MODULE DESCRIPTOR
Academic Year: 2024/5 Version Number: 1
Title MODELLING AND DIFFERENTIAL EQUATIONS
Module Code 55-409622
Level 4
Credits 40
Is this module No
exempt from
compensation?
College Business Technology And Engineering
Department School of Computing and Digital Technologies
Subject Group DIGITAL ANALYTICS AND TECHNOLOGIES
Module This module develops skills in applying both familiar and new mathematical
summary techniques to solve everyday problems, including critical thinking, team work
(includes and understanding the roles of different team members. Through lectures,
indicative workshops and group tutorials, you’ll appreciate the role of mathematics and
content) statistics in research and wider society.
You’ll study topics such as:
Modelling principles and techniques
Matrix algebra
Linear simultaneous equations and vectors
Linear programming
Queuing systems
Probability
Ordinary differential and difference equations
Mathematics and statistics in real-world contexts
:
The role of ethics
Learning and In this module, students will learn through teaching in lectures, by doing in
teaching interactive practical workshops, online using the virtual learning environment
summary and industry standard software platforms; and through independent study.
They will have the opportunity to collaborate with their peers in solving
interactive activities that provide intellectual challenges and allow them to
develop and practice their skills using industry-leading software.
The module will draw upon a wide range of real-world applications,
encompassing areas such as the natural world, engineering, human
behaviour, business, and physical processes, to engage students with a wide
variety of interests and backgrounds. Throughout the learning and teaching
activities, the Hallam Model will be embedded to ensure a comprehensive
approach.
Academic staff will support students in exploring mathematical model building,
while sessions on report writing, including written English and referencing,
information retrieval, reflection, and action planning, will aid in skills
development, allowing them to thrive professionally. Group work will promote
collaboration among students. Moreover, students will have the opportunity to
work with external companies to create real-world, applicable models that
simulate various scenarios. The module encourages students to embrace new
ideas and critically examine how mathematical concepts are interpreted in the
media, challenging them to question their assumptions.
The course materials and instruction are designed to cater to diverse learning
styles and abilities, incorporating visual aids, real-world examples, and
multiple entry points to engage all students. Collaborative learning activities
are emphasised, encouraging students to work in diverse teams, promoting
peer interaction, and facilitating knowledge exchange. The module actively
incorporates culturally relevant contexts and examples to make mathematics
more relatable and meaningful for students from different cultural
backgrounds; Ethics and diversity are carefully considered to ensure that
students are aware of the social implications of their mathematical models and
analyses, and to foster a diverse and inclusive perspective in their approach to
mathematical modelling.
Learning Outcomes
By the end of the module, you will be able to:
Utilise information from different branches of mathematics and apply to well-defined contexts
:
arising within mathematics, other disciplines, and a range of application areas;
Develop, sustain and evaluate logical arguments and analysis, identifying assumptions made and
conclusions drawn and, where appropriate, acknowledging the degree of uncertainty associated
with conclusions;
Communicate logical arguments, analysis, evidence and conclusions accurately and clearly
visually, in writing and orally to specialist and non-specialist audiences;
Work effectively, and with reflective self-knowledge and increasing independence and knowledge
of inter-personal dynamics, both as an individual and as a member of a team;
Reflect upon, evaluate and articulate their own strengths, limitations and performance, and initiate
self-learning and monitor/adjust personal programmes of work in light of this;
Assessments
Assessment Task Assessment Assessment Task Pass/fail Task
Number Type Description assessment? Weighting
(%)
001 CW Submitted No 70
002 CW Submitted No 30
:
