# Mathematics BSc (Hons) - 2024/5

## Awarding body

University of Surrey

## Teaching institute

University of Surrey

## Framework

FHEQ Level 6

## Final award and programme/pathway title

BSc (Hons) Mathematics

## Subsidiary award(s)

Award | Title |
---|---|

Ord | Mathematics |

DipHE | Mathematics |

CertHE | Mathematics |

## Professional recognition

**Institute of Mathematics and its Applications (IMA)**

This programme will meet the educational requirements of the Chartered Mathematician designation, awarded by the Institute of Mathematics and its Applications, when it is followed by subsequent training and experience in employment to obtain equivalent competences to those specified by the Quality Assurance Agency (QAA) for taught masters degrees.

## Modes of study

Route code | Credits and ECTS Credits | |

Full-time | UGB10001 | 360 credits and 180 ECTS credits |

Full-time with PTY | UGB10001 | 480 credits and 240 ECTS credits |

## QAA Subject benchmark statement (if applicable)

Mathematics, Statistics and Operational (Bachelor)

## Other internal and / or external reference points

N/A

## Faculty and Department / School

Faculty of Engineering and Physical Sciences - Mathematics & Physics

## Programme Leader

GODOLPHIN Janet (Maths & Phys)

## Date of production/revision of spec

26/02/2024

## Educational aims of the programme

- To provide a high quality teaching and learning environment that facilitates a steady progression from secondary level mathematics to FHEQ Level 6, and to prepare students for a lifetime of learning
- To give students training in transferable problem solving skills, logical and analytical thinking, with computing used as a tool in the learning process
- To introduce students to a range of ideas and methods from classical and modern mathematics informed by recent developments in the subject
- To present implications and applications of mathematical and statistical thinking, and their role in other disciplines
- To present appropriate theory, methods and applications in pure and applied mathematics, informed by recent developments in those subjects where appropriate

## Programme learning outcomes

Attributes Developed | Awards | Ref. | |

A thorough understanding of core mathematical principles | K | DipHE, Ord, BSc (Hons) | |

Well-developed problem solving and analytical skills | K | DipHE, Ord, BSc (Hons) | |

A grounding in statistical reasoning | K | CertHE, DipHE, Ord, BSc (Hons) | |

An ability to use computers, both for scientific computation and for general applications | K | CertHE, DipHE, Ord, BSc (Hons) | |

An appreciation of the ways in which mathematical thinking can be utilised in the real world | K | CertHE, DipHE, Ord, BSc (Hons) | |

Acquisition of specialist knowledge and understanding, especially towards the later stages of the programme. | K | Ord, BSc (Hons) | |

Analyse and solve mathematical problems proficiently | C | Ord, BSc (Hons) | |

Appreciate ways in which mathematical thinking can be utilised in the real world | C | Ord, BSc (Hons) | |

Work under supervision on a placement that requires mathematical skills | C | Ord, BSc (Hons) | |

Use computers and IT for data analysis and presentation, scientific computation and general purpose applications | P | CertHE, DipHE, Ord, BSc (Hons) | |

Information literacy skills, including the ability to research, summarise and understand mathematical topics and to reference it in an academically rigorous way | T | Ord, BSc (Hons) | |

Demonstrate knowledge of the underlying concepts and principles associated with mathematics and statistics, including calculus and linear algebra | K | CertHE, DipHE, Ord, BSc (Hons) | |

Demonstrate a reasonable level of skill in calculation, manipulation and interpretation of mathematical quantities within an appropriate context | KCT | CertHE, DipHE, Ord, BSc (Hons) | |

Demonstrate an ability to develop and communicate straightforward lines of argument and conclusions reasonably clearly | KCT | CertHE, DipHE, Ord, BSc (Hons) | |

Demonstrate an ability to make sound judgements in accordance with basic mathematical concepts | KCT | CertHE, DipHE, Ord, BSc (Hons) | |

Demonstrate basic programming skills. | PT | CertHE, DipHE, Ord, BSc (Hons) | |

Demonstrate knowledge and critical understanding of well-established mathematical concepts and principles | KC | DipHE, Ord, BSc (Hons) | |

Demonstrate an ability to apply mathematical concepts and principles in a previously unseen context | KC | DipHE, Ord, BSc (Hons) | |

Demonstrate knowledge of common mathematical techniques and an ability to select an appropriate method to solve mathematical problems | KC | DipHE, Ord, BSc (Hons) | |

Demonstrate competent use of programming skills to solve mathematical problems | PT | DipHE, Ord, BSc (Hons) | |

Demonstrate knowledge of the framework within which mathematical techniques and results are valid | K | DipHE, Ord, BSc (Hons) | |

Demonstrate detailed knowledge of advanced principles of selected areas of mathematics that they have chosen to study | K | Ord, BSc (Hons) | |

Demonstrate application of advanced mathematical techniques of selected areas of mathematics that they have chosen to study | KC | Ord, BSc (Hons) | |

Demonstrate judgement in the selection and application of tools and techniques to solve mathematical problems, some of which are at the forefront of areas of mathematical knowledge | KC | Ord, BSc (Hons) | |

Demonstrate the ability to construct a mathematical argument | C | Ord, BSc (Hons) | |

Understand the context within which mathematical techniques and results are valid. | C | Ord, BSc (Hons) | |

Demonstrate systematic understanding of advanced principles of selected areas of mathematics that they have chosen to study | C | BSc (Hons) | |

Demonstrate accurate application of advanced mathematical techniques of selected areas of mathematics that they have chosen to study | KC | BSc (Hons) | |

Demonstrate the ability to select an appropriate approach and use it accurately to solve mathematical problems, some of which are at the forefront of areas of mathematical knowledge | KC | BSc (Hons) | |

Demonstrate the ability to construct and develop a mathematical argument | C | BSc (Hons) | |

Critically understand the context within which mathematical techniques and results are valid | C | BSc (Hons) | |

Possess a broad range of knowledge, skills and capabilities that embrace the University¿s Pillars of Curriculum Design: Global and Cultural Capabilities; Employability; Digital Capabilities; Resourcefulness and Resilience, and Sustainability and have the confidence and knowledge to apply these skills and capabilities following graduation. | KCPT | CertHE, DipHE, Ord, BSc (Hons) |

### Attributes Developed

**C** - Cognitive/analytical

**K** - Subject knowledge

**T** - Transferable skills

**P** - Professional/Practical skills

## Programme structure

### Full-time

This Bachelor's Degree (Honours) programme is studied full-time over three academic years, consisting of 360 credits (120 credits at FHEQ levels 4, 5 and 6). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.

Possible exit awards include:

- Bachelor's Degree (Ordinary) (300 credits)

- Diploma of Higher Education (240 credits)

- Certificate of Higher Education (120 credits)

### Full-time with PTY

This Bachelor's Degree (Honours) programme is studied full-time over four academic years, consisting of 480 credits (120 credits at FHEQ levels 4, 5, 6 and the optional professional training year). All modules are semester based and worth 15 credits with the exception of project, practice based and dissertation modules.

Possible exit awards include:

- Bachelor's Degree (Ordinary) (300 credits)

- Diploma of Higher Education (240 credits)

- Certificate of Higher Education (120 credits)

### Programme Adjustments (if applicable)

N/A

### Modules

### Year 1 - FHEQ Level 4

Module code | Module title | Status | Credits | Semester |
---|---|---|---|---|

MAT1030 | CALCULUS | Compulsory | 15 | 1 |

MAT1031 | ALGEBRA | Compulsory | 15 | 1 |

MAT1032 | REAL ANALYSIS 1 | Compulsory | 15 | 1 |

MAT1033 | PROBABILITY AND STATISTICS | Compulsory | 15 | 1 |

MAT1034 | LINEAR ALGEBRA | Compulsory | 15 | 2 |

MAT1036 | CLASSICAL DYNAMICS | Compulsory | 15 | 2 |

MAT1042 | MATHEMATICAL PROGRAMMING AND PROFESSIONAL SKILLS | Compulsory | 15 | 2 |

MAT1043 | MULTIVARIABLE CALCULUS | Compulsory | 15 | 2 |

### Module Selection for Year 1 - FHEQ Level 4

N/A

### Year 2 - FHEQ Level 5

### Module Selection for Year 2 - FHEQ Level 5

Students must choose all 5 modules marked compulsory, at least one of MAT2048 and MAT2050, and 2 further optional modules. Not more than 4 modules may be taken in any one semester.

### Year 3 - FHEQ Level 6

### Module Selection for Year 3 - FHEQ Level 6

Students select 8 module options from available optional modules (or select 7 if one is a BSc project). Not more than 4 modules may be taken in any one Semester.

Students may not select more than one module from MAT3018, MAT3019, MAT3036, PHY3063 with the exception of MAT3018 and PHY3063 which can both be selected.

A subset of optional Level 6 modules will run in a given academic year.

### Year 1 (with PTY) - FHEQ Level 4

Module code | Module title | Status | Credits | Semester |
---|---|---|---|---|

MAT1030 | CALCULUS | Compulsory | 15 | 1 |

MAT1031 | ALGEBRA | Compulsory | 15 | 1 |

MAT1032 | REAL ANALYSIS 1 | Compulsory | 15 | 1 |

MAT1033 | PROBABILITY AND STATISTICS | Compulsory | 15 | 1 |

MAT1034 | LINEAR ALGEBRA | Compulsory | 15 | 2 |

MAT1036 | CLASSICAL DYNAMICS | Compulsory | 15 | 2 |

MAT1042 | MATHEMATICAL PROGRAMMING AND PROFESSIONAL SKILLS | Compulsory | 15 | 2 |

MAT1043 | MULTIVARIABLE CALCULUS | Compulsory | 15 | 2 |

### Module Selection for Year 1 (with PTY) - FHEQ Level 4

N/A

### Year 2 (with PTY) - FHEQ Level 5

### Module Selection for Year 2 (with PTY) - FHEQ Level 5

Students must choose all 5 modules marked compulsory, at least one of MAT2048 and MAT2050, and 2 further optional modules. Not more than 4 modules may be taken in any one semester.

### Year 3 (with PTY) - FHEQ Level 6

### Module Selection for Year 3 (with PTY) - FHEQ Level 6

Students select 8 module options from available optional modules (or select 7 if one is a BSc project). Not more than 4 modules may be taken in any one Semester.

Students may not select more than one module from MAT3018, MAT3019, MAT3036, PHY3063 with the exception of MAT3018 and PHY3063 which can both be selected.

A subset of optional Level 6 modules will run in a given academic year.

### Professional Training Year (PTY) -

Module code | Module title | Status | Credits | Semester |
---|---|---|---|---|

MATP008 | PROFESSIONAL TRAINING YEAR MODULE (FULL-YEAR WORK) | Core | 120 | Year-long |

MATP009 | PROFESSIONAL TRAINING YEAR MODULE (FULL-YEAR STUDY) | Core | 120 | Year-long |

### Module Selection for Professional Training Year (PTY) -

N/A

## Opportunities for placements / work related learning / collaborative activity

Associate Tutor(s) / Guest Speakers / Visiting Academics | N | |

Professional Training Year (PTY) | Y | |

Placement(s) (study or work that are not part of PTY) | Y | Yes |

Clinical Placement(s) (that are not part of the PTY scheme) | N | |

Study exchange (Level 5) | Y | |

Dual degree | N |

### Other information

This programme is aligned to the University of Surrey's Five Pillars of Curriculum Design, namely: Global and Cultural Capabilities; Employability; Digital Capabilities; Resourcefulness and Resilience, and Sustainability.

Global and Cultural Capabilities: Students encounter mathematical topics and applications that have global relevance and cultural significance. For example, mathematical models used in economics and environmental studies from different regions of the world showcase the universal applicability of mathematics. Engagement in group work brings together students from different cultural backgrounds. This fosters teamwork, cross-cultural communication, and the sharing of diverse viewpoints. Topics encountered in some Level 6 modules, such as climate modelling and disease spread, relate to the use of mathematical tools in tackling real-world global challenges. The programme supports student development of skills preparing them to tackle mathematical challenges with a global perspective and navigate diverse cultural landscapes in their future careers.

Employability: The programme equips students with a combination of mathematical expertise, problem-solving skills, and transferable abilities, all of which are highly valued by employers. The strong mathematical skills developed by students are of practical relevance in solving complex problems across various industries, such as finance, engineering, data science, and technology. Students are taught how to implement mathematical concepts using coding languages commonly used in industry, such as Python and R. Proficiency acquired in numerical methods and computational techniques is indispensable across various disciplines, encompassing engineering, physics, and computer science. The ability to analyse and solve complex problems using mathematical reasoning, critical thinking, and logical deduction holds universal significance is thus highly prized by employers.

Digital Capabilities: Through the incorporation of digital tools, programming skills and data analysis techniques into the curriculum, the programme equips students with the ability to apply their mathematical knowledge in a digital context and to amass the digital proficiency needed to excel in today's technology-driven world. Students gain proficiency in programming with Python, enabling them to perform complex mathematical calculations via symbolic computations and to implement mathematical algorithms and simulations. Students develop skills in data analysis through use of R. Through MAT1042, every student acquires hands-on experience with presentation tools and in data analysis. Those students taking a project, literature review or the STEM Education and Public Engagement module, have the opportunity to develop essential skills in critically engaging with and analysing academic articles, as well as proficiency in LaTeX.

Resourcefulness and Resilience: The programme is structured to provide a learning journey that takes students on an exploration of mathematical concepts and problem-solving scenarios, during which students learn to adapt and innovate in the face of challenges. Within this framework, the process of grappling with abstract concepts and applying mathematical techniques fosters resourcefulness, with students encouraged to approach problems from multiple angles. Moreover, the persistence required to solve complex mathematical problems cultivates resilience, enhancing their ability to persevere through difficulties and setbacks. As students navigate the uncertainties inherent in mathematics, they develop the capacity to confront adversity with determination, reinforcing their resilience and equipping them with the general skills of resourcefulness and resilience which are applicable in all roles in society.

Sustainability: The programme intersects with the concept of sustainability by equipping students with essential tools for addressing the complex challenges posed by sustainable development. At all levels, through mathematical modelling, analysis, and optimization techniques, students are taught how to evaluate environmental and economic systems to make informed decisions that promote sustainable practices. Mathematics plays a crucial role in understanding patterns, predicting trends, and designing efficient solutions that minimize resource consumption and environmental impact. From modelling energy consumption to optimizing water quality, mathematics equips students with the quantitative skills needed to tackle sustainability issues across various sectors. By covering mathematical approaches to sustainability, students gain the capacity to contribute meaningfully to building a more sustainable future.

## Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.