UNIVERSITY OF KENT
MODULE SPECIFICATION
SECTION 1: MODULE SPECIFICATIONS
1. Title of the module: Computational Mathematics (MA584)
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
Last revised May 2003 (revised version start date September 2014).
4. The number of students expected to take the module : 80
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 Modules to be withdrawn on the introduction of this proposed module and consultation with other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]) : I
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)
Spring
9. Prerequisite and co-requisite modules
Prerequisites: MA321, MA322, MA323 or MA326
10. The programmes of study to which the module contributes
The module is compulsory for Mathematics & Statistics, and is an optional module for Mathematics,
Financial Mathematics, Mathematics with Secondary Education, and Mathematics & Accounting &
Finance.
11. The intended subject specific learning outcomes
A first Numerical Analysis encounter provides an introduction to the methods, tools and ideas of
numerical computation. More specifically this module creates a bridge for the student between the
theoretical activity involved in solving a mathematical problem and the practical task of calculating
a numerical answer.
On successful completion of the module students will:
a) have attained a competence with the use of elementary numerical algorithms for
undertaking specific tasks of a mathematical character, such as the calculation of the
value of a definite integral, when analytical methods can make no headway
b) understand both how numbers are represented in a computer and also the nature of
computer arithmetic, and in particular appreciate the difference between human
calculation by hand and machine computation
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UNIVERSITY OF KENT
c) understand the inevitability of numerical errors occurring during the course of machine
computations, how these errors arise and propagate, and how they may be detected and
controlled
d) have encountered basic facilities within matlab, for example how to undertake large-scale
matrix calculations, and recognise that such systems encompass diagnostic aids that
enable the monitoring of factors such as error growth
12. The intended generic learning outcomes
On successful completion of the module, students will :
a) have attained a competence in numerical computation of a sophisticated
and relatively advanced character
b) have enhanced their ability to communicate mathematical and numerical
statements and conclusions, both symbolically and literally
c) have developed advanced study skills by working on challenging
problems that require the application of theoretical techniques in specific
and practical contexts.
13. A synopsis of the curriculum
 Introduction to numerics (round-off errors, computer arithmetic, algorithms and convergence)
 Solutions of equations in one variable (Bisection method, fixed-point iteration, Newton's method,
secant method, error analysis)
 Interpolation and Polynomial Approximation (Taylor series, Lagrange polynomials, cubic splines)
 Numerical Differentiation (Finite differences)
 Numerical Integration (Trapezoidal rule, Simpson's Rule, composite methods, Gaussian
quadrature)
 Direct methods for solving linear systems (Gaussian elimination, complexity, LU factorisation)
 Iterative techniques for solving linear systems (matrix norms, condition number, Jacobi iteration)
Additional topics may include
 Additional Numerical Integration (Romberg Integration, adaptive quadrature methods)
 Initial Value Problems (Euler's method, Midpoint method)
 Approximating Eigenvalues (Power Method, Householder and QR algorithm)
14. Indicative Reading List

RL Burden, JD Faires, Numerical analysis, Thomson Brooks/Cole, 8th edition, 2005.

Ward Cheney, David Kincaid. Numerical Mathematics and Computing. Brooks/Cole-Thomson
Learning, Belmont (CA), 5th ed., 2004.

Samuel D. Conte, Carl de Boor. Elementary Numerical Analysis: An Algorithmic Approach.
McGraw-Hill, New York, 3rd ed., 1980.

Robert Plato. Concise Numerical Mathematics. American Mathematical Society, Providence (RI),
2003.
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UNIVERSITY OF KENT
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.
Number of independent learning hours: 102
Total study hours: 150.
Teaching methods are by a mix of lectures, example classes, and supervised problem solving
workshops. Lectures will contain exposition and development of the module curriculum topics,
and this theoretical material will be complemented with worked examples, including sample
numerical calculations done both by hand and on a computer. This all will be sustained for the
student by assessed problem sheets. Workshops provide the opportunity for students to work on
the assessed problems in the presence of the lecturer, who is proactively engaged in promoting
their understanding of and progress with the module. There will be 36 lectures and 12 computing
sessions or example classes (exact ratio may vary). Subject specific learning outcomes 11 a), b)
and c) and generic learning outcome 12 a) will be addressed in the lectures. Subject specific
learning outcomes 11 a), b), c) and d) and generic learning outcomes 12 a), b) and c) will be
addressed in the computing sessions and example classes as well as in the written assignments.
16. Assessment methods and how these relate to testing achievement of the intended module learning
outcomes
Assessment: The module is scheduled to be assessed by examination (80%) and by
coursework (20%)
Coursework assessment: This would normally entail three written assignments consisting of
unseen problems including both calculations by hand and numerical calculations in matlab. The
intention is topic by topic to develop and sustain the learning outcomes (a) to (d), as detailed in
Section 11, as well as the generic learning outcomes a) to c) as detailed in Section 12.
Examination : A 2 hour written examination in Term 3 that consists of multipart questions
requiring a mix of short and long answers that test to varying levels of proficiency the learning
outcomes (a) to (d), as detailed in section 11, as well as the generic learning outcomes a) and
b) in Section 12.
17. Implications for learning resources, including staff, library, IT and space
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 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
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UNIVERSITY OF KENT
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
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the
module and will be responsible for its resourcing"
.................................................................
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Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated January 2013
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