UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module : Discrete Mathematics (MA549)
2.
School or partner institution which will be responsible for management of the module
School of Mathematics, Statistics and Actuarial Science
3.
Start date of the module : 1997 (revised version start date September 2014)
4.
The number of students expected to take the module: 55 (2014/15)
5.
Modules to be withdrawn on the introduction of this proposed module and consultation with other
relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]): H
7.
The number of credits and the ECTS value which the module represents : 15 (ECTS 7.5)
8.
Which term(s) the module is to be taught in (or other teaching pattern): Autumn term
9.
Prerequisite and co-requisite modules:
Prerequisite modules: MA322 Proofs and Numbers, MA323 Matrices and Probability, MA553 Linear
Algebra. Helpful: MA565 Groups and Rings.
There are no co-requisite modules.
10. The programmes of study to which the module contributes
BSc (Hons) Mathematics, BSc (Hons) Mathematics & Statistics, BA (Hons) Mathematics and
Accounting & Finance, BSc (Hons) Financial Mathematics, (including programmes with a year in
industry), BSc (Hons) Mathematics with a Foundation Year, MMath Mathematics, MMathStat
Mathematics and Statistics
11. The intended subject specific learning outcomes
On successful completion of this module students will have:
a) improved their precision in logical argument and enhanced their skills in symbolic calculation with
more complex discrete structures;
b) a reasonable knowledge of the definitions of terms used in the module and a reasonable
understanding of the statements, proofs and implications of the basic theorems given in the
course (sufficiently well to be able to construct simple proofs of related results);
c) revised modular arithmetic and polynomial algebra and obtained a reasonable understanding of
the theory of finite fields (and related finite rings);
d) developed a critical appreciation as to how this material can be applied to concrete problems in a
number of different areas relating to electronic communication systems (cryptography and,
primarily, in the study of error correcting codes).
12. The intended generic learning outcomes
Students who successfully complete this module will have:
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UNIVERSITY OF KENT
a) developed a logical, mathematical approach to solving problems and will be able to solve
problems and present solutions relevant to discrete structures and their applications to IT
communications;
b) furthered their ability to work with relatively little guidance on the subject matter and exercises
associated with the course;
c) obtained the basic mathematical background necessary to follow the rapidly changing
developments in IT communications;
d) improved their key skills in written communication, numeracy and problem solving.
13. A synopsis of the curriculum


Modular arithmetic, polynomials and finite fields: Applications to orthogonal latin squares, RSA
public key ciphers, “coin-tossing over a telephone”, linear feedback shift registers and msequences.
Error correcting co des: Binary block, linear and cyclic codes including repetition, parity-check,
Hamming, simplex, Reed-Muller, BCH, Golay,... codes; channel capacity; Maximum likelihood,
nearest neighbour, syndrome and algebraic decoding.
14. Indicative Reading List
N L Biggs, Discrete Mathematics, Oxford University Press, 1989
D Welsh, Codes and Cryptography, Oxford University Press, 1988
15. Learning and Teaching Methods, including the nature and number of contact hours and the total
study hours which will be expected of students, and how these relate to achievement of the intended
module learning outcomes.
Number of contact hours: 48 – 36 lectures and 12 examples classes.
Number of independent learning hours: 102.
Total study hours: 150.
The basic material is made available to the students while further explanations, examples etc. are
developed during the lectures. Examples sheets and model solutions are provided. Coursework is
an important reinforcement of the lecture material, develops the students’ problem solving abilities
and is an important contributor to the monitoring of a student’s progress. The ;lectures and examples
classes cover learning outcomes 11(a)-(d) and 12(a)-(c). Learning outcome 12(d) is covered by
independent study to compete the coursework.
16. Assessment methods and how these relate to testing achievement of the intended module learning
outcomes
The module is assessed by examination (90%) and coursework (10%).
Coursework: Two of the examples sheets are assessed. The coursework assesses learning
outcomes 11(a)-(d) and 12(a)-(d).
Examination: A two hour written paper at the end of the year which has a standard format with each
question testing a knowledge of definitions, results and techniques from the syllabus as well as
problem solving skills. The paper tests explicitly or implicitly the learning outcomes 11(a)-(d) and
12(a) - (d), as appropriate.
17. Implications for learning resources, including staff, library, IT and space
This is an existing module; no additional resources are required.
18. The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within
this module we will make reasonable adjustments wherever necessary, including additional or
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UNIVERSITY OF KENT
substitute materials, teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared disabilities will be
made on an individual basis, in consultation with the University’s disability/dyslexia support service,
and specialist support will be provided where needed.
19. Campus where module will be delivered: Canterbury
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies
(as appropriate): "I confirm I have been consulted on the above module proposal and have given advice
on the correct procedures and required content of module proposals"
................................................................
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
…………………………………………………….
Print Name
Module Specification Template
Last updated February 2013
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