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Success in engineering mathematics through mathematics support and changes to engineering maths lectures at Harper AdamsThis article by Sarah Parsons (Harper Adams University College) describes the positive effects on examination results of introducing mathematics support and implementing other changes.
The article presents data which shows that significantly improved results followed from changes introduced in 2001 which included substantial mathematics support provision. However, because many other changes (changed content, separate lectures for some groups, diagnostic testing etc)
were introduced at the same time it is not possible to isolate particular effects of the mathematics support provision. Nevertheless external examiner comments reflect the value of mathematics support.
The article is published in MSOR Connections Feb 2005 Vol. 5 No.1.
Success in engineering mathematics through mathematics support and changes to engineering maths lectures at Harper Adams.This article by SARAH PARSONS (Harper Adams University College) describes the positive effects on examination results of introducing mathematics support and implementing other changes.
The article presents data which shows that significantly improved results followed from changes introduced in 2001 which included substantial mathematics support provision. However, because many other changes (changed content, separate lectures for some groups, diagnostic testing etc)
were introduced at the same time it is not possible to isolate particular effects of the mathematics support provision. Nevertheless external examiner comments reflect the value of mathematics support.
The article is published in MSOR Connections Feb 2005 Vol. 5 No.1.
Summer internships in sigma-swMatthew Taylor, Ollie Bond, Callum Anderson and Andrew Kennedy. (2012) Summer internships in sigma-sw. MSOR Connections 12(1), 23-27. DOI: 10.11120/msor.2012.12010023
We report on the experience of Loughborough Universityâ??s Eureka Centre for Mathematical Confidence in establishing a small pilot project to provide one-to-one mathematics support for neurodiverse students who attend other local universities and where no such provision is available. We outline the background to the scheme and report on the three students involved.
Surds and other rootsRoots and powers are closely related, but only some roots can be written as
whole numbers. Surds are roots which cannot be written in this way.
Nevertheless, it is possible to manipulate surds, and to simplify formulae.
(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.
Surds and other rootsRoots and powers are closely related, but only some roots can be written as
whole numbers. Surds are roots which cannot be written in this way.
Nevertheless, it is possible to manipulate surds, and to simplify formulae.
(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.
SymbolsMathematics provides a very rich language for the communication of concepts and ideas, and a set of powerful tools for the solution of problems. In order to use this language, it is essential to appreciate how symbols are used to represent quantities, and to understand the conventions which have been developed to manipulate them.
System of linear equations - Numbas3 questions. First, two equations in two unknowns, second 3 equations in 3 unknowns, solved by Gauss elimination.
The third two equations in 2 unknowns solved by putting into matrix form and finding the inverse of the coefficient matrix.
Numbas resources have been made available under a Creative Commons licence by the School of Mathematics & Statistics at Newcastle University.
Systems of linear equations - Numbas3 questions. First, two equations in two unknowns; second 3 equations in 3 unknowns, solved by Gauss elimination. The third, two equations in 2 unknowns solved by putting into matrix form and finding the inverse of the coefficient matrix. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
Table of derivativesThis leaflet provides a table of common functions and their derivatives. (Engineering Maths First Aid Kit 8.2)
Table of integralsThis leaflet provides a table of integrals of common functions. (Engineering Maths First Aid Kit 8.7)
Tangents and NormalsThis unit explains how differentiation can be used to calculate the equations of the tangent and normal to a curve.
The tangent is a straight line which just touches the curve at a given point. The normal is a straight line which is
perpendicular to the tangent. (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.
Tangents and NormalsThis unit explains how differentiation can be used to calculate the equations of the tangent and normal to a curve.
The tangent is a straight line which just touches the curve at a given point. The normal is a straight line which is
perpendicular to the tangent. (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.
Teach Yourself Booklets PackThis pack contains all of the mathcentre booklets for use with students who want to 'teach themselves'. It may be downloaded as a zip file. Select Save to download the zip file to your computer.
Teaching Mathematics to 'Science with Management' Students Using A Graphic CalculatorThe introduction of the graphics calculator has provided the fourth year students taking Science with Management Studies with an interactive learning tool. This case study reviews its introduction into the course Discrete and Continuous Models at Napier University.
Teaching Mathematics to Chemistry Students at the University of SheffieldThe department of chemistry offers over two semesters, Mathematics for Chemists 1 and 2, which provide students with the understanding and use of mathematical techniques for various chemistry degrees. This case study reviews these courses and illustrates their value in terms of providing the students with a positive foundation for future study.
Teaching mathematics to first year engineering students with a wide range of mathematical abilityThe approach to teaching Maths to Year 1 students in the Department of Engineering underwent a major reorganisation prior to the start of the 2002/3 session. The aim was to provide an optimum framework within which students studying four different engineering disciplines could be taught Maths within the resource constraints imposed by student numbers, and to cope with the extremely wide range of their Mathematical abilities on entry to these degree programmes. After much discussion, students are now taught their Year 1 Maths topics in two different cohorts, streamed according to initial Maths ability, and using different approaches in terms of the depth of understanding expected. This also involves the use of different assessments. This approach has been much more popular and created far fewer difficulties than the previous system which divided the students into two groups according to degree programme.
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.
Teaching Problem-solving in Undergraduate MathematicsThe purpose of this Guide is to argue the case for putting problem-solving at the heart of a mathematics degree; for giving students a flavour, according to their capabilities, of what it is to be a mathematician; a taste for rising to a mathematical challenge and overcoming it. Its purpose is also to make it easier for colleagues who share our vision to find ways of realising it in their own teaching. This book was edited by Matthew Badger, Chris Sangwin and Trevor Hawkes. This document is distributed under a Creative Commons Attribution No Derivatives (CC BY-ND) license.
The addition formulaeThere are six so-called addition formulae often needed in the solution of trigonometric problems. In this unit we start with one and derive a second. Then we take another one as given and derive a second one from that. Finally we use these four to help us derive the final two. (Mathtutor Video Tutorial)
The addition formulaeThere are six so-called addition formulae often needed in the solution of trigonometric problems. In this unit we start with one and derive a second. Then we take another one as given and derive a second one from that. Finally we use these four to help us derive the final two. (Mathtutor Video Tutorial)
The Argand diagramThis leaflet explains how an Argand diagram is used to provide a pictorial representation of a complex number. (Engineering Maths First Aid Kit 7.3)
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 chain ruleThe chain rule is used for differentiating a function of a function. This leaflet states and illustrates this rule. (Engineering Maths First Aid Kit 8.5)
The Chain RuleA special rule, the chain rule, exists for differentiating a function of another function. This unit illustrates this rule. (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 Chain RuleA special rule, the chain rule, exists for differentiating a function of another function. This unit illustrates this rule. (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.
