This page is for the academic year 2021-22. The current handbook year is 2022-23
Department: Mathematical Sciences
Linear Algebra I
||Available in 2021/22
- Normally, A level Mathematics at grade A or better and AS
level Further Mathematics at grade A or better, or
Excluded Combination of Modules
- Mathematics for Engineers and Scientists (MATH1551), Single
Mathematics A (MATH1561), Single Mathematics B (MATH1571)may not be taken with or after this
- This module is designed to follow on from, and reinforce, A level
- It will present students with a wide range of mathematics ideas in
preparation for more demanding material later.
- Aim: to give a utilitarian treatment of some important mathematical
techniques in linear algebra.
- Aim: to develop geometric awareness and familiarity with vector
- A range of topics are treated each at an elementary level
to give a foundation of basic definitions, theorems and computational
- A rigorous approach is expected.
- Linear Algebra in n dimensions with concrete illustrations
in 2 and 3 dimensions.
- Vectors, matrices and determinants.
- Vector spaces and linear mappings.
- Diagonalisation, inner-product spaces and special
- Introduction to group theory.
- By the end of the module students will: be able to solve a
range of predictable or less predictable problems in Linear
- have an awareness of the basic concepts of theoretical
mathematics in Linear Algebra.
- have a broad knowledge and basic understanding of these
subjects demonstrated through one of the following topic areas:
- Vectors in Rn, matrices and determinants.
- Vector spaces over R and linear mappings.
- Diagonalisation and Jordan normal form.
- Inner product spaces.
- Introduction to groups.
- Special polynomials.
- Students will have basic mathematical skills in the following
areas: Modelling, Spatial awareness, Abstract reasoning,
Modes of Teaching, Learning and Assessment and how these contribute to
the learning outcomes of the module
- Lectures demonstrate what is required to be learned and the
application of the theory to practical examples.
- Tutorials provide active engagement and feedback to the learning process.
- Weekly homework problems provide formative assessment to guide
students in the correct development of their knowledge and skills. They
are also an aid in developing students' awareness of standards
- Initial diagnostic testing and associated supplementary
problems classes fill in gaps related to the wide variety of syllabuses
available at Mathematics A-level.
- The examination provides a final assessment of the achievement
of the student.
Teaching Methods and Learning Hours
||3 per week in terms 1, 2 or 3 per week in term 2 (alternating fortnightly with Problems Classes), 2 revision lectures in term 3.
||Weekly in weeks 2-10, fortnightly in weeks 14-20, and one in week 21.
||Fortnightly in weeks 13-19
||Weekly in weeks 2-10 and 12-20
|Preparation and Reading
||Component Weighting: 90%
||Length / duration
|Component: Continuous Assessment
||Component Weighting: 10%
||Length / duration
|Weekly assignments during the first 2 terms.
Normally, each will consist of solving problems and will typically
be one to two pages long. Students will have about one week to complete
45 minute collection paper in the beginning of Epiphany 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