| Unit name | ODEs, Curves and Dynamics |
|---|---|
| Unit code | MATH10012 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 2 (weeks 13 - 24) |
| Unit director | Professor. Snaith |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Mathematics |
| Faculty | Faculty of Science |
Why is this unit important?
The world around us changes with time, and differential equations and integrals in more than one dimension allow us to model what we observe. This unit aims to provide the essential tools, concepts and skills for Applied Mathematics at undergraduate level.
How does this unit fit into your programme of study?
Going into second year, and even more so in later years, there are units that apply maths in a more practical way to model or solve problems in fields beyond mathematics. This unit is the starting point for all those more applied units.
An overview of content:
The first part will expose students to the basic theory of ordinary differential equations. The second half will cover gradients, the mathematical description of curves, as well as double and triple integrals. Important examples and motivation will be provided by applications of these techniques to elementary Newtonian mechanics, taught from a mathematical perspective.
How will students, personally, be different as a result of this unit.
Students arrive at Bristol with a variety of mathematical backgrounds. By the end of this unit students can be confident that the lectures will have covered differential equations, curves and integration in two and three dimensions in the level of depth required for further university education, with the aim that students who engage with this unit will enter second year with the same solid background for further studies. In addition, at the end of the unit the students will have improved their logical thinking and have increased the range and scope of their problem-solving techniques.
Learning outcomes:
At the end of this unit the student should be able to:
The unit will be taught through a combination of:
Tasks which help you learn and prepare you for summative tasks (formative):
Guided independent activities such as problem sheets and/or other exercises, with regular feedback from tutors.
Tasks which count towards your mark (summative):
90% timed examination; 10% coursework
When assessment does not go to plan:
If you fail this unit and are required to resit, then reassessment is by a written examination in the Resit and Supplementary exam period
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MATH10012).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
