The student-led tutorials count as obligatory assignments.
A class list is presented at the start of the session, and
every student has to tick off the exercise he/she is prepared
For each problem a random student is appointed to present
The presenting student has to be able to answer questions about
the solution, both from the class and from the teacher.
The solution does not have to be perfect, but is has to be complete
solution presented in good faith.
In the event that a student is caught bluffing, and clearly is not
able to give an adequate solution when called, all ticks for that
session are cancelled. The class will advice on the decision.
To be admitted to the exam, a student has to have ticked at least
40% of the problems. This is weigted so each tutorial session
counts 1/13 of the total.
The low threshold of 40% is considered to give sufficient slack for
sick leave and special circumstances. Mitigating circumstances
will only be considered in extreme cases.
You may collaborate as much as you please when you prepare for the
tutorial. When you present, however, you are each individually
The syllabus is defined by the video lectures and exercise sheets.
The exercise sheets are most important. Students who can answer
all the exercise sheets will have little trouble in the exam.
The exam may contain a few questions which have been covered
only by the video lectures, but such questions will make up
only a minor part of the exam.
The module assumes that you have learnt a few topics from
the common maths module in the first semester (or elsewhere).
You should know what a set is.
You should be familiar with common operations on sets.
Functions - what is a function?
You should be able to
add and multiply (dot product) matrices as well as vectors.
Rules of the game
Mathematics is no more or less difficult than other subjects, but
it takes time and effort to learn.
It is your responsibility to learn, and you have to put hard work into it.
I am here to help, but it is your responsibility to ask for help.
I assume that you ...
Have a reasonable background in mathematics from college
and the first semester (see above).
Use all of the provided learning aids and activities.
Put in the 16-20h per week assumed by the Bologna documents.
Come to the classroom sessions and ask questions.
I, on my part, will ...
Help as best I can in response to questions.
Amend, change, or extend the learning aids where appropriate.
Note that both videos and exercise sheets may be amended during
the semester. Such changes will be announced in the News section
on the web pages.
You should make sure that you are familiar with
the last version of the material before the exam.
Changes will not be made arbitrarily and hopefully not too often;
they will be made to correct errors and ommissions, or to make
the material easier to understand.