Laboratory Modelling

Tim Langtry, Mathematics and Computing Sciences

Modification in design of subject due to change in clientele

"It used to be that students would come to this course because they appreciated maths purely for the sake of maths. Many now want to see what the relevance of this degree might be to where they might get employed, so we have to instil an interest in the mathematics that they're studying."

Needed to refocus emphasis from mathematics to applications driving mathematics.

"The obvious way is to try and drive the mathematics being studied from the sorts of applications that arise in the sorts of jobs they might hope to get. For a generic Maths degree that's a wider brief than for a specific engineering or science degree."

"as both the lecture material and computational aids were not being driven by applications, their relevance was lacking."

Developed a range of laboratory material based on problems arising from "real world" applications. Range of material suitable for three client groups

"although they're in the same subject, they come from three quite different areas of discipline and practice."

Developed a sequence of laboratory exercises as a basis for more substantial assignments with more independent work. Six sequences, each sequence being 3-4 exercises.

 "the sequence starts by introducing the problem and some of the mathematics required to solve it and motivating the need to develop further mathematics to derive a satisfactory solution."

Students enter own commands but can work cooperatively in groups of 2-3.

"The challenge is then to extend the solution to a wider setting of the same problem - this is an extension exercise, though not all students get through this."

Each Laboratory sequence completed merits a mark (1%)

"this is meant as formative assessment with their effort being rewarded."

Problem-based learning leading to the use of particular mathematical skills.

"There is an integration of content and process skills, so there is a conceptual understanding and assessments are aligned with that."

Summative assessment linked to Laboratory sequences

"They do an assignment using Mathematica, part based on one of the laboratory sequences, but in a novel way. Another part is individualised, based on the same skills they've developed but using them on a different problem, so each student has a different assignment to attack - this minimises cheating."

Feedback is immediate during Laboratory work.

" it comes from their peers during the exercises, alternatively staff are there to help out with operational problems."