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Teaching Mathematics to First Year Undergraduate Chemists in the Context of their DisciplineNew entrants to chemistry degree programmes are given a 24 hour course in mathematics if they do not have an A level qualification in the subject. This concentrates only on the skills necessary to successfully complete the first year physical chemistry course; these include simple statistics, functions, partial differentiation and integration. The course is taught using chemically relevant examples, in an order related to the chemistry course rather than traditional mathematics courses.
Teaching of Chemical Thermodynamics using Available Data and an Innovative ApproachAnalysis is made showing how Helmholtz and Gibbs energies conveniently interrelate enabling typical 2-D and 3-D curves to be drawn across a range of temperature for selected chemical equilibria. Opposing influences leading to a free energy minimum or an entropy maximum are given a physical explanation with the attainment of equilibrium and the choice of conditions made evident. Simplifying assumptions are emphasised and the examples show how the data are manipulated, limits evaluated and trends in equilibrium summarised by EXCEL charts.
The Argand DiagramThis leaflet explains how complex numbers can be represented pictorially using an Argand Diagram.
There are accompanying videos. Sigma resource Unit 8.
The Argand DiagramThis video explains how complex numbers can be represented pictorially using an Argand Diagram. Sigma resource Unit 8.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.
The Argand DiagramThis mobile phone video explains how complex numbers can be represented pictorially using an Argand Diagram. Sigma resource Unit 8.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.
The complex conjugateThis leaflet explains what is meant by the complex conjugate of a complex number.
There are accompanying videos. Sigma resource Unit 6.
The complex conjugateThis video explains what is meant by the complex conjugate of a complex number.
There is an accompanying leaflet. Sigma resource Unit 6.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.
The complex conjugateThis mobile phone video explains what is meant by the complex conjugate of a complex number. Sigma resource Unit 6.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.
The complex conjugateThis video explains what is meant by the complex conjugate of a complex number.
There is an accompanying leaflet. Sigma resource Unit 6.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by mathcentre.
The determinant of a 2x2 matrixMatrices 4: This leaflet explains what is meant by the determinant of a 2x2 matrix. It explains the terms singular matrix and non-singular matrix. There is an accompanying video tutorial.
The determinant of a 2x2 matrixMatrices 4: This video tutorial explains what is meant by the determinant of a 2x2 matrix. It explains the terms singular matrix and non-singular matrix. There is an accompanying help leaflet.
The determinant of a 2x2 matrixMatrices 4: This video tutorial explains what is meant by the determinant of a 2x2 matrix. It explains the terms singular matrix and non-singular matrix. There is an accompanying help leaflet.
The determinant of a 3x3 matrixMatrices 9: This leaflet explains how to calculate the determinant of a 3x3 matrix. There is an accompanying video tutorial.
The determinant of a 3x3 matrixMatrices 9: This video tutorial explains how to calculate the determinant of a 3x3 matrix. There is an accompanying help leaflet.
The determinant of a 3x3 matrixMatrices 9: This video tutorial explains how to calculate the determinant of a 3x3 matrix. There is an accompanying help leaflet.
The Education Drop-in Centre at the University of GlamorganThe education Drop-in Centre at the University of Glamorgan was established during the academic year 1996/97. Its aim has always been to provide generic study support for students with writing and study skills as well as mathematics and statistics skills. Since its creation the Centre has been through a variety of changes in terms of staffing and layout. It has grown steadily each year and now comprises of two sites and seventeen staff, three full-time administrators and fourteen part-time tutors. The Centre is seen to play a key part in retaining students and has become part of the fabric of the University.
The extent of mathematics learning support in UK higher education—the 2012 surveyGlynis Perkin, Tony Croft and Duncan Lawson. (2013) The extent of mathematics learning support in UK higher education—the 2012 survey. Teaching Mathematics Applications, 32 (4), 165-172 doi:10.1093/teamat/hrt014.
Many higher education institutions have introduced some kind of mathematics learning support provision in response to the well-documented ‘mathematics problem’. In 2001 and 2004 two independent studies were undertaken to assess the number of universities offering mathematics learning support to students in addition to that provided through lectures, tutorials and the personal tutorial system. The results of these surveys showed a growth in the number of institutions providing support from 46 to 66. In this article we report on a survey carried out in 2012 to establish the current position regarding the provision of mathematics learning support in UK universities. In addition to determining the number of institutions providing mathematics learning support—there has been a further rise to 88—the article analyses the distribution of mathematics learning support by university mission group and by the type of support provided. The main findings are that the extent of mathematics learning support provision is largely independent of mission group and the dominant provision is drop-in support.
The form Rcos(x-a)In this unit we explore how the sum of two trigonometric functions e.g.3 cos x plus 4 sin x, can be expressed as a single trigonometric function. Having the ability to do this enables us to solve trigonometric equations and find maximum and minimum values. (Mathtutor Video Tutorial)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
The form Rcos(x-a)In this unit we explore how the sum of two trigonometric functions e.g.3 cos x plus 4 sin x, can be expressed as a single trigonometric function. Having the ability to do this enables us to solve trigonometric equations and find maximum and minimum values. (Mathtutor Video Tutorial)
The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
The hyperbolic functionsThis leaflet gives definitions of the hyperbolic functions in terms of exponential functions.
Graphs of the hyperbolic sine, cosine and tangent are illustrated. (Engineering Maths First Aid Kit 3.5)
The hyperbolic identitiesThis leaflet lists common identities involving the hyperbolic functions. (Engineering Maths First Aid Kit 3.6)
The impact of the mathematics support centre on the grades of first year students at the National University of Ireland Maynouth(FOR COPYRIGHT REASONS YOU MAY NOT BE ABLE TO ACCESS THIS LINK DIRECTLY.)
This paper, by Mac an Bhaird, Morgan & O'Shea, is an analysis of first year students' grades in the academic year 2007-2008. We compared the grades of students who attended the MSC and those who did not. To compare students of similar abilities, we split the groups (First Arts and First Science) up into smaller groups depending on their grades (Leaving Cert) at the end of second level. There was a significant difference in all sub groups. We then expanded by comparing the grades of students depending on the results of their proficiency tests. Again there was a significant difference. All students seems to benefit from support but this is particularly true for 'at-risk' students.
Teaching Mathematics and Its Applications (2009) 28,117-122 doi:10.1093/teamat/hrp014
The Internet Librarian and Curator of Mathematics VideosThis website links to selected, reviewed and academically-validated mathematics video tutorials. The vast size and lack of discrimination in the results of an internet search make it hard for students to identify suitable resources and to know whether they are relevant and reliable. This website was created by a pilot project led by Trevor Hawkes. This website is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
The inverse of a 2x2 matrixMatrices 7: This leaflet explains what is meant by the inverse of a 2x2 matrix and shows how to calculate this when it exists. There is an accompanying video tutorial.
The inverse of a 2x2 matrixMatrices 7: This video tutorial explains what is meant by the inverse of a 2x2 matrix and shows how to calculate this when it exists. There is an accompanying help leaflet.
The inverse of a 2x2 matrixMatrices 7: This video tutorial explains what is meant by the inverse of a 2x2 matrix and shows how to calculate this when it exists. There is an accompanying help leaflet.
