Undergraduate Course: Project in Mathematics (Double) (MATH10031)

Course Outline
School	School of Mathematics	College	College of Science and Engineering
Credit level (Normal year taken)	SCQF Level 10 (Year 4 Undergraduate)	Availability	Not available to visiting students
SCQF Credits	40	ECTS Credits	20
Summary	Project for Combined Honours Degrees involving Mathematics.
Course description	Not entered

Entry Requirements (not applicable to Visiting Students)
Pre-requisites		Co-requisites
Prohibited Combinations	Students MUST NOT also be taking Project in Mathematics (Single) (MATH10029) OR Project in Mathematics (Group) (MATH10030) OR Project in Statistics (Double) (MATH10012) OR Project in Statistics (Single) (MATH10032)	Other requirements	None

Course Delivery Information

Academic year 2015/16, Not available to visiting students (SS1)		Quota: None
Course Start	Full Year
Timetable	Timetable
Learning and Teaching activities (Further Info)	Total Hours: 400 ( Dissertation/Project Supervision Hours 15, Formative Assessment Hours 2, Summative Assessment Hours 2, Programme Level Learning and Teaching Hours 8, Directed Learning and Independent Learning Hours 373 )
Assessment (Further Info)	Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment)	See 'Breakdown of Assessment Methods' and 'Additional Notes', above.
Feedback	Not entered
No Exam Information

Learning Outcomes
Learning Objectives 1. To allow students to gain some experience in mathematical investigations/research, building on that learned in MAT-3-MCC. 2. To enhance students' abilities to communicate mathematical ideas through written and spoken word. 3. To encourage independent thought and enhance students' critical faculties,both of their own and other peoples work. 4. To gain experience of a longer project investigation than is possible in an individual project, often exploring the connection between mathematics and some other discipline. Outcomes 1. Students will become more confident in reading mathematical papers, performing literature searches, summarizing knowledge in a topic area. 2. Students become better at carrying out mathematical analyses and computational work, posing their own questions, planning a study, all with limited direction from an academic supervisor. 3. Students become more proficient at writing mathematics. 4. Students become better at presenting mathematical work through oral presentations. 5. Students gain experience of mathematical typesetting.