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Semester: Autumn 2016 Module Code: MATI3006 Module Title: Numeracy 1 Programme Bachelors’ Degree Extended Programme Level: Level 3 Awarding Body: University of Plymouth Module Leader Kasia Brys Format: Portfolio Any special requirements: All work should be submitted on the Student Portal. Word Limit: N/A Deadline dates for submission: Tuesday 13th December 2016 2:00 pm Learning outcomes to be examined in this assessment 1. Apply numerical skills, concepts and techniques in a variety of business and academic contexts. 2. Demonstrate an ability to calculate and interpret statistical values. 3. Be able to interpret and process mathematical problems in personal and professional contexts. Percentage of marks awarded for module: Portfolio worth 100% of the total mark Section 1: 30% Section 2: 70% PORTFOLIO GUIDANCE: This portfolio consists of two sections: Section 1 is assessed in ‘pass/fail’ criteria and it is worth 30% of the final mark. For example, if a student completes and passes 2 out of 3 tasks outlined in Sections 1 he/she will be given the following marks: 2 / 3 x 30 = 20 Section 1 consists of 3 tasks (10% each): Task 1 – Skills Audit Task 2 – In class Activity Task 3 – Online Activity - students are expected to complete and pass (40%) relevant online activity/quiz. The results page will need to be saved (screenshot) and inserted under a relevant area of the portfolio. Student’s name must be visible in the screenshot. Section 2 is worth 70% of the final mark and consists of 8 questions. Students are required to complete all questions and tasks set out in this portfolio. Task 1 Task 2 Task 3 Total Section 1 Pass/Fail (Skills Audit) Pass/Fail (In class activity) Pass/Fail (Online Activity) 30 % Section 2 70% (8 questions) N/A N/A 70% 100% GSM LONDON GENERIC ASSESSMENT MARKING CRITERIA LEVEL 3 ï‚· Level 3: prepares students to function effectively at Level 4. Criteria for assessment at Level 3 reflect the preparatory nature of these modules. ï‚· Students are expected to demonstrate the acquisition of generic learning skills appropriate for self-managed learning in an HE context. Students are expected to demonstrate that they have acquired the underpinning discipline-specific skills, knowledge and understanding necessary to undertake a programme of higher education ï‚· These criteria are designed to be a reference point for assessment criteria in all subjects. Where the generic criteria are deemed to be sufficient, they can be used directly for assessing students' learning. KNOWLEDGE & UNDERSTANDING INTELLECTUAL & COGNITIVE SKILLS GRADUATE SKILLS: TRANSFERABLE, EMPLOYABILITY, PRACTICAL AND ACADEMIC SKILLS Factual and conceptual knowledge and understanding; use of class materials; independent reading Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation Written, oral and presentation skills; interpersonal, group and teamwork skills; leadership skills; numeracy; digital skills; practical, professional and academic skills (including referencing/presentation) MARKING MODULE CLASSIFICATION BAND LEARNING OUTCOMES WEIGHTED AT 50% WEIGHTED AT 25% WEIGHTED AT 25% 86 - 100% Achieved at FIRST (1ST) this level Includes all required factual content, accurately summarised. Well developed, relevant introduction and conclusions. Within word count or presentation time. Includes relevant factual content only. Clearly and logically structured material. Accurate spelling, grammar, punctuation, paragraphing. Very accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level. Information or data selected from highly relevant sources, and categorised, analysed or evaluated using a recommended format. Fluent, interesting writing style, appropriate to the assignment OR engaging, confident, audible and well- paced presentation. Excellent understanding of factual and conceptual material, relative to this level. Well-developed arguments, referencing a range of literature, appropriate to this level. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are accurate, clearly set out, with explanations. Relates theory to practice effectively, appropriate to this level. Correct use of academic conventions, references and bibliography. Very good independent reading and research, beyond standard texts, appropriate to this level. Very good application of numerical and statistical methods to defined problems. Outstanding, consistent delivery of group work obligations, for this level. Effective use of class materials to develop knowledge and Precise, relevant recommendations. Very good Insightful reflection on own strengths and weaknesses in understanding. awareness of ethical issues, where relevant. relation to defined professional and practical skills. 70 - 85% Achieved at FIRST (1ST) this level Includes all required factual content, accurately summarised. Relevant introduction and conclusions. Within word count or presentation time. Includes relevant factual content only. Clearly structured material. Accurate spelling, grammar, punctuation, paragraphing. Accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level. Information or data selected from relevant sources, and categorised, analysed or evaluated using a recommended format. Fluent writing style, appropriate to the assignment OR engaging, confident, audible and well-paced presentation. Very good understanding of factual and conceptual material, relative to this level. Coherent arguments, referencing a range of literature, appropriate to this level. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are accurate, clearly set out, with explanations. Relates theory to practice, appropriate to this level. Correct use of academic conventions, references and bibliography. Good independent reading and research, beyond standard texts, appropriate to this level. Includes relevant factual content only. Good application of numerical and statistical methods to defined problems. Very good, consistent delivery of group work obligations, for this level. Effective use of class materials to develop knowledge and understanding. Relevant recommendations. Good awareness of ethical issues, where relevant. Good reflection on own strengths and weaknesses in relation to defined professional and practical skills. Includes most required factual content, mostly accurately summarised. Mostly relevant introduction and conclusions. Within word count or presentation time. Clearly structured material, with a few gaps. Mostly accurate spelling, grammar, punctuation, paragraphing. Mainly accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level. Information or data selected from relevant sources, and categorised, analysed or evaluated using a recommended format, with some gaps or errors. Mainly fluent writing style, appropriate to the assignment OR mainly engaging, audible and well-paced presentation. Good understanding of factual and conceptual material, relative to this level. Mostly coherent arguments, referencing a range of literature, appropriate to this level. Mostly appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are mainly accurate, clearly set out, with mostly good explanations. Relates theory to practice, appropriate to this level, but with some gaps or errors. Mostly correct use of academic conventions, references and bibliography. Reasonable independent reading and research, beyond standard texts, appropriate to this level. Mainly good application of numerical and statistical methods to defined problems. Good and generally consistent delivery of group work obligations, for this level. 60 - 69% Achieved at UPPER SECOND this level (2:1) Mostly effective use of class materials to develop Mostly relevant recommendations. Sound awareness of Clear reflection on own strengths and weaknesses in knowledge and understanding. ethical issues, where relevant. relation to defined professional and practical skills. 50 - 59% Achieved at LOWER SECOND this level (2:2) Includes most required factual content, but with some gaps or misunderstandings. Adequate introduction and conclusions. Within 10% of word count or presentation time. Includes some irrelevant factual content. Adequately structured material. Some mistakes in spelling, grammar, punctuation, paragraphing. Some identification of pre-defined concepts, theories and/or principles, appropriate to this level. Information or data selected, categorised, analysed or evaluated with an attempt at using a recommended format and with gaps or errors. Writing style is mostly appropriate but not always fluent OR a presentation that is not always engaging, audible or well-paced. Adequate understanding of factual and conceptual material, relative to this level. Limited arguments referencing limited literature. Includes personal opinion. Inconsistent visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations may have inaccuracies, or issues relating to set out and explanation. An attempt to relate theory to practice, appropriate to this level. Inconsistent use of academic conventions, references and bibliography. Some limited independent reading and research, beyond standard texts, appropriate to this level. Adequate application of numerical and statistical methods to defined problems, with gaps or errors. Inconsistent delivery of group work obligations, for this level. Adequate use of class materials to develop knowledge and understanding. Some recommendations. Some awareness of ethical issues, where relevant. Some evaluation of own strengths and weaknesses in relation to defined professional and practical skills. Includes limited factual content, with many gaps or inaccuracies. Basic introduction and conclusions. Within 10% of word count or presentation time. Includes significant irrelevant factual content. Unevenly structured material. Frequent mistakes in spelling, grammar, punctuation, paragraphing. Limited identification of pre-defined concepts, theories and/or principles, appropriate to this level. Information or data poorly selected, categorised, analysed or evaluated, and may not use recommended format. Awkward or inappropriate writing style OR a presentation that is not engaging, audible or well-paced. Limited understanding of factual and conceptual material, relative to this level. Little argument, mainly descriptive or personal opinion, with little reference to literature. Inappropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are often inaccurate, with many issues relating to set out and explanation. Very limited or inadequate attempt to relate theory to practice. Inconsistent or incomplete use of academic conventions, references and bibliography. 40 - 49% Marginal THIRD (3RD) achievement at this level Minimal independent reading and research beyond Weak application of numerical and statistical methods to Unreliable delivery of group work obligations, for this standard texts, appropriate to this level. defined problems. level. Limited use of class materials to develop knowledge and understanding. Confused recommendations. Little awareness of ethical issues, where relevant. Limited reflection on own strengths and weaknesses in relation to defined professional and practical skills. 30 - 39% Marginal FAIL. POSSIBLE failure at this COMPENSATION. level Includes insufficient required factual content, with significant gaps or inaccuracies. Incoherent or irrelevant introduction and conclusions. More than 10% outside word count or presentation time. Includes substantial irrelevant factual content. Incoherently structured material. Serious mistakes in spelling, grammar, punctuation, paragraphing. Very limited or inaccurate identification of pre-defined concepts, theories and/or principles, appropriate to this level. Minimal selection of information or data, and little attempt at collation, categorisation, analysis or evaluation. Poor writing style OR a presentation that is not engaging, audible or well-paced. Very limited understanding of factual and conceptual material, relative to this level. Little or no argument, entirely descriptive or personal opinion, with no reference to literature. Poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are mostly inaccurate, or incorrectly set out or explained. Theory not related to practice. Inaccurate or incomplete use of academic conventions, references and bibliography. Minimal independent reading and research, appropriate to this level. Limited use of standard texts. Very weak application of numerical and statistical methods to defined problems. Poor delivery of group work obligations, for this level. Very limited use of class materials to develop knowledge and understanding. Irrelevant or no recommendations. Little or no awareness of ethical issues, where relevant. Very limited reflection on own strengths and weaknesses in relation to defined professional and practical skills. Includes almost no required factual content, and with very significant inaccuracies. No introduction and conclusions. More than 10% outside word count or presentation time. Includes mainly irrelevant factual content. Very incoherently structured material. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing. No identification of pre-defined concepts, theories and/or principles, appropriate to this level. No evidence of the selection, categorisation, analysis or evaluation of information or data. Incoherent writing style OR an inaudible, poorly paced and unengaging presentation. No understanding of factual and conceptual material, relative to this level. Little or no argument, entirely descriptive or personal opinion, with no reference to literature. Very poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are inaccurate, with no explanations. Theory not related to practice. Very inaccurate or no use of academic conventions, references and bibliography. 16 - 29% Not achieved FAIL. NO at this level COMPENSATION. No independent reading and research, appropriate to Minimal application of numerical and statistical methods Very poor delivery of group work obligations, where this level. Very minimal use of standard texts. and techniques to defined problems, with significant relevant. errors. Minimal use of class materials to develop knowledge and understanding. No recommendations. No awareness of ethical issues, where relevant. Minimal evaluation of own strengths and weaknesses in relation to defined professional and practical skills. 0 - 15% Not achieved FAIL. NO at this level COMPENSATION. Does not include required factual content. No introduction and conclusions. More than 10% outside word count or presentation time. Includes entirely irrelevant factual content. Very incoherently structured material. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing. No identification of pre-defined concepts, theories and/or principles, appropriate to this level. No evidence of the selection, categorisation, analysis or evaluation of information or data. Incoherent writing style OR an inaudible, poorly paced and unengaging presentation. Demonstrates no understanding of factual and conceptual material and ideas. No argument, entirely personal opinion, with no reference to sources. Exceptionally poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are missing, with no explanations. Theory not related to practice. No use of academic conventions, references and bibliography. No independent reading and research, or use of standard texts, appropriate to this level. No application of numerical and statistical methods to defined problems. No delivery of group work obligations, for this level.

MATI3006 Module Title: Numeracy 1 Programme

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Task: Topic 5 & 6: Decimals Rational Number and Percent; Real Numbers and Algebraic Thinking. Directions Please complete the following Questions. Questions should be completed on worksheet provided. Include examples with each question. Refer to Chapters 5 and 6 in the textbook. 1.Explain how ...

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A literature review and methodology of a research proposal in applied mathematics about modeling behavior. Here is an attached file shows my abstract, introduction and problem formulation. ...

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1. For each of the following relations R on the set A = {1,2,3,4}, find the matrix representing R and draw the directed graph corresponding to R.    (i) R = {(1,3), (2,3), (2,4), (3,1), (3,2), (4,2), (4,4)} (ii) R  = {(a,b): a2 + b2 > 8}    (iii) R = {(a,b): a - b > 0} ...

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Question 1Assume KBC stock is currently at S = $100. After one period, the price will move to one of the following two values: [uS and dS], where [u = 1.2; d = 0.9]. A $1.00 investment in the risk-free asset using continuous compounding will return $1.10 at the end of the period.(a) Find the risk-ne ...

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