University of Macau
Electrical and Computer Engineering Department
Coordinating Unit: Department of Mathematics, Faculty of Science and Technology
Supporting Unit(s): Nil
Course Code: ECEB 251 Year of Study: 3 or 4
Course Title: Numerical Method and Computation
Compulsory/Elective: Elective
Course Prerequisites: Nil
Prerequisite
Nil
Knowledge:
Duration: One semester Credit Units: 3
Class/Laboratory
3 hours of lecture and 1 hour of tutorial per week.
Schedule:
Laboratory/Software
Matlab (http://www.mathworks.com/)
Usage:
This course is an introduction to the concepts and methods of numerical methods. It covers
most major topics in solving nonlinear equation, function interpolation, numerical calculus
Course Description:
and linear regression. It is designed to develop the understanding the basic theory and to
familiar with operations and Matlab programming of the subject.
1. Understand the fundamental theories of numerical methods
Course Objectives: 2. Be able to formulate and solve math problems numerically
3. Understand to able to use Matlab developing platform
Upon completion of this course, students are expected to:
1. Understand and be able to solve nonlinear equations
Learning Outcomes 2. Understand and be able to Lagrange and Newton interpolation
(LOs): 3. Understand and be able to use numerical differentiation
4. Understand and be able to use numerical integration
5. Understand basic of linear regression
Texts & References:
1. Numerical Methods Using Matlab (4th Edition), J. Mathew and J. Fink, Prentice Hall, 4
(* recommended edition (Jan. 1, 2004)
textbook(s))
• Homework: 10%
• In-Class Quizzes: 10%
Student Assessment:
• Midterm examination: 20%
• Final examination: 60%
Learning Outcome • Assignments, Quizzes, midterm and final examination
Assessment:
1
Lecture Service learning
Guest speakers Internship
Case study Field study
Pedagogical Role playing Company visits
Methods: Student presentation e-learning
Project Independent study
Simulation game Others: _____________________
Exercises and problems
Case Study
Role Playing
Student Presentation
Individual project/paper
Group project/paper
Simulation Game
Exercises & problems
Service learning
Internship
Field Study
Company visits
Written examination
Oral examination
Others (please specify)
Major Assessment
Methods:
For each Major Assessment
Method below, please
indicate the specific
pedagogical methods
involved (by putting a in
the relevant box(es) on the
right-hand side).
Class Participation/
Discussion (0%)
Assignments (10%)
Quizzes (10%)
Midterm Exam (20%)
Final Exam (60%)
Others (please specify)
Course Web: (if any)
2
Week Topics Assignment LO no.
no. no.
1 Introduction to numerical methods -- --
2 Solve nonlinear equation by fixed point iteration 1 1
3,4 Solving nonlinear equation by method of false position, 2 1
Newton method, scant method and modified Newton method
5, 6 Taylor polynomials, Lagrange interpolation and Newton 3, 4 2
interpolation
7, 8, 9 Numerical differentiation 5, 6 3
10, 11, Numerical integration 7, 8 4
12
13, 14 Linear regression 9 5
TBA Final Examination
Course Content:
(topic outline)
TBA: To be arranged by the Registry
3
Contribution to POs#
Program Outcomes 5 --------------> 1
Significant Least
5 4 3 2 1
(a) apply knowledge of mathematics, science, and engineering
(b) design and conduct experiments, and analyze data
(c) design components, systems or processes in presence of constraints
(d) Function in a multi-disciplinary team
(e) Engineering problem solving
(f) Understand professional and ethical responsibility
(g) Communicate effectively
Contribution (h) Understand the impact of engineering solutions to the society
to Program (i) Recognize the need and have the ability for lifelong learning
Outcomes: (j) Have knowledge of contemporary issues
(k) Apply the skills, techniques, modern engineering tools
(l) Use the computer/IT tools relevant to the discipline
# Note 5: Significant contribution; 4: Supporting contribution; 3: Moderate contribution;
2: Marginal support; 1: Least support
Course
Sik-Chung Tam
Instructor(s):
4
Appendix: Rubric for the Program Outcome Assessment
5 (100-80%): Excellent; 3 (80-60%): Average; 1 (<60%): Poor
Rubric for (a) 5 (Excellent) 3 (Average) 1 (Poor)
Understand the Students have some
theoretic Students understand theoretic confusion on some Students do not understand
background background and the limitations background or do not the background or do not
of the respective applications. understand theoretic study at all
background completely
Use a correct
model and Students choose a wrong
Students choose a model Students use a wrong model
formulation model sometime, use a wrong
correctly and properly apply and wrong formula, or do not
correctly formula, or a different
correct techniques know how to model
technique
Compute the Students use correct
Students sometime solve Students do not know how to
problem correctly techniques, analyze the
problem mistakenly using solve problems or use wrong
problems, and compute them
wrong techniques techniques completely
correctly
Rubric for (b) 5 (Excellent) 3 (Average) 1 (Poor)
Student successfully completes Student either does not
Student successfully
the experiment, records the complete the experiment
Conduct completes the experiment,
data, analyzes the experiment's successfully, or completes it
experiments records the data, and analyzes
main topics, and explains the successfully but does not
the experiment's main topics.
experiment concisely and well. record the correct data.
Student understands what Student understands what
needs to be tested and designs needs to be tested and Student does not understand
Design an appropriate experiment that designs an appropriate what needs to be tested
experiments takes into account the experiment, but may not fully and/or does not design an
limitations of the equipment understand the limitations of appropriate experiment.
and measurement accuracy. the measurements.
Rubric for (c) 5 (Excellent) 3 (Average) 1 (Poor)
Student understands very
clearly what needs to be Student understands what
designed and the realistic needs to be designed and the
Design capability Student does not understand
design constraints such as design constraints, but may
and design what needs to be designed
economic, environmental, not fully understand the
constraints and the design constraints.
social, political, ethical, health limitations of the design
and safety, manufacturability, constraints
and sustainability.
Student understands what the
Student understands very needs of the process design,
Process to meet Student does not understand
clearly the process of the but may not fully understand
desired needs the process.
design the limitations of the design
constraints
Rubric for (d) 5 (Excellent) 3 (Average) 1 (Poor)
Performance on teams is Performance on teams is poor
acceptable with one or more to unacceptable with one or
Performance on teams is
members carrying a larger two members clearly carrying
excellent with clear evidence
Ability to work in amount of the effort as well the majority of the effort as
of equal distribution of tasks
teams as infrequent meetings of the well as inadequate team
and effort as well as frequent
members or one or more meeting or one or more
meetings of the team members.
members being absent from members missing the
several meetings. majority of the meetings.
Multi-disciplinary Team consists of members Team consists of members Team consists of members
teams from two or more different from two or more from the same concentration
engineering/science/business concentrations within the within the Department of
5
fields (this could contain some Department of Electrical and Electrical and Computer
members not actually enrolled Computer Engineering Engineering
in the course but interacting as
part of a competition,
collaboration, etc.)
Rubric for (e) 5 (Excellent) 3 (Average) 1 (Poor)
Identify Students understand problem Students understand problem Students cannot identify
applications in and can identify fundamental but cannot apply formulation, correct terms for engineering
engineering formulation or cannot understand problem applications
systems
Modeling, Students choose and properly Students model correctly but Students at loss as to how to
problem apply the correct techniques cannot select proper solve a problem
formulation and technique, or model
problem solving incorrectly but solve
correctly accordingly
Rubric for (f) 5 (Excellent) 3 (Average) 1 (Poor)
Understand how to critique and Have knowledge of safety, No awareness of importance
analyze design tradeoffs and liability, and integrity of data, of safety, liability, and
Design constraints with and context of use but cannot integrity of data, and context
respect to safety, liability, and analyze thoroughly of use
integrity of data, and context of
use
Understand how to critique and Have knowledge of credit No awareness of credit and
Professional analyze tradeoffs and and authorship, integrity of authorship, integrity of data,
constraints with respect to data, and informed consent and informed consent
Engineering
research issues of credit and but cannot completely
Practice authorship, integrity of data, identify ownership in
and informed consent practical
Understand how to critique and Have partial knowledge of No awareness of conflict of
analyze tradeoffs and conflict of interest, bribery, interest, bribery, professional
Group constraints with respect to professional dissent, dissent, authorship, and
Relations conflict of interest, bribery, authorship, discrimination discrimination
professional dissent, but cannot apply it in practice
authorship, and discrimination correctly
Rubric for (g) 5 (Excellent) 3 (Average) 1 (Poor)
Student's/Team's/Group's
Student's/Team's/Group's Student's/Team's/Group's
document(s)/presentation(s)
Professional document(s)/presentation(s) document(s)/presentation(s)
is/are considered
Impact is/are considered to be of is/are considered acceptable
unacceptable for college level
professional quality for college level work
work
Document contain many
Document contains some
errors, very colloquial
Document is nearly error free errors with a somewhat
vocabulary, with severe
with sophisticated use of colloquial vocabulary, minor
Written organizational issues that
vocabulary, formatted properly, formatting issues, with some
Component interfere with
with well developed concise organizational issues that do
communication. Document
sentences and paragraphs not interfere with
would be considered
communication
unacceptable.
Presentation is consistent, Presentation is somewhat Presentation is very
uniform, clear, direct, complete inconsistent between inconsistent between
and captivating with very clear speakers, occasionally speakers, difficult to hear
Oral Component difficult to hear, with an with a poor layout containing
fonts and graphics with an
excellent layout that clearly acceptable layout containing illegible fonts and graphics
presents the technical content acceptable fonts and graphics that poorly presents the
that adequately presents the technical content. Would be
6
technical content considered unacceptable
Rubric for (h) 5 (Excellent) 3 (Average) 1 (Poor)
Students will demonstrate
Students have limited
material, items, or topics Students demonstrate
abilities to relate, incorporate,
characterized by a significance reflecting an
Scope of Content or demonstrate knowledge of
sophisticated array of acceptable degree of
subject with a dynamic
information, insight, and perception and thoughts.
breadth.
understanding.
Students will employ
techniques, designs, ideas, and Techniques, designs, ideas,
Techniques, designs, ideas,
knowledge demonstrating a and knowledge present some
and knowledge present
Impact of Process profound ability to improve understanding and ability to
limited progression,
and possess broad applications demonstrate progression,
significance, and influence
with a keen a series of actions, significance, and influence.
changes, or functions
Rubric for (i) 5 (Excellent) 3 (Average) 1 (Poor)
Research/ Comprehensive collection of Collects adequate Collects minimal information
Gathering information on a subject, information on a subject on a subject
Information including state-of-the-art and
background
Detailed analysis accounting Some analysis done but Analysis simply involves
for all the information, somewhat shallow; some restating gathered
Analysis/
conclusions are well supported supporting evidence information; claims not
Evaluation supported by evidence
Rubric for (j) 5 (Excellent) 3 (Average) 1 (Poor)
Student displays an
understanding of the Student is able to display an Student has difficulty
theoretical or practical impact understanding of current demonstrating an awareness
Relevance to the and an ability to correlate a topics and issues with some or familiarity with current
Present Time subject, perception, knowledge regarding their topics and issues relevant to
communication, association impact in a bigger global and most current global and
and reasoning from a global societal sense. societal affairs.
and societal perspective.
Rubric for (k) 5 (Excellent) 3 (Average) 1 (Poor)
Student uses the software to
Use modern Student does not use the
correctly model and analyze Student uses the software to
software tools in software correctly and/or
engineering problems, and correctly model and analyze
engineering does not correctly interpret
understands the limitations of engineering problems.
practice the results.
the software.
Student uses the hardware to
Use modern Student does not use the
measure and analyze Student uses the hardware to
hardware tools in hardware correctly and/or
engineering designs correctly, measure and analyze
engineering does not correctly interpret
and understands the limitations engineering designs correctly.
practice the results.
of the hardware.
Rubric for (l) 5 (Excellent) 3 (Average) 1 (Poor)
Student uses computer/I.T. Student does not use
Use computer/I.T. Student uses computer /I.T.
tools relevant to the computer/I.T. tools
tools relevant to tools relevant to the
engineering discipline, and relevantly, and does not
the discipline engineering discipline.
understands their limitations. understand their limitations.
-End-
