| Unit name | Mathematical and Data Modelling 3 |
|---|---|
| Unit code | SEMT30005 |
| Credit points | 40 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Professor. Champneys |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
EMAT22220 Mathematical and Data Modelling 2 or equivalent EMAT20200 Engineering Mathematics 2 or equivalent SEMT20001 Principles of Computational Modelling or equivalent EMAT20013 Principles of Physical Modelling or equivalent |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Engineering Mathematics and Technology |
| Faculty | Faculty of Engineering |
Why is this unit important?
In this unit you will use your mathematical, computational, and team-working abilities to solve real-world problems posed by industrial partners. Working as a team to solve complex modelling problems is central to many engineering and industrial sectors. This is a complex and multi-step process that begins with translating the original problem into a mathematical or computational model that balances simplicity, accuracy, and feasibility. With many solution approaches being data-centric, there are also important ethical and data-security issues that must be considered, in addition to the societal and environmental impact of the solution. This unit will develop your skills in working through the entire problem-solving pipeline, from model formulation to critical assessment of results, and finally delivery to stakeholders.
How does this unit fit into your programme of study
This unit will bring together everything you have learned so far about mathematical, computational, and data-driven modelling techniques. You will have the chance to see how these techniques can be used to find the solution of real-world problems. This unit builds directly on the foundations set by Mathematical and Data Modelling 1 and 2.
An overview of content
Students will work in groups to solve three real-world problems, each of which lasts a total of 6 weeks. Two group projects will be supplied by industrial partners. There will be a selection of projects to choose from. The third group project is an entrepreneurial phase wherein students will conceive of and execute a modelling project that seeks to address an outstanding societal challenge. Students will also learn about a range of topics relating to professional practice, including ethics; sustainability; societal and environmental impact; equality and inclusion; and data security.
How will students, personally, be different as a result of the unit
After taking this unit, students will have the confidence to address a wide variety of industry-motivated, real-world problems. Students will have the ability to translate a verbal description of a complex engineering problem into a format that can be solved using mathematical and computational models. They will learn the art of developing appropriate modelling and solution strategies, while gaining an appreciation of the ethical, societal, and environmental implications of their approach. Students will refine their skills in collaborative problem solving and code development and they will learn how to communicate technical results to stakeholders who may not have a mathematical, engineering, or scientific background.
Learning Outcomes
By the end of the unit, students will be able to:
How you will learn
You will work in groups of 4-6 to solve three real-world problems under the supervision of a dedicated academic member of staff and a teaching assistant (TA). Each project will span roughly six weeks. You will have weekly meetings with your academic-TA pair and a second weekly meeting with your TA, where you can provide updates on your work, seek feedback, and progress your project. By engaging with the supervisory team at weekly meetings, you will learn how to develop and simplify models for your problem and how to implement appropriate computational approaches. There will also be a series of one-hour synchronous lectures that cover principles of professional practice.
Tasks which help you learn and prepare you for summative tasks (formative)
The unit will begin with a formative exercise in which a mathematical model is analysed and compared to data. Students will have the opportunity to submit a short report on their findings for which feedback will be provided. The aim of this exercise is to encourage students to think critically about model development and refinement, which lies at the heart of the summative group projects. The early feedback on report writing can be used to improve written communication in the summative group reports that are assessed. Students will also have the opportunity to receive feedback on their group reports before they are submitted for assessment.
Tasks which count towards your unit mark (summative)
The unit will involve three coursework assessments. The two industry-driven group projects will be assessed by a group report (ILOs 1-5, 7-9). Each of these will be worth 30% of the total mark. The third, student-driven project is assessed by a group video (ILOs 1-5, 7, 9) and an individual report on professional practice (ILOs 6-8). The third project (video and report) will be worth 40% of the final mark. Student engagement and contribution will be monitored through continuous observation by the supervisory team and peer evaluation (ILO 9), which in turn will be used to assign an individual moderated mark for each group project.
When assessment does not go to plan
If a student has not passed the unit overall and has failed one or two group projects, then re-assessment for the one or two group projects will take the form of an individual modelling project that includes a reflective component on group work. If a student being reassessed has not successfully demonstrated the learning outcomes related to professional practice (Learning Outcomes 6, 7, and 8) then the individual modelling project will also include a report on professional practice.
If a student has not passed the unit overall and has failed all of the projects, then re-assessment is only possible as part of a supplementary year.
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. SEMT30005).
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 assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
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.
