6.0 Mathematical Sciences - programme specifications · mathematical physics at level 2 of a BSc course, but no prior knowledge of general relativity is assumed. The course also includes

Mathematical Sciences

Programme Specifications

Session 11/12

08/07/2011

Mathematical Sciences

Page 2

Section A. Basic Information

1 Title

Postgraduate - No Award

2 Course Code

3 School(s) Responsible For Management Of The Course

Mathematical Sciences 100%

4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable

7 Releva nt QAA Subject Benchmarks(s)

Section B. General Information

Educational Aims

Section C. Supplementary Regulations

1 Admission Requirements

2 Course Structure

3 Assessment Criteria

Progression Information:

Degree Information:

4 Other Regulations

Section D. Learning Outcomes

Page 3


1 Title

Gravity, Particles and Fields

2 Course Code

F347


Physics 33%


4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable


Mathematics, statistics & operational research

Physics, astronomy & astrophysics


Educational Aims

The course provides an introduction to the physical principles and mathematical techniques of current research in generalrelativity, quantum gravity, particle physics, quantum field theory, quantum information theory, cosmology and the earlyuniverse. The course will provide training in advanced methods in mathematics and physics which have applications in a widevariety of scientific careers and provide students with enhanced employability compared with undergraduate Bachelors degrees.It will provide training appropriate for students preparing to study for a PhD. For those currently in employment, the course willprovide a route back to academic study.

The programme of study includes a taught component of closely-related modules in this popular area of mathematicall physics.Students are expected to have prior knowledge of mechanics, quantum mechanics, special relativity and methods ofmathematical physics at level 2 of a BSc course, but no prior knowledge of general relativity is assumed. The course alsoincludes a substantial project that will allow students to develop their interest and expertise in a specific topic at the frontier ofcurrent research, and develop their skills in writing a full scientific report. The project topics will reflect the research strengthsof both the School of Physics and Astronomy and the School of Mathematical Sciences in relatively, cosmology, particle theoryand quantum information.



Course Requirements At least a second class honours (2:2) BSc degree (or equivalent from other countries)in Physics, Mathematical Physics or Mathematics, or joint degrees containingsubstantial elements of physics or mathematics.

Other Requirements Previous knowledge of mechanics, quantum mechanics, special relativity and methodsof mathematical physics (all as taught typically at BSc level 2) is required.

IELTS Requirements 6.0 (with no less than 5.0 in any element)

TOEFL Paper Based Requirements 550 (with at least 4.0 on the TWE)

2 Course Structure

Page 4

PG I

Compulsory

Group 1

Students must take All modules in this group

Code Title TaughtCompensatableCredits

G14DGE Differential Geometry 20 Y Autumn

G14BLH Black Holes 20 Y Spring

G14QFT Quantum Field Theory 20 Y Full Year

F34AG1 Gravity 10 Y Autumn

G14QIS Introduction to Quantum Information Science 20 Y Autumn

G14GPD Gravity, Particles and Fields Dissertation 60 Y Summer

F34MCO Modern Cosmology 20 Y Intensive Block

F34AGR Advanced Gravity 10 Y Spring

Credit Total 180

Additional Module Choice Information for PG I

Part I consists of all modules except G14GPD. Part II (the dissertationstage) consists of G14GPD.



To be allowed to progress to the dissertation stage candidates must, at their first sit, either have passed modules worth at least 80credits, with no more than 20 credits below 30, or have passed modules worth at least 60 credits, with no credits below 40. Candidateswho fail this criterion must normally pass Part I after resits before they are allowed to progress to the dissertation stage, though inexceptional circumstances they may, at the discretion of the Examiners, be allowed to progress directly to the dissertation stage.Degree Information:

The award of credit, completion of a stage, reassessment and award of masters degree, postgraduate diploma or postgraduate certificateand its classification are set out in the University Postgraduate taught assessment regulations which can be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/taugh-postgraduate-regulations.htmThere are no optional variations from these regulations except that for completion of Part I:<ul><li>Module marks for up to 20 credits can be below 40% (30% for Postgraduate Diploma) and be compensated if the student has passedmodules in Part I worth at least 80 credits and has a weighted average of at least 50% (40% for Postgraduate Diploma).<li>To complete Part I of the Masters degree, no module mark may be less than 30%.Assessment criteria are given in the School of Mathematical Sciences MSc student handbookhttp://www.maths.nottingham.ac.uk/current_postgraduates/information_for_msc_students/msc-handbook.pdfFor a student completing their course of study where the mark is considered borderline the following procedure will be applied. They willbe awarded the higher classification if, for a Masters award, the candidate has 90 or more credits in favour of the higher classification(60 or more for a Postgraduate Diploma and 30 or more for a Postgraduate Certificate). Candidates who fail to meet this threshold willnormally be awarded the lower classification unless the Board of Examiners, acting upon the advice of the external examiners,determines that there is compelling evidence of performance at the higher class.

4 Other Regulations


Knowledge and Understanding

Introduction

Students successfully completing the course should have demonstrated

A1. knowledge and understanding of a range of mathematical core concepts and the results in gravitation and quantum theory

A2. knowledge and understanding of some advanced concepts and techniques related to current research in gravitation andquantum theoryA3. awareness of some current problems and new insights in gravitation and quantum theory

A4. conceptual understanding that enables the critical evaluation of current research, methodoogy or advanced scholarship

A5. the ability to apply knowledge in the discipline to novel problems

Intellectual Skills

B1. apply complex concepts, methods and techniques to familiar and novel situations

B2. work with abstract concepts and in a context of generality

B3. reason logically and work analytically

B4. perform with a high level of accuracy

B5. relate mathematicall results to their physical applications

B6. transfer expertise between different topics in mathematical physics

Professional/Pracical Skills

C1. select and apply appropriate methods and techniques to solve problems

C2. justify conclusions using mathematical arguments with appropriate rigour

C3. communicate results using appropriate styeles, conventions and terminology

C4. use appropriate IT packages effectively

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Transferable/Key Skills

D1. communicate with clarity

D2. work effectively, independently and under direction

D3. adopt effective strategies for study

Teaching and learning methods that enable the learning outcomes to be achieved: Lectures and example sheets (all taught modules);individual report, or oral presentations (e.g. within G14QFT), Dissertation (G14GPD).

Assessment for all sections if summarised

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1 Title

Mathematics

2 Course Code

G100



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and its applications. The programme will provide students with specific knowledgefor its own sake, but also, acknowledging the wide and growing variety of uses to which mathematics is applied, mathematicaltechniques and skills suitable for a wide range of careers. Students will acquire basic knowledge in a wide range of areas anddevelop their competence in applying these, while in later years of the programme they will have the opportunity to pursue oneor more of these areas in greater depth. Graduates should appreciate the power of abstraction and generalisation asmathematical processes and should have an understanding of the importance of assumptions, the limitations these impose onwhat can be deduced and the consequences of their not being satisfied. Other aims are that students should develop their abilityto think logically and critically, to acquire problem-solving skills, and to become competent users of mathematical software.

Outline Description of Course

In each year of the programme, students must take modules accruing 120 credits. Mathematics modules are typically wortheither 10 or 20 credits.

The structure of the programme in the first two years is the same as for the four-year MMath degree (G103), enablingstudents to postpone making a decision on which programme to follow until they have gained experience of university-levelmathematics.

The first year (Qualifying Year) consists of a 60-credit core, which is divided into three year-long 20-credit modules, andthree 20-credit "strands" (one each in Pure Mathematics, Applied Mathematics, Probability and Statistics). All students musttake the core, but may substitute modules worth 20 credits from other Schools for one of the three strands; in this case,however, the strand omitted in the Qualifying Year must then be taken in Part I.

In the second year (Part I), all students must select 100 credits from modules offered within the School of MathematicalSciences, but the remaining 20 credits may be chosen from modules offered by other Schools.

In the third year (Part II), students must take at least 100 credits in modules from within the School of MathematicalSciences at an appropriate level and up to 20 credits from other Schools (subject to some restrictions on level). In this year,there is more variety in styles of delivery and assessment, including projects and coursework-based modules. Students whocomplete relevant suites of modules within Pure Mathematics, Applied Mathematics, or Probability and Statistics, qualify for anamed degree whose title reflects that specialisation.

The named degrees are Mathematics (Pure Mathematics), Mathematics (Applied Mathematics) and Mathematics withStatistics. Students who do not satisfy the programme requirements for a named degree but who otherwise qualify for anHonours degree will receive a BSc (Mathematics).

There may be slight variations in the lists of modules offered in any particular year.

Mathematics, as a discipline, is both very diverse and fast-developing. Graduates in Mathematical Sciences proceed to furtherstudy, or take up employment, in a wide range of areas. A distinguishing feature of the programme is the flexibility it allows,either for students with interests in academic research to pursue an area in depth (for example, by selecting a route to a nameddegree) or for those with other ambitions to gain knowledge and skills across a broad range of mathematical topics. Secondly,the programme has a research-informed flavour, in keeping with a modern syllabus. The programme design also allowsemerging topics, for example Mathematical Finance or Mathematical Medicine and Biology, to be readily incorporated at anappropriate level. A variety of teaching and learning experiences is offered so that individual students can develop strengths indifferent ways. There is also some opportunity for students who begin their course on joint degree programmes to transfer tothese specialist mathematics programmes. In addition there is the opportunity for students to transfer to the four-year MMathsprogramme (G103).

Distingushing Features


Page 7


Course Requirements AAB

IELTS Requirements 6.5 with at least 5 in each element

TOEFL Paper Based Requirements 573 with a TWE of at least 4.5

TOEFL Computer Based Requirements 230 with an essay rating of at least 4.5

2 Course Structure

Page 8

Qualifying Year

Compulsory

Group 1



G11ACF Analytical and Computational Foundations 20 N Full Year

G11CAL Calculus 20 N Full Year

G11LMA Linear Mathematics 20 N Full Year

Credit Total 60

Alternative

Group 1 All three Strands (Applied, Pure and Stats)

Students Must Take Either All modules in this group


G11PRB Probability 10 Y Autumn

G11FPM Foundations of Pure Mathematics 10 Y Autumn

G11MSS Mathematical Structures 10 Y Spring

G11STA Statistics 10 Y Spring

G11APP Applied Mathematics 20 Y Full Year

Credit Total 60

Group 2 Pure and Applied Strands

OR All modules in this group





Credit Total 40

Group 3 Applied and Statistics Strands






Credit Total 40

Group 4 Pure and Stats Strand







Credit Total 40

Additional Module Choice Information for Qualifying Year

If a student does not choose Group 1, then the level 1 strand not taken in Year 1 must be taken in Year 2.The remaining 20 credits in Year 1 may be chosen freely from modules offered by other Schools, subject to the approval of theCourse Director. Modules with codes beginning HG are prohibited. The Course Director will not normally approve modules containing asignificant proportion of mathematics or statistics that is either included in, or at a lower level than, first-year modules offered by theSchool of Mathematical Sciences.Part I

Restricted

Group 1 Students who have completed all three level 1 strands must take a minimum of 100 credits from this group;other students must take a minimum of 80 credits from this group, plus the missing level 1 strand (see Group2 below).

Students Must Take a minimum of 100.00 from this group


G12VEC Vector Calculus 10 Y Autumn

G12INM Introduction to Numerical Methods 20 Y Full Year

G12COF Complex Functions 10 Y Spring

G12DEF Differential Equations and Fourier Analysis 10 Y Spring

G12MAN Mathematical Analysis 10 Y Autumn

G12PMM Probability Models and Methods 20 Y Full Year

G12SMM Statistical Models and Methods 20 Y Full Year

G12MDE Modelling with Differential Equations 20 Y Full Year

G12IMP Introduction to Mathematical Physics 20 Y Full Year

G12PSM Professional Skills for Mathematicians 10 Y Full Year

G12ALN Algebra and Number Theory 20 Y Full Year

Credit Total 170

Group 2 Missing level 1 strand, not taken in Year 1 have to be selected from this group. IF ALL WERE TAKEN INYEAR 1 PLEASE IGNORE THIS GROUP

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AND a maximum of 20.00 from this group







Credit Total 60

Additional Module Choice Information for Part I

The remaining 20 credits may be chosen freely, subject to the approval of the Course Director. The Course Director will notnormally approve modules from other Schools containing a significant proportion of mathematics or statistics that is either includedin, or at a lower level than, first-year and second-year modules offered by the School of Mathematical Sciences. Modules inMathematics that are not on the approved level 1 and level 2 lists are also prohibited. Students must take at least 90 credits level 2.Students who at the end of the Qualifying Year are permitted to transfer to Part I of G100 from GG14, GG41, GV15, GL11, G1T1,GN12, G1H1, G1HD, F325 or F326 must take in Part I 20 or 30 credits from G11PRB, G11STA, G11FPM, G11MSS and G11APP(students may not register for modules already taken as part of their previous programme or containing equivalent material)and at least 90 credits of level 2 modules from a list provided by the School of Mathematical Sciences.Part II

Restricted

Group 1 Mathematics modules 



G13GTH Group Theory 20 Y Autumn

G13GRA Graph Theory 10 Y Autumn

G13MTS Metric and Topological Spaces 20 Y Autumn

G13GAM Game Theory 10 Y Spring

G13TST Topics in Statistics 20 Y Spring

HG3MMM Mathematics for Engineering Management 10 Y Autumn

G13EMA Electromagnetism 20 Y Spring

G13MMB Mathematical Medicine and Biology 20 Y Autumn

G13AQT Advanced Quantum Theory 20 Y Autumn

G13CCR Coding and Cryptography 10 Y Spring

G13FNT Further Number Theory 20 Y Autumn

G13INF Statistical Inference 20 Y Autumn

G13STM Stochastic Models 20 Y Autumn

G13MAF Mathematical Finance 20 Y Spring

G14PJA Project (Autumn) 20 Y Autumn

G14PJS Project (Spring) 20 Y Spring

G13DIF Differential Equations 20 Y Autumn

G13FLU Fluid Dynamics 20 Y Spring

G13REL Relativity 20 Y Spring

G13TSC Topics in Scientific Computation 20 Y Spring

G13MCD Modelling Chaos and Disorder 20 Y Full Year

G14VOC Vocational Mathematics 20 Y Full Year

G13LNA Linear Analysis 20 Y Spring

G13NGA Number Fields and Galois Theory 20 Y Spring

G13RIM Rings and Modules 20 Y Spring

G13MED Medical Statistics 20 Y Full Year

G13CMM Communicating Mathematics 20 Y Full Year

Credit Total 500

Group 2 Students may take up to 20 credits from this group.













Credit Total 160

Additional Module Choice Information for Part II

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Students must take at least 100 credits of Mathematics at level 3 or above from the relevantschedule of approved modules published annually by the School. Students may not take both G14PJA and G14PJS. Students must not take more than one of G13CMM and G13VOC.

The remaining 20 credits may be chosen freely, subject to the approval of the Course Director.The Course Director will not normally approve modules from other Schools containing a significantproportion of mathematics or statistics that is either included in, or at a lower level than,modules offered by the School of Mathematical Sciences. Most modules at level 1 and level A arenormally prohibited; modules with codes beginning HG (except for HG3MMM) are also prohibited.For the named degrees of BSc Mathematics with Statistics, BSc Mathematics (Applied Mathematics)and BSc Mathematics (Pure Mathematics) at least 100 credits at level 2 orabove, including at least 60 credits at level 3 or above, in taught modules in Statistics,Applied Mathematics and Pure Mathematics respectivelymust be taken over Parts I and II, a list of modules approved for this purpose being availablefrom the School, but these figures may be reduced to 80 and 40 credits if one of the modulesG14PJA or G14PJS is taken and is on an appropriate topic in Statistics (including Probability),Applied Mathematics or Pure Mathematics respectively.In Part II, students may take up to 20 credits of level 2 modules (coded G12*** butexcluding G12PSM) offered by the School of Mathematical Sciences provided they havethe appropriate pre-requisites and that these modules have not previously been taken.Please note that it cannot be guaranteed to avoid clashes between the timetable of level 2 modules in group 2 and the timetable oflevel 3 mathematics modules in group 1.



Assessment Criteria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ), to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students must pass all of the following non-compensatable modules G11ACF, G11CAL and G11LMA in order to progress to Part I (seeRegulation 11 of the Regulations for Undergraduate Courses to be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/undergraduate-regulations.htm).Degree Information:

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I and II. The overall average isobtained from a weight of 33% on the average credit-weighted mark for all Part I modules and a weight of 67% on the averagecredit-weighted mark of all Part II modules.

The overall average is rounded into a single integer mark which is then translated into the degree classification as follows:Marks in range<ul><li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<ul><Li>39:Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above, they will be awarded the higher degreeclassification if the candidate has 50 or more credits of level 3 or level 4 modules taken in Part II in favour of the higher degreeclassification. A candidate with a rounded mark in the borderline zoneswho fails to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners, acting upon theadvice of the external examiners, determines that there is compelling evidence of performance at the higher class in level 3 or level 4mathematics modules taken in Part II.

Course Weightings % :

Part I: 33

Part II: 67

Degree Calculation Model: Arithmetic Mean

4 Other Regulations

Page 11


Section D of this programme specification applies to students starting this degree in 2008/9 or after. Students who entered beforethen should refer to the programme specification for 2007/8 which may be found athttp://winster/programme_specifications/asp/course_search.aspThe programme learning outcomes are contained in the four lists below. The teaching, learning and assessment methods that enablethese to be achieved are outlined below the lists in two paragraphs.Knowledge and Understanding

Introduction

Graduates should be able to demonstrate knowledge and understanding

A1 of calculus

A2 of linear mathematics

A3 of elementary analysis

A4 in at least two of applied mathematics, pure mathematics and probability and statistics

A5 and additionally, they should be able to show a deeper knowledge and understanding in some areas of pure mathematicsand/or applied mathematics and/or probability and statistics

Intellectual Skills

Graduates should be able to

Introduction

B1 apply complex ideas to familiar and to novel situations

B2 work with abstract concepts and in a context of generality

B3 reason logically and work analytically

B4 relate theoretical models to their applications

B5 perform with high levels of accuracy

B6 transfer expertise between different topics in mathematics.



Introduction

C1 develop appropriate mathematical models

C2 select and apply appropriate methods and techniques to solve problems

C3 justify conclusions using mathematical arguments with appropriate rigour

C4 communicate results using appropriate styles, conventions and terminology

C5 use appropriate IT packages effectively.



Introduction

D1 communicate with clarity

D2 work effectively, independently and under direction

D3 analyse and solve complex problems accurately

D4 make effective use of IT

D5 apply high levels of numeracy

D6 adopt effective strategies for study.

<ul>Teaching and learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, theteaching and learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module. </ul>

Teaching and Learning for all sections if summarised

Assessment is predominantly by formal timed examinations, though some modules incorporate assessed coursework which contributes tothe final mark. Other modules may be entirely assessed by means other than timed examinations. The intellectual, professional, andtransferable skills listed below are often taught by "expert example" and practised by the students in formative assignments; most arenot explicitly assessed in their own individual right but as an intrinsic part of the assessment of knowledge and understanding of therelevant topic.


Page 12


1 Title

Mathematics

2 Course Code

G100



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enablethem to deepen their understanding of mathematics and its applications. The programme will provide students withspecific knowledge for its own sake, but also, acknowledging the wide and growing variety of uses to which mathematicsis applied, mathematical techniques and skills suitable for a wide range of careers.Students will acquire basic knowledge in a wide range of topics and develop their competence in applying these, while inlater years of the programme they will have the opportunity to pursue one or more of these areas in greater depth.Graduates should appreciate the power of abstraction and generalisation as mathematical processes and should have anunderstanding of the importance of assumptions, the limitations these impose on what can be deduced and theconsequences of their not being satisfied.Other aims are that students should develop their ability to think logically and critically, to acquire problem-solving skills,and to become competent users of mathematical software.


Students registered for courses G100 or G103 who fail to progress at the end of Part I, and who accept an offer to transferto an Ordinary Degree in Mathematics, choose 100 credits (rather than 120), with 60 credits of Mathematics modules at level 3or above, from the range of modules on offer to Honours students (including up to 20 from other Schools). Such students arelikely to satisfy most, but not necessarily all, of the learning outcomes specified for Honours graduates.

Mathematics, as a discipline, is both very diverse and fast-developing. Graduates in Mathematical Sciences proceed to furtherstudy, or take up employment, in a wide range of areas. A distinguishing feature of the programme is the flexibility it allows,either for students with interests in academic research to pursue an area in depth (for example, by selecting a route to a nameddegree and encountering advanced topics in the fourth year) or for those with other ambitions to gain knowledge and skillsacross a broad range of mathematical topics. Secondly, the programme has a research-informed flavour, in keeping with amodern syllabus. The programme design also allows emerging topics, for example Mathematical Finance or MathematicalMedicine and Biology, to be readily incorporated at an appropriate level. A variety of teaching and learning experiences isoffered so that individual students can develop strengths in different ways. There is also some opportunity for students whobegin their course on joint degree programmes to transfer to these specialist mathematics programmes.








Not Open To External Applicants

2 Course Structure



Page 13

Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students who fail to progress at the end of Part I on G100 or G103may be offered the opportunity to transfer to the BSc Mathematics (Ordinary) Degree.

Degree Information:

Degree requirements are as indicated above in the approved course of study and as per the University Regulations. 

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I and II. The overall average isobtained from a weight of 50% on the average credit-weighted mark for all Part I modules, a weight of 50% on the averagecredit-weighted mark of all Part II modules. The overall average is rounded into a single integer mark which is then translated into thedegree classification as follows:Marks in range<ul><li>70 and above: Distinction<li>60 to 69 inclusive: Merit<li>40 to 59 inclusive: Pass<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<li>59: Borderline Merit<li>69: Borderline Distinction</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above, they will be awarded the higher degreeclassification if the candidate has 30 or more credits of level 3 (or above) modules taken in Part II in favour of the higher degreeclassification. A candidate with a rounded mark in the borderline zones who fails to meet this threshold will normally be awarded thelower degree classification unless the Board of Examiners, acting upon the advice of the external examiners, determines that there iscompelling evidence of performance at the higher class in level 3 (or above) mathematics modules taken in Part II.Course Weightings % :

Part I: 50

Part II: 50


4 Other Regulations



A1 of a range of core mathematical concepts and results

A2 of standard mathematical techniques across their chosen curriculum

A3 in pure mathematics

A4 in applied mathematics

A5 in probability and statistics.

A6 a deeper knowledge and understanding in some areas of pure mathematics and/or applied mathematics and/or probabilityand statistics

Intellectual Skills













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Teaching and learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module.




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1 Title

Mathematics

2 Course Code

G100



4 Type of Course

Single Subject

5 Mode of Delivery

Part time

6 Accrediting Body

Not applicable




Educational Aims

See programme specification for G100 full time.







Further Information








2 Course Structure



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: See programme specification for G100 full time.Degree Information:




4 Other Regulations


Page 16




Introduction



Teaching and Learning and Assessment for above section

Intellectual Skills


Introduction



Introduction



Introduction





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1 Title

Mathematics with Statistics

2 Course Code

G101



4 Type of Course

Major/Minor Combination

5 Mode of Delivery

Full time

6 Accrediting Body

Royal Statistical Society




Educational Aims

Only available to students who have successfully completed the G103 degree programme and meet the requirements for thenames degree "Mathematics with Statistics". See programme specification of G103 for further details.



2 Course Structure



Degree Information:


Part I: 20

Part II: 40

Part III: 40Degree Calculation Model: Arithmetic Mean

4 Other Regulations


Page 18


1 Title

Mathematics with Statistics

2 Course Code

G102



4 Type of Course


5 Mode of Delivery

Full time

6 Accrediting Body

Royal Statistical Society




Educational Aims




2 Course Structure



Degree Information:


Part I: 33

Part II: 67


4 Other Regulations


Page 19


1 Title

Mathematics

2 Course Code

G103



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and its applications. The programme will provide students with specific knowledgefor its own sake, but also, acknowledging the wide and growing variety of uses to which mathematics is applied, mathematicaltechniques and skills suitable for a wide range of careers. Students will acquire basic knowledge in a wide range of areas anddevelop their competence in applying these, while in later years of the programme they will have the opportunity to pursue oneor more of these areas in greater depth. In addition, students will carry out a substantial individual dissertation, developingtheir ability to engage in independent learning, and preparing them for postgraduate study or careers as professionalmathematicians. Graduates should appreciate the power of abstraction and generalisation as mathematical processes and shouldhave an understanding of the importance of assumptions, the limitations these impose on what can be deduced and theconsequences of their not being satisfied. Other aims are that students should develop their ability to think logically andcritically, to acquire problem-solving skills, and to become competent users of mathematical software.


In each year of the Honours programme, students must take modules accruing 120 credits. Mathematics modules are typicallyworth either 10 or 20 credits.

The structure of the programme in the first two years is the same as for the three-year BSc programme (G100), enablingstudents to postpone making a decision on which programme to follow until they have gained experience of university-levelmathematics.

The first year (Qualifying Year) consists of a 60-credit core, which is divided into three year-long 20-credit modules, andthree 20-credit "strands" (one each in Pure Mathematics, Applied Mathematics, Probability and Statistics). All students musttake the core, but may substitute modules worth 20 credits from other Schools for one of the three strands; in this case,however, the strand omitted in the Qualifying Year must then be taken in Part I.

In the second year (Part I), all students must select 100 credits from modules offered within the School of MathematicalSciences, but the remaining 20 credits may be chosen from modules offered by other Schools. At the end of Part I, theexamination performance determines whether a student is permitted to continue with the four-year MMath programme orwhether they are transferred to the three-year BSc.

In Part II, students must take at least 100 credits in modules from within the School of Mathematical Sciences at anappropriate level. This choice must include either G14PJA or G14PJS. Up to 20 credits from other Schools (subject to somerestrictions on level) may be taken. Progression to the final year of the MMath programme depends on achieving a specifiedlevel of performance in the Part II examination. Alternatively, students may be awarded a BSc degree, provided that theysatisfy the requirements of such a degree.

In the fourth year (Part III), each student must undertake a 40-credit individual dissertation and at least 20 credits oftaught modules in the same subject area (Pure, Applied, or Probability and Statistics) as the dissertation. Of the remaining 60credits, at least 30 must also be at level 4. Up to 20 credits of modules may be taken outside the School of MathematicalSciences (provided they are at an appropriate level). For the award of a named MMath degree, students must take at least 160credits of approved modules in the relevant area, including the Part III dissertation.

The named degrees are Mathematics (Pure Mathematics), Mathematics (Applied Mathematics) and Mathematics withStatistics. Students who do not satisfy the programme requirements for a named degree but who otherwise qualify for anHonours degree will receive a MMath (Mathematics).



Page 20

Mathematics, as a discipline, is both very diverse and fast-developing. Graduates in Mathematical Sciences proceed to furtherstudy, or take up employment, in a wide range of areas. A distinguishing feature of the programme is the flexibility it allows,either for students with interests in academic research to pursue an area in depth (for example, by selecting a route to a nameddegree and encountering advanced topics in the fourth year) or for those with other ambitions to gain knowledge and skillsacross a broad range of mathematical topics. Secondly, the programme has (especially in the fourth year) a research-informedflavour, in keeping with a modern syllabus. The programme design also allows emerging topics, for example MathematicalFinance or Mathematical Medicine and Biology, to be readily incorporated at an appropriate level. A variety of teaching andlearning experiences is offered so that individual students can develop strengths in different ways. There is also someopportunity for students who begin their course on joint degree programmes to transfer to these specialist mathematicsprogrammes.







2 Course Structure

Page 21

Qualifying Year

Compulsory

Group 1






Credit Total 60

Alternative

Group 1 All three Strands (Applied, Pure, Statistics)








Credit Total 60

Group 2 Pure and Applied Strand






Credit Total 40

Group 3 Applied and Stats Strand






Credit Total 40

Group 4 Pure and Stats Strand







Credit Total 40


If a student does not choose Group 1, then the level 1 strand not taken in Year 1 must be taken in Year 2.The remaining 20 credits in Year 1 may be chosen freely from modules offered by other Schools, subject to the approval of the CourseDirector. Modules with codes beginning HG are prohibited. The Course Director will not normally approve modules containing asignificant proportion of mathematics or statistics that is either included in, or at a lower level than, first-year modules offered by theSchool of Mathematical Sciences.Part I

Restricted

Group 1 Students who have completed all three level 1 strands must take a minimum of 100 credits from this group;other students must take a minimum of 80 credits from this group, plus the missing level 1 strand (see Group2 below).














Credit Total 170

Group 2 Missing level 1 strand, not taken in Year 1 have to be selected from this group.IF ALL WERE TAKEN INYEAR 1 PLEASE IGNORE THIS GROUP

Page 22








Credit Total 60


The remaining 20 credits may be chosen freely, subject to the approval of the Course Director. The Course Director will notnormally approve modules from other Schools containing a significant proportion of mathematics or statistics that is either includedin, or at a lower level than, first-year and second-year modules offered by the School of Mathematical Sciences. Modules inMathematics that are not on the approved level 1 and level 2 lists are also prohibited. Students must take at least 90 credits at level2.Students who at the end of the Qualifying Year are permitted to transfer to Part I of G103 from GG14, GG41, GV15, GL11, G1T1,GN12, G1H1, G1HD, F325 or F326 must take in Part I 20 or 30 credits from G11PRB, G11STA, G11FPM, G11MSS and G11APP(students may not register for modules already taken as part of their previous programme or containing equivalent material)and at least 90 credits of level 2 modules from a list provided by the School of Mathematical Sciences.Part II

Alternative

Group 1 Applied Group

Students Must Take Either a minimum of 60.00 from this group







Credit Total 100

Group 2 Mathematical Physics Group: in addition to the modules in this group, G12MAN and G12COF must be taken inPart II if not taken in Part I

OR 40.00 credits from this group




Credit Total 40

Group 3 Pure Group

OR a minimum of 80.00 from this group







Credit Total 100

Group 4 Statistics Group

OR a minimum of 60.00 from this group







Credit Total 100

Restricted

Group 1 Projects

Students Must Take 20.00 credits from this group




Credit Total 40

Group 2 Students may take up 20 credits from this group





Page 23





Credit Total 80

Group 3 Students may take up to 100 credits from this group providing their module choice satisfies the criteria of atleast one of the Applied, Mathematical Physics, Pure and Statistics groups.

AND a minimum of 0.00 and a maximum of 100.00 from this group





















Credit Total 380


As well as G14PJA or G14PJS, students must take at least an additional 80 credits in Mathematics at level 3 or above, from therelevant schedule of approved modules published annually by the School.Only one of G13CMM and G14VOC may be taken.The remaining 20 credits may be chosen freely, subject to the approval ofthe Course Director. The Course Director will not normally approve modules from other Schools containing a significant proportion ofmathematics or statistics that is either included in, or at a lower level than, modules offered by the School of Mathematical Sciences.Most modules at level 1 and level A are normally prohibited; modules with codes beginning HG (except for HG3MMM) are prohibited. Students wishing to gradute at the end of Part II must satisfy the regulations for the BSc Mathematics (G100) degreeprogramme. In addition, if they wish to have a named degree then they must satisfy that following criteria. For the named degrees ofBSc Mathematics with Statistics, BSc Mathematics (Applied Mathematics) and BSc Mathematics (Pure Mathematics) at least 100credits at level 2 or above, including at least 60 credits at level 3 or above, in taught modules in Statistics, Applied Mathematics andPure Mathematics respectively must be taken over Parts I and II, a list of modules approved for this purpose being available from theSchool, but these figures may be reduced to 80 and 40 credits if one of the modules G14PJA or G14PJS is taken and is on anappropriate topic in Statistics (including Probability), Applied Mathematics or Pure Mathematics respectively.Part III

Compulsory

Group 1



G14DIS Mathematics Dissertation 40 Y Full Year

Credit Total 40

Restricted

Group 1 Mathematics level 4 modules

Students Must Take a minimum of 50.00 and a maximum of 80.00 from this group


G14AGE Algebraic Geometry 20 Y Autumn

G14PTH Probability Theory 20 Y Autumn

G14ANT Algebraic Number Theory 20 Y Spring

G14CST Computational Statistics 20 Y Full Year

G14ASP Advanced Stochastic Processes 20 Y Spring

G14COA Complex Analysis 20 Y Autumn

G14CO2 Functions of a Complex Variable 10 Y Autumn

G14ADE Advanced Techniques for Differential Equations 20 Y Autumn

G14NWA Nonlinear Waves 20 Y Autumn

G14TBM Topics in Biomedical Mathematics 20 Y Spring

G14DGE Differential Geometry 20 Y Autumn

G14BLH Black Holes 20 Y Spring

G14QFT Quantum Field Theory 20 Y Full Year

G14TFG Time Series and Forecasting 20 Y Spring

G14QUF Quadratic Forms and Central Simple Algebras 20 Y Autumn

G14CGT Combinatorial Group Theory 20 Y Spring

G14TNS Theoretical Neuroscience 20 Y Spring

Page 24

G14VMS Variational Methods 20 Y Autumn

G14CLA Computational Linear Algebra 20 Y Spring

G14TBS Topics in Biomedical Statistics 20 Y Spring

G14MOP Mathematical Optics 20 Y Spring

G14ELA Elasticity 20 Y Autumn

G14PSC Programming for Scientific Computation 20 Y Autumn

G14FTA Further Topics in Analysis 20 Y Spring

G14AFM Advanced Fluid Mechanics 20 Y Spring

G14QIS Introduction to Quantum Information Science 20 Y Autumn

Credit Total 510

Group 2 Mathematics Level 3 modules

























Credit Total 410

Additional Module Choice Information for Part III

Students must take 100 credits in Mathematics at level 3 or above including at least 90 credits at level 4.Students must take the 40-credit level 4 dissertation module G14DIS and at least a further 50-credits at level 4. At least one20-credit module at level 4 must be taken in the same discipline (Applied Mathematics, Pure Mathematics, or Probability andStatistics) as the topic of the dissertation.Students must not take both G14COA and G14CO2.Students may not take level 3 modules that have significant overlap with level 3 modules already taken in Part II. See Section 19 ofthe Undergraduate Student Handbook for further details.

The remaining 20 credits may be chosen freely, subject to the approval of the Course Director. The Course Director will not normallyapprove modules from other Schools containing a significant proportion of mathematics or statistics that is either included in, or at alower level than, modules offered by the School of Mathematical Sciences. Most modules at level 1 and level A are normallyprohibited, as are Mathematics modules at level 2 or below; modules with codes beginning HG are also prohibited.

The following information applies to students who entered prior to the 2008/9 session.Candidates for any of the named MMath degrees must take at least 160 credits of approved modules in the relevant discipline(Applied Mathematics, Pure Mathematics, or Probability and Statistics) in Parts I, II and III, the relevant list of modules beingavailable from the School of Mathematical Sciences. Candidates must have taken qualified for the corresponding named BSc (seeAdditional Module Information for Part II of this Programme Specification) and have taken G14DIS and at least 20 credits at level 4 inthe relevant discipline. Candidates who are eligible for a named MMath degree may opt for a named MMath degree at any time up tothe first week of semester 8.

The following information applies to students who entered in 2008/9 or after.

Candidates for any of the named MMath degrees must have taken at least 160 credits at level 2 or above of approved modules in therelevant discipline (Applied Mathematics, Pure Mathematics, or Probability and Statistics) in Parts I, II and III, the relevant list ofmodules being available from the School of Mathematical Sciences. At least 100 credits must have been at level 3 or above. In Part IIIcandidates must have taken G14DIS and at least 20 further credits at level 4 in the relevant discipline. Candidates who are eligible fora named MMath degree may opt for a named MMath degree at any time up to the first week of semester 8.



Page 25

Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students must pass all of the following non-compensatable modules G11ACF, G11CAL and G11LMA in order to progress to Part I (seeRegulation 11 of the Regulations for Undergraduate Courses to be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/undergraduate-regulations.htm ).To progress to Part II students must obtain in Part I an average mark of at least 55% at the first attempt. A student not meeting thisthreshold may be offered the opportunity to transfer to the BSc Mathematics degree (G100).To progress to Part III students must obtain in Part II an average mark of at least 55% at the first attempt. A student not meetingthis threshold may, if his/her performance warrants it, be awarded a BSc degree.Degree Information:

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I, II and III. The overall average isobtained from a weight 20% on the average credit-weighted mark for all Part I modules, a weight of 40% on the averagecredit-weighted mark of all Part II modules and a weight of 40% on the average credit-weighted mark of all Part III modules. The overallaverage is rounded into a single integer mark which is then translated into the degree classification as follows:Marks in range<ul><li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<ul><Li>39:Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above,they will be awarded the higher degree classification if the candidate has 50 ormore credits of level 4 modules taken in Part III in favour of the higherdegree classification. A candidate with a rounded mark in the borderline zoneswho fails to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners, acting upon theadvice of the external examiners, determines that there is compelling evidence of performance at the higher class in level 4 mathematicsmodules taken in Part III.


Part I: 20

Part II: 40


4 Other Regulations


The programme learning outcomes are contained in the four lists below. The teaching, learning and assessment methods that enablethese to be achieved are outlined below the lists in two paragraphs.Knowledge and Understanding

Introduction

Section D of this programme specification applies to students starting this degree in 2008/9 or after. Students who

A1 of calculus




A5 In addition, graduates should be able to show a deeper knowledge and understanding in some areas of pure mathematicsand/or applied mathematics and/or probability and statisticsA6 In addition, graduates should be able to show in the final year of the MMath degree, knowledge and understanding of someadvanced topics related to current research within the School.

Page 26

Intellectual Skills


Introduction









Introduction








Introduction







Teaching and learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module. The fourth year includes a substantial (40-credit) individual dissertation, which, while carried out undersupervision, puts an increased emphasis on independent learning.




Page 27


1 Title

Mathematics

2 Course Code

G103



4 Type of Course

Single Subject

5 Mode of Delivery

Part time

6 Accrediting Body

Not applicable




Educational Aims

There is no direct external entry to this degree programme. In exceptional circumstances students may be offered theopportunity to transfer to this programme from its full-time equivalent. The Educational Aims of this part-timeprogramme are the same as for the full-time programme and are given in the programme specification for the full-timeprogramme.


There is no direct external entry to this degree programme. In exceptional circumstances students may be offered theopportunity to transfer to this programme from its full-time equivalent. Details of the course structure for this part-timeprogramme are the same as for the full-time programme and are given in the programme specification for the full-timeprogramme.

There is no direct external entry to this degree programme. In exceptional circumstances students may be offered theopportunity to transfer to this programme from its full-time equivalent. Details of the innovative features for this part-timeprogramme are the same as for the full-time programme and are given in the programme specification for the full-timeprogramme.









2 Course Structure



Page 28

Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: There is no direct external entry to this degree programme. In exceptional circumstances students may be offered the opportunity totransfer to this programme from its full-time equivalent.

The Progression Information for this part-time programme is the same as for the full-time programme but is subject to the UniversityRegulations for First Degree for Part-Time Students (to be found athttp://www.nottingham.ac.uk/current/regulations/).

Degree Information:

There is no direct external entry to this degree programme. In exceptional circumstances students may be offered the opportunity totransfer to this programme from its full-time equivalent.

The Degree Information for this part-time programme is the same as for the full-time programme but is subject to the UniversityRegulations for First Degree for Part-Time Students (to be found athttp://www.nottingham.ac.uk/current/regulations/).



4 Other Regulations



There is no direct external entry to this degree programme. In exceptional circumstances students may be offered the opportunityto transfer to this programme from its full-time equivalent. The Programme Learning outcomes of this part-time programme arethe same as for the full-time programme and are given in the programme specification for the full-time programme.

Intellectual Skills

There is no direct external entry to this degree programme. In exceptional circumstances students may be offered the opportunityto transfer to this programme from its full-time equivalent. The Programme Learning outcomes of this part-time programme arethe same as for the full-time programme and are given in the programme specification for the full-time programme.


There is no direct external entry to this degree programme. In exceptional circumstances students may be offered the opportunity totransfer to this programme from its full-time equivalent. The Programme Learning outcomes of this part-time programme are thesame as for the full-time programme and are given in the programme specification for the full-time programme.


There is no direct external entry to this degree programme. In exceptional circumstances students may be offered the opportunity

There is no direct external entry to this degree programme. In exceptional circumstances students may be offered the opportunity totransfer to this programme from its full-time equivalent. Details of Teaching and Learning for this part-time programme are the same asfor the full-time programme and are given in the programme specification for the full-time programme.


There is no direct external entry to this degree programme. In exceptional circumstances students may be offered the opportunity totransfer to this programme from its full-time equivalent. Details of Assessment for this part-time programme are the same as for thefull-time programme and are given in the programme specification for the full-time programme.


Page 29


1 Title

Mathematics (International Study)

2 Course Code

G104



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and its applications. The programme will provide students with specific knowledgefor its own sake, but also, acknowledging the wide and growing variety of uses to which mathematics is applied, mathematicaltechniques and skills suitable for a wide range of careers. Students will acquire basic knowledge in a wide range of areas anddevelop their competence in applying these, while in later years of the programme they will have the opportunity to pursue oneor more of these areas in greater depth. Graduates should appreciate the power of abstraction and generalisation asmathematical processes and should have an understanding of the importance of assumptions, the limitations these impose onwhat can be deduced and the consequences of their not being satisfied. Other aims are that students should develop their abilityto think logically and critically, to acquire problem-solving skills, and to become competent users of mathematical software. In addition, students will spend a full year living abroad and studying at an overseas university, which will broaden theireducational and personal experience beyond what is available through the traditional BSc in Mathematics.


In each year of the programme, students must take modules accruing 120 credits. Mathematics modules are typically worth 10or 20 credits. The first year (Qualifying Year) consists of a 60-credit core, which is divided into three year-long 20-credit modules, and three20-credit "strands" (one each in Pure Mathematics, Applied Mathematics, Probability and Statistics). All students must take thecore, but may substitute modules worth 20 credits from other Schools for one of the three strands; in this case, however, thestrand omitted in the Qualifying Year must then be taken in Part I. Students intending to spend the Year Abroad in anon-English-speaking country will normally use these 20 credits to fulfil all or part of the foreign language requirement for thedegree. In the second year (Part I), all students must select 100 credits from modules offered within the School of MathematicalSciences, but the remaining 20 credits may be chosen from modules offered by other Schools. Students intending to spend the Year Abroad in a non-English-speaking country may use these 20 credits to fulfil all or part ofthe foreign language requirement for the degree. They must also apply to and be accepted onto either the Socrates/Erasmus orUniversitas 21 exchange scheme. In the third year (Year Abroad), students will study abroad at one of our Socrates/Erasmus or Universitas 21 partners. The list ofpossible destinations may vary from year to year; destinations in non-English speaking countries will only be available tostudents who have satisfied the School that they are sufficiently competent in the relevant language. In the fourth year (Part II), BSc students must take at least 100 credits in modules from within the School of MathematicalSciences at an appropriate level and up to 20 credits from other Schools (subject to some restrictions on level). In this year,there is more variety in styles of delivery and assessment, including projects and coursework-based modulesThere may be slight variations in the lists of modules offered in any particular year. Students who decide not to spend a year studying abroad will beoffered the opportunity to transfer to either the BSc Mathematics(G100) or the MMaths Mathematics (G103) programmes (provided that therelevant progression rules have been satisfied).


Page 30

Mathematics, as a discipline, is both very diverse and fast-developing. Graduates in Mathematical Sciences proceed to furtherstudy, or take up employment, in a wide range of areas. A distinguishing feature of the programme is the flexibility it allows,either for students with interests in academic research to pursue an area in depth or for those with other ambitions to gainknowledge and skills across a broad range of mathematical topics. Secondly, the programme has a research-informed flavour, inkeeping with a modern syllabus. The programme design also allows emerging topics, for example Mathematical Finance orMathematical Medicine and Biology, to be readily incorporated at an appropriate level. A variety of teaching and learningexperiences is offered so that individual students can develop strengths in different ways. In addition, the course allows studentsthe opportunity to experience another culture and also broaden their studies in Mathematics and/or other subjects at auniversity overseas.



2 Course Structure

Page 31

Qualifying Year

Compulsory

Group 1






Credit Total 60

Alternative

Group 1 Applied, Pure and Statistics Strands








Credit Total 60

Group 2 Pure and Applied Strands






Credit Total 40

Group 3 Applied and Statistics Strands






Credit Total 40

Group 4 Pure and Statistics Strands







Credit Total 40


If a student does not choose Group 1, then the level 1 strand not taken in Year 1 must be taken in Year 2. 

Students intending to study in a non-English speaking country will be expected to take in the Qualifying Year and/or Part I, up to 20credits of language modules per year at a level matched to their prior qualifications. Procedures for choosing suitable languagemodules are given in the course handbook to be found athttp://www.maths.nottingham.ac.uk/current_undergraduates/undergraduate_student_handbook/. Up to 20 credits in the Qualifying Year may be chosen freely from modules offered by other Schools, subject to the approval of theCourse Director. Modules with codes beginning HG are prohibited. The Course Director will not normally approve modules containing asignificant proportion of mathematics or statistics that is either included in, or at a lower level than, first-year modules offered by theSchool of Mathematical Sciences. 

Part I

Restricted

Group 1 Students who have completed all three level 1 Strands must take a minimum of 100 credits from this group;other students must take a minimum of 80 credits from this group, plus the missing level 1 strand (see Group2)











Page 32




Credit Total 170

Group 2 Missing level 1 strand, not taken in Year 1 have to be selected from this group. IF ALL WERE TAKEN IN YEAR 1 PLEASE IGNORE THIS GROUP








Credit Total 60


Students must take at least 90 credits at level 2 (or above). 

Students must take at least 100 credits of Mathematics, including at least 80 credits at level 2. 

Students intending to study in a non-English speaking country will be expected to take in the Qualifying Year and/or Part I, up to 20credits of language modules per year at a level matched to their prior qualifications. Procedures for choosing suitable languagemodules are given in the course handbook to be found athttp://www.maths.nottingham.ac.uk/current_undergraduates/undergraduate_student_handbook/. Up to 20 credits may be chosen freely, subject to the approval of the Course Director. The Course Director will not normally approvemodules from other Schools containing a significant proportion of mathematics or statistics that is either included in, or at a lowerlevel than, first-year and second-year modules offered by the School of Mathematical Sciences. Modules in Mathematics that are noton the approved level 1 and level 2 lists are also prohibited. Part II

Restricted

Group 1 Mathematics modules





























Credit Total 480

Group 2









Page 33





Credit Total 160


Students must take at least 100 credits of Mathematics at level 3 or above, from the relevant schedule of approved modulespublished annually by the School.Students may not take both G14PJA and G14PJS. Students may not take more than one of G13CMM and G14VOC. The remaining 20 credits may be chosen freely, subject to the approval of the Course Director. The Course Director will not normallyapprove modules from other Schools containing a significant proportion of mathematics or statistics that is either included in, or at alower level than, modules offered by the School of Mathematical Sciences. Most modules at level 1 and level A are normallyprohibited, as are Mathematics modules at level 1 or below; modules with codes beginning HG (except for HG3MMM) are alsoprohibited. In Part II, students may take up to 20 credits of level 2 modules (coded G12*** butexcluding G12PSM) offered by the School of Mathematical Sciences provided they have the appropriate pre-requisites and that thesemodules have not previously been takennor have a significant overlap with a module or modules already taken.The level 2 modules available are 

G12VEC G12DEF G12MAN G12COF G12PMM (cannot be taken if at least one of G12PRT or G12MAC has been taken previously) G12SMM (cannot be taken if at least one of G12SCM or G12LIN has been taken previously) G12INM (cannot be taken if at least one of G12INM or G12NCM has been taken previously) G12IMP (cannot be taken if at least one of G12MEC, G12IQM or G12LHM has been taken previously) G12MDE (cannot be taken if at least one of G12FLU or G12DYN has been previously taken) G12ALN (cannot be taken if at least one of G12GLA, G12ALG or G12NTH has been previously taken) 

Please note that it cannot be guaranteed to avoid clashes between the timetable of theselevel 2 modules listed above and the timetable of other modules, including the level 3mathematics modules (G13***), on the programme. 



Page 34

Assessment Critieria All Supplementary or course Regulations should be read in the context of the relevant University Study Regulations. Please note that for undergraduates there are new University Regulations for Undergraduate Courses which apply to students enteringthe University from 2004/05 onwards. The Regulations for First Degrees continue to apply to students entering the University before2004/05. Please refer to this information on http://www.nottingham.ac.uk/regulations/ All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression Information: Progression Criteria: 

In addition to satisfying the progression rules in the University Regulations(see http://www.nottingham.ac.uk/administration/regulations) students will notnormally be permitted to progress from the Qualifying Year to Part I unless they pass, at the first attempt, the threecore non-compensatable modules G11ACF, G11CAL and G11LMA andhave a credit-weighted average mark of at least 60%, at the first attempt, in the Qualifying Year.Students who fail to progress at the end of the Qualifying Year may be offered the opportunityto transfer to BSc Mathematics (G100) or to MMath Mathematics (G103).

 In addition to satisfying the progression rules in the University Regulations(see http://www.nottingham.ac.uk/administration/regulations) students will notnormally be permitted to progress from Part I to the Year Abroad unless theyhave a credit-weighted average mark of at least 55%, at the first attempt, in Part I and an averageof at least 50% in language modules taken in the Qualifying Year and in Part I.Students who fail to progress at the end of Part I may be offered the opportunityto transfer to BSc Mathematics (G100). In addition to satisfying the progression rules in the University Regulations(see http://www.nottingham.ac.uk/administration/regulations) students will notnormally be permitted to progress from the Year Abroad to Part II unless theyhave passed the Year Abroad. Students who fail to progress at the end of theYear Abroad may be offered the opportunity to transfer to BSc Mathematics (G100). Students who decide not to spend a year studying abroad will beoffered the opportunity to transfer to either the BSc Mathematics(G100) or the MMaths Mathematics (G103) programmes (provided that therelevant progression rules have been satisfied).

Degree Information:

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I and II. For students entering beforeSeptember 2009 the overall average is obtained from a weight of 33.3% on the average credit-weighted mark for all Part I modules anda weight of 66.7% on the average credit-weighted mark of all Part II modules. For students entering in or after September 2009 theoverall average is obtained from a weight of 33% on the average credit-weighted mark for all Part I modules and a weight of 67% on theaverage credit-weighted mark of all Part II modules.The overall average is rounded into a single integer mark which is then translated into the degree classification as follows:Marks in range<ul><li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<ul><Li>39:Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I</ul>When a candidate's rounded mark is in one of the above borderline zones they will be awarded the higher degree classification if thecandidate has 50 or more credits of level 3 or level 4 modules taken in Part II in favour of the higher degree classification. Candidateswho fail to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners, acting upon theadvice of the external examiners, determines that there is compelling evidence of performance at the higher class in level 3 or level 4mathematics modules taken in Part II.


Part I: 33

Part II: 67


4 Other Regulations

Page 35



Introduction


A1 of calculus




A5 and additionally, they should be able to show a deeper knowledge and understanding in some areas of pure mathematicsand/or applied mathematics and/or probability and statistics

Intellectual Skills


Introduction









Introduction








Introduction






D6 adopt effective strategies for study

D7 work and study in a foreign country.

Teaching and learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module.




Page 36


1 Title

Mathematics

2 Course Code

G10P



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims



Course Requirements 2.1(Upper 2nd class hons degree or international equivalent)

Other Requirements Significant relevant industrial experience may be considered.

IELTS Requirements 6.0 (no less than 5.0 in any element)

TOEFL Paper Based Requirements 550 with 4.0 TWE

2 Course Structure



Degree Information:

4 Other Regulations


Page 37


1 Title

Mathematics

2 Course Code

G10P



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims







2 Course Structure



Degree Information:

4 Other Regulations


Page 38


1 Title

Mathematics

2 Course Code

G10P



4 Type of Course

Single Subject

5 Mode of Delivery

Part time

6 Accrediting Body

Not applicable



Educational Aims







2 Course Structure



Degree Information:

4 Other Regulations


Page 39


1 Title

Mathematics

2 Course Code

G10P



4 Type of Course

Single Subject

5 Mode of Delivery

Part time

6 Accrediting Body

Not applicable



Educational Aims







2 Course Structure



Degree Information:

4 Other Regulations


Page 40


1 Title

Mathematics

2 Course Code

G10P



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims







2 Course Structure



Degree Information:

4 Other Regulations


Page 41


1 Title

Mathematics (Pure Mathematics)

2 Course Code

G111



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims




2 Course Structure



Degree Information:


Part I: 20

Part II: 40


4 Other Regulations


Page 42


1 Title

Mathematics (Pure Mathematics)

2 Course Code

G112



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims




2 Course Structure



Degree Information:


Part I: 33

Part II: 67


4 Other Regulations


Page 43


1 Title

Pure Mathematics

2 Course Code

G113



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The MSc in Pure Mathematics offers students an advanced research-oriented taught course, providing a broader anddeeper understanding of several areas of pure mathematics that are of strong current interest.Students will require a strong knowledge of mathematics, equivalent to a good UK undergraduate mathematics degree(2i or above), but the programme offers enough flexibility to take into account different mathematical backgrounds.Students will learn techniques and acquire skills suitable for academic research in mathematics. They will be trained tounderstand and to put into context many types of problems that are currently the object of intense research in algebra,analysis and number theory, and they will gain the core knowledge necessary to embark on a PhD programme in any ofthese fields. This will be achieved through both taught modules and project work, complemented by written and oralpresentations at various stages of the course. In addition to the taught component of the course, students will undertakea substantial individual project leading to a written dissertation, thus developing the student's ability to engage inindependent learning and to express complicated problems, results and their solutions in a concise and intelligible wayand preparing them for postgraduate research.Other aims of the course are for the students to develop their ability for logical and analytical reasoning, to acquireproblem-solving and effective communication skills, to familiarize themselves and become competent users of relevantsoftware.


Part I consists of 120 credits of taught modules, and Part II consists of a major dissertation worth 60 credits.

In Part I, students choose at least one of three year-long modules in algebra, analysis and number theory, respectively. Inthese modules, the theory is systematically developed by building upon the basics taught in undergraduate mathematics coursesand leading towards research-relevant topics. Any remaining credits can be chosen from a list of semester-long modules inadvanced specialized topics.

A major dissertation, G14PMD, is conducted in the summer period in Part II.

Flexibility to focus on two of the strands algebra, analysis and number theory. This allows for a thorough preparation forresearch in areas of pure mathematics in which the School of Mathematical Sciences is internationally leading.




Course Requirements 2:1 (upper 2nd class hons degree or international equivalent)

IELTS Requirements 6.0 (with no less than 5.0 in any element)


Good honours degree (equivalent to 2i or above) with mathematics as a main field of study. Applicants whose first language isnot English, and who do not have a degree from a UK institution, will be required to produce evidence of their competence inEnglish. One of following test results would normally be required. Either

1. IELTS score of at least 6.0 with no less than 5.0 in any of the four individual elements. Or 2. TOEFL paper-based score of at least 550 with no less that 4.0 in Test of Written English (TWE). Or 3. TOEFL computer-based score of at least 213 with no less that 4.0 in essay rating.2 Course Structure

Page 44

PG I

Compulsory

Group 1



G14PMD Pure Mathematics Dissertation 60 N Summer

Credit Total 60

Restricted

Group 1



G14TAN Topics in Analysis 40 Y Full Year

G14TGT Topics in Group Theory 40 Y Full Year

G14TNT Topics in Number Theory 40 Y Full Year

Credit Total 120

Group 2









Credit Total 120

Group 3









Credit Total 120


Students may choose at most one among the three modules G13GTH-G14CGT-G14TGT, at most one among the three modulesG13FNT-G14ANT-G14TNT and at most one among the three modules G13MTS-G14FTA-G14TAN. Students choosing 80 credits in Group 1 must choose one Group 2/3 module in Autumn and one Group 2/3 module in Spring. Students choosing 40 credits in Group 1 must choose two Group 2/3 modules in Autumn and two Group 2/3 modules in Spring. Students must take a total of 180 credits; 120 credits in Part I and 60 credits (G14PMD) in Part II.</bm>




Page 45

This course will comply with the University Postgraduate taught assessment regulations which can be found at http://www.nottingham.ac.uk/quality-manual/study-regulations/taught-postgraduate-regulations.htm

Assessment criteria are laid out in the School of Mathematical Sciences MSc student handbook placed at http://www.maths.nottingham.ac.uk/current_postgraduates/information_for_msc_students/msc-handbook.pdf

Candidates will be awarded the Master of Science Degree provided they have successfully completed the taught stage (Part I) byachieving a weighted average mark in Part I of at least 50% with at most 40 credits below 50% and at most 20 credits below 40% andwith no credits below 30%, and they have achieved a mark of at least 50% in Part II.

An MSc with distinction will be awarded to those candidates who obtain a credit weighted average mark of 70% or more over Parts I andII.

An MSc with merit will be awarded to those candidates who obtain a credit weighted average mark of 60% or more over Parts I andII.

Candidates for the Masters degree who fail to reach the required standard for the award of the Masters degree may be awarded aPostgraduate Diploma provided they have satisfied the Examiners with an overall credit weighted average mark of at least 40% with atleast 80 taught credits of at least 40% and with at most 20 credits below 30%.

Candidates for the Masters Degree who fail to reach the required standard for the award of the Masters degree or Diploma may beawarded a Postgraduate Certificate, based on the best 60 credits (out of which at least 50 credits must be at level 4), provided they havean overall credit weighted average mark for taught modules of at least 40% with at least 40 credits of at least 40% and with no modulemarks of less than 30%.

A student is considered to be borderline if their credit-weighted average mark, rounded to the nearest integer, is 69, 59, 49 or 39.

When a candidate's rounded mark is in one of the above borderline zones they will be awarded the higher degree classification if thecandidate has 90 or more credits in favour of the higher degree classification. Candidates who fail to meet this threshold will be awardedthe lower degree classification.

Students requiring re-assessment will be offered one chance to be re-assessed. Students who fail the Part II element will be allowed toresubmit their dissertation within one year of the failure.

4 Other Regulations



Introduction

Students successfully completing the course should be able to

A1. demonstrate knowledge and understanding of a range of concepts and results in Pure Mathematics and of advanced analytic,algebraic or number theoretic concepts and results across their chosen optionsA2. demonstrate knowledge and understanding of basic techniques of relevance to a researcher in Pure Mathematics and of moreadvanced techniques related to current research in algebra, analysis or number theory

Intellectual Skills


Introduction

B1. select and apply complex concepts, appropriate methods and techniques to familiar and to novel situations


B3. reason logically, work analytically and justify conclusions using mathematical arguments with appropriate rigour

B4. relate theoretical results to their applications in other areas of science where appropriate

B5. transfer expertise between different topics in mathematics

B6. use high levels of numeracy and accuracy to solve complex problems



Introduction

C1. communicate results with clarity using appropriate styles, conventions and terminology





Introduction

D1. make effective use of IT and software packages

D2. select and make appropriate and effective use of relevant literature



Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes, Example sheets, Writtencoursework, Individual report, Oral presentation, Dissertation


Page 46


1 Title

Financial Mathematics

2 Course Code

G120


Management 30%


4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and particularly its application to finance. The programme will provide students withspecific knowledge, but also mathematical techniques and skills suitable for entry to a wide range of careers in the financialworld and elsewhere.

The specific aims of the programme are:

To provide students with a wide range of relevant topics in mathematics and develop their competence in applying theseto problems arising in the financial world;To provide students with the opportunity to develop their skills in mathematical modelling and in particular the modellingof situations arising in finance;To provide students with the opportunity to develop their skills in the modelling of uncertainty and modern statisticaldata analysis;To enable students to develop their ability to think logically and critically, to acquire problem-solving skills and to becomecompetent users of appropriate software;


In each year of the programme, students must take modules accruing 120 credits. In the first year, 80 of these credits arein mathematics and 40 are for modules offered by the Business School. In the second year the split is 90/30. In the third yearstudents take at least 80 credits of mathematics and least 20 credits of modules offered by the Business School. Modules aretypically 10 or 20 credits.

In the first year (the Qualifying year) of the programme, students must take three core, year-long, 20-credit modules inmathematics covering the fundamental topics of calculus, linear algebra, elementary analysis and mathematical software. Theymust also take 20 credits of probability and statistics. From the Business School they take four 10-credit modules in businessand finance.

In the second year (Part I), all the modules are compulsory. There are four 20-credit year-long modules covering themodelling of situations that arise in finance, extending students' expertise in probability and statistics and enhancingstudents' computational and numerical skills. In addition there is a year-long 10-credit module which developsstudents' professional skills together with three 10-credit modules on finance offered by the Business School.

In the third year (Part II), there are three 20-credit compulsory modules focussed on the study of advanced topics in theapplication of mathematics to finance. Students must take a further 20 credits of mathematics modules and least 20 credits offinance modules offered by the Business School. Further details of the choice of modules are given below.

There may be slight variations in the lists of modules offered in any particular year.

This programme focuses on the applications of mathematics to finance which are very diverse and fast-developing. Graduates inthis subject can expect to take up employment in the financial world and in other areas, or to proceed to further study.Furthermore within this programme a wide breadth of topics is covered, and moreover there is a good range of specialist subjectareas available for study in the third year. A variety of teaching and learning experiences is offered so that individual studentscan develop strengths in different ways.




Page 47

International students whose first language is not English are required to have one of the following English languagequalifications before they can register on an academic programme. However, applicants from certain countries may have theserequirements waived subject to the University of Nottingham Policy for Waiving English Language Entry Requirements at:http://www.nottingham.ac.uk/quality-manual/recruitment-admissions/Policy-for-Waiving-English-Language-Requirements%20.doc2 Course Structure

Page 48

Qualifying Year

Compulsory

Group 1



G11PRB Probability 10 N Autumn

N11123 Financial Accounting 10 Y Autumn

N11126 Management Accounting and Decisions I 10 Y Spring




G11STA Statistics 10 N Spring

N11605 Business Finance 10 Y Spring

N11606 Microeconomics for Business A 10 Y Autumn

Credit Total 120


Part I

Compulsory

Group 1



N12403 Financial Management 10 Y Autumn

N12307 Financial Reporting 10 Y Spring


N12614 Computational Finance 10 Y Spring



G12PSM Professional Skills for Mathematicians 10 N Full Year

Credit Total 100


Part II

Compulsory

Group 1




Credit Total 20

Restricted

Group 1









Credit Total 100

Group 2



N13301 Financial Analysis 10 Y Spring

N13302 Financial Markets 10 Y Autumn

N13306 Corporate Finance 10 Y Spring

N13417 Risk Management Processes 10 Y Spring

N13604 Financial Economics 10 Y Autumn

N13605 Advanced Financial Reporting 10 Y Autumn

Credit Total 60


Students must take a total of 60 credits from groups 1 and 2


Page 49


This programme will comply with the University Undergraduate taught study regulations which can be found at: 

http://www.nottingham.ac.uk/quality-manual/study-regulations/ undergraduate-regulations.htm 

Students must pass the non-compensatable modules G11ACF, G11CAL and G11LMA, G11PRB and G11STA in order to progress toPart I

Students must pass the non-compensatable modules G12PSM and G12MMF in order to progress to Part II.Degree Information:

All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/), to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oralpresentations.

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I and II. The overall average isobtained from a weight of 33% on the average credit-weighted mark for all Part I modules and a weight of 67% on the averagecredit-weighted mark of all Part II modules. The overall average is rounded into a single integer mark which is then translated into thedegree classification as follows: Marks in range

<li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40: Fail

Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.

Borderline Degree Classes The following rounded marks are regarded as "borderline": 

<li>39: Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I 

When a candidate's rounded mark is in one of the borderline zones mentioned above, they will be awarded the higher degreeclassification if the candidate has 50 or more credits of level 3 or level 4 modules taken in Part II in favour of the higher degreeclassification. A candidate with a rounded mark in the borderline zones who fails to meet this threshold will normally be awarded thelower degree classification unless the Board of Examiners, acting upon the advice of the external examiners, determines that there iscompelling evidence of performance at the higher class in level 3 or level 4 modules taken in Part II.Course Weightings % :

Part I: 33

Part II: 67


4 Other Regulations



Introduction


of a range of core mathematical concepts and results

of standard mathematical techniques

of a range of topics in probability and statistics

of modelling and the analysis of situations that arise in finance

and additionally, they should be able to show a deeper knowledge and understanding in some areas of mathematics related tofinance

Intellectual Skills

use high level of numeracy and accuracy to solve complex problems;

work with abstract concepts and in a context of generality;

reason logically, work analytically and justify conclusions using mathematical arguments with appropriate rigour;


communicate results with clarity using appropriate styles, conventions and terminology;

select and apply complex concepts, appropriate methods and techniques to familiar and novel situations;

make effective use of IT and software packages;

transfer expertise between different topics;


work effectively as part of a team.

work effectively, independently and under direction;


Page 50

Teaching and learning methods are adapted to reflect the growing maturity of the students. In the first year, the teaching and learningof the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with, additionally for the"core" mathematics topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, the majorityof topics continue to be taught through the medium of traditional lectures, but there are also opportunities for project work. Courseworkprovides opportunities for students to demonstrate their grasp of the material they have learned and to practise the above skills; in somecases, though not universally, the coursework component contributes to the assessment of the module.

Assessment is predominantly by formal timed examinations, though many modules incorporate assessed coursework which contributesto the final mark. Some modules are be entirely assessed by means other than timed examinations.


Page 51


1 Title

Mathematics (Applied Mathematics)

2 Course Code

G121



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims




2 Course Structure



Degree Information:


Part I: 20

Part II: 40


4 Other Regulations


Page 52


1 Title

Mathematics (Applied Mathematics)

2 Course Code

G122



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims




2 Course Structure



Degree Information:


Part I: 33

Part II: 67


4 Other Regulations


Page 53


1 Title

Theoretical Mechanics

2 Course Code

G161



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims



2 Course Structure



Degree Information:

4 Other Regulations


Page 54


1 Title


2 Course Code

G161



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims



2 Course Structure



Degree Information:

4 Other Regulations


Page 55


1 Title


2 Course Code

G161



4 Type of Course

5 Mode of Delivery

Part time

6 Accrediting Body

Not applicable



Educational Aims



2 Course Structure



Degree Information:

4 Other Regulations


Page 56


1 Title

Mathematical Medicine and Biology

2 Course Code

G190



4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The aim of the MSc in Mathematical Medicine and Biology is to offer students a modern curriculum which will enable them tobroaden and deepen their understanding of Mathematics applied to Medicine and Biology. The programme will provide studentswith specific techniques and skills suitable for academic research in Mathematical Medicine and Biology and for careers inindustrial biomathematical research. Students will require a strong knowledge of mathematics, equivalent to a UK undergraduatemathematics degree. Students will acquire core knowledge in Applied Mathematical Modelling, study specific applications andtechniques in mathematical medicine and biology, and have the opportunity to pursue certain branches in greater depth.Students will gain experience of the type of problems encountered by academic and industrial researchers in mathematicalmedicine and biology, both via taught courses and project work on an individual and group basis. Written and oral presentationswill be undertaken at various stages of the course. A substantial individual project will be undertaken, developing students'ability to engage in independent learning, and preparing them for postgraduate research or careers in biomedical industries. Theproject will form the basis of the students' written dissertation. Other aims are that students should develop their ability to thinklogically and critically, to acquire problem-solving skills, to become competent users of relevant software, and to communicateresults effectively.



Course Requirements 2.2 (Lower 2nd class hons degree or international equivalent)



2 Course Structure

Page 57

PG I

Compulsory

Group 1




D24IB1 Biomolecular Data and Networks 10 Y Autumn

MM3CSF Cell Structure and Function for Engineers 10 Y Autumn

G14MBD Mathematical Medicine and Biology Dissertation 60 N Summer

G14PBM Practical Biomedical Modelling 40 Y Full Year

Credit Total 140

Restricted

Group 1





G14CSB Computational and Systems Biology 20 Y Spring

Credit Total 60















4 Other Regulations



Introduction

Students successfully completing the course should be able to demonstrate knowledge and understanding:

A1. of a range of core concepts and results in applied mathematics and mathematical modelling;<li> A2. of a range of core concepts in biology appropriate to the models under consideration ;<li>A3. of a range of mathematical modelling approaches in biology and medicine;<li>A4. of techniques for the mathematical analysis of the different types of model;<li>A5. of some advanced techniques related to current research.

Page 58

Intellectual Skills

Students successfully completing the course should be able to demonstrate:

Introduction

B1. apply complex ideas to familiar and to novel situations;<li> B2. work with abstract concepts and in a context of generality;<li>B3. reason logically and work analytically;<li>B4. relate theoretical models to their applications;<li>B5. perform with high levels of accuracy;<li>B6. transfer expertise between different topics.



Introduction

C1. develop appropriate mathematical models;<li> C2. select and apply appropriate methods and techniques to solve problems;<li>C3. justify conclusions using mathematical arguments with appropriate rigour;<li>C4. communicate results using appropriate styles, conventions and terminology;<li>C5. use appropriate IT packages effectively.



Introduction

D1. communicate with clarity;

Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes and Example sheets (alltaught modules); Computer classes (e.g. within G14CSB, G14TNS); Research workshops, Group report, Individual report, presentations(e.g. within G13MMB, G14PBM), Dissertation (G14MBD).


Page 59


1 Title

Mathematics with Engineering

2 Course Code

G1H1



4 Type of Course


5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and its applications. The programme will provide students with specific knowledgefor its own sake, but also, acknowledging the wide and growing variety of uses to which mathematics is applied, mathematicalskills suitable for a wide range of careers. Students will acquire a basic knowledge of mathematical methods, appliedmathematics, probability and statistics, together with modelling skills applicable to physical and engineering problems, andengineering experience complementing their mathematical development. They will have the opportunity to pursue in somedepth some areas of mathematical and computational methods, and applied mathematics. In addition, students will carry out asubstantial individual dissertation, developing their ability to engage in independent learning, and preparing them forpostgraduate study or careers as professional mathematicians. Graduates should appreciate the role of mathematical modellingin providing a theoretical foundation for applications in engineering. Students should develop their ability to think logically andcritically, to acquire problem-solving skills, and to become competent users of mathematical software.


In each year of the Honours programme, students must take modules accruing 120 credits. Mathematics modules are typicallyworth 10 or 20 credits. Engineering modules are typically 10 credits.

The structure of the programme in the first three years is the same as for the three-year BSc degree (G1HD), enablingstudents to postpone making a decision on which programme to follow until they have gained experience in university-levelmathematics and engineering.

The first year (Qualifying Year) consists of a 60-credit mathematics core, which is divided into three year-long 20-creditmodules, and a 20-credit applied mathematics strand, together with four 10-credit modules in either physical ormanagerially-based engineering.

In the second year (Part I), students study 90 credits of mathematics and 30 credits of engineering from a list covering awide range of engineering topics. At the end of Part I, the examination performance determines whether a student is permittedto continue with the four-year MMath programme or whether they are transferred to the three-year BSc.

In the third year (Part II) students must take at least 80 credits in modules from within the School of MathematicalSciences, at least 20 credits in engineering, and up to 20 credits of other, relevant modules. In this year there is more varietyin styles of delivery and assessment, including a compulsory group project module. Progression to the final year of theprogramme depends on achieving a specified level of performance in the Part II examination. Students who fail to meet thismay be awarded a BSc degree, provided that they satisfy the requirements of such a degree.

In the fourth year (Part III) of the programme, each student must undertake a 40-credit individual dissertation and at leasta further 50 credits at level 4, all in mathematics. Students must take at least 20 credits in engineering and up to 10 credits ofother, relevant modules.


This programme offers a mathematical education with an emphasis on using mathematical ideas in a number of practicalapplications, while at the same time giving an opportunity to study engineering across a range of disciplines without having tospecialise. A variety of teaching and learning experiences enables individual students to develop strengths in different ways.The particular combination of mathematics, engineering and computing in this degree programme is one likely to appeal to awide range of employers.




Page 60

Course Requirements ABC




2 Course Structure

Page 61

Qualifying Year

Compulsory

Group 1






H61ICM Introduction to Communications Engineering 10 Y Autumn


Credit Total 90

Alternative

Group 1



N11111 Introduction to Management Strategy 10 Y Spring

MM1TF1 Thermodynamics & Fluid Mechanics 1 20 Y Full Year

Credit Total 30

Group 2




N12814 Introduction to Business Operations 10 Y Autumn

MM2EID Ergonomics in Design 10 Y Spring

Credit Total 30

Group 3




MM1EM1 Electromechanical Systems 1 20 Y Full Year

Credit Total 30

Group 4





H61RES Introduction to Renewable and Sustainable Energy Sources 10 Y Spring

Credit Total 30


Only candidates with an A level in Physics (or equivalent) will be permitted to study Group 1 topics.Part I

Compulsory

Group 1









Credit Total 80

Alternative

Group 1




Credit Total 10

Group 2




Credit Total 10

Page 62

Group 3




Credit Total 10

Restricted

Group 1 Engineering Options. Note: students can nominate modules not on this list, for consideration by the Course Director.



MM2AUT Automated Manufacture 10 Y Spring


H82PME Particle Mechanics 10 Y Autumn

H21IS2 Construction Issues 10 Y Spring

H22IS3 Transport Infrastructure 10 Y Autumn

H21IS1 Sustainable Transport Planning 10 Y Autumn

H63CT1 Control 1 10 Y Autumn

N12803 Production and Inventory Management 10 Y Spring

N13806 Logistics and Supply Chain Management 10 Y Autumn

N13807 Management of Quality 10 Y Autumn

N12808 Quantitative Decision Making 10 Y Spring



H62SPC Signal Processing and Control Engineering 20 Y Autumn

H21E01 Introduction to Environmental Engineering 10 Y Autumn

H22EAQ Air Quality and Noise 10 Y Autumn

MM2DYN Dynamics 20 Y Full Year


Credit Total 210

Group 2 Student replace 10 credtis of engineering options by one of the following modules including a language module(LK****).



MM2BAC Business Accounting 10 Y Autumn

N11440 Entrepreneurship and Business 10 Y Autumn

Credit Total 20


In Part I, students must take at least 90 credits of modules at level 2 or above. Please note that if H22EAQ is selected, studentswill not be allowed to fo J13AIP in year 3.Students may only take one of H63CT1 or H62SPC during their course.Part II

Compulsory

Group 1




Credit Total 20

Restricted

Group 1 Applied Mathematics level 3 modules








Credit Total 100

Group 2 Other mathematics modules











Credit Total 110

Page 63

Group 3 In addition, students must take at least 20 credits in engineering, and up to 20 credits of other, relevantmodules, from the list below. (Students may nominate modules not on these lists for consideration by theCourse Director).

AND a minimum of 20.00 from this group


MM3ENI Elements of Noise Investigation 10 Y Autumn

MM3FEA Finite Element Analysis 10 Y Autumn

MM3MEC Mechatronics 10 Y Autumn


MM3FAM Flexible Automated Manufacture 10 Y Autumn

MM4TTF Introduction to Turbulence and Turbulent Flows 10 Y Autumn

MM3EM1 Energy Efficiency for Sustainability 1 10 Y Autumn


H63CSD Control Systems Design 10 Y Autumn

H63DCM Digital Communications 10 Y Autumn

J13AIP Air Pollution 10 Y Autumn

MM3CAI Control and Instrumentation 10 Y Spring

H22IS4 Water in the Environment 10 Y Spring

MM3ADM Advanced Dynamics of Machines 10 Y Autumn

MM3SV2 Structural Vibration 2 10 Y Spring


N13320 Science, Technology & Business 10 Y Autumn

MM3AMT Aerospace Manufacturing Technology 10 Y Spring




N13810 Manufacturing Strategy 10 Y Spring

N13811 Plant Location and Design 10 Y Spring

MM3BIO Biomechanics 10 Y Spring

MM3HSF Human Structure and Function for Engineers 10 Y Autumn

MM3AET Introduction to Aerospace Technology 10 Y Autumn

MM4AER Aerodynamics 10 Y Spring


H23ESC Sustainable Construction 10 Y Spring



Credit Total 340

Group 4 Other modules Students may nominate modules, including language modules, not on this list for consideration by the CourseDirector.





N12001 Corporate Entrepreneurship 10 Y Autumn

Credit Total 30


In Part II, students must take at least 100 credits of modules at level 3 or above.Students cannot take J13AIP if they took H22EAQ in the second year.Students may only take one of H63CT1 or H62SPC during their course.Students may only take one of MM3EM1 or MM3EM2 during their course.

Part III

Compulsory

Group 1



G14DIS Mathematics Dissertation 40 Y Full Year

Credit Total 40

Restricted

Group 1 Mathematics level 4 modules










Page 64



G14ELA Elasticity 20 Y Autumn



Credit Total 230

Group 2 Mathematics level 3 modulesStudents may take 10 credits of Mathematics level 3 modules

AND 10.00 credits from this group





Credit Total 30

Group 3 Engineering modulesStudents must take at least 20 credits from the list below. (Students may also nominate modules not in thislist for consideration by the Course Director).








MM4COG Cognitive Ergonomics in Design 10 Y Autumn

MM4HCI Human-Computer Systems 10 Y Spring













H24T01 Traffic Engineering 10 Y Spring


MM4LMA Lean Manufacturing 10 Y Spring








MM4CFD Computational Fluid Dynamics 10 Y Autumn





MM4AVD Automotive Vehicle Dynamics 10 Y Spring

H63MCM Microwave Communications 10 Y Spring



MM4TPS Advanced Thermal Power Systems 10 Y Spring

Credit Total 420

Group 4 Other modulesIn addition to modules in Groups 1, 2 and 3 above, students may take up to 10 credits of other, relevantmodules, from the list below. Students may also nominate modules, including language modules, not on thislist for consideration by the Course Director.)





Credit Total 20


Page 65

Students must take at least 90 credits in modules (coded G14***) from within the School of Mathematical Sciences at level 4, at least20 credits of engineering modules and at least 100 credits at level 3 or above.

Students may not take both G14COA and G14CO2. Students may only take one of H63CT1 or H62SPC during their course.

Students may only take one of MM3EM1 or MM3EM2 during their course.

Students may not take level 3 modules that have significant overlap with level 3 modules already taken in Part II. See Section 19 ofthe Undergraduate Student Handbook for further details.



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students must pass all of the following non-compensatable modules G11ACF, G11CAL and G11LMA in order to progress to PartI (see Regulation 11 of the Regulations for Undergraduate Courses to be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/undergraduate-regulations.htm ). 

To proceed to Part II a candidate for the MMath degree must normally obtain, at the first attempt, an overall weighted average mark ofat least 55% in the modules taken in Part I. MMath candidates who fail to satisfy this requirement, but who otherwise satisfy therequirements of University Regulations shall be permitted to proceed to Part II of the BSc degree.

To progress to Part III of the MMath degree students must normally obtain, at the first attempt, an overall weighted average mark ofat least 55%, A student not meeting this threshold may, if his/her performance warrants it, be awarded a BSc Mathematics withEngineering degree.Degree Information:

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I, II and III. The overall average isobtained from a weight of 20% on the average credit-weighted mark for all Part I modules, a weight of 40% on the averagecredit-weighted mark of all Part II modules and a weight of 40% on the average credit-weighted mark of all Part III modules. The overallaverage is rounded into a single integer mark which is then translated into the degree classification as follows:Marks in range<ul><li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<ul><Li>39:Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above,they will be awarded the higher degree classification if the candidate has 50 ormore credits of level 4 modules taken in Part III in favour of the higherdegree classification. A candidate with a rounded mark in the borderline zoneswho fails to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners, acting upon theadvice of the external examiners, determines that there is compelling evidence of performance at the higher class in level 4 modulestaken in Part III.Course Weightings % :

Part I: 20

Part II: 40


4 Other Regulations


The programme learning outcomes are contained in the four lists below. The teaching, learning and assessment methods that enablethese to be achieved are outlined below the lists in two paragraphs.

Page 66


Introduction


A1 of calculus




A5 In addition, graduates should be able to show a deeper knowledge and understanding in some areas of applied mathematics

A6 In addition, graduates should be able to show in the final year, knowledge and understanding of some advanced topics relatedto current research within the SchoolA7 In addition, graduates should be able to show knowledge and understanding of a range of engineering topics.

Intellectual Skills


Introduction









Introduction








Introduction







Teaching and learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the mathematical material is accomplished by a mixture of large-scale lectures, active problem-classes and courseworkwith, additionally for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there is also compulsory group project work.Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and to practice intellectualand professional skills; in some cases, though not universally, the coursework component contributes to the assessment of a module.The fourth year includes a substantial (40-credit) individual dissertation, which, while carried out under supervision, puts an increasedemphasis on independent learning. Engineering topics are taught mostly through lectures and problem-classes, with laboratories asappropriate.


Assessment is predominantly by formal timed examinations, though some modules incorporate assessed coursework which contributes tothe final mark. Other modules may be entirely assessed by means other than timed examinations. The intellectual, professional andtransferable skills listed below are often taught by "expert example" and practiced by the students in formative assignments; most arenot explicitly assessed in their own individual right but as an intrinsic part of the assessment of knowledge and understanding of therelevant topic.


Page 67


1 Title


2 Course Code

G1HD



4 Type of Course


5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and its applications. The programme will provide students with specific knowledgefor its own sake, but also, acknowledging the wide and growing variety of uses to which mathematics is applied, mathematicalskills suitable for a wide range of careers. Students will acquire a basic knowledge of mathematical methods, appliedmathematics, probability and statistics, together with modelling skills applicable to physical and engineering problems, andengineering experience complementing their mathematical development. They will have the opportunity to pursue in somedepth some areas of mathematical and computational methods, and applied mathematics. Graduates should appreciate the roleof mathematical modelling in providing a theoretical foundation for applications in engineering. Students should develop theirability to think logically and critically, to acquire problem-solving skills, and to become competent users of mathematicalsoftware.


In each year of the Honours programme, students must take modules accruing 120 credits. Mathematics modules are typicallyworth 10 or 20 credits. Engineering modules are typically 10 credits.

The structure of the programme is the same as in the first three years of the four-year MMath degree, enabling students topostpone making a decision on which programme to follow until they have gained experience in university-level mathematicsand engineering.

The first year (Qualifying Year) consists of a 60-credit mathematics core, which is divided into three year-long 20-creditmodules, and a 20-credit applied mathematics strand, together with four 10-credit modules in either physical ormanagerially-based engineering.

In the second year (Part I), students study 90 credits of mathematics and 30 credits of engineering from a list covering awide range of engineering topics. At the end of Part I, the examination performance determines whether a student is offered theopportunity to transfer to the four-year MMath programme or whether they continue with the three-year BSc.

In the third year (Part II) students must take at least 80 credits in modules from within the School of MathematicalSciences, at least 20 credits in engineering, and up to 20 credits of other, relevant modules. In this year there is more varietyin styles of delivery and assessment, including a compulsory group project module.







TOEFL Paper Based Requirements 573 with 4.0 in the TWE

TOEFL Computer Based Requirements 230 with 4.5 in essay rating

2 Course Structure

Page 68

Qualifying Year

Compulsory

Group 1






H61ICM Introduction to Communications Engineering 10 Y Autumn


Credit Total 90

Alternative

Group 1





Credit Total 30

Group 2






Credit Total 30

Group 3




MM1EM1 Electromechanical Systems 1 20 Y Full Year

Credit Total 30

Group 4





H61RES Introduction to Renewable and Sustainable Energy Sources 10 Y Spring

Credit Total 30


Part I

Compulsory

Group 1









Credit Total 80

Alternative

Group 1




Credit Total 10

Group 2




Credit Total 10

Page 69

Group 3




Credit Total 10

Restricted

Group 1 Engineering options

Note: students may nominate modules not on this list for consideration by the Course DirectorStudents Must Take 30.00 credits from this group




H82PME Particle Mechanics 10 Y Autumn

H21IS2 Construction Issues 10 Y Spring

H22IS3 Transport Infrastructure 10 Y Autumn

H21IS1 Sustainable Transport Planning 10 Y Autumn









H21E01 Introduction to Environmental Engineering 10 Y Autumn

H22EAQ Air Quality and Noise 10 Y Autumn




Credit Total 230

Group 2 Students may replace 10 credits of engineering options by modules in this group, including a languagemodule (LK****).





Credit Total 20


In Part I students must take at least 90 credits of modules at level 2 or above.Students who take H22EAQ will not be allowed to take J13AIP in the third year.Students may take only one of H63CT1 or H62SPC during their course.Part II

Compulsory

Group 1




Credit Total 20

Restricted

Group 1








Credit Total 100

Group 2









Page 70



Credit Total 110

Group 3 In addition, students must take at least 20 credits in engineering, and up to 20 credits of other, relevantmodules, from the list below. (Students may nominate modules not on these lists for consideration by theCourse Director).


































Credit Total 340

Group 4 (Students may nominate modules, including language modules coded LK****, not on this list for considerationby the Course Director.)






Credit Total 30


In Part II students must take at least 100 credits of modules at level 3 or above.Students will not be allowed to take J13AIP if they have previously studied H22EAQ.Students may only take one of H63CT1 or H62SPC during their course.Students may only take one of MM1TF1 or MM2TF2 during their course.



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students must pass all of the following non-compensatable modules G11ACF, G11CAL and G11LMA in order to progress to Part I (seeRegulation 11 of the Regulations for Undergraduate Courses to be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/undergraduate-regulations.htm ). Degree Information:

Page 71

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I and II. The overall average isobtained from a weight of 33% on the average credit-weighted mark for all Part I modules and a weight of 67% on the averagecredit-weighted mark of all Part II modules.The overall average is rounded into a single integer mark which is then translated into the degree classification as follows:Marks in range<ul><li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<ul><Li>39:Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above,they will be awarded the higher degree classification if the candidate has 50 ormore credits of level 3 or level 4 modules taken in Part II in favour of the higherdegree classification. A candidate with a rounded mark in the borderline zoneswho fails to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners, acting upon theadvice of the external examiners, determines that there is compelling evidence of performance at the higher class in level 3 or level 4modules taken in Part II.Course Weightings % :

Part I: 33

Part II: 67


4 Other Regulations



Introduction


A1 of calculus



A5 of applied mathematics

A6 In addition, graduates should be able to show a deeper knowledge and understanding in some areas of applied mathematics

A7 In addition, graduates should be able to show knowledge and understanding of a range of engineering topics.

Intellectual Skills


Introduction









Introduction






Page 72



Introduction







Teaching and learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the mathematical material is accomplished by a mixture of large-scale lectures, active problem-classes and courseworkwith, additionally for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there is also compulsory group project work.Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and to practice intellectualand professional skills; in some cases, though not universally, the coursework component contributes to the assessment of a module.Engineering topics are taught mostly through lectures and problem-classes, with laboratories as appropriate.




Page 73


1 Title


2 Course Code

G1HD



4 Type of Course


5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enablethem to deepen their understanding of mathematics and its applications.The programme will provide students with specific knowledge for its own sake, but also, acknowledging the wide andgrowing variety of uses to which mathematics is applied, mathematical skills suitable for a wide range of careers.Students will acquire a basic knowledge of mathematical methods, applied mathematics, probability and statistics,together with modelling skills applicable to physical and engineering problems, and engineering experiencecomplementing their mathematical development.They will have the opportunity to pursue in some depth some areas of mathematical and computational methods, andapplied mathematics.Graduates should appreciate the role of mathematical modelling in providing a theoretical foundation for applications inengineering.Students should develop their ability to think logically and critically, to acquire problem-solving skills, and to becomecompetent users of mathematical software.


BSc (Honours) students may be offered the opportunity to transfer to the BSc (Ordinary) Degree in Mathematics withEngineering if they fail to progress at the end of Part I.

MMath students may also be offered the opportunity to transfer to the BSc (Ordinary) Degree if they fail to meet the criteriato progress to the BSc (Honours) Degree at the end of Part I.

MMath students whose performance at the end of Part II merits neither the award of an Honours BSc nor progression to PartIII of the MMath will be considered for the award of the BSc (Ordinary) Degree.

 In Part II of the Ordinary Degree, students take 100 credits, including at least 50 chosen from the Mathematics modulesavailable to Honours students and at least 30 credits in engineering . A total of 80 credits must be at level 3 or above.

 Students are likely to satisfy most, but not necessarily all, of the learning outcomes specified for Honours graduates.










2 Course Structure

Page 74



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students registered for the BSc or MMath Mathematics with Engineering (Honours) programme who fail to progress at the end of Part I,may be offered the opportunity to transfer to the BSc Mathematics with Engineering (Ordinary) Degree.

Degree Information:


Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I and II. The overall average isobtained from a weight of 50% on the average credit-weighted mark for all Part I modules, a weight of 50% on the averagecredit-weighted mark of all Part II modules. The overall average is rounded into a single integer mark which is then translated into thedegree classification as follows:Marks in range<ul><li>70 and above: Distinction<li>60 to 69 inclusive: Merit<li>40 to 59 inclusive: Pass<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<li>59: Borderline Merit<li>69: Borderline Distinction</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above, they will be awarded the higher degreeclassification if the candidate has 30 or more credits of level 3 (or above) modules taken in Part II in favour of the higher degreeclassification. A candidate with a rounded mark in the borderline zones who fails to meet this threshold will normally be awarded thelower degree classification unless the Board of Examiners, acting upon the advice of the external examiners, determines that there iscompelling evidence of performance at the higher class in level 3 (or above) mathematics modules taken in Part II.


Part I: 50

Part II: 50


4 Other Regulations



A1 of calculus


A3 in elementary analysis


A5 a deeper knowledge and understanding in some areas of applied mathematics

A6 knowledge and understanding of a range of engineering topics.

Intellectual Skills







Page 75














Teaching and learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the mathematical material is accomplished by a mixture of large-scale lectures, active problem-classes and courseworkwith, additionally for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there is also compulsory group project work.Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and to practice intellectualand professional skills; in some cases, though not universally, the coursework component contributes to the assessment of a module.Engineering topics are taught mostly through lectures and problem-classes, with laboratories as appropriate.




Page 76


1 Title


2 Course Code

G1HD



4 Type of Course


5 Mode of Delivery

Part time

6 Accrediting Body

Not applicable




Educational Aims

See programme specification for G1HD (BSc).







Further Information








2 Course Structure



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: See programme specification for G1HD (BSc).Degree Information:




4 Other Regulations


Page 77



See programme specification for G1H1 (BSc).


See programme specification for G1H1 (BSc).


Page 78


1 Title

Mathematics with Chinese Studies

2 Course Code

G1T1



4 Type of Course


5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and its applications, to provide students with an appreciation of contemporaryChinese society and culture and to give students an opportunity to develop Mandarin language skills. The programme willprovide students with specific knowledge for its own sake, but also, acknowledging the wide and growing variety of uses towhich mathematics is applied, mathematical techniques and skills suitable for a wide range of careers including those involvingcontact with China.

To provide students with a wide range of relevant topics in mathematics and develop their competence in applying these;

To provide students with the opportunity to develop their skills in the modelling of uncertainty and modern statisticaldata analysis;To enable students to develop their ability to think logically and critically, to acquire problem-solving skills and to becomecompetent users of mathematical software;To develop students'understanding of aspects of contemporary Chinese society and culture;

To provide students with the opportunity to learn or further develop their Mandarin language skills;

As graduates of a mathematics programme, students should appreciate the power of abstraction and generalisation asmathematical processes and should have an understanding of the importance of assumptions, the limitations theseimpose on what can be deduced and the consequences of their not being satisfied.


In each year of the programme, students must take modules accruing 120 credits. In both the first and second years, 80 ofthese credits are in mathematics and 40 credits in Chinese Studies. In the third year students take at least 60 credits ofmathematics and least 30 credits in Chinese Studies. Modules are typically worth 10 or 20 credits. The first year (the Qualifying year) of the programme, students must take the 60-credit core in mathematics, which is dividedinto three year-long 20-credit modules. They must also take the 20-credit probability and statistics strand. In Chinese Studies,students must take two 10-credit modules which focus upon contemporary China and further two 10-credit modules that developtheir Mandarin language skills. Those students who are not fluent in Mandarin take Mandarin modules at an appropriate level.Students who are fluent in mandarin take modules that involving translation between Mandarin and English. In the second year (Part I), students take 80 credits of mathematics modules and 40 credits of Chinese Studies modules. Furtherdetails of the choice of modules are given below. In the third year (Part II), there are no compulsory modules. Further details of the choice of modules are given below.There may be slight variations in the lists of modules offered in any particular year.

The programme offers one of the few opportunities in a UK university to study a combination of mathematics and Chinesestudies (including the study of the Mandarin language). 

Mathematics, as a discipline, is both very diverse and fast-developing. Graduates in Mathematical Sciences proceed to furtherstudy, or take up employment, in a wide range of areas. A distinguishing feature of the programme is the flexibility it allows forstudents to gain knowledge and skills across a broad range of mathematical and statistical topics. For example, emerging topicssuch as Mathematical Finance, Coding and Cryptography or Mathematical Medicine and Biology are available. A variety ofteaching and learning experiences is offered so that individual students can develop strengths in different ways. 

Interdisciplinary and research-led teaching in the Chinese Studies minor part of the degree is, uniquely in the UK, focusedentirely on contemporary China and offers students an opportunity for in-depth study of aspects of China's culture, society,economy, geography, politics, and recent history.




Page 79

2 Course Structure

Page 80

Qualifying Year

Compulsory

Group 1








T11103 Introduction to Contemporary China 10 N Autumn

T11011 Introduction to Business and Economy of China 10 Y Spring

Credit Total 100

Restricted

Group 1 Language Modules. Students must take a total of 20 credits from this group,



LK11MA Inter Faculty Mandarin 1a 10 Y Autumn

LK11MB Inter Faculty Mandarin 1b 10 Y Spring

T1316B Translation Between Chinese and English (Part II) 20 Y Spring

T1316A Translation Between Chinese and English (Part I) 20 Y Autumn

Credit Total 60


Students who have little or no knowledge of Mandarin will be expected to take LK11MA and LK11MB. 

Students who have some knowledge of Mandarin but are not fluent in the language must take one of the following pairs of modules.LK22MA and LK22MB, LK33MA and LK33MB, and LK34MA and LK34MB. 

Students who are fluent in Mandarin must take T1316A or T1316B . 

The level of Inter Faculty Mandarin taken will be determined by a Mandarin Language tutor of the School of Contemporary ChineseStudies following a testing procedure developed to ascertain the student’s expertise. Thus, all year Qualifying Year students and anyother students at any level who are new to the Mandarin language modules are interviewed by members of the Mandarin languageteam. A student may be advised to take a more advanced version of the module if appropriate. If students continue to study InterFaculty Mandarin throughout their degree, they will be expected to study progressively more advanced versions of the subject.

Part I

Compulsory

Group 1




T12210 The Rise of Modern China 20 Y Spring

Credit Total 40

Restricted

Group 1 Students must take at least 20 credits from this group.






Credit Total 50

Group 2 Students may take up to 30 credits from this group.







Credit Total 40

Group 3 Level 1 optional Mathematics modules. 






Credit Total 40

Page 81

Group 4 Optional Chinese Studies modules.



LK22MA Inter Faculty Mandarin Chinese 2a 10 Y Autumn







T12211 Social Change and Public Policy in China's Reform Era 20 Y Spring

T1425A Mandarin Chinese for Cantonese Speakers at Mastery Level (5A) 20 Y Autumn

Credit Total 120


Students must take 80 credits of mathematics, including at least 60 credits at level 2, and must take 40 credits of Chinese Studiesmodules (including, if appropriate, language modules). Students already fluent in Mandarin must not take the Interfaculty Mandarinmodules.Part II

Restricted

Group 1 Mathematics modules. 




























Credit Total 460

Group 2 Level 2 mathematics modules. Students may take at most 20 credits from Group 2.












Credit Total 140

Group 3 Optional Chinese Studies modules Students must take a minimum 30 and maximum of 60 credits from this group (providing the module has notalready been taken in the Qualifying Year or Part 1). Students already fluent in Mandarin must not take theInterfaculty Mandarin modules.





Page 82





T13321 China's Political Economy 20 Y Autumn

T13320 Chinese Business and Society 20 Y Spring

T13330 Political Opposition and Civil Society in China's Reform Era 20 Y Autumn

T1331A Media and Communications in Globalising China 20 Y Autumn

T1331B China Through Film and Literature 20 Y Spring

T1316B Translation Between Chinese and English (Part II) 20 Y Spring


T1425A Mandarin Chinese for Cantonese Speakers at Mastery Level (5A) 20 Y Autumn

T1425B Mandarin Chinese for Cantonese Speakers at Mastery Level (5B) 20 Y Spring

T13309 Globalization and Innovation in China 20 Y Autumn

Credit Total 260


 In Part II, students may take up to 20 credits of level 2 modules (coded G12*** butexcluding G12PSM) offered by the School of Mathematical Sciences provided they have the appropriate pre-requisites and that thesemodules have not previously been taken. 

Students may not take both G14PJA and G14PJS



Assessment Criteria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ), to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students must pass all of the following non-compensatable modules G11ACF, G11CAL and G11LMA in order to progress to Part I (seeRegulation 11 of the Regulations for Undergraduate Courses to be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/undergraduate-regulations.htm ). Students who fail to progress at the end of Part I may be offered the opportunity to transfer to the BSc Mathematics (Ordinary) Degree.Degree Information:

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I and II. The overall average isobtained from a weight of 33% on the average credit-weighted mark for all Part I modules and a weight of 67% on the averagecredit-weighted mark of all Part II modules.The overall average is rounded into a single integer mark which is then translated into the degree classification as follows:Marks in range<ul><li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<ul><Li>39:Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above,they will be awarded the higher degree classification if the candidate has 50 ormore credits of level 3 or level 4 modules taken in Part II in favour of the higherdegree classification. A candidate with a rounded mark in the borderline zoneswho fails to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners, acting upon theadvice of the external examiners, determines that there is compelling evidence of performance at the higher class in level 3 or level 4mathematics modules taken in Part II.


Part I: 33

Part II: 67


4 Other Regulations

Page 83



Introduction

Graduates should be able to demonstrate knowledge and understanding.

A1 of calculus



A4 of a range of topics in probability and statistics

A5 of a rapidly transforming contemporary China

A6 at a basic level of the Mandarin language

A7 and additionally, they should be able to show a deeper knowledge and understanding in some areas of mathematics

Intellectual Skills


Introduction







B7 critically evaluate differing interpretations of change in contemporary China

B8 express ideas clearly and effectively in the context of a well-constructed argument

B9 communicate orally and in writing in Mandarin Chinese to an appropriate level

B10 engage in exchange of ideas with others, giving due weight to their opinions


Not appropriate as the course does not lead to a professional qualification

Introduction







D6 adopt effective strategies for study

D7 express ideas clearly, coherently and fluently in essays and written reports

D8 gather, process and critically evaluate material from a variety of sources

D9 give a clear, fluent and well structure oral presentation

D10 work and solve problems productively as part of a team

D11 use and understand oral and written Mandarin Chinese to an appropriate level.


Page 84

In Mathematics Teaching and learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module. In Chinese Studies This specification provides a summary of the key features of the programme and learning outcomes that a typical student might beexpected to achieve and demonstrate if s/he takes full advantage of the range of learning opportunities offered. More detailedinformation on the learning outcomes, content, and teaching, learning and assessment methods of individual modules can be found inspecific module submission documents. Acquisition of A4 takes place through a range of compulsory and optional Chinese Studies modules designed to give students anintroductory understanding of these issues in their Qualifying Year and to enhance and deepen their knowledge and understanding insubsequent years of the degree programme. Teaching on these modules is by a combination of lectures, seminars and tutorials.Acquisition of A5 takes place through Mandarin language modules taken by all students (except those already fluent in Mandarin) in allthree years of the programme. Teaching is through a mixture of group classes in understanding, speaking and writing Mandarin Chineseand/or translation between English and Chinese, and individual and group work in the language laboratory. Acquisition of intellectual skills takes place through a combination of lectures (B7), interaction with staff and fellow students in seminars,tutorials and other less formal exchanges (B7-8, B10) and self-directed study in the library or on web-based resources. Acquisition of B9takes place in Mandarin language classes and in individual work in the language laboratory as above. All ICCS modules contain a combination of teaching and learning strategies designed to encourage and foster D1-3 and D6-10. Inparticular, the presence of a variety of forms of independent research in the majority of modules (e.g. preparation of individualcoursework, or devising individual or small-group research projects) aims to provide students with the necessary experience to developsuch skills. D1-3 and D7-10 are particularly addressed by compulsory modules T1A103/T1A104 in the Qualifying Year andT1B201/T1B202 (in seminars) in Part 1. D11 is provided by the Mandarin language modules.

In Mathematics Assessment is predominantly by formal timed examinations, though some modules incorporate assessed coursework which contributes tothe final mark. Other modules may be entirely assessed by means other than timed examinations. The intellectual, professional, andtransferable skills listed above are often taught by "expert example" and practised by the students in formative assignments; most arenot explicitly assessed in their own individual right but as an intrinsic part of the assessment of knowledge and understanding of therelevant topic. In Chinese Studies The balance of assessment will vary in accordance with the modules chosen, but the typical pattern is a mixture of coursework andexamination. Across compulsory and optional Chinese Studies modules over three years, the range of assessment methods used includescoursework essays, written examinations, coursework project reports and field diaries, language coursework, oral languageexaminations, and seminar presentations.


Page 85


1 Title

Statistics

2 Course Code

G301



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a modern curriculum which will enable them to broaden anddeepen their understanding of Statistics and its applications. The programme will provide students with specifictechniques and skills suitable for a wide range of careers in Statistics, and it will provide a solid basis for research inStatistics or Applied Probability.Students will require a strong background knowledge of mathematics, for example equivalent to that of second year ofan undergraduate mathematics degree. Also, an initial familiarity with basic probability and statistics is assumed, e.g. ata typical level 1 module standard as taught in most science and engineering courses. Students will acquire coreknowledge in Statistics, and have the opportunity to pursue certain branches of Statistics or Probability in greater depth.Students will carry out practical data analysis, providing them with some experience of the type of problems encounteredby a professional statistician. Written and oral presentations will be undertaken as part of the investigation.A substantial dissertation will be completed, developing their ability to engage in independent learning, and preparingthem for postgraduate study or careers as professional statisticians. Other aims are that students should develop theirability to think logically and critically, to acquire problem-solving skills, to become competent users of statisticalsoftware, and to communicate results effectively.



In Part I the students take the 40 credit Autumn Semester module Fundamentals of Statistics (G14FOS), which contains corematerial underpinning techniques statistics and probability, and more advanced material on statistical inference. Students alsotake the 20 credit year-long module Medical Statistics (G13MED), which includes a data analysis project and, together withG14FOS, provides essential techniques and methods with which a professional statistician should be familiar. The remainingcredits can be chosen freely from a list of modules offered by the School of Mathematical Sciences.

A major dissertation, G14SDS, is conducted in the summer period in Part II.

Flexibility to specialise in Statistics or Probability.







2 Course Structure

Page 86

PG I

Compulsory

Group 1



G14FOS Fundamentals of Statistics 40 Y Autumn

G14SDS Statistics Dissertation 60 N Summer


Credit Total 120

Restricted

Group 1





G14SFM Stochastic Financial Modelling 20 Y Spring

G14ANS Applications of Statistics 20 Y Spring


Credit Total 100


Students must take a total of 180 credits; 120 credits in Part I and 60 credits (G1DDIS) in Part II. 














4 Other Regulations


Page 87


Introduction


A1. demonstrate knowledge and understanding of a range of core statistical concepts and results

A2. demonstrate deeper knowledge and understanding of statistical or probabilistic techniques across their chosen options

A3. demonstrate knowledge and understanding of techniques of relevance to a professional statistician

A4. demonstrate knowledge and understanding of some advanced techniques related to current research

Intellectual Skills


Introduction

B1. apply complex ideas to familiar and to novel situations



B4. relate theoretical models to their applications

B5. perform with high levels of accuracy

B6. transfer expertise between different topics



Introduction

C1. develop appropriate mathematical and statistical models



C4. communicate results using appropriate styles, conventions and terminology




Introduction



D3. analyse and solve complex problems accurately

D4. make effective use of IT

D5. apply high levels of numeracy


Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes, Computer classes, Examplesheets, Group report, Individual report, Oral presentation, Poster presentation, Dissertation.


Page 88


1 Title

Statistics

2 Course Code

G302



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a modern curriculum which will enable them to broaden anddeepen their understanding of Statistics and its applications. The programme will provide students with specifictechniques and skills suitable for a wide range of careers in Statistics, and it will provide a solid basis for research inStatistics or Applied Probability.Students will require a strong background knowledge of mathematics, for example equivalent to that of second year ofan undergraduate mathematics degree. Also, an initial familiarity with basic probability and statistics is assumed, e.g. ata typical level 1 module standard as taught in most science and engineering courses. Students will acquire coreknowledge in Statistics, and have the opportunity to pursue certain branches of Statistics or Probability in greater depth.Students will carry out practical data analysis, providing them with some experience of the type of problems encounteredby a professional statistician. Written and oral presentations will be undertaken as part of the investigation.Other aims are that students should develop their ability to think logically and critically, to acquire problem-solving skills,to become competent users of statistical software, and to communicate results effectively.


The course consists of 120 credits of taught modules. The remaining credits can be chosen freely from a list of modules offeredby the School of Mathematical Sciences.

Students take the 40 credit Autumn Semester module Fundamentals of Statistics (G14FOS), which contains core materialunderpinning techniques in statistics and probability. Students also take the 20 credit year-long module Medical Statistics(G13MED), which includes a data analysis project and, together with G14FOS, provides essential techniques and methods withwhich a professional statistician should be familiar.

Flexibility to specialise in Statistics or Probability.





TOEFL Paper Based Requirements 550 with 4.0 in TWE


2 Course Structure

Page 89

PG I

Compulsory

Group 1





Credit Total 60

Restricted

Group 1







Credit Total 80


Students must take a total of 120 credits. 



Degree Information:

The University regulations that apply to this course may be found at http://www.nottingham.ac.uk/quality-manual/study-regulations/taught-postgraduate-regulations.htm .

A Postgraduate Diploma with Distinction will be awarded to those candidates who obtain, at the first attempt, a credit weighted averagemark of 70% or more.

A Postgraduate Diploma with Merit will be awarded to those candidates who obtain, at the first attempt, a credit weighted average markof 60% or more. 

Degree classification is based on the credit-weighted arithmetic mean of all modules taken. For more information see http://www.nottingham.ac.uk/quality-manual/assessment/degree-class.htm. 

Borderlines for this degree are 69 for Distinction, 59 for Merit and 39 for Pass. 

When a candidate's rounded mark is in one of the borderline zones mentioned above, they will be awarded the higher degreeclassification if the candidate has 60 or more credits in favour of the higher degree classification. A candidate with a rounded mark in theborderline zones who fails to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners,acting upon the advice of the external examiners, determines that there is compelling evidence of performance at the higher class.

Students requiring re-assessment will be offered one opportunity to be re-assessed.

4 Other Regulations



Introduction




A3. demonstrate knowledge and understanding of techniques of relevance to a professional statistician


Intellectual Skills


Introduction







Page 90



Introduction








Introduction







Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes, Computer classes,Example sheets, Group report, Individual report, Oral presentation, Poster presentation.


Page 91


1 Title

Statistics and Applied Probability

2 Course Code

G303



4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims

The underlying aim of the programme is to offer students a modern curriculum which will enable them to broaden anddeepen their understanding of Statistics and Applied Probability.The programme will provide students with specifictechniques and skills suitable for a wide range of careers in Statistics, and it will provide a solid basis for research inStatistics or Applied Probability.Students will require a strong background knowledge of mathematics, for example equivalent to that of a third year ofan undergraduate mathematics degree. Also, an initial familiarity with probability and statistics at intermediate level willbe assumed, covering topics such as probability techniques (events and probabilities, random variables andexpectations, multivariate distributions and independence, generating functions, limit theorems, multivariate normaldistribution), Markov chains, statistical concepts and methods (parameter estimation, likelihood, interval estimation,hypothesis testing, categorical data analysis, non-parametric statistics), and Linear models (analysis of variance, generallinear model, least squares estimation, normal linear models, model adequacy and model selection).A substantial dissertation will be completed, developing the students' ability to engage in independent learning, andpreparing them for postgraduate study or careers as professional statisticians. Other aims are that students shoulddevelop their ability to think logically and critically, to acquire problem-solving skills, to become competent users ofstatistical software, and to communicate results effectively.The programme is at a similar level to the MSc/PGDip in Statistics, but requires a higher level of pre-requisite knowledge.


Of the 180 credits in total, Part I consists of 120 credits of taught modules, and Part II consists of a major dissertation worth 60credits. In Part I, students will choose options from the lists below in Statistics and Applied Probability. A major dissertation isconducted in the summer period in Part II.

Flexibility to specialise in Statistics or Applied Probability.




Course Requirements 2:2 (lower 2nd class honours degree or international equivalent)



2 Course Structure

Page 92

PG I

Compulsory

Group 1






Credit Total 120

Restricted

Group 1








Credit Total 100















4 Other Regulations



Page 93


Introduction


A1. demonstrate knowledge and understanding of a range of concepts and results in Statistics and Applied Probability.


A3. demonstrate knowledge and understanding of techniques of relevance to a professional statistician or applied probabilist.


Intellectual Skills


Introduction









Introduction








Introduction







Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes, Computer classes,Example sheets, Group report, Individual report, Oral presentation, Poster presentation, Dissertation


Page 94


1 Title

Statistics and Applied Probability

2 Course Code

G304



4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a modern curriculum which will enable them to broaden anddeepen their understanding of Statistics and Applied Probability.The programme will provide students with specifictechniques and skills suitable for a wide range of careers in Statistics, and it will provide a solid basis for research inStatistics or Applied Probability.Students will require a strong background knowledge of mathematics, for example equivalent to that of a third year ofan undergraduate mathematics degree. Also, an initial familiarity with probability and statistics at intermediate level willbe assumed, covering topics such as probability techniques (events and probabilities, random variables andexpectations, multivariate distributions and independence, generating functions, limit theorems, multivariate normaldistribution), Markov chains, statistical concepts and methods (parameter estimation, likelihood, interval estimation,hypothesis testing, categorical data analysis, non-parametric statistics), and Linear models (analysis of variance, generallinear model, least squares estimation, normal linear models, model adequacy and model selection).Other aims are that students should develop their ability to think logically and critically, to acquire problem-solving skills,to become competent users of statistical software, and to communicate results effectively.The programme is at a similar level to the MSc/PGDip in Statistics, but requires a higher level of pre-requisite knowledge.


Students choose options totalling 120 credits from the lists below in Statistics and Applied Probability.

Flexibility to specialise in Statistics or Applied Probability.







2 Course Structure

Page 95

PG I

Compulsory

Group 1





Credit Total 60

Restricted

Group 1







Credit Total 80




Degree Information:

The University regulations that apply to this course may be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/taught-postgraduate-regulations.htm .

A Postgraduate Diploma with Distinction will be awarded to those candidates who obtain, at the first attempt, a credit weighted averagemark of 70% or more.

A Postgraduate Diploma with Merit will be awarded to those candidates who obtain, at the first attempt, a credit weighted average markof 60% or more. 

Degree classification is based on the credit-weighted arithmetic mean of all modules taken. For more information see http://www.nottingham.ac.uk/quality-manual/assessment/degree-class.htm. 

Borderlines for this degree are 69 for Distinction, 59 for Merit and 39 for Pass. 

When a candidate's rounded mark is in one of the borderline zones mentioned above, they will be awarded the higher degreeclassification if the candidate has 60 or more credits in favour of the higher degree classification. A candidate with a rounded mark in theborderline zones who fails to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners,acting upon the advice of the external examiners, determines that there is compelling evidence of performance at the higher class.

Students requiring re-assessment will be offered one opportunity to be re-assessed.

4 Other Regulations



Introduction


A1. demonstrate knowledge and understanding of a range of concepts and results in Statistics and Applied Probability.


A3. demonstrate knowledge and understanding of techniques of relevance to a professional statistician or applied probabilist.


Intellectual Skills


Introduction







Page 96



Introduction








Introduction







Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes, Computer classes,Example sheets, Group report, Individual report, Oral presentation, Poster presentation, Dissertation


Page 97


1 Title

Statistics with Biomedical Applications

2 Course Code

G311



4 Type of Course


5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

The underlying aim of the programme is to offer students a modern curriculum which will enable them to broaden anddeepen their understanding of Statistics, with particular focus on applications in biology and medicine. The programmewill provide students with specific techniques and skills suitable for a wide range of careers in Statistics and itsapplications, and it will provide a solid basis for research at the interface of Statistics and Applied Probability withbiomedical sciences.Students will require a strong background knowledge of mathematics, for example equivalent to that of second year ofan undergraduate mathematics degree. Also, an initial familiarity with basic probability and statistics is assumed, e.g. ata typical standard as taught in most science courses at level 1 and in most engineering courses at level 2. Students willacquire core knowledge in Statistics and its application to the biomedical sciences. Students will carry out practical dataanalysis, providing them with some experience of the type of quantitative problems encountered in the fields of biologyand medicine. Written and oral presentations will be undertaken as part of the investigation.A substantial dissertation involving the application of statistics in biology or medicine will be completed, developingStudents' ability to engage in independent learning, and preparing them for postgraduate study or careers asprofessional statisticians, particularly but not exclusively within the biomedical field. Other aims are that students shoulddevelop their ability to think logically and critically, to acquire problem-solving skills, to become competent users ofstatistical software, and to communicate results effectively.



In Part I the students take the 40 credit Autumn Semester module Fundamentals of Statistics (G14FOS), which contains corematerial underpinning techniques in statistics and probability, and more advanced material on statistical inference. Studentsalso take the 20 credit year-long module Medical Statistics (G13MED), which includes a data analysis project and, together withG14FOS, provides essential techniques and methods with which a professional statistician working in the fields of biology ormedicine should be familiar. In the Spring Semester, students take the 20 credit module Topics in Biomedical Statistics(G14TBS), with the remaining 40 credits being chosen freely from a list of modules offered by the School of MathematicalSciences.

A major dissertation, G14SDS, is conducted in the summer period in Part II.

Focus on applications of statistics and probability to the biomedical sciences.




Course Requirements 2:2 (lower 2nd class hons degree or international equivalent)

IELTS Requirements 6.0 with no less than 5.0 in any element

TOEFL Paper Based Requirements 550 with at least 4 in the TWE

Course Requirements 2.2 (Lower-class 2nd class hons degree or international equivalent in Mathematics, Statistics, ora related subject) IELTS Requirements 6.0 (no less than 5.0 in any element) TOEFL Paper Based Requirements 550 with 4.0 TWE TOEFL Computer Based Requirements 213 with 4.0 TWE TOEFL IBT 79 (no less than 17 in any element)2 Course Structure

Page 98

PG I

Compulsory

Group 1





G14TBS Topics in Biomedical Statistics 20 Y Spring


Credit Total 140

Restricted

Group 1







Credit Total 80


Students must take a total of 180 credits; 120 credits in Part I and 60 credits (G14SDS) in Part II.The Statistics Dissertation will be from an approved list of topics involving the application of statistics in biology or medicine.














4 Other Regulations


Page 99


Introduction




A3. demonstrate knowledge and understanding of techniques of relevance to a professional statistician working in the fields ofbiology or medicineA4. demonstrate knowledge and understanding of some advanced techniques related to current research

Intellectual Skills


Introduction









Introduction







Students successfully completing the course should be able

Introduction







Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes, Computer classes, Examplesheets, Group report, Individual report, Oral presentation, Poster presentation, Dissertation.


Page 100


1 Title

Scientific Computation

2 Course Code

G900



4 Type of Course

Single Subject

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

This course offers a solid grounding in modern scientific computation that will prepare students either for a career in industry orfor research in an area where computational methods play a significant role. Students will gain experience of the type ofproblems encountered by academic and industrial researchers, both via taught courses and project work on an individual andgroup basis. Written and oral presentations will be undertaken at various stages of the course. A substantial individual projectwill be undertaken, developing students' ability to engage in independent learning, and preparing them for postgraduateresearch or careers in industry. The project will form the basis of the students' written dissertation. Other aims are thatstudents should develop their ability to think logically and critically, to acquire problem-solving skills, to become competentusers of relevant software, and to communicate results effectively.






2 Course Structure

Page 101

PG I

Compulsory

Group 1





G14SCD Scientific Computation Dissertation 60 N Summer


Credit Total 120

Restricted

Group 1



G64FAI Foundations of Artificial Intelligence 10 Y Spring

G64OOS Object Oriented Systems 10 Y Spring



G64ADS Advanced Data Structures 20 Y Autumn


G54CGA Computer Graphics Applications 10 Y Spring

G54SIM Simulation for Computer Scientists 10 Y Autumn

G54ALG Algorithm Design 10 Y Autumn

G54ARC Advanced Computer Architecture 10 Y Autumn

G54PDC Parallel and Distributed Computing 10 Y Spring

G54ORM Operations Research and Modelling 10 Y Autumn

Credit Total 160















4 Other Regulations


Page 102

Students sucessfully completing the course should be able to:


A1 Formulate mathematical models for a range of problems arising in application areas

A2 Select and implement appropriate numerical methods for the mathematical models

A3 Select appropriate computational algorithms for solving the large systems of equations that arise from the discretisation of themathematical modelsA4 Program and use modern high performance computers

Intellectual Skills

B1 Apply complex ideas to familiar and to novel situations

B2 Work with abstract concepts and in context of generality

B3 Reason logically and work analytically

B4 Relate theoretical models to their applications

B5 Perform with high levels of accuracy

B6 Transfer expertise between different topics


C1 Develop appropriate mathematical models

C2 Select and apply appropriate methods and techiniques to solve problems

C3 Justify conclusions using mathematical arguments with appropriate rigour

C4 Communicate results using appropriate styles, conventions and terminology

C5 Use appropriate IT packages effectively


D1 Communicate with clarity

D2 Work effectively, independently, within a team and under direction

D3 Analyse and solve complex problems accurately

D4 Make appropriate use of specialist software packages

D5 Apply high levels of numeracy

D6 Adopt effective strategies for study

Teaching and learning methods that enable the learning outcomes to be achieved: lectures, Problem classes and Example sheets (


Page 103


1 Title

Scientific Computation with Industrial Mathematics

2 Course Code

G901



4 Type of Course


5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

This course offers a solid grounding in modern scientific computation that will prepare students either for a career in industry orfor research in an area where computational methods play a significant role. Students will gain experience of the type ofproblems encountered by academic and industrial researchers, both via taught courses and project work on an individual andgroup basis. Written and oral presentations will be taken at various stages of the course. A substantial individual project will beundertaken, developing students' abilty to engage in independent learning, and preparing them for postgraduate research orcareers in industry. The project will form the basis of the students' written dissertaion.Other aims are that students shoulddevelop their ability to think logically and critically, to acquire problem-solving skills, to become competent users of relevantsoftware, and to communicate results effectively.






2 Course Structure

Page 104

PG I

Compulsory

Group 1







Credit Total 120

Restricted

Group 1










Credit Total 110















4 Other Regulations



Page 105


A1 Formulate mathematical models for a range of problems arising in industrial applications.

A2 Select and implement appropriate numerical methods for the mathematical models

A3 Select appropriate computational algorithms for solving the large systems of equations that arise from the discretisation ofmathematical modelsA4 Program and use modern high performance computers

Intellectual Skills


B2 Work with abstract concepts and in a context of generality



B5 Peform with high levels of accuracy



C1 Develop appropriate mathematical models

C2 Select and apply appropriate methods and techniques to solve problems

C3 Justify conclusions using mathematical arguments with appropriate rigour










Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes and Example sheets (alltaught modules); Computer classes (e.g.within G14CLA); Research workshops, Group report, Individual report, presentations,Dissertation (G14SCD).


Page 106


1 Title

Scientific Computation with Mathematical Medicine and Biology

2 Course Code

G902



4 Type of Course


5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

This course offers a strong grounding in modern scientific computation, with applications to medicine and biology, and willprepare students either for a career in industry or for research in an area where computational methods play a significant role.Students will gain experience of the type of problems encountered by academic and biomedical researchers, both via taughtcourses and project work on an individual and group basis. Written and oral presentations will be undertaken at various stagesof the course. A substantial individual project will be undertaken, developing each student's ability to engage in independentlearning, and preparing them for postgraduate research or careers in industry. The project will form the basis of the students'written dissertation. Other skills that students should develop include the ability to think logically and critically, problem-solvingexpertise, competent use of relevant software, and effective communication of results.






2 Course Structure

Page 107

PG I

Compulsory

Group 1







Credit Total 120

Restricted

Group 1





MM3CSF Cell Structure and Function for Engineers 10 Y Autumn

G14CSB Computational and Systems Biology 20 Y Spring






Credit Total 140


Other optional modules: up to 30 credits from a list provided by the School within the MSc in Scientific Computation may be taken.










Candidates for the Masters degree who fail to reach the required standard for the award of the Masters degree or Diploma may beawarded a Postgraduate Certificate, based on their best 60 credits, provided they have satisfied the Examiners with an overall creditweighted average mark of at least 40% with at least 40 credits of at least 40% and with at most 20 credits between 30-39%.




4 Other Regulations


Students successfully completing the course should be able to:

Page 108


A1. formulate mathematical models for a range of problems arising in biomedical applications

A2. select and implement appropriate numerical methods for the mathematical models

A3. select appropriate computational algorithms for solving the large systems of equations that arise from the discretisation ofmathematical modelsA4. program and use modern high performance computers

Intellectual Skills








C1. develop appropriate mathematical models







D2. work effectively, independently, within a team and under direction


D4. make appropriate use of specialist software packages



Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes and Example sheets (alltaught modules); Computer classes (e.g. within G14CLA); Research workshops, Group report, Individual report, presentations (e.g.within HG4VOC), Dissertation (G14SCD).


Page 109


1 Title

Scientific Computation with Computational Fluid Dynamics

2 Course Code

G903



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

This course offers a solid grounding in modern scientific computation, with a strong fluid mechanics emphasis, which will preparestudents either for a career in industry or research in an area where numerical models and computational tools play a significantrole. Students will gain experience of the type of problems encountered by academic and industrial researchers, both via taughtcourses and project work on an individual and group basis. Written and oral presentations will be undertaken at various stagesof the course. A substantial individual project will be undertaken, developing students' ability to engage in independent learning,and preparing them for postgraduate research or careers in industry. The project will form the basis of the students' writtendissertation. Other aims are that students should develop their ability to think logically and critically, to acquire problem-solvingskills, to become competent users of relevant software, and to communicate results effectively.






TOEFL Computer Based Requirements 213 with 4.0 TWE

2 Course Structure

Page 110

PG I

Compulsory

Group 1



MM4CFD Computational Fluid Dynamics 10 Y Autumn

G54AOR Algorithm Design and Operations Research 20 Y Autumn




MM4RPC Research and Practice in Industrial CFD 10 Y Spring

Credit Total 140

Restricted

Group 1



H83RED Reactor Design 10 Y Autumn

H84MPS Multiphase Systems 10 Y Spring



Credit Total 40


Other optional modules: up to 30 credits of modules from a list provided by the School within the MSc in Scientific Computation maybe taken.



Degree Information:











4 Other Regulations


Students sucessfully completeing the course should be able to:


A1 Fluid mechanics and multi-physics problem statement and solution

A2 Numerical and computational integration of the above

A3 Practical implementation

A4 Program and use modern high performance computers

Page 111

Intellectual Skills








C1 Develop knowledge of appropriate mathematical and physical models


C3 Justify conclusions using mathematical and physical arguments with appropriate rigour

C4 Communication results using appropriate styles, conventions and terminology









Teaching and learning methods that enable the learning outcomes to be achieved:Lectures, Problem classes and Example sheets (alltaught modules); Computer classes (e.g. within G14CLA); Research workshops, Group report, Individual report, presentations (e.g.within H24RPC), Dissertation (G14SCD).


Page 112


1 Title

Scientific Computation with Solids and Structures

2 Course Code

G904



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

This course offers a solid grounding in modern scientific computation, with a strong solid and structual mechanics emphasis,which will prepare students either for a career in industry or for research in an area where numerical models and computationaltools play a significant role. Students will gain experience of the type of problems encountered by academic and industrialresearchers, both via taught courses and project work on an individual and group basis. Written and oral presentations will beundertaken at various stages of the course. A substantial individual project will be undertaken, developing students' ability toengage in independent learning, and preparing them for postgraduate research or careers in industry. The project will form thebasis of the students' written dissertation. Other aims are that students should develop their abilty to think logically andcritically, to acquire problem-solving skills, to become competent users of relevant software, and to communicate resultseffectively.







2 Course Structure

PG I

Compulsory

Group 1







Credit Total 120

Restricted

Group 1



H24GGA Geotechnical Analysis 10 Y Spring

H24G05 Critical State Soil Mechanics 10 Y Autumn

H24SPS Plates and Shells 10 Y Spring

Credit Total 30



Page 113


Degree Information:











4 Other Regulations




A1 Core concepts of continuum mechanics and constitutive theory




A5 Advanced topics in structures and solids

Intellectual Skills

B1 Apply complex ideas to familiar and novel situations









C3 Jusify conclusions using mathematical and physical arguments with appropriate rigour










Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes and Example sheets (alltaught modules); Computer classes (e.g. within G14CLA); Research workshops, Group report, Individual report, presentations,Dissertation (G14SCD)


Page 114


1 Title

Scientific Computation with Electromagnetics

2 Course Code

G905



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

This course offers a solid grounding in modern scientific computation, with a strong Electromagnetic emphasis, which willprepare students either for a career in industry or for research in the analysis, design and optimisation of moderncommunication and high-speed devices and systems where numerical models and computational tools play a significant role.Students will gain experience of the type of problems encountered by academi and industrial researchers, both via taughtcourses and project work on an individual and group basis. Written and oral presentations will be undertaken at various stagesof the course. A substantial individual project will be undertaken, developing students' ability to engage in independent learning,and preparing them for postgraduate research or careers in industry. The project will form the basis of the students' writtendissertation. Other aims are that students should develop their abilty to think logically and critically, to acquire problem-solvingskills, to become compentent users of relevent software, and to communicate results effectively.







2 Course Structure

Page 115

PG I

Compulsory

Group 1



H64RTE Research Techniques in Advanced Electromagnetics 30 Y Full Year





Credit Total 150

Restricted

Group 1



H64RFL RF Microelectronics 10 Y Spring

H64RFP RF Microelectronics with project 20 Y Spring

H64OCP Optical Communications with Project 30 Y Full Year

H64OCA Optical Communications 20 Y Full Year

Credit Total 80




Degree Information:











4 Other Regulations


Students sucessfully completeing the course should be able to


A1 Core concepts of Electromagnetics and constitutive theory




A5 Eigensystems and Green's functions

A6 Wavelets, modal expansion and digital filter interface methods

A7 Multi-scale and multi-resolution techniques

Page 116

Intellectual Skills










C3 Justify conclusions using mathematical and physical arguments with appropriate rigour










Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes and Example sheets (alltaught modules): Computer classes (e.g. within G14CLA); Research workshops, Group report, Individual report, presentations,Dissertations (G14CSD)


Page 117


1 Title

Numerical Techniques for Finance

2 Course Code

G906



4 Type of Course


5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable




Educational Aims

This course offers a strong grounding in modern scientific computation, with applications in finance focussing on derivatives(options) and will assist students intending to move into careers where computational methods play a significant role, includingthose with a strong quantitative finance element. Faculty from the School of Mathematics will be joined in teaching by facultyfrom the Business School. Students will gain experience of the type of problems encountered by academics and quantitativepractitioners, both via taught courses and project work on an individual and group basis. Written and oral presentations will beundertaken at various stages of the course. A substantial individual project will be undertaken, developing students' ability toengage in independent learning. The project will form the basis of the students' written dissertations. Other skills that studentsshould develop include the ability to think logically and critically, problem-solving expertise, competent use of relevant software,and effective communication of results.



Course Requirements 2.1 (upper second class honours degree or international equivalent)

Including Good Mathematical background essential, subjects including Mathematics, Physics,Computer Science or Engineering

Other Requirements Applicants with a 2.2 (lower second class honours degree or international equivalent)with substantial mathematical content may be considered.



2 Course Structure

Page 118

PG I

Compulsory

Group 1







Credit Total 120

Restricted

Group 1



G64OOS Object Oriented Systems 10 Y Spring


N14079 Corporate Financial Strategy 15 Y Autumn




N14137 Risk Management in Financial Institutions 15 Y Spring


N14147 Financial Security Valuation 15 Y Spring

Credit Total 130















4 Other Regulations


Students successfully completing the course should be able to:

Page 119


A1. formulate mathematical models for a range of problems arising in derivatives Finance

A2. select and implement appropriate numerical methods for the mathematical models

A3. select appropriate computational algorithms for solving the large systems of equations that arise from the discretisation ofmathematical modelsA4. program and use modern high performance computers

Intellectual Skills








C1. develop appropriate mathematical models







D2. work effectively, independently, within a team and under direction


D4. make appropriate use of specialist software packages



Teaching and learning methods that enable the learning outcomes to be achieved: Lectures, Problem classes and Example sheets (alltaught modules); Computer classes (e.g. within G14CLA); Research workshops, Group report, Individual report, presentations,Dissertation (G14SCD).


Page 120


1 Title

Mathematics and Computer Science

2 Course Code

GG14


Computer Science 50%


4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable


Computing



Educational Aims

Introduction The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them togain a deep understanding of mathematics and computer science. The programme will provide students with specific knowledgefor its own sake, but also, acknowledging the wide and growing variety of uses to which mathematics and computer science areapplied, techniques and skills suitable for a wide range of careers. The specific aims of the programme are:

To provide students with a broad knowledge of mathematics and computer science and to develop their competence inthese areas.

To provide students with opportunities to develop a more specialised knowledge of selected topics in mathematics andcomputer science.

To provide students with opportunities to encounter and work with a variety of approaches, techniques and tools to solvedifferent problems within the two disciplines.

To enable students to develop their ability to think logically and critically, to acquire problem-solving skills and tocommunicate effectively orally and in writing.

To provide in the fourth year of the programme opportunities for the study of advanced topics related to currentresearch within the Schools of Mathematical Sciences and Computer Science and Information Technology.

Students will carry out a substantial individual dissertation in Computer Science that develops their ability to engage inindependent learning, prepares them for postgraduate study, and equips them to become fully-fledged computingprofessionals, working independently at a high level of technical skill.

As graduates of a mathematics programme, students will appreciate the power of abstraction and generalisation asmathematical processes and have an understanding of the importance of assumptions, the limitations these impose onwhat can be deduced and the consequences of their not being satisfied.

As graduates of a computer science programme, students will understand the professional and ethical aspects of thediscipline and know how to act on these appropriately.


Page 121

In each year of the Joint Honours programme, students must take modules accruing 120 credits. In the first year, 80 of thesecredits are in Mathematics and 40 credits are in Computer Science. In the second, third and fourth years the students take 60credits in each of the two schools. Modules are typically worth 10 or 20 credits except for the 40 credit Computer Scienceproject in the fourth year. 

The Qualifying Year (first year) of the programme is entirely compulsory. In mathematics the students must take the 60-creditcore, which is divided into three year-long non-compensatable 20-credit modules, and two 10-credit modules in puremathematics. In computer science they must take the two 10-credit, non-compensatable modules on Programming along withtwo other compulsory 10-credit modules. 

In Part I (the second year) there are four compulsory 10-credit Computer Science modules,and students must choose a further20 credits of Computer Science modules. In Mathematics students have the choice of modules in Statistics, Methods or Pure.Further details of the choices of modules are detailed below. At the end of Part I, the examination performance determineswhether a student is permitted to continue with the four-year MSci programme or whether they are offered the opportunity totransfer to the three-year BSc in Mathematics and Computer Science. 

In Part II (the third year) the students must take the 20-credit Individual Project module in Computer Science (G53IDJ) and 40credits of Computer Science options. In Mathematics students have the opportunity to develop their interests in Probability,Methods, Scientific Computation or Pure. Further details of the module choices are detailed below. Progression to the final yearof the MSci programme depends on achieving a specified level of performance in the Part II examination. Alternatively, studentsmay be awarded a BSc degree, provided that they satisfy the requirements of such a degree. 

In Part III (the fourth year) the students must take the 40-credit Individual Project module in Computer Science (G54MIP).They also have to choose an additional 20 credits at level 3 or above from Computer Science with at least 10 credits at level 4.The students must take 60 credits of Mathematics, with at least 60 credits at level 3 and above and at least 40 credits at level4. 

There may be slight variations in the lists of modules permitted in any particular year. 

With the approval of the Heads of the School of Mathematical Sciences and the School of Computer Science which shall dependupon satisfactory performance at Part I and/or Part II, a year working in an appropriate industrial placement may be intercalatedbetween Part I and Part II or between Part II and Part III.

The reliability of computer software is vitally important, in the modern world, both to our livelihood and to our lives. The task ofdesigning and implementing software demands a combination of analytical and synthetical skills. A joint degree in Mathematicsand Computer Science combines these skills in a unique way. Through their combination, the students acquire general-purposeproblem-solving skills, such as abstraction and mathematical modelling, and the practical ability of algorithm design andgeneral-purpose programming. 

The Part III Computer Science project (which will normally follow on from the Part II Individual Dissertation) prepares thestudents for postgraduate study and also equips the students to become fully-fledged computing professionals, workingindependently at a high level of technical skill. Graduates of the degree are also able to adapt their skills to a variety of otherareas of science and technology. 

The programme has (especially in the fourth year) a research-informed flavour, in keeping with a modern syllabus. Theprogramme design also allows emerging topics, for example Mathematical Finance, to be readily incorporated at an appropriatelevel. A variety of teaching and learning experiences is offered so that individual students can develop strengths in differentways.




AAB Including Mathematics at grade A Excluding General Studies English Language Requirements for International Students: IELTS 6.5 or equivalent2 Course Structure

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Qualifying Year

Compulsory

Group 1



G51CSA Computer Systems Architecture 10 Y Autumn

G51FUN Functional Programming 10 Y Spring

G51PRG Programming 10 N Autumn






G51OOP Object-Oriented Programming 10 N Spring

Credit Total 120


Part I

Compulsory

Group 1



G52ADS Algorithms and Data Structures 10 Y Autumn

G52AFP Advanced Functional Programming 10 Y Spring

G52MAL Machines and their Languages 10 Y Spring

G52IFR Introduction to Formal Reasoning 10 Y Autumn

Credit Total 40

Restricted

Group 1 Optional Computer Science modules



G52CCN Computer Communications and Networks 10 Y Spring

G52CON Concepts of Concurrency 10 Y Spring

G51APS Algorithmic Problem Solving 10 Y Autumn

G51DBS Database Systems 10 Y Spring

G51IAI Introduction to Artificial Intelligence 10 Y Spring

G51WPS Web Programming and Scripting 10 Y Spring

G52GUI Graphical User Interfaces 10 Y Autumn

G52HCI Human Computer Interaction 10 Y Spring

G52IIP Introduction to Image Processing 10 Y Autumn

G51FSE Foundations of Software Engineering 10 Y Spring

G52IMO Introduction to Modelling and Optimisation 10 Y Spring

G52APR Application Programming 10 Y Autumn

G52CPP C++ Programming 10 Y Spring

Credit Total 130








Credit Total 60








Credit Total 40


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In total, students must take 60 credits of Mathematics and 60 credits of Computer Science, with at least 90 credits at level 2 orabove, all from lists of approved modules available from the School of Mathematics and the School of Computer Science.

 Due to course and module changes modules in each of the following sets are considered equivalent: G51PRG (2009/10 and earlier), G51OOP G51IRB, G52IRB G51ISE, G51FSE G52AIM, G52PAS G52AIP, G53CLP G52ARB, G53ARB G52CMP, G53CMP G52DOA, G53DVA G52DOC, G53DOC G52HPA, G54HPA G52IVG, G52IIP G52LSS, G52SEM, G53LSS G52MC2, G52IFR G53AGR, G53GRA G53CFR, G54CFR, G54DTP G53DBC, G53CCT G53DIA, G54DIA The algorithm design component of G54AOR, G54ALG The operations research component of G54AOR, G54OPR G64ICP (2009/10 and earlier), G54PRG G64IHF, G54IHC G64PMM, G53NMD G64UET, G54ADM A student who has taken one module from a set is considered to satisfy (a) another module's pre- or co-requisite requirement for anymodule in that set and (b) course requirements for any module in that set. Students may not take more than one module from eachset.Part II

Compulsory

Group 1



G53IDJ Individual Dissertation Joint Honours 20 Y Full Year

Credit Total 20

Restricted

Group 1 Computer Science modules at level 3. Students must take 40 credits from Groups 1 and 2 (providing themodule has not already been taken in Part I) with at least 20 credits from Group 1.



G53COM Computability 10 Y Spring

G53OPS Operating Systems 10 Y Spring

G53SRP Systems and Real-Time Programming 10 Y Autumn

G53ASD Automated Scheduling 10 Y Spring

G53ELC Enterprise Level Computing 10 Y Spring

G53BIO Bioinformatics 10 Y Autumn

G53SEC Computer Security 10 Y Spring

G53VIS Computer Vision 10 Y Autumn

G53KRR Knowledge Representation and Reasoning 10 Y Autumn

G53DSM Decision Support Methodologies 10 Y Spring

G53ORO Operations Research and Optimisation 10 Y Autumn

G54FOP Mathematical Foundations of Programming 10 Y Spring

G54DMT Data Mining Techniques and Applications 10 Y Spring



G53MLE Machine Learning 10 Y Spring

G53NMD New Media Design 10 Y Spring

G53CCT Collaboration and Communication Technologies 10 Y Autumn

G53GRA Computer Graphics 10 Y Autumn

G53CMP Compilers 10 Y Autumn

G54DIA Designing Intelligent Agents 10 Y Spring

G54ACC Advanced Computer Communications 10 Y Spring



G54FPP Foundations of Programming Mini-Project 10 Y Spring

G54MDP Mobile Device Programming 10 Y Spring


G53SQM Software Quality Management 10 Y Autumn

G53AOP Advanced Object-oriented Programming 10 Y Spring

Credit Total 290

Group 2 Computer Sciences modules at level 2. Students may take up to 20 credits from Group 2 (providing the module has not already been taken inPart I).

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G52PAS Planning and Search 10 Y Autumn

G52SEM Software Engineering Methodologies 10 Y Autumn

G52APT AI Programming Techniques 10 Y Spring




Credit Total 90

Group 3






Credit Total 60

Group 4













Credit Total 170

Group 5 Students may take up to 20 credits of level 2 mathematics modules (provided not already taken in Part I).









Credit Total 80


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In total, students must take 60 credits of Mathematics and 60 credits of Computer Science, with at least 100 credits at level 3 orabove. 

Students must take at least 120 credits of level 4 modules in Parts II and III combined. Students are not permitted to take both G14PJA and G14PJS. Please note that it cannot be guaranteed to avoid clashes between the timetable of level 2 modules and the timetable of level 3modules on this programme.

 Due to course and module changes modules in each of the following sets are considered equivalent: G51PRG (2009/10 and earlier), G51OOP G51IRB, G52IRB G51ISE, G51FSE G52AIM, G52PAS G52AIP, G53CLP G52ARB, G53ARB G52CMP, G53CMP G52DOA, G53DVA G52DOC, G53DOC G52HPA, G54HPA G52IVG, G52IIP G52LSS, G52SEM, G53LSS G52MC2, G52IFR G53AGR, G53GRA G53CFR, G54CFR, G54DTP G53DBC, G53CCT G53DIA, G54DIA The algorithm design component of G54AOR, G54ALG The operations research component of G54AOR, G54OPR G64ICP (2009/10 and earlier), G54PRG G64IHF, G54IHC G64PMM, G53NMD G64UET, G54ADM A student who has taken one module from a set is considered to satisfy (a) another module's pre- or co-requisite requirement for anymodule in that set and (b) course requirements for any module in that set. Students may not take more than one module from eachset.Part III

Compulsory

Group 1



G54MIP MSci Individual Project 40 Y Full Year

Credit Total 40

Restricted





G14PTH Probability Theory 20 Y Autumn














Credit Total 290

Group 2 Mathematics level 3 modules. Students may choose modules from this group only if they have taken G14PJA or G14PJS in Part II.



G13GTH Group Theory 20 N Autumn








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Credit Total 210

Group 3 Computer science Level 4 Modules





G54GAM Games 10 Y Spring

G54UBI Ubiquitous Computing 10 Y Spring












G54CCS Connected Computing at Scale 10 Y Autumn

Credit Total 170

Group 4 Computer Science level 3 modules





















Credit Total 180


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Students must take at least 120 credits of level 4 modules in Parts II and III combined. . 

In Part III, students must take at least 100 credits at level 3 or above, with at least 90 credits at level 4. . 

Mathematics modules: students must take 60 credits of Mathematics at level 3 or above, with at least 40 credits at level 4. . 

Computer Science modules: students must take 60 credits of Computer Science at level 3 or above, with at least 50 credits at at level4. . 

Students are not permitted to take both G14PJA and G14PJS. Exactly one of G14PJA and G14PJS must be taken in Part II and Part III.

 . 

Due to course and module changes modules in each of the following sets are considered equivalent: G51PRG (2009/10 and earlier), G51OOP G51IRB, G52IRB G51ISE, G51FSE G52AIM, G52PAS G52AIP, G53CLP G52ARB, G53ARB G52CMP, G53CMP G52DOA, G53DVA G52DOC, G53DOC G52HPA, G54HPA G52IVG, G52IIP G52LSS, G52SEM, G53LSS G52MC2, G52IFR G53AGR, G53GRA G53CFR, G54CFR, G54DTP G53DBC, G53CCT G53DIA, G54DIA The algorithm design component of G54AOR, G54ALG The operations research component of G54AOR, G54OPR G64ICP (2009/10 and earlier), G54PRG G64IHF, G54IHC G64PMM, G53NMD G64UET, G54ADM A student who has taken one module from a set is considered to satisfy (a) another module's pre- or co-requisite requirement for anymodule in that set and (b) course requirements for any module in that set. Students may not take more than one module from eachset.



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students must pass all of the following non-compensatable modules G51PRG, G51OOP, G11ACF, G11CAL and G11LMA in order toprogress to Part I (see Regulation 11 of the Regulations for Undergraduate Courses to be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/undergraduate-regulations.htm ).To progress to Part II students must obtain an average mark of at least 55%, at the first attempt, in the modules from the School ofMathematical Sciences taken in Part I; and also an average mark of at least 55%, at the first attempt, in the modules from the School ofComputer Science taken in Part I. A student not meeting this threshold may be offered the opportunity to transfer to the BScMathematics and Computer Science degree, provided they satisfy the requirements for that degree.To progress to Part III students must obtain an average mark of at least 55%, at the first attempt, in the modules from the School ofMathematical Sciences taken in Part II; and also an average mark of at least 55%, at the first attempt, in the modules from the School ofComputer Science taken in Part II. Candidates who fail to progress to Part III may be awarded a BSc Mathematics and ComputerScience degree, provided they satisfy the requirements for such a degree.Degree Information:

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Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I, II and III. The overall average isobtained from a weight 20% on the average credit-weighted mark for all Part I modules, a weight of 40% on the averagecredit-weighted mark of all Part II modules and a weight of 40% on the average credit-weighted mark of all Part III modules. The overallaverage is rounded into a single integer mark which is then translated into the degree classification as follows:Marks in range<ul><li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<ul><Li>39:Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above, they will be awarded the higher degreeclassification if the candidate has 50 or more credits of level 4 modules taken in Part III in favour of the higher degree classification. Acandidate with a rounded mark in the borderline zones who fails to meet this threshold will normally be awarded the lower degreeclassification unless the Board of Examiners, acting upon the advice of the external examiners, determines that there is compellingevidence of performance at the higher class in level 4 modules taken in Part III.


Part I: 20

Part II: 40


4 Other Regulations



MATHEMATICS Graduates should be able to demonstrate knowledge and understanding: A1 of calculus A2 of linear mathematics A3 of elementary analysis A4 in pure mathematics A5 in applied mathematics and/or in probability and statistics. A6 at a deeper level in some areas of mathematics. A6 of advanced topics related to current research within the School of Mathematical Sciences. 

COMPUTER SCIENCE Graduates should be able to demonstrate knowledge and understanding of: A1 the theory of programming A2 the practice of programming A3 the application of mathematics and formal methods in the computer science context A4 of selected topics within computer science to an advanced level.

Intellectual Skills

MATHEMATICS Graduates should be able to: B1 apply complex ideas to familiar and to novel situations B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 perform with high levels of accuracy B5 transfer expertise between different topics in mathematics. COMPUTER SCIENCE Graduates should be able to: B1 apply and deploy mathematical ability, practices and tools B2 understand and logically evaluate requirements and specifications B3 think independently while giving due weight to the arguments of others B4 understand complex ideas and relate them to specific problems or questions B5 acquire, and analyse systematically and effectively, substantial quantities of information.

Page 129


MATHEMATICS Graduates should be able to: C1 select and apply appropriate methods and techniques to solve problems C2 justify conclusions using mathematical arguments with appropriate rigour C3 communicate results using appropriate styles, conventions and terminology C4 use appropriate IT packages effectively. COMPUTER SCIENCE Graduates should be able to: C1 program in various paradigms C2 comprehend and apply software engineering methodologies C3 evaluate available tools, applications, algorithms and data structures, and select those that are fit for purpose within a givendomain/scenario C4 extend computing-related abilities by specialising or generalising from a personal skills base


MATHEMATICS 

MATHEMATICS Teaching and Learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally, for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for project work.Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and to practise intellectualand professional skills; in some cases, though not universally, the coursework component contributes to the assessment of themodule. 

COMPUTER SCIENCE In the initial stages of the course most of the teaching and learning takes place in lectures, supported by extensive tutorial andlaboratory classes. As students progress the role of project work increases, and tutorials become less common as students areencouraged to take more responsibility for their own learning. Coursework, commonly taking the form of programming tasks supportedby laboratory classes, allows students to develop their skills and knowledge through practical experience.


MATHEMATICS Assessment is predominantly by formal timed examinations, though some modules incorporate assessed coursework which contributes tothe final mark. Other modules may be entirely assessed by means other than timed examinations. The intellectual, professional andtransferable skills listed above are often taught by "expert example" and practised by the students in formative assignments; most arenot explicitly assessed in their own individual right but as an intrinsic part of the assessment of knowledge and understanding of therelevant topic. 

COMPUTER SCIENCE Assessment is through a mixture of formal examinations and coursework, including written and oral reports, programming tasks, anddesign scenarios. Project work is important in the later stages of the degree, and is assessed through reports, presentations, anddemonstrations.


Page 130


1 Title


2 Course Code

GG41




4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable


Computing



Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them togain a deep understanding of mathematics and computer science. The programme will provide students with specific knowledgefor its own sake, but also, acknowledging the wide and growing variety of uses to which mathematics and computer science areapplied, techniques and skills suitable for a wide range of careers. The specific aims of the programme are:

To provide students with a broad knowledge of mathematics and computer science and to develop their competence inthese areas.

To provide students with opportunities to develop a more specialised knowledge of selected topics in mathematics andcomputer science.

To provide students with opportunities to encounter and work with a variety of approaches, techniques and tools to solvedifferent problems within the two disciplines.

To enable students to develop their ability to think logically and critically, to acquire problem-solving skills and tocommunicate effectively orally and in writing.

As graduates of a mathematics programme, students will appreciate the power of abstraction and generalisation asmathematical processes and have an understanding of the importance of assumptions, the limitations these impose onwhat can be deduced and the consequences of their not being satisfied.

As graduates of a computer science programme, students will understand the professional and ethical aspects of thediscipline and know how to act on these appropriately.


In each year of the Joint Honours programme, students must take modules accruing 120 credits. In the first year, 80 of thesecredits are in Mathematics and 40 credits are in Computer Science. In the second and third years the students take 60 credits ineach of the two schools. Modules are typically worth 10 or 20 credits.The Qualifying Year (first year) of the programme is entirely compulsory. In mathematics the students must take the 60-creditcore, which is divided into three year-long non-compensatable 20-credit modules, and two 10-credit modules in puremathematics. In computer science they must take the two 10-credit, non-compensatable module on Programming along withtwo other compulsory 10-credit modules.In Part I (the second year) there are four compulsory 10-credit Computer Science modules, and students must choose a further20 credits of Computer Science options. In Mathematics students have the choices of modules in Statistics, Methods or Pure.In Part II (the third year) the students must take the 20-credit Individual Project module in Computer Science and choose afurther 40 credits of optional Computer Science modules. In Mathematics 60 credits of optional modules must be taken. Themodule choices are detailed below. There may be slight variations in the lists of modules permitted in any particular year.With the approval of the Heads of the School of Mathematical Sciences and the School of Computer Science and InformationTechnology which shall depend upon satisfactory performance at Part I, a year working in an appropriate industrial placementmay be intercalated between Part I and Part II.

Page 131

The reliability of computer software is vitally important, in the modern world, both to our livelihood and to our lives. The task ofdesigning and implementing software demands a combination of analytical and synthetical skills. A joint degree in Mathematicsand Computer Science combines these skills in a unique way. Through their combination, the students acquire general-purposeproblem-solving skills, such as abstraction and mathematical modelling, and the practical ability of algorithm design andgeneral-purpose programming. Graduates of the degree are also able to adapt their skills to a variety of other areas of scienceand technology.








2 Course Structure

Page 132

Qualifying Year

Compulsory

Group 1



G51CSA Computer Systems Architecture 10 Y Autumn

G51FUN Functional Programming 10 Y Spring

G51PRG Programming 10 N Autumn






G51OOP Object-Oriented Programming 10 N Spring

Credit Total 120


Part I

Compulsory

Group 1



G52ADS Algorithms and Data Structures 10 Y Autumn

G52AFP Advanced Functional Programming 10 Y Spring

G52MAL Machines and their Languages 10 Y Spring

G52IFR Introduction to Formal Reasoning 10 Y Autumn

Credit Total 40

Restricted

Group 1 Optional Computer Science modules





G51APS Algorithmic Problem Solving 10 Y Autumn

G51DBS Database Systems 10 Y Spring

G51IAI Introduction to Artificial Intelligence 10 Y Spring

G51WPS Web Programming and Scripting 10 Y Spring


G52HCI Human Computer Interaction 10 Y Spring


G51FSE Foundations of Software Engineering 10 Y Spring




Credit Total 130








Credit Total 60








Credit Total 40


Page 133

In total, students must take 60 credits of Mathematics and 60 credits of Computer Science, with at least 90 credits at level 2 orabove. Due to course and module changes modules in each of the following sets are considered equivalent: G51PRG (2009/10 and earlier), G51OOP G51IRB, G52IRB G51ISE, G51FSE G52AIM, G52PAS G52AIP, G53CLP G52ARB, G53ARB G52CMP, G53CMP G52DOA, G53DVA G52DOC, G53DOC G52HPA, G54HPA G52IVG, G52IIP G52LSS, G52SEM, G53LSS G52MC2, G52IFR G53AGR, G53GRA G53CFR, G54CFR, G54DTP G53DBC, G53CCT G53DIA, G54DIA The algorithm design component of G54AOR, G54ALG The operations research component of G54AOR, G54OPR G64ICP (2009/10 and earlier), G54PRG G64IHF, G54IHC G64PMM, G53NMD G64UET, G54ADM A student who has taken one module from a set is considered to satisfy (a) another module's pre- or co-requisite requirement for anymodule in that set and (b) course requirements for any module in that set. Students may not take more than one module from eachset.Part II

Compulsory

Group 1



G53IDJ Individual Dissertation Joint Honours 20 Y Full Year

Credit Total 20

Restricted

Group 1 Computer Science modules at levels 3 and 4.Students must take a minimum of 20 and a maximum of 40 credits from Groups 1 and 2 with at most 20credits from Group 2 (providing the module has not already been taken in Part I).Students must take a minimum of 20 and a maximum of 40 credits from this group, subject to prerequisitesand for level 4 modules subject to a Part I Computer Science average of 55 or over.
































Credit Total 290

Page 134

Group 2 Computer Science modules at level 2.Students must take a minimum of 20 and a maximum of 40 credits from Groups 1 and 2 with at most 20credits from Group 2 (providing the module has not already been taken in Part I).







G52PAS Planning and Search 10 Y Autumn

G52SEM Software Engineering Methodologies 10 Y Autumn

G52APT AI Programming Techniques 10 Y Spring




Credit Total 100

Group 3 Mathematics level 3 and 4 modules














Credit Total 190











Credit Total 100


Page 135

Students must take 60 credits of Mathematics from the above lists and 60 credits of Computer Science modules from the above lists.Of these 120 credits, at least 100 credits must be at level 3 or above. Students are not permitted to take both G14PJA and G14PJS. Please note that it cannot be guaranteed to avoid clashes between the timetable of level 2 modules and the timetable of level 3modules on this programme. 

 Due to course and module changes modules in each of the following sets are considered equivalent: G51PRG (2009/10 and earlier), G51OOP G51IRB, G52IRB G51ISE, G51FSE G52AIM, G52PAS G52AIP, G53CLP G52ARB, G53ARB G52CMP, G53CMP G52DOA, G53DVA G52DOC, G53DOC G52HPA, G54HPA G52IVG, G52IIP G52LSS, G52SEM, G53LSS G52MC2, G52IFR G53AGR, G53GRA G53CFR, G54CFR, G54DTP G53DBC, G53CCT G53DIA, G54DIA The algorithm design component of G54AOR, G54ALG The operations research component of G54AOR, G54OPR G64ICP (2009/10 and earlier), G54PRG G64IHF, G54IHC G64PMM, G53NMD G64UET, G54ADM A student who has taken one module from a set is considered to satisfy (a) another module's pre- or co-requisite requirement for anymodule in that set and (b) course requirements for any module in that set. Students may not take more than one module from eachset.



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students must pass all of the following non-compensatable modules G51PRG, G51OOP, G11ACF, G11CAL and G11LMA in order toprogress to Part I (see Regulation 11 of the Regulations for Undergraduate Courses to be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/undergraduate-regulations.htm ). 

Degree Information:

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I and II. The overall average isobtained from a weight of 33% on the average credit-weighted mark for all Part I modules and a weight of 67% on the averagecredit-weighted mark of all Part II modules.The overall average is rounded into a single integer mark which is then translated into the degree classification as follows:Marks in range<ul><li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<ul><Li>39:Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above,they will be awarded the higher degree classification if the candidate has 50 ormore credits of level 3 or level 4 modules taken in Part II in favour of the higherdegree classification. A candidate with a rounded mark in the borderline zoneswho fails to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners, acting upon theadvice of the external examiners, determines that there is compelling evidence of performance at the higher class in level 3 (or level 4)modules taken in Part II.Course Weightings % :

Page 136

Part I: 33

Part II: 67


4 Other Regulations


Section D of this programme specification applies to students starting this degree in 2006/7 or after. Students who entered beforethen should refer to the programme specification for 2005/6 which may be found athttp://winster/programme_specifications/asp/course_search.asp Knowledge and Understanding

MATHEMATICS Graduates should be able to demonstrate knowledge and understanding A1 of calculus A2 of linear mathematics A3 of elementary analysis A4 in pure mathematics A5 in applied mathematics and/or probability and statistics A6 at deeper level in some areas of mathematics. COMPUTER SCIENCE Graduates should be able to demonstrate knowledge and understanding of: A1 the theory of programming A2 the practice of programming A3 the application of mathematics and formal methods in the computer science context. 

Intellectual Skills

MATHEMATICS Graduates should be able to B1 apply complex ideas to familiar and to novel situations B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 perform with high levels of accuracy B5 transfer expertise between different topics in mathematics. COMPUTER SCIENCE Students should be able to: B1 apply and deploy mathematical ability, practices and tools B2 understand and logically evaluate requirements and specifications B3 think independently while giving due weight to the arguments of others B4 understand complex ideas and relate them to specific problems or questions B5 acquire, and analyse systematically and effectively, substantial quantities of information. 


MATHEMATICS Graduates should be able to 

C1 select and apply appropriate methods and techniques to solve problems C2 justify conclusions using mathematical arguments with appropriate rigour C3 communicate results using appropriate styles, conventions and terminology COMPUTER SCIENCE Students should be able to: C1 program in various paradigms C2 comprehend and apply software engineering methodologies C3 evaluate available tools, applications, algorithms and data structures, and select those that are fit for purpose within a givendomain/scenario C4 extend computing-related abilities by specialising or generalising from a personal skills base


MATHEMATICS 

COMPUTER SCIENCE Students should be able to: 

MATHEMATICS Teaching and Learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally, for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for project work.Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and to practise intellectualand professional skills; in some cases, though not universally, the coursework component contributes to the assessment of the module. COMPUTER SCIENCE In the initial stages of the course most of the teaching and learning takes place in lectures, supported by extensive tutorial andlaboratory classes. As students progress the role of project work increases, and tutorials become less common as students areencouraged to take more responsibility for their own learning. Coursework, commonly taking the form of programming tasks supportedby laboratory classes, allows students to develop their skills and knowledge through practical experience.



Page 137

MATHEMATICS Assessment is predominantly by formal timed examinations, though some modules incorporate assessed coursework which contributes tothe final mark. Other modules may be entirely assessed by means other than timed examinations. The intellectual, professional andtransferable skills listed above are often taught by "expert example" and practised by the students in formative assignments; most arenot explicitly assessed in their own individual right but as an intrinsic part of the assessment of knowledge and understanding of therelevant topic. COMPUTER SCIENCE Assessment is through a mixture of formal examinations and coursework, including written and oral reports, programming tasks, anddesign scenarios. Project work is important in the later stages of the degree, and is assessed through reports, presentations, anddemonstrations.

Page 138


1 Title


2 Course Code

GG41




4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable


Computing



Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enablethem to deepen their understanding of mathematics and computer science.The programme will provide students with specific knowledge for its own sake, but also, acknowledging the wide andgrowing variety of uses to which mathematics and computer science are applied, techniques and skills suitable for a widerange of careers.Students will acquire basic knowledge in pure mathematics and computer science and develop their competence inapplying these.In later years of the programme they will have the opportunity to study topics in pure mathematics in greater depth, andto develop a more specialised knowledge of selected topics in computer science, encountering and working with a varietyof approaches, techniques and tools to solve different problems within the disciplines, in particular acquiring the skillsand understanding needed to apply mathematical methods in the development of reliable software.As graduates from mathematics, they should appreciate the power of abstraction and generalisation as mathematicalprocesses and should have an understanding of the importance of assumptions, the limitations these impose on what canbe deduced and the consequences of their not being satisfied.Other aims are that students should develop their ability to think logically and critically, to acquire problem-solving skillsand to communicate effectively orally and in writing.


Students who fail to progress at the end of Part I of the Joint Honours BSc degree in Mathematics and Computer Science, andwho accept an offer to transfer to an Ordinary Degree in Mathematics and Computer Science choose 100 credits (rather than120) from the range on offer to Honours students subject to the approval of the Course Directors and subject also to thefollowing restrictions.At the Part II stage students must take 100 credits of modules from a list of approved modules from the School ofMathematical Sciences and from the School of Computer Science. At least 40 credits must be chosen from modules offered bythe School of Mathematical Sciences at level 2 or above and at least 40 credits must be chosen from modules offered by theSchool of Computer Science at level 2 or above.

Such students are likely to satisfy most, but not necessarily all, of the learning outcomes specified for Honours graduates.

The reliability of computer software is vitally important, in the modern world, both to our livelihood and to our lives. The task ofdesigning and implementing software demands a combination of analytical and synthetical skills. A joint degree in Mathematicsand Computer Science combines these skills in a unique way. Through their combination, the students acquire general-purposeproblem-solving skills, such as abstraction and mathematical modelling, and the practical ability of algorithm design andgeneral-purpose programming. Graduates of the degree are able to use their skills in a variey of areas of science andtechnology.









2 Course Structure

Page 139



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students registered for the BSc Mathematics and Computer Science (Honours) programme who fail to progress at the end of Part I maybe offered the opportunity to transfer to the BSc Mathematics and Computer(Ordinary) Degree.Degree Information:


Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I and II. The overall average isobtained from a weight of 50% on the average credit-weighted mark for all Part I modules, a weight of 50% on the averagecredit-weighted mark of all Part II modules. The overall average is rounded into a single integer mark which is then translated into thedegree classification as follows:Marks in range<ul><li>70 and above: Distinction<li>60 to 69 inclusive: Merit<li>40 to 59 inclusive: Pass<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<li>59: Borderline Merit<li>69: Borderline Distinction</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above, they will be awarded the higher degreeclassification if the candidate has 30 or more credits of level 3 (or above) modules taken in Part II in favour of the higher degreeclassification. A candidate with a rounded mark in the borderline zones who fails to meet this threshold will normally be awarded thelower degree classification unless the Board of Examiners, acting upon the advice of the external examiners, determines that there iscompelling evidence of performance at the higher class in level 3 (or above) modules taken in Part II.Course Weightings % :

Part I: 50

Part II: 50


4 Other Regulations



Mathematics<UL><LI>A1 of calculus</LI></UL>Computer Science<UL><LI>A1 the theory of programming</LI></UL>Mathematics<UL><LI>A2 of linear mathematics</LI></UL>Computer Science<UL><LI>A2 the practice of programming</LI></UL>Mathematics<UL><LI>A3 in pure mathematics</LI></UL>Computer Science<UL><LI>A3 the strengths and weaknesses of computer tools, applications and other resources</LI></UL>Mathematics<UL><LI>A4 in applied mathematics and/or probability and statistics</LI></UL>Computer Science<UL><LI>A4 formal methods and the application of mathematics</LI></UL>Mathematics<UL><LI>A5 of elementary analysis</LI></UL>Computer Science<UL><LI>A5 the issues, problems and solutions relating to human factors of computer systems</LI></UL>Mathematics<UL><LI>A6 a deeper knowledge and understanding in some areas of mathematics.</LI></UL>Computer Science<UL><LI>A6 the synergy of hardware and software in computer systems implementation</LI><LI>A7 networked and distributed systems</LI><LI>A8 artificial intelligence</LI><LI>A9 the nature of digital business and e-commerce.</LI></UL>

Page 140

Intellectual Skills

Mathematics<UL><LI>B1 apply complex ideas to familiar and to novel situations</LI></UL>Computer Science<UL><LI>B1 apply and deploy mathematical ability, practices and tools</LI></UL>Mathematics<UL><LI>B2 work with abstract concepts and in a context of generality</LI></UL>Computer Science<UL><LI>B2 understand and logically evaluate requirements and specifications</LI></UL>Mathematics<UL><LI>B3 reason logically and work analytically</LI></UL>Computer Science<UL><LI>B3 think independently while giving due weight to the arguments of others</LI></UL>Mathematics<UL><LI>B4 relate theoretical models to their applications</LI></UL>Computer Science<UL><LI>B4 understand complex ideas and relate them to specific problems or questions</LI></UL>Mathematics<UL><LI>B5 perform with high levels of accuracy</LI></UL>Computer Science<UL><LI>B5 acquire, and analyse systematically and effectively, substantial quantities of information.</LI></UL>Mathematics<UL><LI>B6 transfer expertise between different topics in mathematics.</LI></UL>


Mathematics<UL><LI>C1 develop appropriate mathematical models</LI></UL>Computer Science<UL><LI>C1 program</LI></UL>Mathematics<UL><LI>C2 select and apply appropriate methods and techniques to solve problems</LI></UL>Computer Science<UL><LI>C2 comprehend and apply software engineering methodologies</LI></UL>Mathematics<UL><LI>C3 justify conclusions using mathematical arguments with appropriate rigour</LI></UL>Computer Science<UL><LI>C3 evaluate available tools, applications, algorithms and data structures, and select those that are fit for purposewithin a given domain/scenario</LI></UL>Mathematics<UL><LI>C4 communicate results using appropriate styles, conventions and terminology</LI></UL>Computer Science<UL><LI>C4 evaluate, develop and employ User Interfaces including the appropriate collection and presentation of information anddata (to users)</LI></UL>Mathematics<UL><LI>C5 use appropriate IT packages effectively.</LI></UL>Computer Science<UL><LI>C5 work effectively and ethically with others</LI><LI>C6 extend their own computing-related abilities by specialising or generalising from a personal skill base.</LI></UL>


Mathematics

Computer Science

Mathematics


Mathematics


Mathematics


Mathematics


Mathematics



Page 141

Mathematics<ul><li>Teaching and Learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, theteaching and learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally, for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module.</li></ul>Computer Science<ul><li>Acquisition of the above takes place through a combination of lectures, tutorials (both teacher- and student-led), practicallaboratory sessions, individual consultations and (optionally) self-directed study.Acquisition of intellectual skills takes place through a combination of lectures, interaction with students and teachers at tutorials andindividual consultations, consultation of library and other resources. Laboratory sessions in particular support B2 and B4, while the FinalYear Individual Project (G53IDJ) plays a key role in B3.Acquisition of professional skills takes place through a combination of lectures, interaction with students and teachers at tutorialsand individual consultations, consultation of library and other resources. C1 - C3 are seen as the key practical skills to be gained fromthe Programme, and as such are delivered, supported using laboratory sessions and project work, via a majority of modules.D1 and D2 are key to the programme and so delivered, via worked examples, exercises and practical laboratory sessions, across amajority of modules. D4 - D6 and D8 are reinforced through written assignments, presentations and project work throughout theprogramme. D7 is formally introduced during G51CUA (Computer Use and Applications) and reinforced through practical exercises andproblem solving thereafter.</LI></UL>

Mathematics<UL><LI>Assessment is predominantly by formal timed examinations, though some modules incorporate assessed coursework whichcontributes to the final mark. Other modules may be entirely assessed by means other than timed examinations. The intellectual,professional and transferable skills listed below are often taught by "expert example" and practised by the students in formativeassignments; most are not explicitly assessed in their own individual right but as an intrinsic part of the assessment of knowledge andunderstanding of the relevant topic.</LI></UL>Computer Science<UL><LI>Details of assessment for all outcomes can be found in the appropriate module descriptions. Assessment of the above is by acombination of unseen written examinations, coursework, oral presentations, individual and group projects and other assignments.Details of assessment for all outcomes can be found in the appropriate module descriptions. The demonstration of intellectual skillsis a central requirement of successful completion of all modules and is assessed throughout the programme in exams, coursework, oralpresentations and other assignments.Details of assessment for all outcomes can be found in the appropriate module descriptions. C1, C3 and C4 are assessed bycoursework and exam throughout the programme. C2, C5 and C6 are assessed through certain modules, in particular the final yearproject.Details of assessment for all outcomes can be found in the appropriate module descriptions.</LI></UL>In each of the four lists which follow, those learning outcomes which should be acquired in areas core to the Joint Honours degree areprinted in BOLD; others, which are printed in non-bold type, may be acquired depending on optional choices made within the programmestudied.


Page 142


1 Title


2 Course Code

GG41




4 Type of Course

Joint Course

5 Mode of Delivery

Part time

6 Accrediting Body

Not applicable



Educational Aims







2 Course Structure



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Degree Information:



4 Other Regulations


Page 143

Page 144


1 Title

Mathematics and Economics

2 Course Code

GL11


Economics 50%


4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable


Economics



Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and economics and their applications. The programme will provide students withspecific knowledge for its own sake, but also techniques and skills in mathematics and economics suitable for a wide range ofcareers. In mathematics, students will acquire basic knowledge in pure mathematics and in probability and statistics, and develop theircompetence in applying this knowledge throughout the programme. Topics in probability and statistics can be pursued atgreater depth as the programme progresses. In addition, students also have the opportunity to study areas in appliedmathematics. Graduates should appreciate the power of abstraction and generalisation as mathematical processes and shouldhave an understanding of the importance of assumptions, the limitations these impose on what can be deduced, and theconsequences of their not being satisfied. Other aims are that students should develop their ability to think logically andcritically, to acquire problem-solving skills, and to become competent users of mathematical software. In economics, students will receive a broad education that includes quantitative and theoretical aspects of economics. Inaddition, students have the opportunity to pursue topics covering applied and policy issue aspects of the subject. Graduatesshould have the ability to identify appropriate economic concepts and modelling techniques to be used to analyse and solve arange of problems. Students will also acquire oral and written communication skills, teamwork and presentational skills, andresearch-based and report-writing skills.


In each year of the Honours programme, students must take modules accruing 120 credits. In the first year theMathematics/Economics credit split is 80/40, and it is 60/60 in years two and three. Mathematics modules are typically worth10 or 20 credits. Economics modules are 10, 15 or 20 credits. In the first year (Qualifying Year), the Mathematics component contains 80 credits of modules. OF these 80 credits, 60 creditsconsist of three year-long 20-credit core Mathematics modules, and the remaning 20 credits consist of two 10-credit modules inProbability and Statistics. In Economics, students take two 20-credit modules, one each in Microeconomics andMacroeconomics. In the second year (Part I), students must take 60 credits in modules from within the School of Mathematical Sciences at anappropriate level and 60 credits from a specified list of modules in the School of Economics. 

In the third year (Part II), students must take 60 credits in modules from within the School of Mathematical Sciences at anappropriate level and 60 credits from a specified list of modules in the School of Economics. In this year there is more variety instyles of delivery and assessment, including projects and coursework-based modules. There may be slight variations in the lists of modules offered in any particular year. 

Mathematics and Economics are both very diverse and fast-developing disciplines. Graduates in these subjects proceed tofurther study, or take up employment, in a wide range of areas. A distinguishing feature of the programme is the breadth oftopics that are encountered, and moreover the range of specialist subject areas available for study in the third year. Forexample, emerging topics such as Mathematical Finance or Mathematical Medicine and Biology are available, and the flexiblenature of the programme allows other such topics to be introduced quickly and easily. A variety of teaching and learningexperiences is offered so that individual students can develop strengths in different ways.




Course Requirements AAA




Page 145

2 Course Structure

Page 146

Qualifying Year

Compulsory

Group 1



L11100 Introduction to Microeconomics 20 N Autumn

L11200 Introduction to Macroeconomics 20 N Spring






Credit Total 120


Part I

Alternative

Group 1 Economics Pathway A (if you choose this group you need to choose two further 10 credit level 2 Economicsmodules from Group 4)



L12302 Microeconomic Theory 20 Y Autumn

L12402 Macroeconomic Theory 20 Y Spring

L12350 Careers Skills 0 Y Full Year

Credit Total 40

Group 2 Economics Pathway B (if you choose this group you need to choose one further 10 credit level 2 Economicsmodule from Group 4)



L12302 Microeconomic Theory 20 Y Autumn

L12320 Econometrics I 15 Y Autumn

L12420 Econometrics II 15 Y Spring


Credit Total 50

Group 3 Economics pathway C (if you choose this group you need to choose one further 10 credit level 2 Economicsmodule from Group 4)



L12320 Econometrics I 15 Y Autumn

L12402 Macroeconomic Theory 20 Y Spring

L12420 Econometrics II 15 Y Spring


Credit Total 50

Restricted

Group 1







Credit Total 70

Group 2






Credit Total 30

Group 3 If 60 credits have not been selected from Groups 1 and 2, then a maximum of 20 credits may be selected fromGroup 3.






Credit Total 40

Group 4 Optional level 2 Economics modules

Page 147



L12315 International Trade 10 Y Autumn

L12417 Monetary Economics 10 Y Autumn

L12322 Labour Economics 10 Y Spring

L12418 Industrial Economics 10 Y Spring

L12316 Experimental and Behavioural Economics 10 Y Spring

L12419 Financial Economics 10 Y Spring

L12317 Development Economics 10 Y Autumn

L12421 Public Sector Economics 10 Y Spring

L12406 Environmental and Resource Economics 10 Y Spring

Credit Total 90


In total, students must take 60 credits of Mathematics and 60 credits of Economics with at least 100 credits at level 2 or above.Part II

Restricted

Group 1











Credit Total 160

Group 2 Students may take a maximum of 40 credits from Group 2Note that both G14PJA and G14PJS cannot be taken










Credit Total 100

Group 3 Students may take a maximum of 20 credits from Group 3.











Credit Total 120

Group 4 Students must take exactly 60 credits from this group.



L13500 Economics Dissertation 15 Y Full Year

L13501 Advanced Macroeconomics 15 Y Autumn

L13502 Advanced Public Economics I 15 Y Autumn

L13504 Advanced Development Economics 15 Y Spring

L13505 Advanced Economics of International Trade I 15 Y Autumn

L13508 Health Economics 15 Y Autumn

L13509 Advanced Monetary Economics 15 Y Autumn

L13516 Advanced Microeconomics 15 Y Autumn

L13520 Econometrics Project 15 Y Full Year

L13521 Advanced Econometric Theory 15 Y Autumn

L13601 Advanced Financial Economics 15 Y Autumn

L13605 Advanced Economics of International Trade II 15 Y Spring

Page 148

L13609 International Money and Macroeconomics 15 Y Spring

L13616 Industrial Organisation 15 Y Spring

L13620 Topics in Econometrics 15 Y Spring

L13621 Advanced Time Series Econometrics 15 Y Spring

L13619 Advanced Mathematical Economics 15 Y Spring

L13522 Advanced Labour Economics 15 Y Autumn

L13512 Explanation in Economics 15 Y Spring

L13617 Advanced Experimental and Behavioural Economics 15 Y Spring

L13618 Political Economy 15 Y Spring

L13614 Numerical Methods in Economics 15 Y Autumn

L13526 Advanced Environmental and Resource Economics 15 Y Autumn

Credit Total 345


In total, students must take 60 credits of Mathematics and 60 credits of Economics, with at least 100 credits at level 3 or above. In Mathematics students must NOT take more than 20 credits at level 2. In Economics students must take all 60 credits at level 3. Students are not permitted to take both L13500 andL13520. Students are not permitted to take level 4 Mathematics modules with the exception of G14PJA and G14PJS. Students are notpermitted to take both G14PJA and G14PJS. In Part II, students may take up to 20 credits of level 2 modules (coded G12*** butexcluding G12PSM) offered by the School of Mathematical Sciences provided they have the appropriate pre-requisites and that thesemodules have not previously been taken.If you have taken less than 60 credits from groups 1, 2 and 3, you may be allowed to take up to 20 credits of other level 3mathematical modules, coded G13xxx with the exception of G13CMM. For those modules and all other choices for which you do nothave the necessary prerequisites, you will need the approval of the module convenor and the course director. Please not that you arenormally not allowed to take more than 20 credits of modules without prerequisites.Please note that it cannot be guaranteed to avoid clashes between the timetable of level 2 modules in group 3 and the timetable ofother modules, including level 3 mathematics modules (G13xxx), on the programme.



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ), to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students must pass all of the following non-compensatable modules G11ACF, G11CAL, G11LMA, L11100 and L11200 in order to progressto Part I (see Regulation 11 of the Regulations for Undergraduate Courses to be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/undergraduate-regulations.htm ). A student in the Qualifying Year who passes G11ACF, G11CAL and G11LMA in the School of Mathematical Sciences but fails to pass bothL11100 and L11200 in the School of Economics may be offered the opportunity to transfer to Part I of the G100 Mathematicsprogramme. A student in the Qualifying Year who fails to pass all of G11ACF, G11CAL and G11LMA from the School of Mathematical Sciences butpasses both L11100 and L11200 in the School of Economics may be offered the opportunity to transfer to Part I of the L100 Economicsprogramme. Degree Information:

Page 149


Part I: 33

Part II: 67


4 Other Regulations


In each of the four lists which follow, those learning outcomes which should be acquired in areas core to the Joint Honours degree areprinted in BOLD; others, which are printed in non-bold type, may be acquired depending on optional choices made within theprogramme studied.Knowledge and Understanding

MATHEMATICS Graduates should be able to demonstrate knowledge and understanding A1 of calculus A2 of linear mathematics A3 of elementary analysis A4 in applied mathematics A5 in probability and statistics A6 in pure mathematics In addition, graduates should be able to show A7 a deeper knowledge and understanding in some areas of mathematics. ECONOMICS Students must be able to: Al Demonstrate a broad knowledge of core areas of economics A2 Apply core economic theory & economic reasoning to applied topics. A3 Show understanding of analytical methods, both theory- & model-based. A4 Demonstrate understanding of verbal, graphical, mathematical & econometric representation of economic ideas & analysis,including the relationship between them. A5 Show understanding of relevant mathematical & statistical techniques. A6 Discuss and analyse government policy A7 Demonstrate more in depth knowledge and skills of quantitative or theoretical modelling areas of economics and/oreconometrics 

Page 150

Intellectual Skills

MATHEMATICS Graduates should be able to B1 apply complex ideas to familiar and to novel situations B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 relate theoretical models to their applications B5 perform with high levels of accuracy B6 transfer expertise between different topics in mathematics.ECONOMICS Students must be able to: B1 apply complex ideas to solve problems B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 perform with high levels of accuracy B5 understand the context in which a problem is to be addressed 


MATHEMATICS Graduates should be able to C1 develop appropriate mathematical models C2 select and apply appropriate methods and techniques to solve problems C3 justify conclusions using mathematical arguments with appropriate rigour C4 communicate results using appropriate styles, conventions and terminology C5 use appropriate IT packages effectively. ECONOMICS Students must be able to: Cl develop appropriate economic models C2 select and apply appropriate techniques to solve problems C3 justify conclusions using economic arguments with appropriate rigour C4 use appropriate econometric IT packages effectively 


MATHEMATICS 

ECONOMICS 

MATHEMATICS Teaching and learning methods are adapted to reflect the growing academic maturity of the students. In the first year, the teaching andlearning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with, additionally forthe "core" topics in mathematics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module. ECONOMICS The nature of the teaching and learning modes develops as students progress through their courses. The basic model for all years is thatthe main elements of the core material for all modules are delivered through large-scale lectures supported by small group tutorialswhere students are expected to make contributions, submit and discuss coursework for formative assessment and to develop theirunderstanding of lecture materials. In the quantitative subjects, tutorials are replaced by problem classes where exercise sheets areused as the basis for developing understanding. However, as they progress through their degree course, students are increasinglyexpected to take a greater responsibility for their own learning through directed self-study. Across all modules, coursework provides themajor opportunity for students to show their understanding of the materials learned and to practise a range of skills. These courseworkcomponents are normally only formatively assessed although there are specific cases where they are summatively assessed.


MATHEMATICS Assessment Assessment is predominantly by formal unseen written examinations, though some modules incorporate assessed coursework whichcontribute to the final mark. Other modules may be entirely assessed by means other than unseen written examinations. Theintellectual, professional and transferable skills listed below are often taught by "expert example" and practised by the students informative assignments; most are not explicitly assessed in their own individual right but as an intrinsic part of the assessment ofknowledge and understanding of the relevant topic. ECONOMICS The major assessment type used in the degree programme is the unseen, written examination. There are elements of summativelyassessed coursework (projects, seminar presentations and essays) but the majority of coursework is formatively assessed. The skillslisted under intellectual, professional and transferable, while not always assessed directly in their own right, form an integral part of theassessment of knowledge and understanding of a specific subject.


Page 151


1 Title

Mathematics and Economics

2 Course Code

GL11


Economics 50%


4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and economics and their applications. The programme will provide students withspecific knowledge for its own sake, but also techniques and skills in mathematics and economics suitable for a wide range ofcareers. In mathematics, students will acquire basic knowledge in pure mathematics and in probability and statistics, and develop theircompetence in applying this knowledge throughout the programme. Topics in probability and statistics can be pursued atgreater depth as the programme progresses. In addition, students also have the opportunity to study areas in appliedmathematics. Graduates should appreciate the power of abstraction and generalisation as mathematical processes and shouldhave an understanding of the importance of assumptions, the limitations these impose on what can be deduced, and theconsequences of their not being satisfied. Other aims are that students should develop their ability to think logically andcritically, to acquire problem-solving skills, and to become competent users of mathematical software. In economics, students will receive a broad education that includes quantitative and theoretical aspects of economics. Inaddition, students have the opportunity to pursue topics covering applied and policy issue aspects of the subject. Graduatesshould have the ability to identify appropriate economic concepts and modelling techniques to be used to analyse and solve arange of problems. Students will also acquire oral and written communication skills, teamwork and presentational skills, andresearch-based and report-writing skills.


BSc (Honours) students may be offered the opportunity to transfer to the BSc (Ordinary) Degree in Mathematics and Economicsif they fail to progress at the end of Part I.

 In Part II of the Ordinary Degree, students take 100 credits of which at least 60 must be at level 3 or above. Inmathematics students must take 50 chosen from the mathematics modules available to Honours students (with at least 20credits at level 3 or above). In Economics students must take 50 credits, with at least 20 credits at Level 3 or above.



Mathematics and Economics are both very diverse and fast-developing disciplines. Graduates in these subjects proceed tofurther study, or take up employment, in a wide range of areas. A distinguishing feature of the programme is the breadth oftopics that are encountered, and moreover the range of specialist subject areas available for study in the third year. Forexample, emerging topics such as Mathematical Finance or Mathematical Medicine and Biology are available, and the flexiblenature of the programme allows other such topics to be introduced quickly and easily. A variety of teaching and learningexperiences is offered so that individual students can develop strengths in different ways.




Course Requirements AAA





2 Course Structure

Page 152



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students registered for the BSc Mathematics and Economics (Honours) programme who fail to progress at the end of Part Imay be offered the opportunity to transfer to the BSc Mathematics and Economics (Ordinary) Degree.

Degree Information:



Part I: 50

Part II: 50


4 Other Regulations


In each of the four lists which follow, those learning outcomes which should be acquired in areas core to the Joint Honours degree areprinted in BOLD; others, which are printed in non-bold type, may be acquired depending on optional choices made within theprogramme studied.Knowledge and Understanding

MATHEMATICS Graduates should be able to demonstrate knowledge and understanding A1 of calculus A2 of linear mathematics A3 of elementary analysis A4 in pure mathematics A5 in applied mathematics A6 in probability and statistics In addition, graduates should be able to show A7 a deeper knowledge and understanding in some areas of mathematics. ECONOMICS Students must be able to: Al Demonstrate a broad knowledge of core areas of economics A2 Apply core economic theory & economic reasoning to applied topics. A3 Show understanding of analytical methods, both theory- & model-based. A4 Demonstrate understanding of verbal, graphical, mathematical & econometric representation of economic ideas & analysis,including the relationship between them. A5 Show understanding of relevant mathematical & statistical techniques. A6 Discuss and analyse government policy A7 Demonstrate more in depth knowledge and skills of quantitative or theoretical modelling areas of economics and/oreconometrics 

Page 153

Intellectual Skills

MATHEMATICS Graduates should be able to B1 apply complex ideas to familiar and to novel situations B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 relate theoretical models to their applications B5 perform with high levels of accuracy B6 transfer expertise between different topics in mathematics.ECONOMICS Students must be able to: B1 apply complex ideas to solve problems B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 perform with high levels of accuracy B5 understand the context in which a problem is to be addressed 


MATHEMATICS Graduates should be able to C1 develop appropriate mathematical models C2 select and apply appropriate methods and techniques to solve problems C3 justify conclusions using mathematical arguments with appropriate rigour C4 communicate results using appropriate styles, conventions and terminology C5 use appropriate IT packages effectively. ECONOMICS Students must be able to: Cl develop appropriate economic models C2 select and apply appropriate techniques to solve problems C3 justify conclusions using economic arguments with appropriate rigour C4 use appropriate econometric IT packages effectively 



ECONOMICS 

MATHEMATICS Teaching and learning methods are adapted to reflect the growing academic maturity of the students. In the first year, the teaching andlearning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with, additionally forthe "core" topics in mathematics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module. ECONOMICS The nature of the teaching and learning modes develops as students progress through their courses. The basic model for all years is thatthe main elements of the core material for all modules are delivered through large-scale lectures supported by small group tutorialswhere students are expected to make contributions, submit and discuss coursework for formative assessment and to develop theirunderstanding of lecture materials. In the quantitative subjects, tutorials are replaced by problem classes where exercise sheets areused as the basis for developing understanding. However, as they progress through their degree course, students are increasinglyexpected to take a greater responsibility for their own learning through directed self-study and to engage in groupwork and set-piecepresentations. This is exemplified by the essay elements in Year Three which allow the students to demonstrate a level of independencein learning that would not be expected at the earlier years. Across all modules, coursework provides the major opportunity for studentsto show their understanding of the materials learned and to practise a range of skills. These coursework components are normally onlyformatively assessed although there are specific cases where they are summatively assessed.


MATHEMATICS Assessment Assessment is predominantly by formal unseen written examinations, though some modules incorporate assessed coursework whichcontribute to the final mark. Other modules may be entirely assessed by means other than unseen written examinations. Theintellectual, professional and transferable skills listed below are often taught by "expert example" and practised by the students informative assignments; most are not explicitly assessed in their own individual right but as an intrinsic part of the assessment ofknowledge and understanding of the relevant topic. ECONOMICS The major assessment type used in the degree programme is the unseen, written examination. There are elements of summativelyassessed coursework (projects, seminar presentations and extended essays) but the majority of coursework is formatively assessed.The skills listed under intellectual, professional and transferable, while not always assessed directly in their own right, form an integralpart of the assessment of knowledge and understanding of a specific subject.


Page 154


1 Title

Mathematics and Management Studies

2 Course Code

GN12


Management 50%


4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable


General Business & Management



Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and management studies. The programme will provide students with specificknowledge for its own sake, but also, acknowledging the wide and growing variety of uses to which mathematics andmanagement studies are applied, techniques and skills suitable for a wide range of careers. Students will acquire basicknowledge in a wide range of relevant topics in mathematics and management and develop their competence in applying these.In later years of the programme they will have the opportunity to pursue some of the mathematical areas, in probability andstatistics, in more depth.

In management, through a structured yet flexible programme that allows students to tailor their studies to meet their ownspecific interests and career aspirations, they will engage in a study of organisations and the changing environments in whichthey operate, which will prepare and develop them for a career in business and management. As graduates from mathematics, they should appreciate the power of abstraction and generalisation as mathematicalprocesses and should have an understanding of the importance of assumptions, the limitations these impose on what can bededuced and the consequences of their not being satisfied.As graduates from management studies, they should be capable of a critical evaluation of the core business disciplines ofeconomics, organisational behaviour, strategic management, human resource management and computing. Other aims are that students should develop their ability to think logically and critically, to acquire problem-solving skills, toengage in a reflective evaluation of their academic and personal development and to enhance lifelong learning skills.


In each year of the Honours programme, students must take modules accruing 120 credits. In the first year, 80 of these creditsare in mathematics and 40 credits in management studies. In the second and third years, the students take 60 credits in eachof the two disciplines. Modules are typically worth 10 or 20 credits.

The first year (the Qualifying year) of the programme is entirely compulsory. In mathematics, students must take the60-credit core, which is divided into three year-long 20-credit modules. They must also take the 20-credit probability andstatistics strand. In management studies, students must take four 10-credit modules.

In the second year (Part I), students take 60 credits of mathematics and 60 credits of management modules of which four10-credit modules are compulsory. Further details about the choice of modules are detailed below.

In the third year (Part II), students take 60 credits of mathematics and 60 credits of management modules of which four10-credit modules are compulsory. Further details about the choice of modules are detailed below.


Mathematics and Management Studies are both very diverse and fast-developing disciplines. Graduates in these subjectsproceed to further study, or take up employment, in a wide range of areas. A distinguishing feature of the programme is thebreadth of topics that are encountered, and moreover the range of specialist subject areas available for study in the third year.For example, emerging topics such as Mathematical Finance or Mathematical Medicine and Biology are available, and the flexiblenature of the programme allows other such topics to be introduced quickly and easily. A variety of teaching and learningexperiences is offered so that individual students can develop strengths in different ways.






Page 155



2 Course Structure

Page 156

Qualifying Year

Compulsory

Group 1









N11604 Business Economics A 10 Y Autumn

N11603 People and Organisations 10 Y Spring

N11116 Business Economics B1 10 Y Spring

Credit Total 120


Part I

Compulsory

Group 1



N11107 Contemporary Economic Policy 10 Y Autumn

N12604 Economics of Business Decisions 10 Y Spring

N12606 Organising and Managing in Practice 10 Y Spring

N12617 Designing and Managing Organisations 10 Y Autumn

Credit Total 40

Restricted

Group 1







Credit Total 70

Group 2







Credit Total 40

Group 3 If 60 credits have not been selected from Groups 1 and 2, then a maximum of 20 credits may be selected fromGroup 3.






Credit Total 40

Group 4



N12205 Introductory Econometrics 10 Y Spring

N12403 Financial Management 10 Y Autumn

N12401 Management Accounting and Decisions II 10 Y Autumn

N12402 Marketing Strategy 10 Y Autumn

N12415 Managing the Marketing Mix 10 Y Spring

N12435 Technology and Organization 10 Y Spring

N12131 Accounting Information Systems 10 Y Spring


N12118 Introduction To Finance 10 Y Autumn

N12406 Quantitative Methods 2A 10 Y Autumn

N12445 Economics of Pricing and Decision Making 10 Y Autumn


Page 157

N12122 Managing Tourism and the Environment: Conflict or Consensus? 10 Y Spring

N12105 Introduction to Marketing A 10 Y Autumn

N12106 Introduction to Marketing B 10 Y Spring


N12503 Database Design and Implementation 10 Y Spring

N12502 Managing and Marketing Tourism 10 Y Autumn


N12612 Economics of Innovation 10 Y Autumn

N12613 Economics of Organisation 10 Y Spring

N12614 Computational Finance 10 Y Spring

N12616 Management Strategy 10 Y Autumn

N12109 Tourism futures: the challenge of sustainability 10 Y Autumn

N12108 Global Business from Adam Smith to the Digital Age: theinternational economy since 1760

10 Y Spring

Credit Total 250


20 additional credits (10 in each semester) have to be taken from modules approved by the Business School. In total, students haveto take 60 credits of Mathematics and 60 credits of modules approved by the Business School with at least 100 credits of modules atlevel 2 or above.Part II

Compulsory

Group 1



N13410 Strategic Management I 10 Y Autumn

N13418 Strategic Management II 10 Y Spring

N13425 Human Resource Management I 10 Y Autumn

N13426 Human Resource Management II 10 Y Spring

Credit Total 40

Restricted

Group 1











Credit Total 160

Group 2 Students may take a maximum of 40 credis from group 2Note that both G14PJA and G14PJS cannot be taken










Credit Total 100

Group 3 Students may take a maximum of 20 credits from group 3











Credit Total 120

Group 4

Page 158



N13301 Financial Analysis 10 Y Spring

N13302 Financial Markets 10 Y Autumn

N13306 Corporate Finance 10 Y Spring

N13407 Public Choice and Economic Policy-Making 10 Y Spring

N13408 Risk, Information & Insurance 10 Y Autumn

N13409 Risk Management Decisions 10 Y Autumn

N13412 Insurance Firms and Markets 10 Y Spring

N13414 Management Accounting and Decisions III 10 Y Autumn

N13417 Risk Management Processes 10 Y Spring

N13428 Economics of Regulation 10 Y Spring

N13437 Law and Economics 10 Y Autumn

N13313 International Finance 10 Y Autumn


N13204 Introducing Entrepreneurship 10 Y Autumn

N13444 Industrial Economics A: Structure, Conduct and Performance 10 Y Autumn

N13318 Industrial Economics B: Games and Strategies 10 Y Spring



N13813 Modelling and Simulation 10 Y Autumn


N13448 Advertising & Marketing Communication 10 Y Autumn

N13449 Marketing Services 10 Y Spring

N13505 Auditing, Governance and Scandals 10 Y Autumn

N13504 Managing Information Technologies & Systems 10 Y Spring

N13601 Business Ethics 10 Y Spring

N13603 The Psychology of Economic and Business Decisions 10 Y Spring

N13604 Financial Economics 10 Y Autumn

N13607 Corporate Restructuring and Governance 10 Y Autumn

N13609 Public Services Management 10 Y Spring

N13702 Applied Econometrics 10 Y Spring

N13205 Business, Government and Public Policy 10 Y Spring

Credit Total 310


In total, students must take 60 credits of mathematics and 60 credits of modules approved by the Business School with at least 100credits of modules at level 3 or above. Students are not permitted to take level 4 mathematics modules with the exception of G14PJA and G14PJS. Students are notpermitted to take both G14PJA and G14PJS. Students must take a further 20 credits approved by the Business School. In Part II, students may take up to 20 credits of level 2 modules (coded G12*** butexcluding G12PSM) offered by the School of Mathematical Sciences provided they have the appropriate pre-requisites and that thesemodules have not previously been taken.If you have taken less than 60 credits from groups 1, 2 and 3, you may be allowed to take up to 20 credits of other level 3mathematical modules, coded G13xxx with the exception of G13CMM. For those modules and all other choices for which you do nothave the necessary prerequisites, you will need the approval of the module convenor and the course director. Please note that youare normally not allowed to take more than 20 credits of modules without prerequisites.Please note that it cannot be guaranteed to avoid clashes between the timetable of level 2 modules in group 3 and the timetable ofother modules, including level 3 mathematics modules (G13xxx), on the programme.



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students must pass all of the following non-compensatable modules G11ACF, G11CAL and G11LMA in order to progress to Part I (seeRegulation 11 of the Regulations for Undergraduate Courses to be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/undergraduate-regulations.htm ). 

Degree Information:

Page 159


Part I: 33

Part II: 67


4 Other Regulations


The management part of the programme <ul><li>provides a theoretical and practical grounding in the key disciplines of modern business.</li><li>develops key cognitive, problem solving, qualitative, computing, interpersonal, group working and research skills.</li><li>prepares students for a business and mangement career and equips them with the capacity for life-long learning in the globalbusiness environment.</li></ul>In line with the QAA Benchmarking Statement for General Business and Management, the degree subsequently develops knowledge,understanding and skill sets as given below under the heading of "Management".

</ul>In each of the lists which follow, those learning outcomes which should be acquired in areas core to the Joint Honours degree are printedin BOLD; others, which are printed in non-bold type, may be acquired depending on optional choices made within theprogramme studied. 

Page 160


Introduction

MANAGEMENT 

MATHEMATICS Graduates should be able to demonstrate knowledge and understanding 

A1 of calculus A2 of linear mathematics A3 of elementary analysis A4 in pure mathematics A5 in applied mathematics A6 in probability and statistics In addition, graduates should be able to show A7 a deeper knowledge and understanding in some areas of mathematics.MANAGEMENT Graduates will acquire knowledge and understanding of A1 The development and operation of markets for resources, goods and services. A2 Customer expectations, service and orientation. A3 The sources, uses and management of finance. A4 The use of accounting and other information systems for managerial applications. A5 The management and development of people within organizations. A6 The management of resources and operations. A7 The development, management and exploitation of information systems and their impact upon organizations. A8 The comprehensive use of relevant communication and information technologies for application in business andmanagement. A9 The development of appropriate business policies and strategies to meet stakeholder needs within a changingenvironment. A10 A range of contemporary and pervasive business and management issues including (at the time of writing) businessinnovation, e-commerce, creativity and enterprise, knowledge management, sustainability, globalization, business ethics, valuesand norms. 



Intellectual Skills

MATHEMATICS Graduates should be able to B1 apply complex ideas to familiar and to novel situations. B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 relate theoretical models to their applications B5 perform with high levels of accuracy B6 transfer expertise between different topics in mathematics.MANAGEMENT Graduates of the programme will have developed B1 The cognitive skills of critical thinking, analysis and synthesis, including the ability to identify assumptions, evaluate stementsin terms of evidence, to detect false logic or reasoning, to identify implicit values, and to define terms adequately and to generaliseappropriately. B2 The ability to create, evaluate and assess a range of options, together with the capacity to apply ideas and knowledge to arange of Business and other situations. 




MATHEMATICS Graduates should be able to C1 develop appropriate mathematical models C2 select and apply appropriate methods and techniques to solve problems C3 justify conclusions using mathematical arguments with appropriate rigour C4 communicate results using appropriate styles, conventions and terminology C5 use appropriate IT packages effectively.MANAGEMENT Graduates of the programme will have developed C1 The ability to work with case studies. C2 The ability to apply business models to business problems and phenomena. C3 The effective use of communication and information technology (CIT) skills for business applications. C4 Self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. C5 Effective performance within a team environment, including leadership, team building, influencing and project managementskills. C6 The ability to conduct research into business and management issues, either individually or as part of a team, including afamiliarity with a range of business data and research resources and appropriate methodologies. 








Page 161

MATHEMATICS Teaching and learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, theteaching and learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module.


MATHEMATICS Assessment is predominantly by formal timed examinations, though some modules incorporate assessed coursework whichcontribute to the final mark. Other modules may be entirely assessed by means other than timed examinations. The intellectual,professional and transferable skills listed below are often taught by "expert example" and practised by the students in formativeassignments; most are not explicitly assessed in their own individual right but as an intrinsic part of the assessment of knowledge andunderstanding of the relevant topic.


Page 162


1 Title

Mathematics and Management Studies

2 Course Code

GN12


Management 50%


4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable


General Business & Management



Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum which will enable them todeepen their understanding of mathematics and management studies. The programme will provide students with specificknowledge for its own sake, but also, acknowledging the wide and growing variety of uses to which mathematics andmanagement studies are applied, techniques and skills suitable for a wide range of careers. Students will acquire basicknowledge in a wide range of relevant topics in mathematics and management and develop their competence in applying these.In later years of the programme they will have the opportunity to pursue some of the mathematical areas, in probability andstatistics, in more depth.

In management, through a structured yet flexible programme that allows students to tailor their studies to meet their ownspecific interests and career aspirations, they will engage in a study of organisations and the changing environments in whichthey operate, which will prepare and develop them for a career in business and management. As graduates from mathematics, they should appreciate the power of abstraction and generalisation as mathematicalprocesses and should have an understanding of the importance of assumptions, the limitations these impose on what can bededuced and the consequences of their not being satisfied.As graduates from management studies, they should be capable of a critical evaluation of the core business disciplines ofeconomics, organisational behaviour, strategic management, human resource management and computing. Other aims are that students should develop their ability to think logically and critically, to acquire problem-solving skills, toengage in a reflective evaluation of their academic and personal development and to enhance lifelong learning skills.


BSc (Honours) students may be offered the opportunity to transfer to the BSc (Ordinary) Degree in Mathematics andManagement Studies if they fail to progress at the end of Part I.

 In Part II of the Ordinary Degree, students take 100 credits of which at least 60 credits must be at level 3 or above,including 50 chosen from the mathematics modules available to Honours students (with at least 20 credits at level 3 or above)and 50 from the Business School approved modules available to Honours students (with at least 20 credits at level 3 or above).

Students may not take both G14PJA and G14PJS.

Students are likely to satisfy most, but not necessarily all, of the learning outcomes specified for Honours graduates.


Mathematics and Management Studies are both very diverse and fast-developing disciplines. Graduates in these subjectsproceed to further study, or take up employment, in a wide range of areas. A distinguishing feature of the programme is thebreadth of topics that are encountered, and moreover the range of specialist subject areas available for study in the third year.For example, emerging topics such as Mathematical Finance or Mathematical Medicine and Biology are available, and the flexiblenature of the programme allows other such topics to be introduced quickly and easily. A variety of teaching and learningexperiences is offered so that individual students can develop strengths in different ways.








Page 163


2 Course Structure



<Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students registered for the BSc Mathematics and Management Studies (Honours) programme who fail to progress at Part Imay be offered the opportunity to transfer to the BSc Mathematics and Management Studies (Ordinary) Degree.

Degree Information:



Part I: 50

Part II: 50


4 Other Regulations


The management part of the programme <ul><li>provides a theoretical and practical grounding in the key disciplines of modern business.</li><li>develops key cognitive, problem solving, qualitative, computing, interpersonal, group working and research skills.</li><li>prepares students for a business and mangement career and equips them with the capacity for life-long learning in the globalbusiness environment.</li></ul>In line with the QAA Benchmarking Statement for General Business and Management, the degree subsequently develops knowledge,understanding and skill sets as given below under the heading of "Management".

</ul>In each of the lists which follow, those learning outcomes which should be acquired in areas core to the Joint Honours degree are printedin BOLD; others, which are printed in non-bold type, may be acquired depending on optional choices made within theprogramme studied. 

Page 164


Introduction


MATHEMATICS Graduates should be able to demonstrate knowledge and understanding 

A1 of calculus A2 of linear mathematics A3 of elementart analysis A4 in pure mathematics A5 in applied mathematics A6 in probability and statistics In addition, graduates should be able to show A7 a deeper knowledge and understanding in some areas of mathematics.MANAGEMENT Graduates will acquire knowledge and understanding of A1 The development and operation of markets for resources, goods and services. A2 Customer expectations, service and orientation. A3 The sources, uses and management of finance. A4 The use of accounting and other information systems for managerial applications. A5 The management and development of people within organizations. A6 The management of resources and operations. A7 The development, management and exploitation of information systems and their impact upon organizations. A8 The comprehensive use of relevant communication and information technologies for application in business andmanagement. A9 The development of appropriate business policies and strategies to meet stakeholder needs within a changingenvironment. A10 A range of contemporary and pervasive business and management issues including (at the time of writing) businessinnovation, e-commerce, creativity and enterprise, knowledge management, sustainability, globalization, business ethics, valuesand norms. 



Intellectual Skills

MATHEMATICS Graduates should be able to B1 apply complex ideas to familiar and to novel situations. B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 relate theoretical models to their applications B5 perform with high levels of accuracy B6 transfer expertise between different topics in mathematicsMANAGEMENT Graduates of the programme will have developed B1 The cognitive skills of critical thinking, analysis and synthesis, including the ability to identify assumptions, evaluate stementsin terms of evidence, to detect false logic or reasoning, to identify implicit values, and to define terms adequately and to generaliseappropriately. B2 The ability to create, evaluate and assess a range of options, together with the capacity to apply ideas and knowledge to arange of Business and other situations. 




MATHEMATICS Graduates should be able to C1 develop appropriate mathematical models C2 select and apply appropriate methods and techniques to solve problems C3 justify conclusions using mathematical arguments with appropriate rigour C4 communicate results using appropriate styles, conventions and terminology C5 use appropriate IT packages effectively.MANAGEMENT Graduates of the programme will have developed C1 The ability to work with case studies. C2 The ability to apply business models to business problems and phenomena. C3 The effective use of communication and information technology (CIT) skills for business applications. C4 Self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. C5 Effective performance within a team environment, including leadership, team building, influencing and project managementskills. C6 The ability to conduct research into business and management issues, either individually or as part of a team, including afamiliarity with a range of business data and research resources and appropriate methodologies. 








Page 165

MATHEMATICS Teaching and learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, theteaching and learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module.


MATHEMATICS Assessment is predominantly by formal timed examinations, though some modules incorporate assessed coursework whichcontribute to the final mark. Other modules may be entirely assessed by means other than timed examinations. The intellectual,professional and transferable skills listed below are often taught by "expert example" and practised by the students in formativeassignments; most are not explicitly assessed in their own individual right but as an intrinsic part of the assessment of knowledge andunderstanding of the relevant topic.


Page 166


1 Title

Mathematics and Philosophy

2 Course Code

GV15


Philosophy 50%


4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable


Philosophy



Educational Aims

Mathematics The underlying aim of the programme is to offer students a broad and challenging modern curriculum that will enable them todeepen their understanding of mathematics and philosophy. The programme will provide students with specific knowledge forits own sake, but also, acknowledging the wide and growing variety of uses to which mathematics and philosophy are applied,techniques and skills suitable for a wide range of careers. Students will acquire basic knowledge in pure mathematics andphilosophy and develop their competence in applying these. In later years of the programme they will have the opportunity tostudy topics in pure mathematics in greater depth, and to develop a more specialised knowledge of selected topics in philosophy,encountering and working with a variety of approaches, techniques and tools to solve different problems within the disciplines.As graduates from mathematics, they should appreciate the power of abstraction and generalisation as mathematical processesand should have an understanding of the importance of assumptions, the limitations these impose on what can be deduced andthe consequences of their not being satisfied. As graduates from philosophy, students should develop their ability to thinklogically and critically, to acquire problem-solving skills and to communicate effectively orally and in writing. Philosophy Offer students a broad and challenging modern curriculum that will enable them to develop their understanding ofphilosophy. Provide specific knowledge for its own sake while also acknowledging the wide and growing variety of issues to which philosophyis applied. In later years, develop a more specialised knowledge of selected topics in philosophy, encountering and working with a variety ofapproaches to solve different problems within the discipline. Develop students' ability to think logically and critically, to acquire problem-solving skills and communicate effectively both orallyand in writing.


In each year of the Joint Honours programme, students must take modules accruing 120 credits. In the first year, 80 of thesecredits are in Mathematics and 40 credits in Philosophy. In the second and third years the students take 60 credits in each ofthe two schools. Modules are typically worth 10 or 20 credits. The first year (the Qualifying Year) of the programme is entirely compulsory. In Mathematics the students must take the60-credit core, which is divided into three year-long 20-credit modules. They must also take the 20-credit Pure Mathematicsstrand (two 10 credit modules). In Philosophy the students must take four compulsory 10-credit modules. In the second year (Part I) there is one compulsory 20-credit Philosophy module and the students must choose a further 40credits in Philosophy at level 2. In Mathematics students must choose a total of 60 credits from a list of approvedmodules. In the third year (Part II) students can choose their modules from the lists offered by Mathematics and Philosophy. There may be slight variations in the lists of modules offered in any particular year.

Mathematics and Philosophy are both very diverse disciplines. Graduates in these subjects proceed to further study, or take upemployment, in a wide range of areas. A distinguishing feature of the programme is the breadth of topics that are encountered,and moreover the range of specialist subject areas available for study in the third year. A variety of teaching and learningexperiences is offered so that individual students can develop strengths in different ways.




Course Requirements AAB - AAB

Including A in Maths A level

Excluding General Studies

Other Requirements IB Score: 38-36 (6 in Maths at Higher Level)

Page 167




2 Course Structure

Page 168

Qualifying Year

Compulsory

Group 1



V71SMB Self, Mind and Body 10 Y Autumn

V71LAR Locke: Appearance and Reality 10 Y Spring

V71ELL Elementary Logic 10 Y Spring






V71RPM Reasoning and Argument: An Introduction to PhilosophicalMethod

10 Y Autumn

Credit Total 120


Part I

Compulsory

Group 1



V72NOM The Nature of Meaning 20 Y Autumn

Credit Total 20

Restricted

Group 1






Credit Total 50

Group 2







Credit Total 40

Group 3






Credit Total 40

Group 4 Philosophy level 2 modules.



V72HIS History of Philosophy 20 Y Autumn

V72EPI Epistemology 20 Y Spring

V72MET Metaphysics 20 Y Spring

V72MND Philosophy of Mind 20 Y Spring

V72POL Political Philosophy 20 Y Autumn

V72ETH Normative Ethics 20 Y Spring

Credit Total 120


Overall students must select 60 credits of Mathematics and 60 credits of Philosophy with at least 100 credits at level 2 or above. Allchoices are subject to the approval of the Course Director.Part II

Restricted

Group 1

Page 169










Credit Total 140

Group 2 Students may take a maximum of 40 credits from group 2. Note that both G14PJA and G14PJS cannot betaken.










Credit Total 100

Group 3 Students may take a maximum of 20 credits from group 3.













Credit Total 160

Group 4 Philosophy level 3 modules. Not all modules will be available in any one year.



V73DS2 Dissertation 20 Y Spring

V73DS1 Dissertation 20 Y Autumn

V73IP2 Independent Project 10 Y Spring

V73IP1 Independent Project 10 Y Autumn

V73ART Philosophy of Art 20 Y Spring

V73CME An Introduction to Contemporary Metaethics 20 Y Autumn

V73TPL Reality, Representation and Truth 20 Y Autumn

V73MMP Merleau-Ponty 20 Y Spring

V73IND Issues of Indeterminism 20 Y Spring

V73MAR Marx 20 Y Spring

V73NNK Naming and Necessity 20 Y Spring

V73PSC Philosophy of Science: from Positivism to Postmodernism 20 Y Autumn

V73NLM Narrative, Language and Mind 20 Y Autumn

V73ALL Advanced Logic 20 Y Spring

V73FWA Free Will and Action 20 Y Autumn

V73ETH Environmental Ethics 20 Y Autumn

Credit Total 300


Page 170

In total, students must take 60 credits of Mathematics and 60 credits of Philosophy. At least 100 credits must be at level 3 or above.

Students are not permitted to take level 4 Mathematics modules with the exception of G14PJA and G14PJS. Students are notpermitted to take both G14PJA and G14PJS. 

Students are not permitted to take both V73DS1 and V73DS2. If they take either V73DS1 OR V73DS2, they are not permitted also totake either V73IP1 or V73IP2 (or both). (They may, however, take both V73IP1 and V73IP2, as long as they are not also taking eitherV73DS1 or V73DS2.).All options are subject to the approval of the Course Director.

 In Part II, students may take up to 20 credits of level 2 modules (coded G12*** butexcluding G12PSM) offered by the School of Mathematical Sciences provided they have the appropriate pre-requisites and that thesemodules have not previously been taken.If you have taken less than 60 credits from groups 1, 2, and 3, you may be allowed to take up to 20 credits of other level 3mathematical modules, coded G13xxx with the exception of G13CMM. For those modules and all other choices for which you do nothave the necessary prerequisites, you will need the approval of the module convenor and the course director. Please note that youare normally not allowed to take more than 20 credits of modules without prerequisites.

Please note that it cannot be guaranteed to avoid clashes between the timetable of Level 2 modules in group 3 and the timetable ofother modules, including Level 3 mathematics modules (G13xxx), on the programme.



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students must pass all of the following non-compensatable modules G11ACF, G11CAL and G11LMA in order to progress to Part I (seeRegulation 11 of the Regulations for Undergraduate Courses to be found athttp://www.nottingham.ac.uk/quality-manual/study-regulations/undergraduate-regulations.htm ). Degree Information:


Part I: 33

Part II: 67


4 Other Regulations


Page 171

For information relating to Mathematics in each of the four lists which follow, those learning outcomes which should beacquired in areas core to the Joint Honours degree are printed in BOLD; others, which are printed in non-bold type, may beacquired depending on optional choices made within the programme studied.Knowledge and Understanding

MATHEMATICS Graduates should be able to demonstrate knowledge and understanding A1 of calculus A2 of linear mathematics A3 of elementary analysis A4 in pure mathematics A5 in applied mathematics A6 in probability and statistics In addition, graduates should be able to show A7 a deeper knowledge and understanding in some areas of mathematics. PHILOSOPHY A1 Knowledge of the theories and arguments of some of the major philosophers, encountered in theirown writings, and some awareness of important areas of interpretative controversy concerning the major philosophers. A2 Alertness to opportunities for employing historical doctrines to illuminate contemporary debates. A3 A clear grasp of some central theories and arguments in the fields of Logic, Metaphysics, Epistemology, or Philosophy of Mind,broadly understood. A4 A clear grasp of some central theories and arguments in the fields of Moral, Political or Social Philosophy, broadly understood. A5 An awareness of some major issues currently at the frontiers of philosophical debate and research. A6 Appreciation of the wide range of application of techniques of philosophical reasoning.

PHILOSOPHY 


Intellectual Skills

MATHEMATICS Graduates should be able to B1 apply complex ideas to familiar and to novel situations B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 relate theoretical models to their applications B5 perform with high levels of accuracy B6 transfer expertise between different topics in mathematics.PHILOSOPHY B1. Ability to identify the underlying issues in different kinds of debate. B2. Ability to analyse the structure of complex and controversial problems, with an understanding of major strategies of reasoningdesigned to resolve such problems.B3. Ability to read carefully and interpret texts drawn from a variety of ages and/or traditions with a sensitivity to context. B4. Ability to abstract, analyse and construct logical argument, employing the techniques of formal and informal methods ofreasoning as appropriate, together with an ability to recognise any relevant fallacies. B5. Ability to employ detailed argument to support or criticise generalisations in the light of specific implications. B6. Ability to recognise the strengths and weaknesses of arguments on both sides of a philosophical question.




MATHEMATICS Graduates should be able to C1 develop appropriate mathematical models C2 select and apply appropriate methods and techniques to solve problems C3 justify conclusions using mathematical arguments with appropriate rigour C4 communicate results using appropriate styles, conventions and terminology C5 use appropriate IT packages effectively.PHILOSOPHY C1. Ability to identify textually-based arguments and subject their structure and implications to rigorous assessment. C2. Ability to understand specialised philosophical terminology and use it properly. C3. Ability to judge the success of standard arguments. C4. Ability to identify common persuasive stratagems that cannot withstand philosophical scrutiny and demonstrate how they weakenthe arguments that employ them. C5. Readiness to engage with the concerns of ordinary life, examining characteristic problems of practical reason (e.g. the subjects ofethical and political debate) whilst being sensitive to a variety of opinions, practices and ways of life. C6 Readiness to review unfamiliar ideas with an open mind and a willingness to change one's mind when appropriate.





PHILOSOPHY 



MATHEMATICS Teaching and Learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally, for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module.



Page 172

MATHEMATICS Assessment is predominantly by formal timed examinations, though some modules incorporate some assessed coursework, whichcontribute to the final mark. Other modules may be entirely assessed by means other than timed examinations. The intellectual,professional and transferable skills listed below are often taught by "expert example" and practised by the students in formativeassignments; most are not explicitly assessed in their own individual right but as an intrinsic part of the assessment of knowledge andunderstanding of the relevant topic.

Page 173


1 Title


2 Course Code

GV15


Philosophy 50%


4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable


Philosophy



Educational Aims

The underlying aim of the programme is to offer students a broad and challenging modern curriculum that will enable them todeepen their understanding of mathematics and philosophy. The programme will provide students with specific knowledge forits own sake, but also, acknowledging the wide and growing variety of uses to which mathematics and philosophy are applied,techniques and skills suitable for a wide range of careers.

Students will acquire basic knowledge in pure mathematics and philosophy and develop their competence in applyingthese.In later years of the programme they will have the opportunity to study topics in pure mathematics in greater depth, andto develop a more specialised knowledge of selected topics in philosophy, encountering and working with a variety ofapproaches, techniques and tools to solve different problems within the disciplines.As graduates from mathematics, they should appreciate the power of abstraction and generalisation as mathematicalprocesses and should have an understanding of the importance of assumptions, the limitations these impose on what canbe deduced and the consequences of their not being satisfied.As graduates from philosophy, students should develop their ability to think logically and critically, to acquireproblem-solving skills and to communicate effectively orally and in writing.


BSc (Honours) students may be offered the opportunity to transfer to the BSc (Ordinary) Degree in Mathematics and Philosophyif they fail to progress at the end of Part I.

 In Part II of the Ordinary Degree, students take 100 credits of which at least 60 must be at level 3 or above, including 50chosen from the mathematics modules available to Honours students (with at least 20 credits at level 3 or above) and 50 fromthe Philosophy modules available to Honours students (with at least 20 credits at level 3 or above).













2 Course Structure



Page 174

Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students registered for the BSc Mathematics and Philosophy (Honours) programme who fail to progress at the end of Part Imay be offered the opportunity to transfer to the BSc Mathematics and Philosophy (Ordinary) Degree.Degree Information:



Part I: 50

Part II: 50


4 Other Regulations


For information relating to Mathematics in each of the four lists which follow, those learning outcomes which should beacquired in areas core to the Joint Honours degree are printed in BOLD; others, which are printed in non-bold type, may beacquired depending on optional choices made within the programme studied.Knowledge and Understanding

MATHEMATICS Graduates should be able to demonstrate knowledge and understanding A1 of calculus A2 of linear mathematics A3 of elementary analysis A4 in pure mathematics A5 in applied mathematics A6 in probability and statistics In addition, graduates should be able to show A7 a deeper knowledge and understanding in some areas of mathematics. PHILOSOPHY A1 Knowledge of the theories and arguments of some of the major philosophers, encountered in theirown writings, and some awareness of important areas of interpretative controversy concerning the major philosophers. A2 Alertness to opportunities for employing historical doctrines to illuminate contemporary debates. A3 A clear grasp of some central theories and arguments in the fields of Logic, Metaphysics, Epistemology, or Philosophy of Mind,broadly understood. A4 A clear grasp of some central theories and arguments in the fields of Moral, Political or Social Philosophy, broadly understood. A5 An awareness of some major issues currently at the frontiers of philosophical debate and research. A6 Appreciation of the wide range of application of techniques of philosophical reasoning.



Page 175

Intellectual Skills

MATHEMATICS Graduates should be able to B1 apply complex ideas to familiar and to novel situations B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 relate theoretical models to their applications B5 perform with high levels of accuracy B6 transfer expertise between different topics in mathematics.PHILOSOPHY B1. Ability to identify the underlying issues in different kinds of debate. B2. Ability to analyse the structure of complex and controversial problems, with an understanding of major strategies of reasoningdesigned to resolve such problems.B3. Ability to read carefully and interpret texts drawn from a variety of ages and/or traditions with a sensitivity to context. B4. Ability to abstract, analyse and construct logical argument, employing the techniques of formal and informal methods ofreasoning as appropriate, together with an ability to recognise any relevant fallacies. B5. Ability to employ detailed argument to support or criticise generalisations in the light of specific implications. B6. Ability to recognise the strengths and weaknesses of arguments on both sides of a philosophical question.




MATHEMATICS Graduates should be able to C1 develop appropriate mathematical models C2 select and apply appropriate methods and techniques to solve problems C3 justify conclusions using mathematical arguments with appropriate rigour C4 communicate results using appropriate styles, conventions and terminology C5 use appropriate IT packages effectively.PHILOSOPHY C1. Ability to identify textually-based arguments and subject their structure and implications to rigorous assessment. C2. Ability to understand specialised philosophical terminology and use it properly. C3. Ability to judge the success of standard arguments. C4. Ability to identify common persuasive stratagems that cannot withstand philosophical scrutiny and demonstrate how they weakenthe arguments that employ them. C5. Readiness to engage with the concerns of ordinary life, examining characteristic problems of practical reason (e.g. the subjects ofethical and political debate) whilst being sensitive to a variety of opinions, practices and ways of life. C6 Readiness to review unfamiliar ideas with an open mind and a willingness to change one's mind when appropriate.





PHILOSOPHY 



MATHEMATICS Teaching and Learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, the teachingand learning of the material is accomplished by a mixture of large-scale lectures, active problem-classes and coursework with,additionally, for the "core" topics, weekly meetings in tutorial groups with the personal tutor. In subsequent years of the course, themajority of topics continue to be taught through the medium of traditional lectures, but there are also opportunities for individual andgroup project work. Coursework provides opportunities for students to demonstrate their grasp of the material they have learned and topractise intellectual and professional skills; in some cases, though not universally, the coursework component contributes to theassessment of the module.


MATHEMATICS Assessment is predominantly by formal timed examinations, though some modules incorporate some assessed coursework, whichcontribute to the final mark. Other modules may be entirely assessed by means other than timed examinations. The intellectual,professional and transferable skills listed below are often taught by "expert example" and practised by the students in formativeassignments; most are not explicitly assessed in their own individual right but as an intrinsic part of the assessment of knowledge andunderstanding of the relevant topic.


Page 176


1 Title


2 Course Code

GV15



4 Type of Course

Joint Course

5 Mode of Delivery

Part time

6 Accrediting Body

Not applicable



Educational Aims










2 Course Structure



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Degree Information:



4 Other Regulations


Page 177

Page 178


1 Title

Mathematics and Electronic Engineering Studies

2 Course Code

H6GA



Electrical & Electronic Engineering 50%

4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims



2 Course Structure



Degree Information:


Degree Calculation Model:

4 Other Regulations


Page 179


1 Title

Electronic Engineering and Mathematics

2 Course Code

HG61




4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Institution of Engineering and Technology


Engineering



Educational Aims

The aim of the programme is to provide students with a challenging modern curriculum which will deepen their understanding ofelectronic engineering and mathematics and the inter-relations between these subject groups. The programme will providestudents with specific knowledge, techniques and skills, enabling them to be flexible and autonomous engineering graduatesequipped to adopt roles in the electronic engineering industry and in a wider range of careers where application of mathematicalreasoning and technique are important. Students will acquire a superior level of understanding of electronic engineering andapplied mathematical concepts, and competence in their application. Students will have a high level of professional, practicaland transferable skills and will be able to apply these to solving electronic engineering and scientific problems. Students shoulddevelop their ability to think logically and critically, to acquire problem-solving skills and to communicate effectively orally and inwriting. Students will take responsibility for their own personal and professional development. Students will be educationallyqualified to become chartered electronic engineers after a suitable period of professional experience and further study,dependent upon the degree awarded.


The course programme specification is summarised in the tables that follow. Modules are grouped into two categories:compulsory core modules and optional modules. The structure of the programme in the first two years is common to both threeyear BEng and four year MEng programmes, enabling students to postpone deciding upon which to follow until such time thatexperience and expertise has been obtained. In each year students must take modules accruing 120 credits.

The programme for the first year (Qualifying Year) comprises a 60-credit core in Electronics, which is divided into five10-credit and two 5-credit modules, and a 60-credit core in Mathematics, which is divided into three 20-credit modules studiedover two semesters.The second year (Part I) comprises a 60-credit core in Electronics, divided into four 10-credit and four 5-credit modules.The Mathematics content comprises a 50-credit core with 10 credits selected from either Numerical and Computational Methodsor Statistics, all of which are 10-credit modules. At the end of Part I the examination performance determines whether astudent is admitted to the four-year MEng programme.The third year (Part II) has a 45 or 50 credit core comprising 15 credits of Vocational Mathematics project work studied overtwo semesters, with a further 10 or 15 credits in Mathematics and 20 credits of Electronics. Students select 35/30 credits ofmodules in Mathematics, depending on whether their core selection comprises 25/30 credits of Mathematics, a selection of 30credits in Electronics, and 10 credits from a supplementary list of modules that may be offered by schools other than the Schoolsof Mathematical Sciences and of Electrical and Electronic Engineering.The fourth year (Part III) comprises a 40 credit industrially related project studied over two semesters as core. Studentsselect a further 60 credits at level 4 including at least 20 credits in each of Mathematics and Electronics. A choice of 10 credits isselected from Level C or 3 modules in either Electronics or Mathematics. The remaining 10 credits are selected from asupplementary list of modules, which may be offered by schools other than the Schools of Mathematical Sciences and ofElectrical and Electronic Engineering. 

There may be slight variations in the lists of modules offered in any particular year.


Page 180

The degree programme comprises all electronics modules taken from the Single Honours Electronics degree programme andselected modules from the Single Honours Mathematics programme. Such a programme of study allows students to develop anappreciation of the mathematical principles that underpin electronics, and the physical principles that inform appliedmathematics, to a depth which is not usual in engineering degrees.

Project work is an important aspect of any engineering degree and this forms a thread throughout the three and four yearprogrammes. In the first year this forms an introduction to real-time systems, a theme which is continued into the second year.In years three and four students have the opportunity to undertake an individual project while in year three, group project workin Vocational Mathematics is undertaken.

Insight into the importance of industry and the range of non-technical factors which influence technical decisions are highlightedin the Industrial Awareness module studied by all MEng students. This module is run as a series of workshops by practisingengineers and other professionals.

Students may choose to undertake an intercalated year and spend it working in industry. Those who do so and meet therequirements of the Industrial Placement Award may have their degree endorsed 'with Industrial Placement Award' inrecognition of the achievement. Further information is available from the Department. The endorsement is subject to satisfyingthe following conditions: 1) The period of employment is of approximately one year's duration 2) The placement is undertaken after the successful completion of Part I or Part II of the degree 3) A mentor be appointed by the company and the proposed activities for the placement agreed with the Course Director4) During the year an academic member of staff from the Department visit the student and the company mentor to discussprogress 5) The student keep a diary of personal development at least every three months 6) At the end of the placement an essay of about 5000 words be submitted and deemed to be of a satisfactory standard bythe Department 7) A registration fee is paid to the University

Further Information



Course Requirements ABB-BBB

IELTS Requirements 6 with at least 5 in each element



2 Course Structure

Page 181

Qualifying Year

Compulsory

Group 1



G11ACF Analytical and Computational Foundations 20 Y Full Year

G11CAL Calculus 20 Y Full Year

G11LMA Linear Mathematics 20 Y Full Year

H61SCP Introduction to Circuits and Fields 20 Y Full Year

H61IIC Introduction to Electronic Engineering 20 Y Full Year

H61ICP Introduction to Computer Engineering 10 Y Autumn

H61LSM Laboratory and Computer Skills M 20 Y Full Year

Credit Total 130


Part I

Compulsory

Group 1









H62EDP Electronic Engineering Design Project 10 Y Spring

H62ELD Electronic Engineering 20 Y Spring

H62SED Software Engineering Design 10 Y Autumn

Credit Total 120

Alternative

Group 1




Credit Total 10


Part II

Compulsory

Group 1



H63END Electronic Design 10 Y Autumn

H64IND Industrial Awareness 10 Y Spring


Credit Total 35

Alternative

Group 1




Credit Total 20

Group 2



G13EM2 Electromagnetism (2) 10 Y Autumn

Credit Total 10

Restricted

Group 1 List A



G13MM2 Mathematical Medicine and Biology (2) 10 Y Autumn


Page 182

G13AMD Analytical Methods for Differential Equations 15 Y Autumn

G13AM2 Analytical Methods for Differential Equations (2) 10 Y Autumn

G13NMD Numerical Methods for Differential Equations 15 Y Spring

G13NM2 Numerical Methods for Differential Equations (2) 10 Y Spring


G13MO2 Mathematical Optics (2) 10 Y Spring



G13CC2 Information and Coding Theory 10 Y Spring

Credit Total 135

Group 2 List B Students may take a Language module (coded LK****) as part of this list







Credit Total 40

Group 3 Student should select 30 credits from group 3.




H63SSD Solid State Devices 10 Y Autumn


H63VLS VLSI Design 10 Y Spring

H63TCE Telecommunication Electronics 10 Y Spring

H63JAV Web Based Computing 10 Y Spring


Credit Total 70


Students must not take both G13AMD and G13AM2. Students must not take both G13CCR and G13CC2. Students must not take both G13MMB and G13MM2. Students must not take both G13MOP and G13MO2. Students must not take both G13NMD and G13NM2. Part III

Compulsory

Group 1



H54IOP Industrial/Research Orientated Project 40 N Full Year

Credit Total 40

Restricted

Group 1 List D Students must take 60 credits from List D, including at least one 20-credit H64*** module and at least one20-credit G14*** module.



H64DS2 Digital Signal Processing for Telecommunications, Multimedia andInstrumentation with Project

20 Y Spring

H64INM Instrumentation and Measurement with Project 20 Y Autumn




H64RFP RF Microelectronics with project 20 Y Spring

H64MOC Mobile Communications with Project 20 Y Spring

Credit Total 140

Group 2 List E Students must take from List E either one 10-credit H6C*** or H5C*** module (if 40 credits of G14***modules have been selected from List D) or one 10-credit G13*** module (if 40 credits of H64*** moduleshave been selected from List D).








H64INL Instrumentation and Measurement 10 Y Autumn

Page 183

H64DSP Digital Signal Processing for Telecommunications, Multimedia andInstrumentation

10 Y Spring







H64RFL RF Microelectronics 10 Y Spring


H64MOB Mobile Communications 10 Y Spring

Credit Total 160

Group 3 List F Students may take a language module (LK****) as part of List F. Students must take 10 credits from List F.







Credit Total 40


Students must not take G13CC2 if G13CCR was taken in Part II Students must not take G13MO2 if G13MOP was taken in Part II Students must not take G13NM2 if G13NMD was taken in Part II Students must not take G13AM2 if G13AMD was taken in Part II. Students must not take G13MM2 if G13MMB was taken in Part II 



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: The following regulations are supplementary to the general University progression rules which are described in the University Regulations(see <a>http://www.nottingham.ac.uk/quality-manual/study-regulations/index.htm</a>).

To progress to Part II candidates must obtain, at the first attempt, an overall weighted average mark of at least 55% in Part I. Astudent not meeting this threshhold may be offered the opportunity to transfer to the BEng (Honours) Electronic Engineering andMathematics degree or the BEng Electronic Engineering and Mathematics (Ordinary) degree.

To progress to Part III candidates must obtain, at the first attempt, an overall weighted average mark of at least 55% in Part II. Astudent not meeting this threshold may, if his/her performance warrants it, be awarded a BEng degree.

Students who fail to progress at the end Part I may be offered the opportunity to transfer to the BEng Electronic Engineering andMathematics (Ordinary) Degree.

Degree Information:

Page 184

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I, II and III. The overall average isobtained from a weight of 20% on the average credit-weighted mark for all Part I modules, a weight of 40% on the averagecredit-weighted mark of all Part II modules and a weight of 40% on the average credit-weight mark of all Part III modules. The overallaverage is rounded into a single integer mark which is then translated into the degree classification as follows:Marks in range<ul><li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<ul><Li>39:Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above,they will be awarded the higher degree classification if the candidate has 50 ormore credits of level 4 modules taken in Part III in favour of the higherdegree classification. A candidate with a rounded mark in the borderline zoneswho fails to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners, acting upon theadvice of the external examiners, determines that there is compelling evidence of performance at the higher class in level 4 modulestaken in Part III.The Industrially Orientated Project, H54IOP, must be passed and may not be compensated. 

Students entering directly into Part II under an articulation agreement will have their degree calculated as Part II 40% and Part III60%.

The marking criteria can be found in the Department of Electrical and Electronic Engineering Undergraduate Student Handbook.Course Weightings % :

Part I: 20

Part II: 40


4 Other Regulations


In each of the lists that follow, those learning outcomes which should be acquired in areas core to the Joint Honours degree areprinted in BOLD, others may be acquired depending on the optional choices made within the programme.Knowledge and Understanding

MATHEMATICS Graduates should be able to demonstrate knowledge and understanding A1 of a range of core mathematical concepts and results A2 of standard mathematical techniques across their chosen curriculum A3 in pure mathematics A4 in applied mathematics A5 in probability and statistics In addition, graduates should be able to show 

A6 a deeper knowledge and understanding in some areas of applied mathematics. A7 in the final year of the MEng programme, knowledge and understanding of some advanced topics related to currentresearch within the School. ELECTRONIC ENGINEERING Graduates should be able to demonstrate knowledge and understanding A1 of appropriate scientific principles underpinning electronic engineering A2 of principles of IT and Communications (ITC) appropriate to electronic engineering A3 of principles and methods of design used in electronic engineering A4 in management, business and socio-economic factors relevant to electronic engineering. A5 of the internal aspects, functions and processes of organisations A6 of the external factors which influence organisations. 

Page 185

Intellectual Skills

MATHEMATICS Graduates should be able to B1 apply complex ideas to familiar and to novel situations B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 relate theoretical models to their applications B5 perform with high levels of accuracy B6 transfer expertise between different topics in mathematics. ELECTRONIC ENGINEERING Graduates should be able to B1 select and apply appropriate mathematical methods for modelling and analysing electronic engineering problems B2 use scientific principles in the development of solutions to practical problems in electronic engineering and in themodelling and analysis of appropriate systems, processes and products B3 select and apply appropriate computer based methods for modelling and analysing problems in electronicengineering B4 use software engineering techniques in program development B5 select and apply appropriate tools and equipment B6 create a complete design, product or service in electronic engineering to a professional standard, showing creativity andjustification of all design decisions B7 take a holistic approach to design and problem solving including the assessment and evaluation of a wide range of risksincluding financial, commercial, environmental and safety B8 think critically and evaluate evidence in a business context. 

 


MATHEMATICS Graduates should be able to C1 develop appropriate mathematical models C2 select and apply appropriate methods and techniques to solve problems C3 justify conclusions using mathematical arguments with appropriate rigour C4 communicate results using appropriate styles, conventions and terminology C5 use appropriate IT packages effectively. ELECTRONIC ENGINEERING Graduates should be able to C1 use appropriate mathematical methods for modelling and analysing problems in electronic engineering C2 use relevant test and measurement equipment in experimental laboratory work C3 use appropriate IT packages effectively C4 design of systems, components and processes and the practical testing of design ideas in the laboratory or throughsimulation, with technical analysis and critical evaluation of results C5 research for information and the development of ideas C6 apply engineering techniques taking into account industrial and commercial constraints. 



 ELECTRONIC ENGINEERING 

Teaching and Learning methods are adapted to reflect the growing mathematical maturity of the students. In the first year, a mixture oflarge-scale lectures, active problem classes and coursework forms the teaching and learning, augmented by weekly meetings in tutorialgroups with the personal tutor in mathematics. In subsequent years of the programme, the majority of topics continue to be taughtthrough lectures with opportunities for individual or group project work. Coursework provides opportunities for students to demonstratetheir grasp of the material they have learned and to practice intellectual and professional skills. In some cases the courseworkcomponent contributes to the assessment of the module.


Assessment is predominantly by formal timed examinations, although some modules incorporate assessed coursework which contributesto the final mark. Other modules may be assessed by means other than timed examinations. The intellectual, professional andtransferable skills listed below are often taught by 'expert example' and practiced by the students in formative assignments; most arenot explicitly assessed separately but rather as an intrinsic part of the assessment of knowledge and understanding of the relevant topic.


Page 186


1 Title


2 Course Code

HG6D




4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Institute of Electrical Engineers


Engineering



Educational Aims

The aim of the programme is to provide students with a challenging modern curriculum which will deepen their understanding ofelectronic engineering and mathematics and the inter-relations between these subject groups. The programme will providestudents with specific knowledge, techniques and skills, enabling them to be flexible and autonomous engineering graduatesequipped to adopt roles in the electronic engineering industry and in a wider range of careers where application of mathematicalreasoning and technique are important. Students will acquire a superior level of understanding of electronic engineering andapplied mathematical concepts, and competence in their application. Students will have a high level of professional, practicaland transferable skills and will be able to apply these to solving electronic engineering and scientific problems. Students shoulddevelop their ability to think logically and critically, to acquire problem-solving skills and to communicate effectively orally and inwriting. Students will take responsibility for their own personal and professional development. Students will be educationallyqualified to become chartered electronic engineers after a suitable period of professional experience and further study,dependent upon the degree awarded.


The course programme specification is summarised in the tables that follow. Modules are grouped into two categories:compulsory core modules and optional modules. The structure of the programme in the first two years is common to both threeyear BEng and four year MEng programmes, enabling students to postpone deciding upon which to follow until such time thatexperience and expertise has been obtained. In each year students must take modules accruing 120 credits.

The programme for the first year (Qualifying Year) comprises a 60-credit core in Electronics, which is divided into five10-credit and two 5-credit modules, and a 60-credit core in Mathematics, which is divided into three 20-credit modules studiedover two semesters. All modules are at level 1.

The second year (Part I) comprises a 60-credit core in Electronics, divided into four 10-credit and four 5-credit modules.The Mathematics content comprises a 50-credit core with 10 credits selected from either Numerical and Computational Methodsor Statistics, all of which are 10-credit modules. At the end of Part I the examination performance determines whether astudent is admitted to the four-year MEng programme. Modules are at levels A, 2 or B.

Students study, in their third year (Part II), a 50 or 55 credit core comprising 30 credits of project work in Electronicsstudied over two semesters and 10/15 credits of taught modules in Mathematics and 10 credits of Electronics. Students select25/30 credits of modules in Mathematics, depending on whether their core comprises 15/10 credits of Mathematics; 30 credits inElectronics are selected and 10 credits from a supplementary list of modules that may be offered by schools other than theSchools of Mathematical Sciences and of Electrical and Electronic Engineering. Modules are at levels B, 3 and C.



Project work is an important aspect of any engineering degree and this forms a thread throughout the three and four yearprogrammes. In the first year this forms an introduction to real-time systems, a theme which is continued into the second year.In year three students have the opportunity to undertake an individual project.




Page 187




2 Course Structure

Page 188

Qualifying Year

Compulsory

Group 1



G11ACF Analytical and Computational Foundations 20 Y Full Year

G11CAL Calculus 20 Y Full Year

G11LMA Linear Mathematics 20 Y Full Year

H61SCP Introduction to Circuits and Fields 20 Y Full Year

H61IIC Introduction to Electronic Engineering 20 Y Full Year

H61ICP Introduction to Computer Engineering 10 Y Autumn

H61LSM Laboratory and Computer Skills M 20 Y Full Year

Credit Total 130


Part I

Compulsory

Group 1








H61RTS Introduction to real-time systems 10 Y Spring


H62ELD Electronic Engineering 20 Y Spring

H62SED Software Engineering Design 10 Y Autumn

Credit Total 120

Alternative

Group 1




Credit Total 10


Part II

Compulsory

Group 1



H53PJ3 Third Year Project 30 N Full Year

H63END Electronic Design 10 Y Autumn

Credit Total 40

Alternative

Group 1 Students must take exactly 40 credits of modules offered by the School of Mathematical Sciences




Credit Total 20

Group 2



G13EM2 Electromagnetism (2) 10 Y Autumn

Credit Total 10

Restricted

Group 1 List A





G13AMD Analytical Methods for Differential Equations 15 Y Autumn

Page 189


G13NMD Numerical Methods for Differential Equations 15 Y Spring







Credit Total 135

Group 2 List B Students may take a language module (LK****) instead of a module from this group.







Credit Total 40

Group 3 Students must select 30 credits from group 3.










Credit Total 70


Students must not take both G13AMD and G13AM2. Students must not take both G13CCR and G13CC2. Students must not take both G13MMB and G13MM2. Students must not take both G13MOP and G13MO2. Students must not take both G13NMD and G13NM2. 



Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: The following regulations are supplementary to the general University progression rules which are described in the University Regulations(see <a> http://www.nottingham.ac.uk/quality-manual/study-regulations/index.htm).</a>

Students who fail to progress at the end of Part I may be offered the opportunity to transfer to the BEng Electronic Engineering andMathematics (Ordinary) Degree.

The Third Year Project, H53PJ3, must be passed and may not be compensated; for all other modules the relevant university progressionregulations apply.

Degree Information:

Page 190

Degree classification is based on the credit-weighted arithmetic mean of all modules taken in Parts I and II. The overall average isobtained from a weight of 25% on the average credit-weighted mark for all Part I modules, a weight of 75% on the averagecredit-weighted mark of all Part II modules. The overall average is rounded into a single integer mark which is then translated into thedegree classification as follows:Marks in range<ul><li>70 and above: class I<li>60 to 69 inclusive: class II-1<li>50 to 59 inclusive: class II-2<li>40 to 49 inclusive: class III<li>Less than 40:Fail </ul>Any candidate who obtains a rounded mark in a particular class will (except for borderline cases - see below) be awarded thatclassification.The following rounded marks are regarded as "borderline":<ul><Li>39:Borderline class III<li>49: Borderline class II-2<li>59: Borderline class II-1<li>69: Borderline class I</ul>When a candidate's rounded mark is in one of the borderline zones mentioned above,they will be awarded the higher degree classification if the candidate has 50 ormore credits of level 3 or level 4 modules taken in Part II in favour of the higherdegree classification. A candidate with a rounded mark in the borderline zoneswho fails to meet this threshold will normally be awarded the lower degree classification unless the Board of Examiners, acting upon theadvice of the external examiners, determines that there is compelling evidence of performance at the higher class in level 3 (or level 4)modules taken in Part II.The Third Year Project must be passed and may not be compensated.Course Weightings % :

Part I: 25

Part II: 75


4 Other Regulations


In each of the lists that follow, those learning outcomes which should be acquired in areas core to the Joint Honours degree areprinted in BOLD, others may be acquired depending on the optional choices made within the programme.Knowledge and Understanding

MATHEMATICS Graduates should be able to demonstrate knowledge and understanding A1 of a range of core mathematical concepts and results A2 of standard mathematical techniques across their chosen curriculum A3 in pure mathematics A4 in applied mathematics A5 in probability and statistics In addition, graduates should be able to show 

A6 a deeper knowledge and understanding in some areas of applied mathematics. 

 ELECTRONIC ENGINEERING Graduates should be able to demonstrate knowledge and understanding A1 of appropriate scientific principles underpinning electronic engineering A2 of principles of IT and Communications (ITC) appropriate to electronic engineering A3 of principles and methods of design used in electronic engineering A4 in management, business and socio-economic factors relevant to electronic engineering. 

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Intellectual Skills

MATHEMATICS Graduates should be able to B1 apply complex ideas to familiar and to novel situations B2 work with abstract concepts and in a context of generality B3 reason logically and work analytically B4 relate theoretical models to their applications B5 perform with high levels of accuracy B6 transfer expertise between different topics in mathematics. ELECTRONIC ENGINEERING Graduates should be able to B1 select and apply appropriate mathematical methods for modelling and analysing electronic engineering problems B2 use scientific principles in the development of solutions to practical problems in electronic engineering and in themodelling and analysis of appropriate systems, processes and products B3 select and apply appropriate computer based methods for modelling and analysing problems in electronicengineering B4 use software engineering techniques in program development B5 select and apply appropriate tools and equipment B6 create a complete design, product or service in electronic engineering to a professional standard, showing creativity andjustification of all design decisions B7 take a holistic approach to design and problem solving including the assessment and evaluation of a wide range of risksincluding financial, commercial, environmental and safety B8 think critically and evaluate evidence in a business context. 

 


MATHEMATICS Graduates should be able to C1 develop appropriate mathematical models C2 select and apply appropriate methods and techniques to solve problems C3 justify conclusions using mathematical arguments with appropriate rigour C4 communicate results using appropriate styles, conventions and terminology C5 use appropriate IT packages effectively. ELECTRONIC ENGINEERING Graduates should be able to C1 use appropriate mathematical methods for modelling and analysing problems in electronic engineering C2 use relevant test and measurement equipment in experimental laboratory work C3 use appropriate IT packages effectively C4 design of systems, components and processes and the practical testing of design ideas in the laboratory or throughsimulation, with technical analysis and critical evaluation of results C5 research for information and the development of ideas C6 apply engineering techniques taking into account industrial and commercial constraints. 



 ELECTRONIC ENGINEERING 



Assessment is predominantly by formal timed examinations, although some modules incorporate assessed coursework which contributesto the final mark. Other modules may be assessed by means other than timed examinations. The intellectual, professional andtransferable skills listed above are often taught by 'expert example' and practiced by the students in formative assignments; most arenot explicitly assessed separately but rather as an intrinsic part of the assessment of knowledge and understanding of the relevant topic.


Page 192


1 Title


2 Course Code

HG6D




4 Type of Course

Joint Course

5 Mode of Delivery

Full time

6 Accrediting Body

Institute of Electrical Engineers


Engineering



Educational Aims

The aim of the programme is to provide students with a challenging modern curriculum which will deepen theirunderstanding of electronic engineering and mathematics and the inter-relations between these subject groups.The programme will provide students with specific knowledge, techniques and skills, enabling them to be flexible andautonomous engineering graduates equipped to adopt roles in the electronic engineering industry and in a wider range ofcareers where application of mathematical reasoning and technique are important.Students will acquire a superior level of understanding of electronic engineering and applied mathematical concepts, andcompetence in their application.Students will have a high level of professional, practical and transferable skills and will be able to apply these to solvingelectronic engineering and scientific problems.Students should develop their ability to think logically and critically, to acquire problem-solving skills and to communicateeffectively orally and in writing.Students will take responsibility for their own personal and professional development. Students will be educationallyqualified to become chartered electronic engineers after a suitable period of professional experience and further study,dependent upon the degree awarded.


 In Part II of the Ordinary Degree, students take 100 credits, including 50 chosen from the mathematics modules availableto Honours students (with at least 40 credits at level 2 or above) and 50 chosen from the modules offered by the School ofElectrical and Electronic Engineering available to Honours students (with at least 40 credits at level 2 or above).




Project work is an important aspect of any engineering degree and this forms a thread throughout the three and four yearprogrammes. In the first year this forms an introduction to real-time systems, a theme which is continued into the second year.In year three students have the opportunity to undertake an individual project.








2 Course Structure

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Assessment Critieria: All coursework and examinations are assessed using the Assessment Criteria shown in the Undergraduate Student Handbook(http://www.maths.nottingham.ac.uk/undergraduate/handbook/ ),to provide consistency in marking both within and between modules.Most coursework and examinations in Mathematics are assessed with reference to an objective marking scheme; the School alsoprovides qualitative marking criteria for general guidance on the assessment of written reports, essays, posters and oral presentations. Progression information: Students registered for the BEng or MEng Electronic Engineering and Mathematics (Honours) programme who fail to progress at the endof Part I,may be offered the opportunity to transfer to the BEng Electronic Engineering and Mathematics (Ordinary) Degree.

Degree Information:



Part I: 25

Part II: 75


4 Other Regulations



<pMathematicsA1 of a range of core mathematical concepts and resultsA2 of standard mathematical techniques across their chosen curriculum

A3 in pure mathematics

A4 in applied mathematics

A5 in probability and statistics.

A6 a deeper knowledge and understanding in some areas of applied mathematics

A7 in the final year of the MEng programme, knowledge and understanding of some advanced topics related to currentresearch within the School. Electronic EngineeringA1 of appropriate scientific principles underpinning electronic engineering

A2 of principles of IT and Communications (ITC) appropriate to electronic engineering

A3 of principles and methods of design used in electronic engineering

A4 in management, business and socio-economic factors relevant to electronic engineering.

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Intellectual Skills

B1 apply complex ideas to familiar and to novel situations

B2 work with abstract concepts and in a context of generality

B3 reason logically and work analytically

B4 relate theoretical models to their applications

B5 perform with high levels of accuracy

B6 transfer expertise between different topics in mathematics.

 

Electronic EngineeringB1 select and apply appropriate mathematical methods for modelling and analysing electronic engineering problems

B2 use scientific principles in the development of solutions to practical problems in electronic engineering and in the modellingand analysis of appropriate systems, processes and productsB3 select and apply appropriate computer based methods for modelling and analysing problems in electronic engineering

B4 use software engineering techniques in program development

B5 select and apply appropriate tools and equipment

B6 create a complete design, product or service in electronic engineering to a professional standard, showing creativity andjustification of all design decisionsB7 take a holistic approach to design and problem solving including the assessment and evaluation of a wide range of risksincluding financial, commercial, environmental and safetyB8 think critically and evaluate evidence in a business context.


Mathematics

C1 develop appropriate mathematical modelsC2 select and apply appropriate methods and techniques to solve problems

C3 justify conclusions using mathematical arguments with appropriate rigour

C4 communicate results using appropriate styles, conventions and terminology

C5 use appropriate IT packages effectively.

Electronic EngineeringC1 use appropriate mathematical methods for modelling and analysing problems in electronic engineering

C2 use relevant test and measurement equipment in experimental laboratory work

C3 use appropriate IT packages effectively

C4 design of systems, components and processes and the practical testing of design ideas in the laboratory or through simulation,with technical analysis and critical evaluation of resultsC5 research for information and the development of ideas

C6 apply engineering techniques taking into account industrial and commercial constraints.


Mathematics

D2 work effectively, independently and under supervision

D3 analyse and solve complex problems accurately

D4 make effective use of IT

D5 apply high levels of numeracy

D6 adopt effective strategies for study.



D1 manipulate, sort and present information in a variety of ways

D2 use scientific evidence based methods in the solution of problems


D4 apply creative and innovative solutions to problems when working with limited or contradictory information

D5 communicate effectively

D6 learn independently

D7 apply an engineering approach to the solution of problems working singly and in teams.



Assessment is predominantly by formal timed examinations, although some modules incorporate assessed coursework which contributesto the final mark. Other modules may be assessed by means other than timed examinations. The intellectual, professional andtransferable skills listed below are often taught by 'expert example' and practiced by the students in formative assignments; most arenot explicitly assessed separately but rather as an intrinsic part of the assessment of knowledge and understanding of the relevant topic.

In each of the four lists above, those learning outcomes which should be acquired in areas core to the Joint Honours degree areprinted in BOLD, others may be acquired depending on the optional choices made within the programme. With this provisoBEng (Honours) students are expected to achieve all learning outcomes except A7 while MEng students are expected to achieve alllearning outcomes and also to develop many of the implicit skills to a higher level.


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1 Title

Undergraduate - No Award

2 Course Code

none



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims



2 Course Structure



Degree Information:



4 Other Regulations


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1 Title


2 Course Code

none



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims



2 Course Structure



Degree Information:



4 Other Regulations


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1 Title


2 Course Code

none



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims



2 Course Structure



Degree Information:



4 Other Regulations


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1 Title


2 Course Code

NONE



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims



2 Course Structure



Degree Information:

4 Other Regulations


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1 Title


2 Course Code

NONE



4 Type of Course

5 Mode of Delivery

Full time

6 Accrediting Body

Not applicable



Educational Aims



2 Course Structure



Degree Information:

4 Other Regulations


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Documents

6.0 Mathematical Sciences - programme specifications · mathematical physics at level 2 of a BSc course, but no prior knowledge of general relativity is assumed. The course also includes