IFYME004 2023/24

MATHEMATICS
(ENGINEERING)
INTERNATIONALFOUNDATION
INTERNATIONAL FOUNDATION YEAR
YEAR (IFY)
(IFY)

© Northern Consortium UK Ltd. 0

TABLE OF CONTENTS

Syllabus Overview ............................................................................................................................... 2

Assessment .......................................................................................................................................... 3

Assessment Objectives ........................................................................................................................ 4

General Learning Outcomes ................................................................................................................ 4

Teaching, Learning and Assessment Guidance ................................................................................... 5

Resources .......................................................................................................................................... 11

Module Content ................................................................................................................................ 13

Appendix A - Exemplar Teaching Plan .............................................................................................. 24

Appendix B – Notation List ............................................................................................................... 34

Appendix C - Formula Booklet .......................................................................................................... 35

© NCUK Ltd 2023 1

SYLLABUS OVERVIEW
Module Code IFYME004

Module Name Mathematics Engineering

Programme Name International Foundation Year

Percentage breakdown of Coursework 0%

Percentage breakdown of Exam/Test 100%

The syllabus will usually be delivered over two 15-week

Delivery period
semesters

Recommended minimum teaching hours 120 (4 hours per week for 30 weeks)

Recommended minimum independent

120 (4 hours per week for 30 weeks)
study hours

AIMS
To develop student’s key knowledge, understanding, skills and application of mathematics appropriate
for entry to a degree course at an NCUK University.

General Aims
 To develop abilities to think logically, to recognise incorrect reasoning and to express ideas clearly.
 To develop an enthusiasm for the subject and the skills required to apply the knowledge to both
the further study and application of mathematics.
 To develop in students an understanding of how theory and application work together.
 To develop students’ skills in modelling and the interpretation of results.
 To develop the necessary English mathematics vocabulary and terminology to use their
mathematics knowledge effectively in an NCUK University.
 To encourage students towards a level of independence in both the planning and organisation of
their studies.
 To assist the development of competence and confidence of the students as learners, taking
responsibility for their own learning through directed reading and study.

Specific Aims
 To revise basic skills and develop further skills in algebra.
 To demonstrate basic skills in trigonometry and co-ordinate geometry.
 To differentiate and integrate, including the selection and use of appropriate rules and techniques,
and the application of calculus.
 To solve simple separable differential equations, including the exponential decay and/or growth
equation.
 To be confident and competent with the operations of a scientific calculator and its use.
 To apply mathematical techniques to simple “real life” problems.

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 TOPICS OF STUDY
 Linear Equations  Further Differentiation

 Simple probability  Functions

 Quadratic Equations, Remainder Theorem,  Further Trigonometry

Equation of a Circle and Inequalities

 Indices, Exponential and Logarithmic  Further Integration

Functions

 Binomial Expansions, Sequences and Series  Vectors

 Trigonometric Functions  Differential Equations

 Calculus - differentiation  Numerical Methods

 Calculus - integration  The Normal Distribution

ASSESSMENT
What is Assessed? Topics A-H

Duration/Word
2 hours 10 minutes
Count
End of
Semester 1 Total Marks 100
Test Approximately 13 compulsory questions of varying
Rubric
length.

Contribution to
30%
Overall Grade

What is Assessed? Topics A-P

Duration/Word
2 hours 40 minutes
Count
Final Total Marks 125
Examination
Approximately 15 compulsory questions of varying
Rubric
length.

Contribution to
70%
Overall Grade

© NCUK Ltd 2023 3

ASSESSMENT OBJECTIVES
End of
Semester 1 Exam
Description Overall
Test (70%)
(30%)
Knowledge & Understanding:
AO1 50-60% 50-60% ≈55%
Knowledge of mathematical techniques.

Application and Communication:

AO2 Recognising the appropriate procedure and 40-50% 40-50% ≈45%
applying combinations of skills and techniques.

GENERAL LEARNING OUTCOMES

On successful completion of this module, a student will be able to:

 Recognise, recall and apply specific mathematical facts, principles and

techniques.
Knowledge and
 Select, organise and present relevant information clearly and logically.
understanding
 Select and apply appropriate mathematical techniques to solving
problems.

 Apply mathematical techniques to problems from a variety of relevant

discipline areas.
 Present and interpret data in tables, diagrams and graphs.
 Carry out calculations using a formula booklet and calculator.
Intellectual skills
 Give answers to an appropriate degree of accuracy (i.e. to a specified
number of significant figures or decimal places).
 Discuss and interpret results obtained, including an estimate of
accuracy.

 Specify what data are required for a given task.

Practical skills  Recognise what aspect of Mathematics is required in a practical
Engineering situation.

 Study independently and make personal notes for problem-solving and

revision purposes.
 Source and retrieve information from a variety of locations such as
Transferable skills textbooks, websites etc.
 Select and employ problem-solving skills (description, formulation,
solution/analysis, interpretation).
 Manage and present data in a variety of formats.

© NCUK Ltd 2023 4

TEACHING, LEARNING
AND ASSESSMENT GUIDANCE
Teachers should use a range of different learning and delivery styles in order to give students experience
of the types of approach they will encounter in an NCUK University e.g. lectures, tutorials, seminars,
laboratory practicals etc. Appendix A (Exemplar Teaching Plan) suggests a delivery format designed to
facilitate teaching and learning in each topic. This is provided as a guide and teachers are at liberty to
diverge from this plan. The Study Centre may also choose to timetable more than the minimum number
of teaching hours (4 hours per week) to meet the needs and abilities of students.

Teachers should take every opportunity to use case study and data response or practice material to
develop the ability of students to apply their knowledge and develop their skills of handling and evaluating
information. Tutorials should involve both group and individual activities, with a strong emphasis on
applying knowledge from lectures and independent study to problem-solving. It is important for all
students to have opportunities to speak in English during each tutorial. Suggested activities include
students being encouraged to explain in English their answers in pairs or small groups, students providing
answers to the whole class whilst standing at the front of the group, student -led presentations, and group
activities that require discussion and debate.

Students will have different backgrounds in the subject and it will be necessary to provide opportunities
for directed independent study, so as to allow each student to develop at their own pace to reach the
required level for the assessments. Activities (homework) for independent study sh ould be set weekly. It
is advisable to also consult with EAP teachers when planning homework as there may be subject tasks
which can support the development of academic English (and vice-versa).

DEVELOPING INDEPENDENT LEARNING

It is important that the learners are given the guidance and support to develop from pupils within a teacher -
led learning environment, to students who feel confident taking ownership of their learning through
independent study. As students may have an educational background where concepts of teaching and
learning are different to those prevalent in NCUK Universities, aspects of independent learning should be
introduced gradually throughout the programme.

Below are suggested examples of ideas which could be used to encourage independent learning:

Acknowledging Failure and Success

A fear of failure or making mistakes can be a significant obstacle which prevents learners from being
independent. It is therefore important to acknowledge the benefits of failure with regard to learning early
in the module delivery. This could be explored in more depth through practical examples and calculations
in which failure leads to success. Teachers should ensure that students are also praised, particularly
through formative feedback, and encourage learners to demonstrate development from their past
mistakes.

Classroom Reversal

Where possible, teachers might entrust the teaching, practice and revision of sub -topics or items from the
syllabus to students themselves. Sharing the responsibility of teaching with students can be a more
motivating way to encourage them to take their first steps into independent study than being asked to
study independently for purely personal reasons. It also provides a strong reason why independent learning
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should be carried out (in this case, to support their peers) and a visible outcome of their independent work
(the performance of their peers).

A demonstration of possible student-led tasks and activities can be a useful way to introduce this concept
within the classroom. A clear schedule for student-led sessions can also help to make it routine. Sessions
could be led by groups initially before asking students to lead them individually when they have grown in
confidence.

PAST ASSESSMENTS
Many learners can find it reassuring to revisit past assessments to support their pr eparation for formative
and summative assessments. A selection of past Coursework, End of Semester 1 Test and Final Examination
papers are available for this purpose via the NCUK Teachers’ Hub. It is important that students are guided
to sections and questions which will support the meeting of current learning outcomes or that past
assessments are appropriately adapted to ensure their fit to the current syllabus.

While classroom time can be allocated to the review of and use of past papers, students should also have
the opportunity to make use of these for independent study. Teachers should work with colleagues to
decide which papers may be kept aside for use in formative assessment or class time and which to release
to students for independent study.

There are a number of ways past assessments can be used to support learning in addition to recalling
knowledge. These include:

 An exploration of incorrect or incomplete answers which could highlight gaps in understanding and
help to inform future teaching and learning
 Identifying whether the correct structure is being used to answer extended answers
 Practicing answers to certain questions within particular time constraints
 Distinguishing different command words, such as ‘explain’, ‘describe’ and ‘evaluate’
 Allowing students to notice weaknesses in their own knowledge or answers by allowing them to
self-mark with the assessment criteria
 Allowing students to establish a greater familiarity with the assessment criteria and what they are
expected to do to achieve a certain grade

SUPPORTING ENGLISH LANGUAGE DEVELOPMENT

It is important for the development of academic literacies that the delivery of the subject material is
integrated with the English for Academic Purposes (EAP) module (or EAP for Proficient Users or R esearch
and Communication Skills modules where appropriate). Regular communication between the subject
module teacher(s) and the EAP, EAPPU or RCS teacher(s) will provide a basis on which to support and
guide students. Students will benefit from collaborative activities, where the subject module and
EAP/EAPPU/RCS teachers jointly deliver classes in relation to activities such as essay or report writing
style and using academic sources.

There are also a number of simple tasks and approaches which can be bu ilt into this module which can
support language development. These include:

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Introducing New Vocabulary

When students are introduced to new vocabulary in class, ensure that these words are not introduced in
isolation, but in a chunk or phrase within a wider understood context. As an example, if students were
given the following extract from the Economist (2021), they may be unfamiliar with the word ‘ailments’:

The cholera pandemic of the early 1830s hit France hard. It wiped out nearly 3% of Parisians in a
month, and hospitals were overwhelmed by patients whose ailments doctors could not explain.

If this word was then to be explored and recorded, it would be better to look at this chunk:

…hospitals were overwhelmed by patients whose ailments doctors could not explain.

By giving students a clear context, it is easier to initially discern meaning while also making it more
memorable for revision. By keeping the word within a larger chunk, there are also a number of grammatical
and lexical relationships which can be established by learners:

 Common collocations; explain ailments, a patient’s ailments,

 The inclusion of ‘ailments’ in the semantic field of medicine / health.
 The determiner ‘whose’ implies that ‘ailments’ is a noun and the ‘s’ that it is a plural, countable
noun.
 Wider examples of past passive and defining relative clauses.

Although it should not be expected that this level of exploration is conducted within a subject module,
highlighting new vocabulary in chunks does give language learners a greater opportunity to notice features
of language at their own speed. It also provides a grammatical template which students can build on when
writing their own answers.

Highlighting Stressed Syllables

One way to support the development of students spoken fluency and overall rhythm is to draw attention
the stressed syllable within key, subject-specific vocabulary. This can be done very simply on the board in
a number of ways and you may wish to discuss this with the EAP/RCS teacher(s) at your Study Centre in
order to align your preferred method(s). As you may be students’ main model for how to pronounce
subject-specific vocabulary, it is essential they have a clear record which they can refer to during
independent study.

Encouraging Functional & Discursive Language

When completing written and spoken tasks, such as group discussions or the presentation of ideas within
class, you may wish to encourage students to use functional or discursive lang uage that will help them to
structure and explain their ideas with greater coherence and clarity. For instance, this may include language
for agreeing /disagreeing, clarifying what they have said when they are unclear, or how to highlight a
particular point. This could be achieved by:

 Asking students to take out, look at and use language explored for this purpose within their EAP
classes. Collaboration with the EAP teacher(s) to decide when in the module particular language
will be covered and for what purpose will greatly support students’ language development.

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  Make functional and discursive language relevant to your subject available in the classroom for
students to use. Adding useful language to walls or ‘vocabulary mats’ on desks can remind students
of language available to them while also encouraging independence.

Allowing Learners Time to Speak

Although some students may be reluctant to speak in class, it is also important to remember that less
proficient speakers require time to construct utterances and may need some time to prepare themselves.
While silence in a classroom can sometimes feel awkward, try to avoid fillin g this silence with teacher talk
time, particularly when you are expecting answers from students. You may want to prepare students to
speak by giving them advance warning, for example, by giving the class time to make notes before being
asked to speak. Alternatively, you may wish to select students to answer particular questions in advance.

© NCUK Ltd 2023 8

 FORMATIVE ASSESSMENT

It is important that students are given the opportunity to engage in and submit formative assessments
and receive feedback on this work. Formative assessment should be designed to inform students of their
progress and enable them to develop and practice coursework and examination skills.

In order to assist teachers in setting formative assessment, NCUK provides the following for this module:

 Exemplar assessments – a full set of exemplar assessments with mark schemes (End of Semester
1 Test, Coursework and Final Examination) are downloadable from the Teachers’ Hub. These can
be used as mock assessments for students throughout the academic year.

 Past exam questions – a set of past examination questions is accessible for teachers via the
Teachers’ Hub. Teachers can generate their own papers for use as practice exams, pick out
specific questions to work through with students in class, or set as homework.

In addition to the above, teachers should set regular homework tasks that allow students to understand
their strengths and weaknesses and should provide advice to students on how to improve in areas of
weakness.

Beyond developing students’ skills, the crucial element of formative assessment is the feedback provided
by the teacher. In some instances, it may also be appropriate for students to provide feedback on each
other’s work in a group setting.

© NCUK Ltd 2023 9

 SUMMATIVE ASSESSMENT

The breakdown of summative assessment for this module and the rubrics for each component are given
on page 3 of this document. All summative assessments are provided by NCUK.

End of Semester 1 Test

The End of Semester 1 Test will cover topics from Semester 1 only and will take place under examination
conditions. Teachers at the Study Centre will be responsible for marking the End of Semester 1 Tests in
accordance with the NCUK issued mark scheme.

Examination

The examination will cover topics from both semesters. Teachers at the Study Centre will be responsible
for marking the Examination in accordance with the NCUK issued mark scheme.

An NCUK approved calculator is permitted in the examination ( refer to NCUK policy ‘Calculator
Regulations’).

It is the Study Centre’s responsibility to provide the following materials for the End of Semester 1 test
and Examination:

 Graph Paper
 Formula Booklet (refer to Appendix C of this syllabus)

Supporting Documents

It is essential that coursework and examinations are administered in accordance with NCUK regulations.
Please refer to the following sections of the NCUK Academic Handbook for details :

 Coursework Administration and Regulations

 Centre Marking and Recording Results
 Academic Misconduct Policy
 Examination Administration

© NCUK Ltd 2023 10

RESOURCES

CGP Books (2017). Mathematics for A level The Textbook

ISBN: 9781782947233 (Print)

Electronic version available to purchase here

CGP Books (2018), AS and A level Further Maths for Edexcel Complete Revision
and Practice, Coordination Group Publications Ltd (CGP)
Core Textbooks

ISBN: 9781782948698 (Print)

Each copy comes with a free online edition.

An introduction to Mathematics written in the style of a travelogue:

Bellos, A. (2020), Alex’s Adventures in Numberland. Bloomsbury Publishing

ISBN: 9781526623997 (Print)

ISBN: 9781408811146 (eBook)

Further Reading
Centre for Innovation in Mathematics Teaching A-level Course Material:

https://www.cimt.org.uk/projects/mepres/alevel/alevel.htm

Free mathematics software:

http://www.geogebra.org/
https://www.desmos.com/

A variety of resources sorted by topic:

https://www.mathcentre.ac.uk/

A level maths resources including links to Engineering:

https://www.stem.org.uk/resources/curated-collections/secondary-and-level-
mathematics-0

A level maths revision resources:

Useful Websites
https://app.senecalearning.com/courses?Price=Free&Subject=Maths&Age+Gr
oup=A+Level

For students and teachers to pose or answer any maths problem at any level:
http://math.stackexchange.com

© NCUK Ltd 2023 11

 NCUK Teacher’s Hub – accessible via the NCUK learning and assessment
platform – please contact your Study Centre Academic Manager for access.

Teacher Resources

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MODULE CONTENT
All topics must be covered. Appendix A provides an Exemplar Teaching Plan which indicates the proportion
of time to be spent on each topic and activities to support student learning.

The table below details the topics and sub-topics to be covered. A set of specific learning outcomes (SLOs)
are given for each topic.

TOPIC A – LINEAR EQUATIONS

CONTENT SLOs

 The equation of a line, parallel and A1 Find the equation of a straight-line using co-
perpendicular lines. ordinate geometry.
 Solving pairs of simultaneous equations
using elimination, substitution and A2 Find parallel and perpendicular lines and sketch
graphical methods. appropriate graphs.

A3 Find the distance between two points and the

co-ordinates of the midpoint.

A4 Solve pairs of simultaneous equations using

elimination, substitution and graphical methods.

TOPIC B – SIMPLE PROBABILITY

CONTENT SLOs

 Define probability, use sample space B1 Find the probability of a single event.
diagrams to help calculate probabilities.
B2 Recognise that 𝑃(𝐴) and 𝑃(𝐴′) mean the
 Combining probabilities and using tree
probabilities of event 𝐴 occurring and event 𝐴
diagrams.
not occurring respectively.
 (Knowledge of conditional probability
such as 𝑃(𝐴|𝐵) is not expected in this B3 Find, for two events 𝐴 and 𝐵, the probabilities of
module.) both 𝐴 and 𝐵 occurring, and the probabilities of
 (The use of the symbols ∩ and ∪ will not either 𝐴 or 𝐵 occurring.
be expected in this module).
B4 Construct and use a tree diagram.

© NCUK Ltd 2023 13

 TOPIC C – QUADRATIC EQUATIONS, REMAINDER THEOREM, EQUATION OF A CIRCLE AND
INEQUALITIES

CONTENT SLOs

 Quadratic Functions: factorising, C1 Solve quadratic equations using factorising,

completing the square and using the completing the square and the quadratic
quadratic formula. formula.
 Remainder Theorem: simple algebraic
division; use of the Factor Theorem and C2 Carry out the process of completing the square
the Remainder Theorem. Graphs of to locate vertices (turning points) of graphs.
quadratic and cubic functions.
C3 Use the discriminant to determine the number
Geometrical interpretation of algebraic
solutions of equations. of real roots.
 Equation of a Circle: in the form C4 Use surds to give exact solutions.
(𝑥 − 𝑎)2 + (𝑦 − 𝑏)2 = 𝑟 2 .
C5 Use algebraic division by a monomial or
 Inequalities: manipulating inequalities, quadratic function.
solving linear and quadratic equations and
inequalities. C6 Sketch the graphs of quadratic and cubic
functions.

C7 Use the Factor Theorem. Use the Remainder

Theorem to determine the remainder when a
polynomial is divided by (𝑎𝑥 + 𝑏).

C8 Find the radius and co-ordinates of the centre of

a circle given its equation and vice versa.

C9 Recognise that the radius of a circle is

perpendicular to a tangent.

C10 Solve by substitution a linear and quadratic pair

of simultaneous equations and apply this to
finding the intersection of a line and a
curve/circle.

C11 Recognise and solve linear/quadratic equalities

and inequalities.

C12 Use algebraic and graphical methods to solve

inequalities.

C13 Recognise and distinguish between open and

closed intervals (candidates will be expected to
understand the word “integer”).

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 TOPIC D – INDICES, EXPONENTIAL AND LOGARITHMIC FUNCTIONS

CONTENT SLOs

 Laws of Indices for all rational exponents. D1 Use and apply the equivalences
 Exponential function: 𝑥 𝑎 × 𝑥 𝑏 ≡ 𝑥 𝑎+𝑏 ,
o exponential function and its graph 𝑥 𝑎 ÷ 𝑥 𝑏 ≡ 𝑥 𝑎−𝑏 ,
o introduction to rates of growth (𝑥 𝑎 )𝑏 ≡ 𝑥 𝑎𝑏
1
o solution of equations involving 𝑥 −𝑛 ≡ 𝑥 𝑛 ,
exponential functions 𝑥𝑎⁄𝑏 ≡ √𝑥𝑎
𝑏

 Logarithmic function:
o rules and manipulation of logarithms D2 Express solutions in exact form.
o logarithmic function and its graph D3 Use a calculator to evaluate exponential and
o relationship between exponential / logarithmic expressions.
logarithmic functions
D4 Sketch the graphs of 𝑦 = 𝑒 𝑥 , 𝑦 = 𝑒 −𝑥 and
o solution of equations involving
𝑦 = 𝑎𝑥 .
either exponential or logarithmic
functions D5 Apply exponential functions to problems.

D6 Apply the rules of logarithms to problems.

D7 Change the base of a logarithm.

D8 Solve equations involving exponential and

logarithmic functions including those involving
“hidden” quadratics.

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 TOPIC E – BINOMIAL EXPANSIONS, SEQUENCES AND SERIES

CONTENT SLOs

 Binomial expansions: E1 Expand (1 + 𝑥)𝑛 for small positive integer 𝑛.

o Pascal’s triangle
E2 Use Pascal’s triangle to find binomial
o factorials coefficients.
o binomial expansion (positive integer
powers, binomial coefficient E3 Expand (𝑎 + 𝑏)𝑛 where 𝑛 is a small positive
notation, evaluation of specific integer.
terms)
E4 Evaluate specific terms of the expansion of
(Candidates could be asked to write down the
(𝑎 + 𝑏)𝑛 where 𝑛 is a positive integer.
first few terms in ascending powers of 𝑥 of an
expansion with 𝑛 ≫ 5. The meaning of E5 Understand the idea of a sequence of terms
“ascending” or “descending” will always be using general formulae and recurrence relations.
given. They will be expected to understand the E6 Use sigma notation for series representations.
word “coefficient”)
E7 Recognise and sum a finite arithmetic series.
 Sequences and series: E8 Recognise and sum a geometric series.
o sequences
E9 Define, explain and test for convergence of a
o series series.
o sigma notation
 Finite Arithmetic Progressions (AP) and E10 Use an AP or GP to solve practical problems.
series including sum.
 Geometric Progressions (GP) and series
including sum.
 Convergence and divergence of geometric
series.

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 TOPIC F – TRIGONOMETRIC FUNCTIONS

CONTENT SLOs

 Angles (degree/radian measure). F1 Convert from radians to degrees and vice versa.
 Trigonometric ratios, trigonometric
F2 Recognise exact values of the trigonometric
functions (sine, cosine, tangent) and their
functions of 0, 30, 45, 60 and 90 degrees and
graphs.
their radian equivalents.
 Solutions of simple trigonometric
equations. F3 Find sin, cos and tan of any angle and sketch
 The identity cos2 𝑥 + sin2 𝑥 ≡ 1. their graphs.
sin 𝑥
 tan 𝑥 = cos 𝑥. F4 Use the area of a triangle formula
1
𝑎𝑏 sin 𝐶.
2

F5 Calculate inverse trigonometric functions.

F6 Find particular solutions of simple trigonometric

equations. (These equations will take the form:
𝑎 sin 𝑏𝑥 = 𝑐; 𝑎 cos (x + 𝑏) = 𝑐; 𝑎tan2 𝑏𝑥 = 𝑐
over any range.)

F7 Recognise that cos 2 𝑥 + sin2 𝑥 ≡ 1 and

sin 𝑥
tan 𝑥 = cos 𝑥 (extensive use of these properties is
not required at this stage).

F8 Apply the sine and cosine rules to an arbitrary

triangle.

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 TOPIC G – CALCULUS - DIFFERENTIATION

CONTENT SLOs

 Gradients of tangents and normals to G1 Evaluate the gradient of a curve at a point.

curves, limit form, polynomial rules (inc.
First Principles). G2 Recognise and explain the notation
𝑑𝑦
and 𝑓 ′ (𝑥).
𝑑𝑥
 Derivatives of simple functions
G3 Sketch the derivative graph
𝑑𝑦
.
(exponential, log, trigonometric. The 𝑑𝑥
trigonometric functions are sin 𝑥, cos 𝑥
and tan 𝑥 only). G4 Apply the limit formula to simple functions (first
principles). (This will be confined to single
 Use of Formula Booklet (see Appendix C).
powers of 𝑥.)
 Using derivatives to help sketch curves.
 Equations of tangents and normals. G5 Differentiate any polynomial and any power of
Maxima, minima and points of inflexion 𝑥.
which are stationary points.
G6 Use the formula booklet to obtain derivatives of
 Use of the second derivative. standard functions, including 𝑒 𝑘𝑥 where 𝑘 is a
constant.

G7 Explain second-derivative notation.

G8 Apply second derivatives to practical problems.

G9 Find stationary points for a given function.

G10 Distinguish between local maximum, local

minimum and point of inflexion which are
stationary points including application to curve
sketching. (Points of inflexion will be identified
only in instances of zero gradient.)

G11 Apply SLOs G8 and G9 to practical optimisation

problems.

G12 Obtain the equation of tangent and normal of a

curve at a specified point.

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 TOPIC H – CALCULUS - INTEGRATION

CONTENT SLOs

 Inverse of differentiation, standard H1 Identify integration as the inverse of

integrals (polynomial, trigonometric, differentiation.
exponential), indefinite and definite
integration. (The trigonometric functions H2 Use formula booklet to determine indefinite
1
are sin 𝑥 and cos 𝑥 only.) integrals including 𝑒 𝑎𝑥 and 𝑎𝑥+𝑏 where 𝑎 and 𝑏 are
 Area under a curve. constants.

H3 Form and explain the definite integral.

H4 Evaluate definite integrals.

H5 Find the area between a curve and the

x -axis, including areas partly above and partly
below the axis.

H6 Find the area between a curve and a straight line

and between two curves.

TOPIC I – FURTHER DIFFERENTIATION

CONTENT SLOs

 Product, quotient and chain rules I1 Apply the product rule, quotient rule and chain
(composite functions). rule.
 Implicit differentiation.
I2 Find
𝑑𝑦
of an implicit function and apply to
𝑑𝑥
inverse trigonometric functions e.g.
y = sin −1
(ax + b) .
I3 Recognise the result
𝑑
𝑎 𝑥 = 𝑎 𝑥 ln 𝑎.
𝑑𝑥

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 TOPIC J – FUNCTIONS

CONTENT SLOs

 Language: definition of function/terms: J1 Explain the terms many-one, one-one, one-

many-one, one-one, one-many, many- many, many-many.
many, mapping, domain, range, odd, even,
periodic. J2 Describe the terms mapping, domain, range, odd,
 Transformations: effect of even, periodic.
transformations on graphs. J3 Implement simple transformations (stretch
 Sketch graphs of transformed functions. parallel to 𝑥 − and 𝑦 − axes, translation by a
 Compositions: composition of two vector, reflection in 𝑥 − and 𝑦 − axes).
functions, conditions for inverse to exist.
 Modulus function: Investigate J4 Compose two functions.
relationship between graphs of y = f (x ) J5 Determine the inverse of a function.
and y = f (x ) .
J6 Sketch graphs of the modulus of linear functions.

J7 Solve linear modulus equations.

TOPIC K – FURTHER TRIGONOMETRY

CONTENT SLOs

 Simple trigonometric identities (double K1 Recognise and use the definitions of secant,
angle, sums, differences) and their use in cosecant and cotangent and their graphs.
calculus.
 Inverse trigonometric functions. K2 Work with inverse trigonometric functions, their
graphs and restricted domains.
 Use of a calculator for trigonometric and
inverse trigonometric functions, solutions K3 Use and apply the addition formulae and double
of harder trigonometric equations. angle formulae.

K4 Use and apply the identities 𝑠𝑒𝑐 2 𝜃 ≡ 1 + 𝑡𝑎𝑛2 𝜃

and csc²θ ≡ 1+cot²θ.

K5 Use the formulae given in SLOs F7, K3 and K4

to prove trigonometric identities.

K4 Use the formulae given in SLOs F7, K3 and K4

to solve trigonometric equations over a given
interval.

K5 Use the formulae given in SLOs F7, K3 and K4

in calculus.

K6 Use trigonometric identities to prove/show

various results.

© NCUK Ltd 2023 20

 TOPIC L – FURTHER INTEGRATION

CONTENT SLOs

 Integration by substitution: Change of L1 Integrate standard functions which may be

variables (inc. trigonometric substitutions polynomials, trigonometric functions or
and identities). exponential functions.
 Use of Formula Booklet (see Appendix C).
L2 Recognise the integral of
𝒇′ (𝒙)
= ln(𝑓(𝑥)) + 𝒄.
 Partial fractions: linear factors, repeated 𝒇(𝒙)
linear factors, quadratic factors, improper
fractions and integration by partial L3 Clarify what is meant by the term “partial
fractions. fraction”.
 Integration by parts (examination L4 Find partial fractions for linear, repeated linear
questions will involve no more than two and quadratic factors in form 𝑎𝑥 2 ± 𝑏.
applications).
 Evaluation of volume of revolution. L5 Find partial fractions for improper fractions.

L6 Carry out integration using partial fractions.

L7 Use substitution (including trigonometric forms)

to evaluate indefinite and definite integrals
(other than in simple cases, the substitution will
normally be given).

L8 Carry out integration by parts.

L9 Evaluate the volume of revolution of simple

solids (formed by rotation about the
𝑥 − axis only).

© NCUK Ltd 2023 21

 TOPIC M – VECTORS

CONTENT SLOs

 Representation and algebra: 2D and 3D M1 Define and demonstrate the terms scalar and
vectors. vector.
 Addition, subtraction, multiplication by a
scalar, unit vectors. M2 Apply vector addition and subtraction.

 Cartesian components, position vectors. M3 Write 2D vectors in 𝒊, 𝒋 notation and use a

 Scalar product: Definition, calculation. calculator to find the resultant vector.
 Vector equation of a line, angle between M4 Write 3D vectors in 𝒊, 𝒋, 𝒌 notation and find the
two lines, intersection of two lines. magnitude of a 3D vector.

M5 Evaluate the unit vector.

M6 Clarify the difference between a general vector

and a position vector.

M7 Find scalar products and examine Engineering

applications of a scalar product.

M8 Develop and evaluate the vector equation of a

line.

M9 Calculate the angle between two lines.

M10 Find the point of intersection of two lines.

M11 Calculate the perpendicular distance from a

point to a line.

TOPIC N – DIFFERENTIAL EQUATIONS

CONTENT SLOs

 Differentiation Techniques: the use of N1 Use and apply

𝑑𝑥
=
1
𝑑𝑦 .
𝑑𝑥 1 𝑑𝑦
= 𝑑𝑦 . 𝑑𝑥
𝑑𝑦
𝑑𝑥
N2 Find the order of a differential equation.
 Formation of simple differential equations
(may include related rates of change). N3 Develop simple first-order models of problems.
 Solution of first order differential
N4 Solve first-order differential equations by direct
equations with separable variables.
integration.

N5 Solve first-order differential equations by

separation of variables.

N6 Solve Engineering applications with initial

conditions.

N7 Solve differential equations with an exponential

rate of change.

© NCUK Ltd 2023 22

 TOPIC O – NUMERICAL METHODS

CONTENT SLOs

 Location of a root by change of sign. O1 Locate the roots of 𝑓(𝑥) = 0 by considering

 Using the Newton-Raphson method. changes of sign of 𝑓(𝑥) in an interval of 𝑥 in
 Numerical methods to find an which 𝑓(𝑥) is continuous.
approximate value of a definite integral.
O2 Solve equations using the Newton-Raphson
(Functions will be continuous.)
method.

O3 Use the trapezium rule to find an approximate

value of a definite integral.

O4 Use Simpson’s Rule to find an approximate value

of a definite integral.

O5 Deduce when the trapezium rule gives an

overestimate or an underestimate.

O6 Explain how the accuracy of the trapezium rule

and Simpson’s Rule can be improved.

O7 Find the percentage error in the approximation

of a definite integral.

TOPIC P – THE NORMAL DISTRIBUTION

CONTENT SLOs

 The Normal Distribution and its P1 Use the Normal distribution in an Engineering
applications. context. (Candidates will be expected to do this
 Confidence Intervals. on a calculator.)

P2 Set up a confidence interval for a mean where

the background distribution of any samples will
be Normal with a known standard deviation.

© NCUK Ltd 2023 23

APPENDIX A -
EXEMPLAR TEACHING PLAN
Please note that the table below allocates a minimum of 4 hours contact time per week. Study Centres
may need to schedule additional time depending on the ability of each cohort.

Method of delivery notation:

L – Lectures E – Exercises T – Tutorials O – Other (specified)

Week Hours Topic Teacher Guidance/Suggested Activities

1 1 A - Linear Equations Identify the gradient and intercept in the equation of a

straight line; calculate gradients of the normal. Find the
distance between two points and the co-ordinates of the
midpoint. (L/E)

There may be considerable variation in the algebraic

ability of students. Any practice in this area will probably
be good for independent and directed study.

1 A - Linear Equations Find equations of other lines which are parallel to or

perpendicular to the equation of a particular line. Solve
pairs of linear simultaneous equations using elimination,
substitution and graphical methods. (L/E)

1 A - Linear Equations Continue with simultaneous equations. Carry out

practice examples on linear equations. (Mostly E)

1 B - Simple Probability Evaluate the probability of a single event. Familiarity

with the notation 𝑃(𝐴) and 𝑃(𝐴′ ) and realise that 𝑃(𝐴′ ) =
1 − 𝑃(𝐴). (L/E/T)

2 1 B - Simple Probability For two events 𝐴 and 𝐵, work out the probability of both
happening, and of either happening. (Set notation is not
required at this level – neither will candidates be
expected to be aware of mutual exclusivity). Construct a
tree diagram and use it to work out combined
probabilities. (Mostly L)

1 C - Quadratic Functions Carry out a completing the square process and be able to
and Equations sketch the graph of a quadratic function. (L/E)

Handling algebra is often a weak spot, so what was said

about independent and directed study in the previous
week probably applies here.

© NCUK Ltd 2023 24

 1 C - Quadratic Functions Solve quadratic equations by factorising, completing the
and Equations square and using the quadratic formula. Candidates must
be able to present answers in surd form and understand
the significance of the discriminant (but will not be
expected to evaluate the size of coefficients in the
original equation which give, for example, two real
roots). (L/E)

If time runs short, there is scope for continuing the

process of solving by factorisation in the following week.

1 C - Quadratic Functions Continuation of previous session. (T & mostly E)

and Equations

3 1 C - Further simultaneous Solve by substitution two equations – one of which is

equations quadratic and the other linear. (E & mostly L)

1 C - Equation of a Circle The form (𝑥 − 𝑎)2 + (𝑦 − 𝑏)2 = 𝑟 2 . Find the radius and
coordinates of the centre of a circle given its equation
and vice versa. Know that the radius of a circle is
perpendicular to a tangent.

Link with previous lesson on solving equations e.g. find

the points of intersection between a line and a circle.

1 C - Inequalities Solve linear and quadratic inequalities, either by using

algebra or graphical methods. Recognise open and
closed intervals and understand what an integer is. (L/E)

1 C - Remainder Theorem Use the Factor Theorem to show a given monomial is a

factor of a polynomial and the Remainder Theorem to
find its remainder upon division if it is not a factor.
Candidates will be expected to divide a polynomial by a
monomial or quadratic expression, and to be able to
factorise an expression completely. (L/E)

4 1 C - Remainder Theorem Continuation of previous session. (Mostly E)

1 D - Indices Know that 𝑥𝑎 × 𝑥𝑏 ≡ 𝑥𝑎+𝑏 , 𝑥𝑎 ÷ 𝑥𝑏 ≡ 𝑥𝑎−𝑏 , (𝑥𝑎 )𝑏 = 𝑥𝑎𝑏

1
and 𝑥𝑎⁄𝑏 ≡ √𝑥𝑎 . (L/E)
𝑏
. 𝑥−𝑛 ≡
𝑥𝑛

1 D - Indices Find the exact solutions of equations which use indices.

(L & mostly E)

1 D - Exponential Understand what an exponential is and be able to sketch

Functions the graphs of 𝑦 = 𝑒 𝑥 , 𝑦 = 𝑒 −𝑥 and 𝑦 = 𝑎 𝑥 . (Mostly L)

Investigating exponential growth and decay could

provide good material for independent or directed study.

5 1 D - Exponential Relate exponential change to a real situation e.g.

Functions population growth and decomposition of a solid into a
liquid or a gas. (L/E/T)

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 1 D - Logarithmic Understand how a logarithm behaves and compare it to
Functions real-life situations such as the Richter and pH scales.
(Mostly L)

1 D - Logarithmic Establish the connection between logarithms and

Functions exponentials. (L/E)

Practice at using and manipulating logs would be

invaluable time spent for independent and directed
study.

1 D - Logarithmic Use the logarithmic laws and apply them to solve

Functions equations and simplify expressions. (L & mostly E)

6 1 D - Logarithmic Consolidate on previous work and practice in the use of

Functions logarithms. (E/T)

1 E - Binomial Expansions Revise expansion of quadratic functions. Use Pascal’s

Triangle to find binomial coefficients and be able to
expand completely (1 + 𝑥)𝑛 and (𝑎 + 𝑏)𝑛 where 𝑛 is a
small positive integer (normally not more than 5). (L/E)

1 E - Binomial Expansions Continuation of previous session. (Mostly E)

1 E - Binomial Expansions Consolidate the previous two sessions. Candidates will

be expected to pick out single terms in the expansion of
(𝑎 + 𝑏)𝑛 where 𝑛 is any integer. Candidates must also
know what a coefficient is. (L/E/T)

7 1 E - Progressions Start on progressions and introduce the difference

between an Arithmetic Progression (AP) and a Geometric
Progression (GP). Identify the first term and common
difference in an AP. (E & mostly L)

1 E - Progressions Use the relevant formulae to find the 𝑛th term and the
sum of the first 𝑛 terms of an AP and a GP. (L/E)

Candidates could be asked to find the first term of a GP,

or how many terms are needed for geometric series, to
exceed a certain value. This should only be done once
logs have been covered.

1 E - Progressions Candidates should be able to find the common

difference, common ratio and first term having been
given the 𝑛th term or sum of the first 𝑛 terms. (L & mostly
E)

1 E - Progressions Use sigma notation and be able to generate a progression

from a sigma expression. Generate the first few terms of
a simple recurrence relation. Understand the idea of
convergence and the conditions needed. Find the sum
to infinity of a convergent series. (L/E)

© NCUK Ltd 2023 26

8 1 F - Trigonometric Understand the definition of a radian; convert angles
Functions from degrees to radians and vice versa. Calculate the sin,
cos and tan of any angle and be familiar with their graphs.
(L/E)

1 F - Trigonometric Know how to find the inverse of a trigonometric

Functions expression and solve simple trigonometric equations.
Candidates will also need to be able to quote and
recognise the exact values of the trigonometric functions
of 0, 30, 45, 60 and 90 degrees and their radian
equivalents. (L/E)

1 F - Trigonometric Consolidate the previous two sessions and practice at

Functions examples – particularly solving the equations and
identifying all the angles in each interval. (E/T)

It is probably a case of the more time that students spend

at practising examples in independent and directed
study, the better.

1 F - Trigonometric Apply the sine and cosine formulae to a non-right-angled

Functions triangle and use the formula for the area of a triangle
1
𝑎𝑏 sin 𝐶. Candidates should be familiar with the identity
2
sin 𝑥
cos2 𝑥 + sin2 𝑥 ≡ 1 and with tan 𝑥 = . (L/T)
cos 𝑥

9 1 G - Differentiation Revision of finding the gradient of a straight line;

understand the definition of the gradient of a curve at a
point and, using first principles, find an expression for
this gradient (using single integral powers of 𝑥 only).
(Mostly L)

1 G - Differentiation Using first principles, find gradient functions of other

small powers of 𝑥. Introduce the idea of differentiating
any power of 𝑥. (Mostly L)

1 G - Differentiation Use
𝑑𝑦
and 𝑓 ′ (𝑥) and be able to differentiate any
𝑑𝑥
polynomial and any power of 𝑥. (L/E)

1 G - Differentiation Practice of differentiating polynomials and substituting

in values of 𝑥. (Mostly E)

10 1 G - Differentiation Extend differentiation to find the equations of a tangent

and a normal to a curve at a specified point. (L/E)

1 G - Differentiation Extend the process to differentiation of exponentials

(expressions of the form 𝑦 = 𝑒 𝑘𝑥 ) and logarithms. (L/E)

1 G - Differentiation Differentiation of trigonometric expressions (sin 𝑥,

cos 𝑥 and tan 𝑥 only). Use of the formula booklet to
obtain derivatives of standard functions. (L/E)

1 G - Differentiation Consolidate on the previous two weeks’ work with

plenty of practice at differentiation. (E/T)

© NCUK Ltd 2023 27

 Plenty of scope here for practice in independent and
directed study.

11 1 G - Differentiation Find the second derivative of a function and be familiar

𝑑2 𝑦
with the notation 𝑑𝑥 2
and 𝑓 ′′ (𝑥). (L/E)

1 G - Differentiation Find the stationary points of a function. (L/E)

Points of inflexion will be identified only in instances of

zero gradient.

1 G - Differentiation Determine the nature of any stationary point. (L/E)

1 G - Differentiation Sketch the graph of a function once the turning points

are known. Sketch the graph of a derivative. (Mostly E)

12 1 G - Differentiation Extend the process of finding stationary values to

practical optimisation problems. Typical cases could be
to find the maximum volume of a solid which has a fixed
surface area, and to find the minimum surface area of a
solid with a fixed volume. (Mostly L)

Other examples could be maximising an area of a shape

with fixed perimeter.

1 G - Differentiation Extension of previous session. (L/E)

1 G - Differentiation More practice at optimisation problems and start of a

general consolidation of differentiation. (Mostly E)

In view of the size of this topic, a long consolidation will

probably be necessary.

1 G - Differentiation Completion of the consolidation started the previous

session. (E/T)

13 1 H - Integration Identify integration as the inverse of differentiation.

Integrate any power of 𝑥. (Mostly L)

1 H - Integration Integrate 𝑒 𝑘𝑥 where 𝑘 is a constant; integrate sin 𝑥 and

cos 𝑥. (L/E)

1 H - Integration Realise the integration of

1
= ln 𝑥 + 𝑐. Use the formula
𝑥
booklet to determine indefinite integrals including
1
integrals of the form 𝑎𝑥+𝑏
where 𝑎 and 𝑏 are constants.
(L/E)

Practice at integration would probably be time usefully

spent in independent and directed study.

1 H - Integration Find the indefinite integral of any of the functions above.

(Mostly E)

© NCUK Ltd 2023 28

14 1 H - Integration Evaluate definite integrals. (L/E)

1 H - Integration Apply definite integrals to finding the area between the

curve and the 𝑥 − axis. (L/E)

1 H - Integration Find more difficult areas, including those below the

𝑥 −axis. (L & mostly E)

Students should realise that areas below the 𝑥 − axis will

give negative values and appreciate the meaning of an
integral giving zero.

1 H - Integration Extend integration to finding an area which is bound by

two or more curves. (E/T)

15 End of Semester 1 Test

16 1 I - Further Differentiate using the product rule. (L/E)

Differentiation
e.g. differentiate 4𝑥 3 cos 𝑥.

1 I - Further Differentiate using the quotient rule. (L/E)

Differentiation
1− 𝑥 2
e.g. differentiate .
1+ 𝑥 3

1 I - Further Differentiate using the chain rule. (L/E)

Differentiation
Examples of the chain rule are: Differentiate (2 − 𝑥 3 )5
and 𝑒 sin 𝑥 .

1 I - Further Consolidate on the three previous sessions.

Differentiation Know the result
𝑑
𝑎 𝑥 = 𝑎 𝑥 ln 𝑎. (Mostly E)
𝑑𝑥

Practice at differentiation in independent and directed

study time will be invaluable.

17 1 I - Further Understand what an implicit function is and how to apply

Differentiation differentiation. (Mostly L)

In this module, candidates will be expected to draw on

concepts learnt in topic G.

1 I - Further Find
𝑑𝑦
of an implicit function which could involve use of
𝑑𝑥
Differentiation the product rule. (L/E)

Again, time spent practising in independent and directed

study will be invaluable.

1 I - Further Find the equations of a tangent and a normal at a point.

Differentiation (L/E)

© NCUK Ltd 2023 29

 1 I - Further Differentiation Find stationary values. (L/E)

18 1 J - Functions Understand what a function is and learn the terminology

detailed in specific learning outcomes J1 and J2. (Mostly
L)

1 J - Functions Find the inverse of a function and explain why an inverse

may not exist. Compose two functions. (L/E)

Realise that the domain and range of the inverse of a

function is just their interchanging in the original
function.

1 J - Functions Carry out transformations on functions (stretch parallel

to 𝑥 − and 𝑦 − axes, translation and reflection in 𝑥 − and
𝑦 − axes) and sketch the graphs. (L/E)

1 J - Functions Understand what a modulus is and sketch the graph of a

modulus function. Solve a linear modulus equation,
either by graph or by algebra. (L/E)

This topic will be confined to linear functions.

19 1 K - Further Trigonometry Introduce sec, cosec and cot and their graphs. Graphs of
inverse trig functions.

The bulk of the time will probably be spent practising

examples.

Independent and directed study time can be put to good

use in this area.

1 K - Further Trigonometry Revise cos2 x + sin2 x ≡ 1 and

sin 𝑥
tan 𝑥 =
cos 𝑥
introduce sec 2 𝜃 = 1 + tan2 𝜃,
csc²θ = 1 + cot²𝜃 (L/E)

1 K - Further Trigonometry The addition formulae [sin(𝐴 ± 𝐵); cos(𝐴 ± 𝐵); tan(𝐴 ±
𝐵) and double angle formulae sin 2𝐴; cos 2𝐴 ; tan 2𝐴].
Apply these formulae to show simple identities. (L/E)

1 K - Further Trigonometry Solve equations in each interval. (L/T)

20 1 K - Further Trigonometry Use the formulae to differentiate trigonometric

functions. (Mostly E)

Candidates could for example be asked questions along

the lines ‘show that the differentiation of tan 𝑥 is sec 2 𝑥. ′
2tan 𝑥
or ‘differentiate ‘
1− 𝑡𝑎𝑛2 𝑥

1 K - Further Trigonometry Use the formulae to integrate functions. (Mostly E)

© NCUK Ltd 2023 30

 e.g. integrate sin2 𝑥. As for the previous week, it is
anticipated that much of the time will be spent doing
practice. There is also good scope for independent and
directed study.

1 K - Further Trigonometry Use trigonometric identities to prove/show various

results. (E/T)

1 K - Further Trigonometry Consolidate on previous three sessions. (E/T)

21 1 L - Further Integration Integrate standard functions. Recognise the integral of

𝑓 ′ (𝑥)
𝑓(𝑥)
. (L/E)

1
e.g. cos 5𝑥, 𝑒 𝑎𝑥 , sec 2 3𝑥, 𝑎𝑥
.

1 L - Further Integration Continuation of previous session. (Mostly E)

1 L - Further Integration Integrate by change of variable. Integrals involving a

substitution can be indefinite or definite. (L/E)

Other than in simple cases, the substitution to be used

will normally be given.

1 L - Further Integration Continuation of previous session. (Mostly E)

Independent and directed study time can be put to good

use in this area.

22 1 L - Further Integration Resolve an expression into partial fractions. (Mostly L)

The number of partial fractions will not exceed three.

1 L - Further Integration Resolve an improper fraction into partial fractions. (L/E)

Denominators will be linear, repeated linear or quadratic

[in the last case, the expression will be of the form
(𝑎𝑥 2 ± 𝑏) ].

1 L - Further Integration Consolidate on previous two sessions. (E/T)

1 L - Further Integration Integrate an expression in partial fraction form. (L/E)

23 1 L - Further Integration Integrate by parts. (L/E)

The process will be applied not more than twice.

1 L - Further Integration Continuation of previous week. (Mostly E)

1 L - Further Integration Find the volume of revolution of simple solids. (L/E)

Rotations will be about the

𝑥 − axis only.

© NCUK Ltd 2023 31

 1 L - Further Integration General consolidation where candidates develop the skill
of recognising what integration method is needed. (E/T)
Practising examples in directed and independent study
will probably be time well spent.

24 1 M - Vectors Understand the difference between scalar and vector.

Apply addition and subtraction to 2D and 3D vectors.
(L/E)

1 M - Vectors Find the resultant of 2D vectors (and apply to

Engineering situations). (L/E)

The sine and cosine formulae may need to be applied.

1 M - Vectors Find the magnitude of 3D vectors. Evaluate, and

understand what is meant by a unit vector. (L/E)

1 M - Vectors Understand the difference between a general vector and

a position vector; develop the vector equation of a line.
(L/E)

25 1 M - Vectors Use the scalar product to find the angle between two
lines. (L/E)

1 M - Vectors Find the point of intersection of two lines and provide

evidence to show when two lines do not meet. (L/E)

Practice at finding the point of intersection of two lines

will be useful in directed and independent study time.

1 M - Vectors Calculate the distance between two points, and the

shortest distance from a point to a line. (L/E)

1 M - Vectors Consolidate on previous three sessions. (L/E/T)

26 1 N - Differential Equations Identify the order of a differential equation. Set up a

differential equation in an engineering context if
appropriate. (L/E)

Candidates could be asked to solve a differential

equation which involves an exponential rate of change.

1 N - Differential Equations Solve a differential equation by direct integration or

separation of variables. Understand what is meant by a
general solution. (L/E)

1 N - Differential Equations Continuation of previous session. (Mostly E)

1 N - Differential Apply any boundary conditions. Solve differential

Equations equations with boundary conditions (in an engineering
context where appropriate). (E/T)

27 1 O - Numerical Methods Locate the roots of 𝑓(𝑥) = 0 by considering changes of

sign of 𝑓(𝑥) in an interval of 𝑥 in which 𝑓(𝑥) is continuous.

© NCUK Ltd 2023 32

 Apply the Newton-Raphson method to find a more
accurate solution to an equation. (L/E)
Candidates will not be required to confirm the continuity
of a function. When using the trapezium rule and
Simpson’s Rule, candidates could be asked how accuracy
can be improved (normally by using more ordinates) and
appreciate when answers may be overestimates or
underestimates when using the trapezium rule.

1 O - Numerical Methods Use the trapezium rule to estimate the value of a definite
integral. (L/E)

1 O - Numerical Methods Use Simpson’s Rule to estimate the value of a definite

integral. (L/E)

1 O - Numerical Methods Evaluate definite integrals where possible and compare

answers with approximations obtained using the
trapezium rule or Simpson’s Rule. (L/E/T)

Candidates could be asked to find the exact value of an

integral and then find the percentage error in their
estimate.

28 1 P - The Normal Introduce the Normal distribution and the relevant use
Distribution of a calculator. (Mostly L)

Students may be able to relate to an Engineering context

where appropriate (possibly the diameter of a piston ring
which has to be within certain limits so as to be classified
as not too small and not too large and working out the
percentage of rings falling into this category).

1 P - The Normal Convert data into standardised form. Be aware of the

Distribution limitations of the Normal distribution (e.g. the
assumption that there is no restriction on the values
taken by 𝑥 but this is not usually the case in reality). (L/E)

Candidates should be aware of the Central Limit

Theorem but will not be required to apply it.

1 P - The Normal Set up a confidence interval (any samples will be taken

Distribution from a background distribution which is assumed to be
Normal with a known standard deviation). Explain what
is meant by a confidence interval. (L/E)

1 P - The Normal Consolidate on the work covered over the last three
Distribution sessions. (E/T)

29 4 Revision

30 Exam Week

© NCUK Ltd 2023 33

APPENDIX B – NOTATION LIST
The notation below may be used in IFY Maths Engineering assessments without explanation. If forms of
notation other than those listed are used in an assessment they will be defined within the question.

∞ Infinity

𝑎 First term for an arithmetic or geometric sequence

𝑑 Common difference for an arithmetic sequence

𝑟 Common ratio for a geometric sequence

𝑆𝑛 Sum to 𝑛 terms of a sequence

𝑆∞ Sum to infinity of a sequence

∑𝑛𝑖=1 𝑎𝑛 𝑎1 + 𝑎2 + ⋯ + 𝑎𝑛

√𝑎 the non-negative square root of 𝑎

|𝑎| the modulus of 𝑎
𝑑𝑦
the derivative of 𝑦 with respect to 𝑥
𝑑𝑥

𝑓′(𝑥) the derivative of 𝑓(𝑥) with respect to 𝑥

𝑑²𝑦
𝑑𝑥²
the second derivative of 𝑦 with respect to 𝑥

𝑓′′(𝑥) the second derivative of 𝑓𝑥 with respect to 𝑥

∫ 𝑦 𝑑𝑥 the indefinite integral of 𝑦 with respect to 𝑥

𝑏
∫𝑎 𝑦 𝑑𝑥 the definite integral of 𝑦 with respect to 𝑥 between the limits 𝑥=𝑎 and 𝑥=𝑏

(𝑛𝑟), n C r the binomial coefficient

𝑓 −1 (𝑥) the inverse function of the function 𝑓𝑥

𝑓[𝑔(𝑥)] the composite function of 𝑔 and 𝑓

sin,cos,tan
csc,sec,cot
the trigonometric functions

sin−1 , cos−1 , tan−1 the inverse trigonometric functions

𝑃(𝐴) probability of the event 𝐴

𝐴′ complement of the event 𝐴

𝑧 standardized normal random variable

𝒊, 𝒋, 𝒌 unit vectors in the directions of the cartesian coordinate axes

© NCUK Ltd 2023 34

APPENDIX C - FORMULA BOOKLET

Refer to separate Formula Booklet.

It is the Study Centre’s responsibility to print “clean” (new) copies of the Formula Booklet for the End of
Semester 1 Test and Final Examination.

© NCUK Ltd 2023 35

 Syllabus Update History:
NCUK International Foundation Year
Mathematics (Engineering)

Release Version No. Summary of Main Changes Author

Date
June 2023 4.3 • Updated for 2023/24 Product Team
May 2022 4.2 • Updated for 2022/23 Product Team
Sept 2021 4.1 • Link to electronic version of textbook updated after change by publisher Product Team
June 2021 4.0 • Full review Debby Gill, Peter
Davies & Product
Team

This syllabus is valid for the 2023-24 academic year only .

© NCUK Ltd 2023 36

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