Module FOUD0009: Concept Method and Theory for Computer Science

Department: Foundation Year (Durham)

FOUD0009: Concept Method and Theory for Computer Science

Prerequisites

• None

Corequisites

• Mathematics 3

Excluded Combination of Modules

• Mathematics 1, Mathematics 2

Aims

• Programme Aims:
• Foundation students have 3 or 4 core components to their programme, depending on route. The CMT modules are designed to introduce students to concepts, methods and theories within the student’s chosen discipline, and provide a lens through which students engage with knowledge and knowledge creation in their chosen discipline. Meanwhile the Scholarship in Higher Education (SHE) module provides the tool-kit for their engagement and communication of knowledge; whereas the Advanced Scholarship in Higher Education module provides an iterative experience of bringing toolkit and lens together to provide students with the opportunity to actively engage in the process of knowledge generation and communication by completing a research project within the student’s chosen discipline. All students apart from Arts & Humanities also have a maths component.
• This module contributes to the overall aims of the Foundation Programme, which are aligned to FHEQ level four descriptors. By the end of the programme, students will have demonstrated
• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study
• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.
• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments 
• undertake further training and develop new skills within a structured and managed environment.
• the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
• Module Aims:
• To introduce logical thinking skills in computer science
• To introduce mathematical concepts in computer science
• To introduce the ability to communicate work successfully

Content

• Fundamentals of algorithms
• Sets and functions
• Mathematical statements, notations, and relationships
• Logical combinators, truth table and logical quantifiers
• Proof
• Introduction of the basics to Number Theory

Learning Outcomes

• By the end of the programme students will have demonstrated they have knowledge of:
• 1. a range of foundational mathematical concepts and notations
• 2. relevant methods for mathematical deduction
• 3. a range of subject specific vocabulary.

• By the end of the programme students will have demonstrated that they can:
• 1. use logic reasoning in mathematical deduction
• 2. apply algorithms and logical reasoning in solving problems
• 3. choose appropriate mathematics techniques for proof

• By the end of the programme students will have demonstrated that they can:
• 1. demonstrate effective communication using appropriate subject language

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• This module will be delivered using seminars on a weekly basis. Students will be taught concepts in seminar style and then challenged to apply them in a variety of contextual tasks that are designed to lead to achieving the module outcomes. These are supplemented by self-access materials, such as introductory videos or readings, alongside weekly tasks to support tutorials which are posted on the VLE.
• Summative Assessment: Assessments within this module are designed to provide opportunities to engage in an iterative process to develop students’ epistemological maturity, self-regulation, and academic communication skills.
• There are two types of assessment in this module. The Continuous Assessment allows students to demonstrate the range and sophistication of their engagement with the module’s knowledge in response to specific questions, with the secondary focus on the key skills of academic communication, as the module progresses. This Continuous Assessment helps to ensure students are making the appropriate progress in this module and receiving timely feedback.
• The Test’s primary function is to allows students to demonstrate mastering the mathematics knowledge and logical reasoning skills for solving logic-based problems. The secondary focus on the key skills of Academic communication under timed conditions (as they are likely to experience in their subsequent years of study).

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Although it is summative the continuous assessment also has a formative effect since the students receive continuous feedback. This enables the students to work towards module outcomes and build competency towards the final summative assessment. Students also will be provided a problem booklet (with solutions) which contains all practice questions they required to do. This improves students’ problem-solving skills.

■ 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