harrison student handbookblogs.exeter.ac.uk/eleresources/files/2014/04/harrison.pdf · 2016. 4....
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HARRISON
STUDENT
HANDBOOK
Welcome
General information
Useful rooms
Useful rooms outside Harrison
Food and Drink
Coursework Guide
Mathematical Communication
Explained
Essay Guide
Presentation Guide
Contents
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Acknowledgements
Welcome The Harrison building on Streatham
campus is dedicated to the
university’s CEMPS students. This
stands for College of Engineering,
Mathematics and Physical Sciences.
Please read this document that has been
produced by former students that have studied
at the Harrison building. This handbook contains
useful information and guidance is useful to a
CEMPS student.
Although the information that this handbook
contains is not exhaustive, it may provide
answers to some questions that you have
regarding the Harrison building or CEMPS
assignments.
The Harrison building caters to a wide range of
subjects hence it is a varied building with many
different rooms available at a student’s disposal.
The assignment guides that have been produced
especially for this handbook takes into account
the opinions of lecturers that study and teach
here in the Harrison building. In the production
of these guides we have endeavoured to help
students from various years and disciplines at
the Harrison building.
The College of Engineering, Mathematics and
Physical Sciences undertakes exemplary teaching
and research across a number of complementary
scientific disciplines. Each discipline explores
opportunities to support and enhance our
subjects, providing exciting interdisciplinary
research and innovative approaches to
teaching.
General Information The College of Engineering, Mathematics and Physical Sciences is
comprised of eight subject areas:
Computer Science,
Engineering,
Geology,
Mathematics,
Medical Imaging,
Mining and Minerals Engineering,
Physics and Astronomy
Renewable Energy.
These subjects will be based in one of three building here on the
Streatham campus, Harrison, Physics or Du Maurier. Harrison
building is dedicated mainly to those students studying
Mathematics, Engineering or Computer Science, but is available
to any CEMPS student when needed.
The Harrison buildings main doors will remain unlocked
between 8am and 6.30pm term time. Outside of these times
you can use your student card to access the building through
the doors to the left of the main entrance
KEY FACTS
Number of CEMPS students
Undergraduate 1,675
Postgraduate (Taught) 144
Postgraduate (Research) 195
Total 2,014
(Based on census of registered students on 1st December 2011)
Number of CEMPS staff
Teaching only 36
Teaching and Research 133
Research only 122
Support 139
Total 430
(Based on employed staff as at 31st December 2012)
Wh
ere
is
th
e H
arr
iso
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uild
ing
?
The
Har
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cate
d o
n t
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left
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. Th
e
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ild
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sit
uat
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on
th
is ro
ad a
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e
Lave
r B
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2) a
nd
the
Har
riso
n b
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(23)
The
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ay to
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ory
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(29)
. Th
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Alt
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the
re is
a
foo
tpat
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at ru
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thro
ugh
the
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es
to
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tock
er
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ad. T
his
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be
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Lav
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Har
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We are here to help with any
questions you may have during
your time in the university. We
are involved with all
administrative aspects of
studying within CEMPS, including
module choice, attendance,
timetabling, exams and
assessments, student support,
student feedback, programme
evaluation and review and
academic support for students
studying in Engineering,
Mathematics and Computer
Science.
The student service desk is also
where you will be handing in
your coursework with attached
BART sheet. Upon handing you
piece of work to a member of
staff you will receive a receipt
that documents to time and date
that your work was submitted.
Location
The Student services desk can be
found in Room 158 of Harrison
on the 2nd floor.
Opening Hours
Monday to Friday
9.00am-5.15pm
Contacts
Should you need to contact
student services then please
email:
Harrisonstudentservices@emps.
ex.ac.uk
They will endeavour to get back
to you about your query as soon
Student
Services Staff
Sue Addo - Harrison Student Services
Team Leader
Heather Crispin - Administrative
Assistant (Maths and Computer
Science)
Jane Hindle - Administrative Assistant
(Engineering)
Ruth Matthews - Student Services
Assistant
Laura Ottery - Student Services
Manager
Useful Rooms
HAR/004
004 is the main lecture theatre in
Harrison. It seats 167 students and is
located just off the main foyer, on the
first floor
All seats face the front and it has 4
blackboards, 2 whiteboards and 2
projection screens.
HAR/101
101 is on the first floor of Harrison
and is on the right of the double doors
that are found to the right of the
stairs. It seats 104.
There are two projection screens, 1
whiteboard and a sliding chalkboard.
HAR/103
103 is also on the first floor and is on
the left of the double doors to the
right of the stairs. It can hold 120
students.
It has one whiteboard, one
blackboard and one projection
screen.
HAR/203
203 is located on the 2nd floor of
Harrison and has a seating capacity of
66.
There is one whiteboard and a
projector screen that takes up the
front wall that all the seats face.
Lecture Theatre
In Harrison
Study Areas
HAR/207 and HAR/208
These are the two main computer rooms in Harrison and are found on
the second floor.
Each has 47 computers that have the software and programmes for you course preinstalled. A timetable is available on each door that lets you know if the rooms are being used for a
lecture or seminar.
The Red Room
The Red room (HAR/258) is located towards the staff offices on the first floor near the vending machines. Computers run Windows 7 and have all the software needed for your
courses.
This room has 30 computers as is useful should both HAR/207 and
HAR/208 be being used
The LRC
The LRC (Learning Resource Centre) to
where you may come to study when
you do not have lectures but wish to
remain in Harrison. The main section
has 8 tables that seat 4 people each.
Also in the LRC are 4 separate group
work rooms. Each of these has a
computer with internet access. There
is three 6 people rooms to the left of
the LRC and one 10 person room to
the right. Any of these can be book by
students at the following website:
https://empslocal.ex.ac.uk/MRBS-
LRC/web/day.php?year=2013&mont
h=07&day=11&area=1&room=1
Computer Rooms
Study Areas
Useful Rooms
Career Zone
The Career Zone is located on the right side of the Forum. It is open
Monday to Friday from 9am - 5pm.
They are available for any career based enquires that you have from writing application to possible future jobs. They also handle the Exeter
Award and Exeter Leadership Award.
The Sanctuary
The Sanctuary is a modern flexible study space for students. It is located at the centre of campus under the
Great Hall, to the right of the Forum
It seats 180 people so there is plenty of space. It is open between 8am-8pm
in term time.
Queens Cafe
The Queens café is a located in the Queens building near Devonshire house. To the right if the main entrance through the double door it is a good place to study in a group should all other places be full. There is a variety of seating to choose from and even outside seating should to
weather be good enough
The Library
The Library is located to the left as you enter the Forum. It houses books, journals, AV materials, 3 PC clusters, photocopy, scanning and print services. Plus a variety of silent, quiet,
group or accessible study areas.
The building is open 24 hours a day, 7 days a week for almost the whole
year.
Around Campus
Newman A
Newman A is the biggest lecture theatre
on campus, seating 350 students.
Newman is located at the top of the hill, towards the sports hall and physics building. You can get to Newman
through the Peter Chalk Centre
Lecture Theatres
Streatham Court A
Streatham Court A is the second biggest lecture theatre on campus with a capacity of 264.
It is located on the Stocker Road entrance to campus, to the left of the
entrance to Streatham Court
Amory Moot
The Moot Room, attached to the outside of Amory Building, on the left before you enter Amory. It is another large lecture
theatre seating 260 people.
The seating arrangements can be awkward with balcony rails blocking your view if you arrive late! So it is a case of
first come first serve for the best seats.
Queens LT2
This room will seat 152 students and is found on the ground floor of the Queens building. It can be difficult to find the first time; you go down a small flight of stairs on the left side on the Queens
building.
This is another room that is sometimes overbooked so it would be best to arrive slightly earlier to avoid having to sit on
the stairs.
Food and Drink
The Innovation Centre
The Innovation Centre is the closest place to get hot food from Harrison; it is
the building to the right of Harrison and is around a 2 minute
walk. Fresh food is prepared on the premises
daily using local produce.
Menu includes: Baguettes/Panini/Sandwiches
Jacket potatoes Hot daily special Homemade soup
Chunk of Devon Pasty Salads
The Prices are good with cheap sausage rolls if you are looking for an inexpensive lunch.
Opening times
8am-4pm all year round
The Ram
The Ram Bar is situated in the heart of the Streatham Campus in Devonshire House and offers a wide range of food
and drink.
It is good if you are looking for a large lunch with friends and the Ram even
serves alcohol through the day. It is very popular with students and so can get
very busy during peak periods meaning
that sometimes there is nowhere to sit.
The prices are good and they are well known for the bowl of curly fires for
under £2.
Menu includes: Burgers
Cheesy Chips Chicken wings Curly Fries
Opening times
11am-3pm (Food served until 2.30pm)
The Terrace Restaurant
The Terrace Restaurant, located above the
Great Hall, provides a range of meal options
throughout the day, which you can either eat
in or take away. There are two floors of sitting
so you don’t have to worry about lack of
space.
Menu Includes:
A range of hot and cold breakfast options
Daily specials
Street Food - Asian inspired noodle and rice
dishes
Grill bar - tasty treats hot off the grill
Love Joes curry
Fresh salad bowls
Both hot and cold drinks
Opening times
Mon-Fri from 8am-3pm (Closed in August)
The Market Pace
Market Place is located in the Forum on
the Streatham Campus. It is a good
place to pick up food and drinks to take
away.
Products and services include:
Fruit and vegetables
Chilled food and drinks
Delicatessen
Groceries
Bakery items
International range
Health and beauty
Gifts, Stationary and House wares
Opening times
Term Time: Mon-Fri - 8am to 10pm Saturday – 8am to 6pm Sunday - 10am to 4pm
Vacation: Mon-Fri – 8am to 6pm
The Paper
When writing out coursework it is best to use lined paper as oppose to blank or square. This is so that you have
adequate spacing between lines as well as to ensure that you lines remain straight across the entire page.
Writing singled sided instead of double sided may seem like a waste of paper but it will ensure that you do not make
mistakes on page turns as some students are prone to doing.
Most lecturers would prefer you to not attach the question sheet to the paper. There is no need to do this as the
marker will have a copy of the sheet themselves. It is often better to keep the sheet to yourselves so that you can use
it to study from while the coursework is being marked as this can take up to 3 weeks.
Diagrams/Graphs
Diagrams should be made BIG, there is no point in trying to save space on the paper at the expense of the marker being
unable understand what you have drawn.
A Diagram should be positioned below the text and not to the side. This give you more space when labelling and also
allows the marker room to make any necessary comments
While most lecturers will not mind if you have drawn your diagram in pen or pencil it is advisable to first draw in pencil
as should you make a mistake it can be easily erased. However, make sure that the pencil is readable and you have not
drawn it too faintly.
Clear labelling is important when drawing diagrams and graphs. Make sure that your labels are positioned so that the
marker can clearly identify to which part of the diagram you are referring. Especially with graphs that plot two or more
equations, be sure that the labels are clear as well as to what the axis are referring to.
When drawing straight lines make sure to use a ruler and if lines should meet, e.g. graph axis, make sure that they do
so. Many students will leave a small gap when drawing and on a diagram this can make it unclear as to what they mean.
Layout
Coloured pen is fine to use in coursework but it is unadvisable to use either re d or green ink as man lecturers will use
these colours for marking purposes.
It is important to remember to leave adequate spacing between workings both for clarity and to allow room for any
comments that the marker may make. Don’t try to squash workings onto one line when it may be best to use two, like
when using summation , ∑ (𝑛 + 1)∞𝑛=1 , integration,∫ 𝑥2𝑑𝑥
3
0 ,and fractions ,1
2.
Coursework
Guidelines
When writing workings make sure that they are in a clear chronological order. Don’t use arrows to jump around the
page as this is time consuming for the marker to understand and may result in part of you workings being missed.
When showing mathematical workings do not just write lines on equations, it is important to write some explanation
as to what you are doing. This makes it easier for the marker to understand what you are doing and shows that you
clearly understand the method involved.
The amount of information that you give should be concise. There is no need to explain the very basic steps as this is
too much explained. However, should a step take more initiative then make sure that you explain what you have
done as it may not be as obvious as you perhaps think.
When you write the final answer to the question make sure that it stands out to the marker. There is many ways you
can do this e.g. use a different colour, underlining or put the answer in a box. This is especially important if the
question asks for more than one answer e.g. ‘Find 4 solutions to…’. By making sure that you highlight your answers
to the marker it will ensure that one of them is not missed and you are not marks down for not finding all solutions.
Notation
The use of brackets varies widely between students; make sure that when using brackets that you are using the right
kind for the situation given e.g. {1,2,3} for sets or |𝑥| for absolute values. Also make sure that you don’t over bracket
as this can lead to even more confusion.
When writing fractions it is important write them clearly with adequate spacing. Many lecturers w ill prefer fractions
to be written like this 1
2 as oppose to 1 2⁄ or 1 2⁄ , as it makes it clearer for them when marking.
When using notation coursework make sure that what you are using in your answer corresponds to what you are
being given in the questions e.g. x=height, if this is the variable the question is using to not change this to y or some
other variable.
If you use any abbreviations in your answer make sure that they have been used in the lectures or clearly define
them before using them for the first time. Things like PID or SRM do not make sense unless you have defined them
first to the marker.
Make sure that all vectors in your answer are underlined clearly and correctly.
If the question that you are doing involves units of measurement make sure that your answer contains the correct
units as well.
Final Checks
If you are unsure about if your handwriting is readable it is also worth getting a friend to read a section of your
answers to see if they can clearly understand what you are writing. If you know that your handwriting is not legible
then typing up your answers may be an option. Only do this if people really can’t read what you write as most of the
time typing your coursework is time consuming and unnecessary.
Always double check that you have mathematical connecters in the right context in your answer. Things like thus,
hence and clearly can be used but many people will use these when they do not fully understand the question. So
markers will be wary when they see them.
Useful Tips
If you make a small mistake in your coursework it is okay to cross it out neatly or use Tipex to erase the error. If you
make a large mistake it may be worth rewriting that page so that the layout remains clear to the marker.
In order to avoid making lots of mistakes and having to rewrite a lot of pages it is a good idea to do all the
numerical calculations in rough first and then later copy up these workings and an explanation into neat. This will
mean that you wouldn’t have to rewrite pages if your workings are wrong or if you make a calculation error.
When writing up coursework it is best to use a pen that will not smudge nor needs time to dry. This will ensure that
you do not accidently cause your work to blur as in some cases it will make it unreadable.
Finally it is very important that you proof read your coursework through at least once if not more. It is easy to make
simple calculations errors and in some cases students have been known to miss an entire question by accident.
Make sure that all your pages are in the correct order and that you have answered or attempted all the questions
before attaching your Bart sheet and handing in your coursework.
9 to 10
• Harder to get a better peice of work.
• Description of steps is concise with not too much explanation but enough to give a clear description.
• All diagrams and graphs are labelled correctly and are clear to read.
• Mathematical terminology like = and => are used in the correct context.
• The sequence of steps taken is logical with no gaps that are left unexplained.
• Layout is easy to read each step follows clearly.
• The grammar and spelling is accurate in explanation.
7 to 8
• Work is average and readable with a good layout.
• Diagrams are well drawn but may need to be re labelled to be clearer.
• Some minor steps are omitted in students work that should have been includes.
• Either too little or too much explanation has been included in some steps of the work.
5 to 6
• The work cannot be easily read and takes multiple attempts to make sense of students work.
• Steps are not explained and are hard to follow what is happening.
• Notation used is not explained or used in the correct context.
• Layout jumps around the page constantly.
• Major steps in working are missing with no explanation as to how student got from one stage to the next.
• There is very little explanation between critical steps in the workings.
• Sequence of steps is not logical and may jump around the page.
Less than 5
• Work was unable to be read clearly and thus cannot fully mark students work
• Answers have no explanation at all.
• Work was not completed and so marks were scaled down.
• Please see lecturer to discuss how work can be improved.
Mathematical
Communication Explained
While most students based in the Harrison buldings will not be writing many essays due to the subjects being more numerical based, this does not mean that you will not be writing one during the durations of your course. Most 3 year courses will have at least one assesment that is report based. For four year courses you will often have a
disseration to complete as well.
There is two types of numerical reports that you could be
asked to write:
1. A Research paper or proposal
2. A Literature review
Below are a few tips on writing any numerical bases
report/essay:
Referencing People often get confusion as to when to
refence material in a report. The best way to use references is to include them to justiy what you are saying or to take out unnecessary sections of explanation.
When labelling refences keep a structure that is clear to the reader and also one that you find easy to use. Latex has a referncing function using this may save you time
Once you find a preferred method of referncing keep to it the whole way through the report, being consistent is important as it reduces confision.
Stucture/Layout Most report should be written in a programme
like LaTex and not Word, however, make sure to check with the module leader what he wants as sometimes it is not important. Thus if you are not comfortable using a spefic programme you may be able to use one you are more familiar with.
Each paragraph that you write in your report should say something and contribute to the point that you are trying to convey to the reader.
It would be useful to research similar academic papers and use the same structure and layout. The Web of Knowledge contains many academic papers from a wide range of subjects, it can be found at : http://wok.mimas.ac.uk/
Figures These should always be correctly labelled to
that you can easily refer to them in the report.
Most figures will includes a brief explaintion under them to describe what they are showing. This is so that the reader does not have to scan through the report to find an explanation.
When referrencing the figure you will be describing why the figure is important to why you are conveying in the report and not just explaining what it is showing.
Supplements/Equations Many people are confused as the what these
are. They are mainly used when you are writing a report that involves a lot of computer programing. The code that you have used in the report will be placed in the supplementay insteat of in the actual report. You can then use pseudo code in the main text and refer to the supplemnetary for the longer and often more complicated code.
When using equations in your report you do not need to label every equation that appears. It is best to label only the equations that you later refer to in the report. This save you from having very high labels, like 5.3.15b, for an equation.
Essay Tips
Presentation Tips Many students do not like to give presentations, however in some courses it is nessesary as part of the assesment. There is two types of presentaitons that could be given by a CEMPS student; either as a group or as an individual. These can range in length from 5 minutes to 20 minutes or more.
Here are some tips to get you through those dreaded
presentations:
Preparation Watch examples of good and bad presentations
and make notes on the bits you enjoyed or thought were good. Try to use the same techniques. TED talks are always good examples: http://www.ted.com/talks
Make sure that you practice you presentation on your own and to friends, but make sure that you don’t overdo it. Know what is on your slides and where you might make mistakes.
Read through your slides and make sure that you can read everything and that all figures used are labelled.
Aim to finish ahead of time as then you can always summarise point you make more often and allows time if you receive a question.
Content Say the message you want to convey at least
three times in the presentation. ‘Signpost’ near the start if there will different
sections to your presentation, this way you get the audience’s attention back at each section.
State your result at both the beginning and end of the presentation. The middle section should explain how that result came about.
Don’t have something on a slide different to what you are saying as for the audience it is to listen and read at the same time. The slide should paraphrase what you are saying, or make
it clear what part of the slide the audience
should read.
Yourself Make sure that you are awake and alert
before giving a presentation (Yes this means do not be hung-over!)
Give of some enthusiasm, why should your audience care if you don’t
Look at your audience and not your presentation, you have seen it before.
Always introduce yourself at the beginning even if they already know you.
Questions Show your presentation to people
beforehand and ask them to ask questions, they may ask one that will come up in the real thing.
If you don’t know the answer do not be afraid to say so, it is better than giving a roundabout answer.
Do not rush to answer a question, think alittle before you speak to formulate a good answer.
Final Advice Warm up before you talk or chew gum this
will get your mouth moving beforehand. Many people rush the first few minutes due
to nerves even though this is the most important part of the presntation in grapping the audiences attention. So go slow to start with before you get into the rhythme of things.
You can use cue cards, but make sure that you don’t just read of of them, you want to engage with your audience not the paper.
We acknowledge with thanks
individual students and staff,
Peter Ashwin, James Brook,
Robin Chapman, Peter Cox,
Antony Galton, Andrew
Gilbert, Lorna Hayes, Tim
Jupp, Hugo Lambert, Jamie
Luo , Aileen Macgregor, Gihan
Marasingha, Stephan Rose,
Emma Taylor,
We would also like to thanks
the Higher Education Academy
for providing funding for this
project and encouraging
evidence-based research
which can lead to innovations
in learning and teaching.
Produced by
Lorna Hayes and James Brook
Designed by
Lorna Hayes
Student Printing Services
Published July 2013
© University of Exeter
Acknowledgement
s
Tel: 08444 724724 (calls from the UK) +44 1392 724724 (International calls) Email: [email protected]
www.intranet.exeter.ac.uk/emps/ The information in this booklet is correct at time of going to press. © The University of Exeter, July 2013. Photography by Lorna Hayes.