Module Information
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Presentation (peer assessed) (i) Demonstration | 30% |
| Semester Assessment | Written Coursework (ii) Poster (A3) | 35% |
| Semester Assessment | Written Coursework (iii) Pamphlet (short report of 2000 words) | 35% |
| Supplementary Assessment | Written Coursework (ii) Poster (A3) - Resubmit failed components. | 35% |
| Supplementary Assessment | Written Coursework (iii) Pamphlet (short report of 2000 words) - Resubmit failed components. | 35% |
| Supplementary Assessment | Demonstration (i) Presentation (staff assessed) - Resubmit failed components. | 30% |
Learning Outcomes
On successful completion of this module students should be able to:
Lead a group demonstration session of a game/puzzle.
Analyse a game/puzzle and present key features via a poster.
Identify key information about a game/puzzle and communicate this via a pamphlet.
Brief description
There is an increasing demand in the workplace for graduates skilled in problem solving, and who are then able to communicate their findings. This module consists of analysing various games and puzzles, by both logical reasoning and experimentation in play, and then disseminating the information through presentations, posters, and pamphlets. Students will work in groups. For each puzzle, students will complete exactly one of the assessments.
Aims
Many (board, card, dice) games and puzzles contain tactical and planning elements. Winning strategies often depend on analysing the problem, solving by restructuring as a connected set of easier problems. For well-known games and puzzles, such a noughts and crosses, blackjack, regular sudoku, and the Tower of Hanoi, optimal strategies have been formulated. The purpose of this module is to take lesser known problems of similar complexity, such as those described in the IMA Maths Arcade. (https://ima.org.uk/865/maths-aracade-selected-games-and-resources/), and develop writing formulas. (Problems will be selecetd on teh interests and availability of staff, and are likley to change each year.) Key elements of the module are experimentation during practical sessions, and teh ability to communicate the outcomes both verbally and in written form.
Content
2. THREE GIVEN PUZZLES/GAMES. Outline. Experimentation. Analysis of game/puzzle. Student led demonstration session. Reflection on outcomes.
3. POSTERS. Selecting content. Approrpiate balance of text and pictures
4. PAMPHLETS. Writing concise and informative summaries. Outling rules and strategies.
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | Present throughout the module. |
| Communication | Verbal instructions should clarify understanding; written documents must be clear and well-structured; presentations should be informative and easy to comprehend. |
| Improving own Learning and Performance | Students are expected to develop their own approaches to time-management regarding the completion of tasks on time. |
| Information Technology | Word processing skills required for report writing. |
| Personal Development and Career planning | Ability to analyse a problem, and develop optimal strategies. |
| Problem solving | Fundamental part of the module |
| Research skills | Students will be encouraged to independently find and assimilate useful resources |
| Subject Specific Skills | Develops logical thinking and systematic approaches. |
| Team work | Students will be working in teams throughout the module. |
Notes
This module is at CQFW Level 4