In 1837 English mathematicians Charles Babbage and Ada Lovelace collaboratively described a machine that could perform arithmetic al operations and store data within memory units. This design of their ‘Analytical Engine’ is the first representation of modern, general-purpose computer technology. Although modern computers have advanced far beyond Babbage and Lovelace’s initial proposal, they are still fundamentally relying on mathematic s for their design and operation.
This unit introduces students to the mathematic al principles and theory that underpin the computing curriculum. Through a series of case studies, scenarios and task-based assessments students will explore number theory within a variety of
scenarios; use applicable probability theory; apply geometric al and vector methodology; and finally evaluate problems concerning differential and integral calculus.
Among the topics included in this unit are: prime number theory, sequences and series, probability theory, geometry, differential calculus and integral calculus.
On successful completion of this unit students will be able to gain confidence with the relevant mathematic s needed within other computing units. As a result, they will develop skills such as communication literacy, critical thinking, analysis, reasoning and interpretation, which are crucial for gaining employment and developing academic competence.
By the end of this unit students will be able to:
LO1 Use applied number theory in practical computing scenarios.
LO2 Analyse events using probability theory and probability distributions.
L03 Determine solutions of graphical examples using geometry and vector methods.
LO4 Evaluate problems concerning differential and integral calculus.
