Undergraduate Programme Specification
BSc Mathematics and Statistics & Op Research
Academic Year 2022/23
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 processes. All degrees are awarded by Queen's University Belfast.
| Programme Title | BSc Mathematics and Statistics & Op Research | Final Award (exit route if applicable for Postgraduate Taught Programmes) |
Bachelor of Science | |||||||||||
| Programme Code | MTH-BSC-JS | UCAS Code | GG13 | HECoS Code |
100403 - Mathematics - 67 100406 - Statistics - 33 |
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| ATAS Clearance Required | No | |||||||||||||
| Mode of Study | Full Time | |||||||||||||
| Type of Programme | Joint Honours Single | Length of Programme |
Full Time - 3 Academic Years |
Total Credits for Programme | 360 | |||||||||
| Exit Awards available | No | |||||||||||||
Institute Information
Teaching Institution |
Queen's University Belfast |
School/Department |
Mathematics & Physics |
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Quality Code Higher Education Credit Framework for England |
Level 6 |
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Subject Benchmark Statements The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies |
Mathematics, Statistics and Operational Research (2019) |
Accreditations (PSRB) |
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Institute of Mathematics and its Applications |
Date of most recent Accreditation Visit 04-06-13 |
Regulation Information
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Does the Programme have any approved exemptions from the University General Regulations No |
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Programme Specific Regulations Students will not be permitted to register for Stage 2 unless they have passed all their core Level 1 modules. |
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Students with protected characteristics N/A |
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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 SkillsOn the completion of this course successful students will be able to: |
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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. |
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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 |
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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. |
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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 & UnderstandingOn the completion of this course successful students will be able to: |
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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 |
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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. |
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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 |
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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 |
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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 |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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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. |
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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. Methods of Assessment These skills are primarily assessed through reports and presentations associated with work carried out using mathematical and/or statistical software. |
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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. 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. |
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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. 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 SkillsOn the completion of this course successful students will be able to: |
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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. |
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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. |
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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. 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 |
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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. 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 |
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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. 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 |
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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. Methods of Assessment Computer modelling skills are primarily assessed through reports and presentations associated with work carried out using mathematical software. |
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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. Methods of Assessment Analytic thinking is embedded implicitly in every assessment within mathematics. |
Module Information
Stages and Modules
| Module Title | Module Code | Level/ stage | Credits | Availability |
Duration | Pre-requisite | Assessment |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|
| S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
| Introduction to Probability & Statistics | SOR1020 | 1 | 30 | YES | YES | 24 weeks | N | YES | -- | 0% | 10% | 90% |
| Mathematical Methods 1 | MTH1021 | 1 | 30 | YES | YES | 24 weeks | N | YES | -- | 15% | 0% | 85% |
| Mathematical Reasoning | MTH1015 | 1 | 10 | YES | -- | 12 weeks | N | YES | -- | 65% | 35% | 0% |
| Introduction to Statistical and Operational Research Methods | SOR1021 | 1 | 10 | -- | YES | 12 weeks | N | YES | -- | 0% | 60% | 40% |
| Introduction to Algebra and Analysis | MTH1011 | 1 | 30 | YES | YES | 24 weeks | N | YES | -- | 0% | 0% | 100% |
| Algorithmic Thinking | MTH1025 | 1 | 10 | -- | YES | 12 weeks | N | YES | -- | 80% | 20% | 0% |
| Classical Mechanics | MTH2031 | 2 | 20 | YES | -- | 12 weeks | Y | -- | YES | 20% | 0% | 80% |
| Methods of Operational Research | SOR2003 | 2 | 20 | YES | -- | 12 weeks | Y | -- | YES | 20% | 10% | 70% |
| Group Theory | MTH2014 | 2 | 20 | -- | YES | 12 weeks | Y | -- | YES | 30% | 0% | 70% |
| Analysis | MTH2012 | 2 | 20 | YES | -- | 12 weeks | Y | YES | -- | 10% | 0% | 90% |
| Statistical Inference | SOR2002 | 2 | 20 | -- | YES | 12 weeks | Y | YES | -- | 20% | 10% | 70% |
| Linear Algebra | MTH2011 | 2 | 20 | YES | -- | 12 weeks | Y | YES | -- | 30% | 0% | 70% |
| Metric Spaces | MTH2013 | 2 | 20 | -- | YES | 12 weeks | N | YES | -- | 30% | 0% | 70% |
| Employability for Mathematics | MTH2010 | 2 | 0 | YES | -- | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Mathematical Methods 2 | MTH2021 | 2 | 20 | -- | YES | 12 weeks | Y | -- | YES | 40% | 0% | 60% |
| Measure and Integration | MTH3011 | 3 | 20 | YES | -- | 12 weeks | N | -- | YES | 30% | 0% | 70% |
| Statistical Data Mining and Machine Learning | SOR3008 | 3 | 20 | -- | YES | 12 weeks | N | YES | -- | 40% | 0% | 60% |
| Discrete Mathematics | MTH3022 | 3 | 20 | -- | YES | 12 weeks | Y | -- | YES | 30% | 0% | 70% |
| Classical Fields | MTH3031 | 3 | 20 | YES | -- | 12 weeks | Y | -- | YES | 30% | 0% | 70% |
| Stochastic Processes and Risk | SOR3012 | 3 | 20 | YES | -- | 12 weeks | N | -- | YES | 55% | 0% | 45% |
| Financial Mathematics | MTH3025 | 3 | 20 | -- | YES | 12 weeks | N | -- | YES | 20% | 10% | 70% |
| Applied Mathematics Project | AMA3011 | 3 | 20 | YES | YES | 12 weeks | N | YES | -- | 80% | 20% | 0% |
| Mathematical Investigations | PMA3013 | 3 | 20 | -- | YES | 12 weeks | N | YES | -- | 90% | 10% | 0% |
| Modelling and Simulation | MTH3024 | 3 | 20 | -- | YES | 12 weeks | N | -- | YES | 100% | 0% | 0% |
| Quantum Theory | MTH3032 | 3 | 20 | YES | -- | 12 weeks | N | -- | YES | 30% | 0% | 70% |
| Linear Models | SOR3004 | 3 | 20 | YES | -- | 12 weeks | Y | YES | -- | 20% | 10% | 70% |
| Geometry of Optimisation | MTH4323 | 3 | 20 | YES | -- | 12 weeks | Y | -- | YES | 20% | 0% | 80% |
| Numerical Analysis | MTH3023 | 3 | 20 | YES | -- | 12 weeks | Y | -- | YES | 50% | 0% | 50% |
| Rings and Modules | MTH3012 | 3 | 20 | YES | -- | 12 weeks | Y | -- | YES | 30% | 0% | 70% |
| Dynamical Systems | MTH3021 | 3 | 20 | -- | YES | 12 weeks | N | -- | YES | 30% | 0% | 70% |
| Quantum Fields | MTH4331 | 3 | 20 | -- | YES | 12 weeks | N | -- | YES | 20% | 20% | 60% |
| Fourier Analysis and Applications to PDEs | MTH4321 | 3 | 20 | -- | YES | 12 weeks | N | -- | YES | 30% | 0% | 70% |
Notes
At Stage 1, Students are required to take the six compulsory modules listed
At Stage 2, Students must take modules totalling 120 units. The choice must include SOR2002, MTH2011, MTH2012 and MTH2013 (80 units) PLUS another 2 modules from the optional modules (40 units). SOR2003 is a recommended module. Students must take a minimum of four SOR modules over Levels 2 and 3.
MTH2010 is compulsory for students planning to take a placement year.
At Stage 3, Students must take modules totalling (120 units). The choice must include SOR3004 and SOR3008 (40 units). SOR3001 and SOR3012 are both recommended. Students must take Applied Mathematics Project in either semester 1 or semester 2, or Mathematical Investigations (but not both). Student must take 80 units of SOR modules over Levels 2 and 3.
All pre-requisites can be viewed on QSIS Course Catalogue.