Topic outline

    • Feedback

      General

      • You can rate this module at Rate My Professor.
      • If you have questions, concerns, or suggestions speak to me, I won't bite. Or send me an email: w.just@qmul.ac.uk.
      • Feedback on academic performance will be given predominantly in tutorials. For additional feedback and/or comments just speak to me.
      • If you are concerned about the quality of teaching, or any other issue, please speak to me, to your adviser or the student rep.
      • Results and comments on student questionnaires will be published on this page, when available (normally by week 10/11 - unfortunately the centre is unable to give us data during term time).

      Informal week 4 questionnaire: A brief summary of the questionnaires is attached below. Suggested actions:

      • A large number of replies were asking for more practise questions. While some practise questions and model solutions are available on the course web page I may provide an additional set of practise questions on the course web page as part of the revision process. In addition, we will run a full scale mock exam in February under proper exam conditions. Details will be advertised in due course. A revision of the booklet may contain more questions even though that won't provide a short term solution.
      • The module is perceived as difficult/too hard by a substantial number of students while at the same time a considerable number of students think the module is boring/too easy. In part that reflects the diversity of our student intake with students with quite different type of backgrounds. Running a mock exam for the first time this year may be of interest for both types of students. It may pose some challenges for those students seeking a challenge, while it may boost at the same time the self confidence of students who think the module is too hard.
      • The booklet (printed lecture notes) was largely positively received. The feedback will help us to convince the school to keep the investment in the printing costs and to offer the booklet in the following years.
      • While we received some positive comments on the tutorials various students were dissatisfied with the tutorial provision and with some tutors. In particular the replies criticised occasional lack of interaction of tutors with students. Proper training and guidance for tutors could help to rectify the issue, so that tutors precisely know what is expected.
      • Some students feel they do not receive appropriate support and help with the module. We are here to help all students. If possible raise the issue with me, with your adviser, with the student support officer, or the student representative. The school offers a whole range of support systems. Some, such as PASS, can be found on the Keepin' it real page.
      • Various timetabling issues were raised as part of the questionnaire. Lectures at 9am are unpopular, but given the room shortage can hardly be avoided. 2 hour lectures are perceived as too long. As part of a pilot we can try to address this issue by having two breaks in two hour lectures (instead of one). Having instead only one hour slots may result in a fragmented timetable which is probably not popular with students either.
      • Some students suggested to have end of term/January exams instead of exams in spring. The college may move towards a January exam period from next year on.

      Week 9 college module evaluation:

      By and large the college module evaluation has confirmed the findings of the week 4 unofficial questionnaire. See below for a brief summary. There have been a couple of useful suggestions which we will try to follow up. In particular the school is committed to continue the practise of offering printed lecture notes. Two main areas for improvement have been identified, the quest for more practise questions, and an improvement of feedback, marking, and tutorials.

      While the ebook linked on the course web contains practise questions the book does not contain fully worked out solutions. We will try to fix this soon by providing worked out solutions for a couple of questions. A more comprehensive approach requirea some time and resources and we will do our best to deliver a solution as soon as possible.

      Feedback, marking, and tutorials are an issue of high priority within the school, and the school is currently looking into this matter. Possible solutions could be smaller tutorial sizes, individual written feedback for a specified set of questions, and an increase of the personal tuition provision, balanced with the available resources.

      A partial solution to both issues could be an increased use of software based teaching. MyMathLab is a special commercial software specifically designed for Calculus modules (and the huge US market) but nothing comparable exists for other types of mathematics subjects. However there is a pool of open source software which can be used for quite a wide range of subjects and the school is currently looking into this subject. An increased use of computer based teaching platforms could alleviate the problems related to feedback and insufficient number of practise questions.

    • Lecture Notes

      • The printed lecture notes (see below) cover the entire examinable material of this module.
      • It is recommended that you take your own notes as well, as the style of presentation in lectures may slightly differ from the printed notes (to add value to the printed notes).
      • The lecture notes contain as well the weekly coursework sheets (at the end of each chapter).
      • Each coursework sheet contains one homework (to be handed in at the beginning of each tutorial, and to be collected in the next tutorial) and problems to be discussed in class.
      • Tutorials will start in week 2
      • You will be allocated to a particular tutorial slots. Details will appear in your personalised timetable.
    • Coursework (Solutions)

      Coursework sheets are contained in the lecture notes (see section Lecture Notes). Solutions to courseworks (homework and in-class problems) will be published at the end of the relevant week. For further details about tutorials see the section "Lecture Notes"

    • Final Exam

      • Examinable material: Content presented in class and containd in printed lecture notes.
      • Format: Four questions, similar to courseworks. Each question counts for 25 marks.
      • Style: The final exam will be OPEN BOOK. All printed, handwritten, photocopied etc. material is permitted. Only the use of electronic communication devices is prohibited.
      • Calculators are PERMITTED in the final exam (but they will be of no use).
      • The final exam will comprise 90% of your total module mark.
      • You can obtain a copy of your MARKED EXAM SCRIPT, at about 3 weeks after the final exam.
      • If you wish to obtain a copy of your final exam send me a request by email, by March 29th 2019 at the very latest: w.just@qmul.ac.uk.
      • Use your COLLEGE EMAIL ADDRESS and put your STUDENT ID in the subject field.
      • I am not going to give a special revision lecture after the Easter break. Instead we will run drop in sessions the week before the exam to deal with urgent last minute questions. In addition we will run a proper 2 hour mock exam (under exam conditions) in semester B (details will be announced in due course).
      • While I do not recommend to use past exam papers for revision (you do not have to pass the past exam paper, you have to pass the current one) past exam papers are available on the library web site. I won't have solutions for most of these past exam papers (as I did not set those, but if you have specific questions just ask). Last years' exam papers with marking schemes  are available below.
    • In-term Tests

      The school suggested to run two in-term tests (duration 50 minutes, multiple choice style), one in week 3, the other in week 8. Each test will comprise 5% of your module mark. Further details will be announced in due course. Finally the test paper will be published on this web page (see below).

      Statistics of the week 3 test results (MTH4107 and MTH4207)

      0 10 20 30 40 50 60 70 80 90 100 absent
      0% 1.1% 3.5% 5.5% 12.2% 16.2% 18.1% 19.7% 11.9% 4.6% 0.7% 6.4%

      Statistics of the week 8 test results (MTH4107 and MTH4207)

      0 10 20 30 40 50 60 70 80 90 100 absent
      0% 4.1% 8.0% 17.4% 20.3% 21.0% 14.2% 6.6% 3.2% 1.6% 0.7% 3.0%

    • FAQs

      • What were the final exam results in previous years in this module?
        Here is the statistics of raw (unscaled) final exam marks from 2018
        A B C D E F absent
        MTH4107 38.6% 21.7% 17.4% 4.9% 6.0% 6.5% 4.9%
        MTH4207 29.5% 24.6% 18.4% 6.8% 6.3% 7.2% 7.2%
      • How can I revise properly for the final exam?
        There is no silver bullett, revision is a very personal issue. It is a purpose of your three year study programme to give you a chance to develop your own revision strategies. Often students tend to refer to past exam papers, but I think that is often not the best strategy (at the end of the day you do not need to pass the past exam papers, you need to pass the current one). If you are familiar with the content of the lecture notes and if you are confident with coursework question then, I think, you are very well prepared for the final exam.
      • Where can I find solutions to past exam papers?
        Last years exam papers (which I set) with marking scheme are available in the Final Exam section. I won't have solutions to other past exam papers (since I did not set those), but if you need help in answering some of these older exam question just ask.
      • The final exam is open book. Does it mean it is harder than other closed book exams?
        No! The biggest mistake lectures do is setting open book exams at a harder level. Being open book has no impact on the level and the questions of the final exam. Performance of students in open and closed book exams is largely identical. Open book exams reduce the stress level of students (and may change slightly their revision strategy - e.g. students take carefully notes in lectures as they can use their notes in final exams).