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Support Offered to Natural Science Students at Cambridge UniversityNine years ago members of staff within Physical Sciences at Cambridge University began recognizing that some students were having problems not only with the Mathematics Courses but also with applying material from A level in the context of their scientific subjects. The mathematics workbook was introduced to assist students with revision prior to starting university.
On completion the student is asked to fill in a questionnaire that helps to define the problem areas. This is presented to their supervisor. The supervision system is a fundamental feature of Cambridge teaching and one of its main strengths. The student sees a supervisor â?? most commonly in a group of two undergraduates, sometimes in a group of three and only exceptionally one-on-one â?? to discuss his or her work for at least an hour once a week. Such support is ongoing and essentially provides individual attention to those students who lack fundamental mathematical skills.
Supporting students making the transition from school to university– A national and local view of the maths skills crisis in the UKThe authors have first-hand experience of supporting students with weak maths skills making the transition from School to University within a Business School. In this paper the authors will summarise the key messages and recommendations to emerge from the literature in the light of their own experiences and research findings. We will also give an overview of the types of open source software that are currently available for maths skills support in the UK, and consider ways in which such on-line resources might be utilised in order to encourage and enhance students’ development of maths skills in a Business School context.
Cottee M., Relph A. and Robins, K. (2013) Supporting students making the transition from school to university– A national and local view of the maths skills crisis in the UK.
http://library.iated.org/view/COTTEE2013SUP
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.
Surds and other roots - part 1This video segment introduces surds, such as the square root of 2.
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 roots - part 2 - examplesThis video segment continues to discuss surd forms.
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 roots - part 3This video segment continues to work with surds.
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 roots - part 4This video segments looks at some rules used when working with surds.
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 roots - part 5This video segment continues the series of segments on surds. It looks at calculations involving the difference of two roots.
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 roots - part 6This video segment concludes the material on surds.
This resource 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.
Symmetric matrices and the transpose of a matrixMatrices 2: This leaflet explains what is meant by a symmetric matrix and the transpose of a matrix. There is an accompanying video tutorial.
Symmetric matrices and the transpose of a matrixMatrices 2: This video tutorial explains what is meant by a symmetric matrix and the transpose of a matrix. There is an accompanying help leaflet.
Symmetric matrices and the transpose of a matrixMatrices 2: This video tutorial explains what is meant by a symmetric matrix and the transpose of a matrix. There is an accompanying help leaflet.
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 derivativesThis leaflet provides a table of common functions and their derivatives, and the opportunity to practice using it.
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 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.
