and eigenvectors,
* Groups, axioms, non-abelian groups
## Learning Outcomes
* Subject-specific Knowledge:
* By the end of the module students will: be able to solve a
range of predictable or less predictable problems in
Mathematics.
* have an awareness of the basic concepts of theoretical
mathematics in these areas.
* have a broad knowledge and basic understanding of these
subjects demonstrated through one or more of the following topic
areas: Elementary algebra.
* Calculus.
* Complex numbers.
* Taylor's Theorem.
* Linear equations and matrices.
* Groups
* Subject-specific Skills:
* Key Skills:
## Modes of Teaching, Learning and Assessment and how these contribute to
the learning outcomes of the module
* Lectures demonstrate what is required to be learned and the
application of the theory to practical examples.
* Initial diagnostic testing fills in gaps related to the wide
variety of syllabuses available at Mathematics A-level.
* Tutorials provide the practice and support in applying the
methods to relevant situations as well as active engagement and feedback
to the learning process.
* Weekly coursework provides an opportunity for students
to consolidate the learning of material as the module progresses (there
are no higher level modules in the department of Mathematical Sciences which build on this module). It serves as a guide in the correct
development of students' knowledge and skills, as well as an aid in developing their awareness of standards required.
* The end-of-year written examination provides a substantial
complementary assessment of the achievement of the student.
## Teaching Methods and Learning Hours
* Lectures: 63
* Tutorials: 19
* Support classes: 18
* Preparation and Reading: 100
* Total: 200
## Summative Assessment
* Examination: 90%
* Written examination: 3 hours
* Continuous Assessment: 10%
* Fortnightly electronic assessments during the first 2 terms. Normally, each will consist of solving problems and will typically be one to two pages long. Students will have about one week to complete each assignment.
## Formative Assessment:
* 45 minute collection paper in the beginning of Epiphany term. Fortnightly formative assessment.
## Attendance
* Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University
More details in: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/MATH1561
Presential
FALSE
Single mathematics a
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or HaDEA. Neither the European Union nor the granting authority can be held responsible for them. The statements made herein do not necessarily have the consent or agreement of the ASTRAIOS Consortium. These represent the opinion and findings of the author(s).
