Module code: COM1026

Module provider

Computer Science

Module Leader

GILLAM L Dr (Computer Sci)

Number of Credits


ECT Credits



FHEQ Level 4

JACs code


Module cap (Maximum number of students)


Module Availability

Semester 1

Overall student workload

Independent Study Hours: 113

Lecture Hours: 36

Laboratory Hours: 8

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework CW 1 (IND) 20%
Coursework CW II (IND) 20%
Examination EXAMINATION - 2 HOURS 60%

Alternative Assessment


Prerequisites / Co-requisites


Module overview

The course introduces the core concepts of discrete mathematics, including truth tables, propositional and predicate logic, set theory, relations, functions and mathematical proof. These concepts are useful throughout the programme.

Module aims

This module aims to introduce students to some of the key concepts of logic, set theory, mathematical functions and proof methods in order to highlight the importance and power of abstraction within computer science. Students will also be introduced to Octave programming environment to perform calculations, plot graphs, and write simple programs

Learning outcomes

Attributes Developed
Recognise the importance and role of logic in computing C
Understand and manipulate propositions and predicates KCT
Understand and manipulate set theoretic expressions including relations and functional notation KCT
Sketch elementary mathematical functions KPT
Recognise, understand and construct rigorous mathematical proofs CT
Use Octave programming environment to perform calculations, plot graphs, and write simple programs KP

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content

Indicative content includes:


Truth tables
Propositional logic
Quantifiers & Predicate logic

Set theory:

Sets: definition, union, intersection, power set, set comprehension
Cartesian products, relations


Surjective, injective and bijective functions
Periodic, logarithmic, exponential and polynomial functions

Introduction to Octave:

Numerical calculations
Plot graphs
Simple programs to solve numerical problems (e.g., find zeros of a polynomial)

Proof Methods

Direct proofs
Proofs by contradiction
Proof by induction

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

Help students recognise the importance and role of logic in computing
Provide opportunities to manipulate propositions, predicates and set theoretic expressions including relations and functional notation
Help students to assimilate the concept of formal proof
Enable students to extract information about a function by sketching its graph
Highlight the links between logic, abstraction, software specifications and programming
Practise to perform calculations, plot graphs, and write simple programs using Octave


The learning and teaching methods include:

Lectures (11 weeks at 3h) using EVS handsets to gauge the students’ understanding
Laboratory session (4 weeks at 2h) using Octave.


Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate that they have achieved the module learning outcomes.

Thus, the summative assessment for this module consists of:

·         An individual coursework on truth tables, propositional and predicate logic. This addresses LO1 and LO2.

·         An individual coursework on sets, relations, functions and proof methods. This addresses LO1, LO3, LO4 and LO5.

·         A 2h unseen examination on the whole course content. This addresses LO1, LO2, LO3, LO4, LO5 and LO6.

The individual courseworks will be due around week 5 and 10 respectively. The exam takes place at the end of the semester during the exam period.


Formative assessment and feedback

EVS handsets are used extensively in the lectures with each lecture consisting of a number of slides explaining the theory followed by a number of slides gauging the students’ understanding. The answers are discussed when necessary, e.g., if a high proportion (more than 25%) of the students got the answer wrong.

Individual formative feedback will also be given during the lab sessions and as part of the summative assessment. 

Reading list


Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.