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BSc Mathematics and Statistics & Operational Research

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

BSc Mathematics and Statistics & Operational Research

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Bachelor of Science

Programme Code

MTH-BSC-JS

UCAS Code

GG13

JACS Code

G100 (DESCR) 50

Criteria for Admissions

Stage 1 Entry: 3 A-levels ABB (or equivalent) grade A Mathematics

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Joint Honours Single

Length of Programme

3 Academic Year(s)

Total Credits for Programme

360

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Mathematics & Physics

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 6

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Mathematics, Statistics and Operational Research (2015)

Accreditations (PSRB)

Institute of Mathematics and its Applications

Date of most recent Accreditation Visit 04-06-13

External Examiner Name:

External Examiner Institution/Organisation

Professor J Kedra (Pure Maths)

University of Aberdeen

Professor Y Fyodorov (Applied Maths)

Queen Mary, University of London

Dr G Taylor (Statistics and Operational Research)

University of Bath

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

No

Programme Specific Regulations

Students will not be permitted to register for Stage 2 unless they have passed all their core Level 1 modules.

Transfers to Other Pathways
Up to the start of Stage 3, Students may transfer to other Pathways (BSc, or if they have achieved a weighted average of at least 55%, before rounding MSci), provided they have passed all the compulsory modules on the Pathway to which they are transferring up to that time of transfer.

Students with protected characteristics

N/A

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

- Demonstrate appropriate understanding of the basic body of knowledge of mathematics, statistics and operational research, and appropriate skill in manipulation of this knowledge, including in its application to problem solving

- Apply core mathematics, statistics and operational research concepts in well-defined contexts, through the judicious use of analytical and computational methods, tools and techniques and the judicious use of logical arguments

- Analyse problems through their formulation in terms of mathematics

- Communicate mathematical arguments to a range of audiences in both written and oral form

- Demonstrate an ability to function professionally as a statistician.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Apply mathematical, statistical and operational research knowledge logically and accurately in the solution of examples and small-scale problems

Teaching/Learning Methods and Strategies

By its nature, mathematics has to be presented logically. The lectures and model examples to problems provide exemplars of this logical structure. They also identify the tools needed to address certain problems. Tutorial problems and assignments offer the students opportunities to develop their logical reasoning skills, to develop skills in organising their reasoning and application of mathematics, statistics and operational research and to develop skills in the selection of techniques.

Methods of Assessment

The assessment of these skills is implicit in most methods of assessment, including exams, coursework, practicals and project work. The overall degree of success in any assessment depends to a large extent on students’ mastery of logical and accurate methods of solution, well-organised structure of answers, and the identification of the appropriate solution method.

Conduct a small-scale mathematical investigation under supervision

Teaching/Learning Methods and Strategies

The project modules will offer the students the opportunity to identify what it takes to carry out a longer mathematics investigation. These skills are also developed through extended assignments in a wide range of modules across the entire spectrum

Methods of Assessment

These skills are assessed mainly through project reports and oral presentations on project work of increasing complexity, culminating in the final project

Analyse small-scale problems and situations in mathematical and/or statistical terms, and identify the appropriate mathematical and/or statistical tools and techniques for their solution

Teaching/Learning Methods and Strategies

By its nature, mathematics has to be presented logically. The lectures and model examples to problems provide exemplars of this logical structure. They also identify the tools needed to address certain problems. Tutorial problems and assignments offer the students opportunities to develop their logical reasoning skills, to develop skills in organising their reasoning and application of mathematics, statistics and operational research and to develop skills in the selection of techniques.

Methods of Assessment

The assessment of these skills is implicit in most methods of assessment, including exams, coursework, practicals and project work. The overall degree of success in any assessment depends to a large extent on students’ mastery of logical and accurate methods of solution, well-organised structure of answers, and the identification of the appropriate solution method.

Organise their work in a structured manner

Teaching/Learning Methods and Strategies

By its nature, mathematics has to be presented logically. The lectures and model examples to problems provide exemplars of this logical structure. They also identify the tools needed to address certain problems. Tutorial problems and assignments offer the students opportunities to develop their logical reasoning skills, to develop skills in organising their reasoning and application of mathematics, statistics and operational research and to develop skills in the selection of techniques.

Methods of Assessment

The assessment of these skills is implicit in most methods of assessment, including exams, coursework, practicals and project work. The overall degree of success in any assessment depends to a large extent on students’ mastery of logical and accurate methods of solution, well-organised structure of answers, and the identification of the appropriate solution method.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Demonstrate understanding of the fundamental concepts and techniques of calculus, analysis, algebra, linear algebra, statistics and operational research

Teaching/Learning Methods and Strategies

Lectures provide the core method for the presentation of the knowledge required for students to be successful. Each lecture-based module has associated tutorials, and, where appropriate, practical classes to assist the student with the development of understanding of the core contents, including its application. Assignments are provided to assist further development of understanding. These assignments are marked and returned to students typically within one week with individual feedback. Model solutions to these assignments are made available to students for additional self-study.

Methods of Assessment

Formal exams, class tests, small reports, presentations

Demonstrate some understanding of the connection between different areas of mathematics, including statistics, and/or between mathematics/statistics and other sciences and application areas

Teaching/Learning Methods and Strategies

Lectures provide the core method for the presentation of the knowledge required for students to be successful. Each lecture-based module has associated tutorials, and, where appropriate, practical classes to assist the student with the development of understanding of the core contents, including its application. Assignments are provided to assist further development of understanding. These assignments are marked and returned to students typically within one week with individual feedback. Model solutions to these assignments are made available to students for additional self-study.

Methods of Assessment

This is tested in particular in the project modules, as this is where outside applications may primarily appear. Modules in applied mathematics and statistics may demonstrate application in physics, medicine, business and finance.

The hierarchical nature of mathematics means that all mathematical modules are based on previous mathematical knowledge, and so this understanding is implicitly assessed in any examination.

Demonstrate understanding, and application of this understanding, within a range of more specialist optional topics to include topics within statistics and operational research

Teaching/Learning Methods and Strategies

Lectures provide the core method for the presentation of the knowledge required for students to be successful. Each lecture-based module has associated tutorials, and, where appropriate, practical classes to assist the student with the development of understanding of the core contents, including its application. Assignments are provided to assist further development of understanding. These assignments are marked and returned to students typically within one week with individual feedback. Model solutions to these assignments are made available to students for additional self-study.

Methods of Assessment

Formal exams, class tests, small reports, presentations

Understand and appreciate the importance of mathematical logic

Teaching/Learning Methods and Strategies

Lectures provide the core method for the presentation of the knowledge required for students to be successful. Each lecture-based module has associated tutorials, and, where appropriate, practical classes to assist the student with the development of understanding of the core contents, including its application. Assignments are provided to assist further development of understanding. These assignments are marked and returned to students typically within one week with individual feedback. Model solutions to these assignments are made available to students for additional self-study.

Methods of Assessment

Formal exams, class tests, small reports, presentations

This appreciation is of particular importance to the project modules, as mathematical logic is critical to arrive at appropriate mathematical and/or statistical conclusions

Use these fundamental concepts and techniques in a range of application areas, including, for example, partial differential equations, mechanics, numerical analysis, statistical inference and operational research

Teaching/Learning Methods and Strategies

Lectures provide the core method for the presentation of the knowledge required for students to be successful. Each lecture-based module has associated tutorials, and, where appropriate, practical classes to assist the student with the development of understanding of the core contents, including its application. Assignments are provided to assist further development of understanding. These assignments are marked and returned to students typically within one week with individual feedback. Model solutions to these assignments are made available to students for additional self-study.

Methods of Assessment

Formal exams, class tests, small reports, presentations

Application of the fundamental concepts is also of importance to any of the project modules, as deeper understanding will result in higher marks

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Present mathematical findings through oral and written means to a range of audiences

Teaching/Learning Methods and Strategies

Communication through reports and/or oral presentations forms a compulsory part of many modules across the entire range of modules offered.

Methods of Assessment

These skills are primarily assessed through compulsory reports and presentations within many modules.

Use a range of mathematical and statistical software for the solution of mathematical / statistical problems, including SAS

Teaching/Learning Methods and Strategies

Basic skills are developed through the mathematical modelling module and the computer algebra module. Numerical analysis and statistics oriented modules have associated computer practical, using appropriate specialist software.
In the project modules, further opportunities to use mathematical software may be available.

Methods of Assessment

These skills are primarily assessed through reports and presentations associated with work carried out using mathematical and/or statistical software.

Apply a wide range of analytic and/or numerical mathematical and statistical techniques within well-defined contexts, and to formulate and solve problems in more loosely defined contexts

Teaching/Learning Methods and Strategies

Each lecture-based module has associated tutorials, and, where appropriate, practical classes to assist the student with the development of understanding and application of logical mathematical arguments and/or analytic/numerical mathematical techniques. Assignments also assist the development of understanding in these areas.

The project modules allow students to spend time on a more extended problem, which will enable a more in-depth development of mathematical arguments and application mathematical techniques

Methods of Assessment

Assessment is mainly through formal examination and class tests for lecture-based modules. This assessment is supplemented through written reports and oral presentations. For project modules, the latter is the main method of assessment.

Demonstrate understanding of logical mathematical arguments, including mathematical proofs and their construction, and apply these arguments appropriately

Teaching/Learning Methods and Strategies

Each lecture-based module has associated tutorials, and, where appropriate, practical classes to assist the student with the development of understanding and application of logical mathematical arguments and/or analytic/numerical mathematical techniques. Assignments also assist the development of understanding in these areas.

The project modules allow students to spend time on a more extended problem, which will enable a more in-depth development of mathematical arguments and application mathematical techniques

Methods of Assessment

Assessment is mainly through formal examination and class tests for lecture-based modules. This assessment is supplemented through written reports and oral presentations. For project modules, the latter is the main method of assessment.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Oversee small-scale projects

Teaching/Learning Methods and Strategies

Project work associated with modules at each Level are the prime method for development. The increase in level of complexity of such projects throughout the programme, in line with student’s overall development, will implicitly develop the students’ skills in project management.

Methods of Assessment

These skills are assessed implicitly as part of any project component to a module. A higher level of skill in time management will provide student with greater opportunity to present a well thought-through report, which allows the students to better highlight their achievements.

Manage their time

Teaching/Learning Methods and Strategies

Project work associated with modules at each Level are the prime method for development. The increase in level of complexity of such projects throughout the programme, in line with student’s overall development, will implicitly develop the students’ skills in project management.

Methods of Assessment

These skills are assessed implicitly as part of any project component to a module. A higher level of skill in time management will provide student with greater opportunity to present a well thought-through report, which allows the students to better highlight their achievements.

Present findings through oral communication

Teaching/Learning Methods and Strategies

Any assignment or coursework or project work involves the communication of mathematical ideas, and these skills are thus embedded indirectly in any module.
Any report or presentation will provide an explicit learning opportunity, where the increase in mathematical difficulty at higher levels will provide a means for communication skill development

Methods of Assessment

The assessment of communication skills takes place through the reports and presentations, where higher skill levels will result in higher overall marks

Present findings through written reports

Teaching/Learning Methods and Strategies

Any assignment or coursework or project work involves the communication of mathematical ideas, and these skills are thus embedded indirectly in any module.
Any report or presentation will provide an explicit learning opportunity, where the increase in mathematical difficulty at higher levels will provide a means for communication skill development

Methods of Assessment

The assessment of communication skills takes place through the reports and presentations, where higher skill levels will result in higher overall marks

Communicate mathematical ideas and concepts

Teaching/Learning Methods and Strategies

Any assignment or coursework or project work involves the communication of mathematical ideas, and these skills are thus embedded indirectly in any module.
Any report or presentation will provide an explicit learning opportunity, where the increase in mathematical difficulty at higher levels will provide a means for communication skill development

Methods of Assessment

The assessment of communication skills takes place through the reports and presentations, where higher skill levels will result in higher overall marks

Use computer technology efficiently for a variety of purposes

Teaching/Learning Methods and Strategies

Basic computer modelling skills are developed through the mathematical modelling module and the computer algebra module. Numerical analysis and statistics oriented modules have associated computer –oriented tasks, where students can develop skills in the use of appropriate specialist software.

In the project modules, further opportunities to use mathematical software may be available.

Written reports develop skills in the use of word-processing software, while the presentations can develop skills in the use of presentation software

Methods of Assessment

Computer modelling skills are primarily assessed through reports and presentations associated with work carried out using mathematical software.

The main test in Computer Algebra takes place through a direct assessment of their use of appropriate software

Computer skills in word-processing and presentation development are assessed implicitly in the project and presentation assessment

Adopt an analytic approach to problem solving

Teaching/Learning Methods and Strategies

Analytic thinking is part of any module in mathematics, and is therefore cultivated through the tutorials, practicals and assignments associated with each lecture-based module, including all the project components.

It is also a critical skill developed during the project modules

Methods of Assessment

Analytic thinking is embedded implicitly in every assessment within mathematics.

Problem solving skills will be assessed through an extended range of project work, culminating in the final-year project modules

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Fluid Mechanics

AMA2005

2

20

YES

12 weeks

Y

YES

20%

0%

80%

Analysis

PMA2002

2

20

YES

12 weeks

Y

YES

40%

0%

60%

Methods of Operational Research

SOR2003

2

20

YES

12 weeks

Y

YES

10%

20%

70%

Electromagnetic Theory

AMA3001

3

20

YES

12 weeks

N

YES

30%

0%

70%

Quantum Theory

AMA3002

3

20

YES

12 weeks

N

YES

30%

0%

70%

Linear & Dynamic Programming

SOR3001

3

20

YES

12 weeks

Y

YES

10%

20%

70%

Tensor Field Theory

AMA3003

3

20

YES

12 weeks

N

YES

0%

20%

80%

Numerical Analysis

AMA2004

2

20

YES

12 weeks

Y

YES

10%

40%

50%

Partial Differential Equations

AMA3006

3

20

YES

12 weeks

N

YES

0%

20%

80%

Classical Mechanics

AMA2001

2

20

YES

12 weeks

Y

YES

40%

0%

60%

Group Theory

PMA2008

2

20

YES

12 weeks

N

YES

20%

0%

80%

Computer Algebra

PMA3008

3

20

YES

12 weeks

N

YES

0%

100%

0%

Ring Theory

PMA3012

3

20

YES

12 weeks

Y

YES

20%

0%

80%

Set Theory

PMA3014

3

20

YES

12 weeks

Y

YES

0%

30%

70%

Financial Mathematics

AMA3007

3

20

YES

12 weeks

N

YES

30%

0%

70%

Mathematical Investigations

PMA3013

3

20

YES

12 weeks

N

YES

100%

0%

0%

Statistical Inference

SOR2002

2

20

YES

12 weeks

Y

YES

10%

20%

70%

Stochastic Processes and Risk

SOR3012

3

20

YES

12 weeks

Y

YES

40%

0%

60%

Statistical Data Mining

SOR3008

3

20

YES

12 weeks

Y

YES

0%

40%

60%

Linear Models

SOR2004

2

20

YES

12 weeks

Y

YES

10%

20%

70%

Calculus of Variations & Hamiltonian Mechanics

AMA3013

3

20

YES

12 weeks

N

YES

30%

0%

70%

Mathematical Modelling in Biology and Medicine

AMA3014

3

20

YES

12 weeks

N

YES

20%

30%

50%

Metric and Normed Spaces

PMA3017

3

20

YES

12 weeks

Y

YES

20%

0%

80%

Algebraic Equations

PMA3018

3

20

YES

12 weeks

Y

YES

20%

0%

80%

Analysis and Calculus

AMA1020

1

30

24 weeks

N

YES

10%

0%

90%

Numbers, Vectors and Matrices

PMA1020

1

30

24 weeks

N

YES

10%

0%

90%

Mathematical Reasoning

PMA1021

1

10

YES

12 weeks

N

YES

100%

0%

0%

Introduction to Probability & Statistics

SOR1020

1

30

24 weeks

N

YES

10%

0%

90%

Mathematical Modelling

AMA1021

1

10

YES

12 weeks

N

YES

80%

20%

0%

Introduction to Statistical and Operational Research Methods

SOR1021

1

10

24 weeks

N

YES

0%

100%

0%

Introduction to Partial Differential Equations

AMA2008

2

10

YES

6 weeks

Y

YES

60%

40%

0%

Applied Mathematics Project

AMA3011

3

20

YES

12 weeks

N

YES

100%

0%

0%

Graph Theory

PMA2021

2

20

YES

12 weeks

Y

YES

20%

0%

80%

Linear Algebra & CV

PMA2020

2

30

18 weeks

Y

YES

10%

0%

90%

Notes

At Stage 1 Students are required to take the six compulsory modules listed

At Stage 2 Students must take 6 modules normally chosen from Applied Mathematics, Pure Mathematics, Statistics and Operational Research. The choice must include AMA2008, PMA2002, PMA2020, SOR2002 and either SOR2003 or SOR2004. Not every module may be available in every year.

At Stage 3 Students must take a combination of six Level 3 modules. The choice must include at least two modules in Statistics & Operational Research. It must also include either PMA3013 or AMA3011. Not every module may be available in every year.