Undergraduate Programme and Module Handbook 2009-2010 (archived)
Module COMP2111: Systems Thinking
Department: Computer Science
COMP2111: Systems Thinking
| Type | Open | Level | 2 | Credits | 20 | Availability | Available in 2009/10 | Module Cap | None. | Location | Durham |
|---|
Prerequisites
- Programming and Data Structures (COMP1082) OR Introduction to Programming (COMP1011).
Corequisites
- None.
Excluded Combination of Modules
- Programming and Reasoning (COMP2171).
Aims
- To introduce the student to concepts related to the design and construction of both 'closed' and 'open' systems.
- To further students' programming skills.
Content
- Selected from the following themes:
- Modern systems thinking and development.
- Advanced programming concepts and techniques.
- Systems Programming.
- Usability models and measures.
- Open Source Systems (OSS) development practices.
- Tools and environments used to develop open source systems.
Learning Outcomes
Subject-specific Knowledge:
- To have an advanced understanding of programming.
- To have an understanding of the roles provided by Open Source Systems software.
- To acquire an understanding of the social and technical aspects of the development processes that are used to create Open Source Software.
- To have an understanding of the criteria for making systems usable and accessible.
Subject-specific Skills:
- Students will have demonstrated programming skills through the use of advanced programming language constructs.
- Students will be able to employ advanced software development environments.
- Appreciation of different types of system and how they may be developed.
Key Skills:
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- The lecture programme identifies and scopes the topics to be learned and the application of the different models to practical examples.
- Problem classes through practical sessions provide assessment (both formative and summative) to guide students in the correct development of their knowledge and skills.
- Tutorials provide active engagement and feedback for the learning process.
- The end of year examinations assess the knowledge required and the ability to use this knowledge to solve problems.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 40 | 2 per week | 1 hour | 40 | |
| Tutorials | 2 | 1 hour | 2 | ■ | |
| Practicals | 20 | 1 per week | 2 hours | 40 | ■ |
| Preparation and Reading | 118 | ||||
| Total | 200 |
Summative Assessment
| Component: Coursework | Component Weighting: 34% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Practical work | 100% | Yes | |
| Component: Examination | Component Weighting: 66% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Examination | 2 hours | 100% | Yes |
Formative Assessment:
Example exercises given through the course. Additional revison lectures may be arranged in the modules lecture slots in the 3rd term.
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University