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MATH010 - Enabling Mathematics for Engineers
Intention
The main purpose of this subject is to improve the Mathematics background of Engineering students to the required standard acceptable for entry into the normal Mathematics subjects for Engineering students.
Clientele
MATH010 is suitable for students who
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have only completed NSW HSC General Mathematics or equivalent, or
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are high performing students who did not complete Mathematics at Year 12 level.
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Further Note.
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Enrolment in this subject is restricted to students in the course 898 Undergraduate Enabling. Please refer to the Sub-Dean of the Faculty of Engineering for more information on entry into Undergraduate Enabling.
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Formal Prerequisites
NSW HSC General Mathematics or Yr 10 Advanced Mathematics
Assumed knowledge
It is assumed that the students have a minimum education in School Mathematics of a Year 10 level. If the skills learnt during those years are "rusty", we recommend some bridging work before attempting MATH010. The content of this disc will provide you with a healthy start.
Content
The subject covers the main topics which are taught in Mathematics Years 11 and 12 at school. The chosen topics are specifically those taken as assumed knowledge in the subjects MATH141 and MATH187. The general topic areas are:
Algebra
Trigonometry
Coordinate Geometry
Functions
Calculus
The focus is on developing mathematical skills and improving competence and confidence in the language and terms of mathematics. Where possible the work is related to potential engineering applications.
After successful completion of this subject the student should be able to:
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(i)
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apply mathematical skills to higher level Mathematics subjects;
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(ii)
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demonstrate an understanding of important Mathematical concepts such as Calculus;
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(iii)
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demonstrate knowledge of and competently use formulae from Trigonometry and Calculus;
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(iv)
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demonstrate an understanding of and use the skills and language of Algebra, Geometry and Trigonometry;
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(v)
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solve elementary Applied Mathematical and Engineering problems.
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