This module builds on the binary operations studies in previous modules, such as addition or multiplication of numbers and composition of functions. Here, students will select a small number of properties which these and other examples have in common, and use them to define a group.

They will also consider the elementary properties of groups. By looking at maps between groups which 'preserve structure', a way of formalizing (and extending) the natural concept of what it means for two groups to be 'the same' will be discovered.

Ring theory provides a framework for studying sets with two binary operations: addition and multiplication. This gives students a way to abstractly model various number systems, proving results that can be applied in many different situations, such as number theory and geometry. Familiar examples of rings include the integers, the integers modulation, the rational numbers, matrices and polynomials; several less familiar examples will also be explored.

Complex Analysis has its origins in differential calculus and the study of polynomial equations. In this module, students will consider the differential calculus of functions of a single complex variable and study power series and mappings by complex functions. They will use integral calculus of complex functions to find elegant and important results and will also use classical theorems to evaluate real integrals.

The first part of the module reviews complex numbers, and presents complex series and the complex derivative in a style similar to calculus. The module then introduces integrals along curves and develops complex function theory from Cauchy's Theorem for a triangle, which is proved by way of a bisection argument. These analytic ideas are used to prove the fundamental theorem of algebra, that every non-constant complex polynomial has a root. Finally, the theory is employed to evaluate some definite integrals.The module ends with basic discussion of harmonic functions, which play a significant role in physics.

Students will be provided with the foundational results and language of linear algebra, which they will be able to build upon in the second half of Year Two, and the more specialised Year Three modules. This module will give students the opportunity to study vector spaces, together with their structure-preserving maps and their relationship to matrices.

They will consider the effect of changing bases on the matrix representing one of these maps, and will examine how to choose bases so that this matrix is as simple as possible. Part of their study will also involve looking at the concepts of length and angle with regard to vector spaces.

Probability provides the theoretical basis for statistics and is of interest in its own right.

Basic concepts from the first year probability module will be revisited and extended to these to encompass continuous random variables, with students investigating several important continuous probability distributions. Commonly used distributions are introduced and key properties proved, and examples from a variety of applications will be used to illustrate theoretical ideas.

Students will then focus on transformations of random variables and groups of two or more random variables, leading to two theoretical results about the behaviour of averages of large numbers of random variables which have important practical consequences in statistics.

A thorough look will be taken at the limits of sequences and convergence of series during this module. Students will learn to extend the notion of a limit to functions, leading to the analysis of differentiation, including proper proofs of techniques learned at A-level.

Time will be spent studying the Intermediate Value Theorem and the Mean Value Theorem, and their many applications of widely differing kinds will be explored. The next topic is new: sequences and series of functions (rather than just numbers), which again has many applications and is central to more advanced analysis.

Next, the notion of integration will be put under the microscope. Once it is properly defined (via limits) students will learn how to get from this definition to the familiar technique of evaluating integrals by reverse differentiation. They will also explore some applications of integration that are quite different from the ones in A-level, such as estimations of discrete sums of series.

Further possible topics include Stirling's Formula, infinite products and Fourier series.

Statistics is the science of understanding patterns of population behaviour from data. In the module, this topic will be approached by specifying a statistical model for the data. Statistical models usually include a number of unknown parameters, which need to be estimated.

The focus will be on likelihood-based parameter estimation to demonstrate how statistical models can be used to draw conclusions from observations and experimental data, and linear regression techniques within the statistical modelling framework will also be considered.

Students will come to recognise the role, and limitations, of the linear model for understanding, exploring and making inferences concerning the relationships between variables and making predictions.

In this module, students will develop their ability to solve complex mathematical problems using computers. They will learn basic programming techniques, functions and syntax within Python, good programming practice, as well as how to code simple algorithms. Within this module, students will undertake a large programming project in which they will explore a mathematical topic from a range of choices, such as cryptography, error-correcting codes, or finite group theory, allowing them to explore an area of computational mathematics that interests them. Upon successful completion of the module, students will be able to write and debug functions and programs in Python, understand the benefits and limitations of using computers to solve mathematical problems, and produce a report that incorporates text, mathematics, and Python code.

In this module, students will develop their ability to solve complex mathematical problems using computers. They will learn basic programming techniques, functions and syntax within R, good programming practice, as well as how to code simple algorithms. Within this module, students will undertake a large programming project in which they will explore a mathematical modelling topic. The project itself will consolidate learning from the module, and will answer questions about real-world systems such as epidemics or gravitational bodies. Upon successful completion of the module, students will be able to write and debug functions and programs in R, understand the benefits and limitations of using computers to solve mathematical problems, and produce a report that incorporates text, mathematics, and R code.

In this module, students will develop their ability to solve complex mathematical problems using computers. They will learn basic programming techniques, functions and syntax within R, good programming practice, as well as how to code simple algorithms. Within this module, students will undertake a large programming project in which they will explore a mathematical topic from a range of choices, such as Markov chains or Monte Carlo simulations, allowing them to explore an area of computational statistics that interests them. Upon successful completion of the module, students will be able to write and debug functions and programs in R, understand the benefits and limitations of using computers to solve mathematical problems, and produce a report that incorporates text, mathematics, and R code.

In this module, students will learn the basics of producing a mathematical project, getting to grips with the fundamentals of scientific writing and working within a scientific environment. They will learn how to utilise LaTeX for presenting mathematical formulae, using it to create a report on a given mathematical topic. Students will also undertake a group presentation and deliver it to the class, as well as collaborating with peers (under the direction of a supervisor) to produce a report on an area within the discrete mathematics and computing strands of mathematics, such as Ramsey's theorem, the birth of computer science, and Game theory. Upon successful completion of the module, students will be able to produce documents which accurately and effectively communicate scientific material, and be able to work independently under supervision and as part of a small group.

In this module, students will learn the basics of producing a mathematical project, getting to grips with the fundamentals of scientific writing and working within a scientific environment. They will learn how to utilise LaTeX for presenting mathematical formulae, using it to create a report on a given mathematical topic. Students will also undertake a group presentation and deliver it to the class, as well as collaborating with peers (under the direction of a supervisor) to produce a report on an area within the dynamics and analysis strands of mathematics, such as continued fractions, branching processes, and Kepler's laws. Upon successful completion of the module, students will be able to produce documents which accurately and effectively communicate scientific material, and be able to work independently under supervision and as part of a small group.

In this module, students will learn the basics of producing a mathematical project, getting to grips with the fundamentals of scientific writing and working within a scientific environment. They will learn how to utilise LaTeX for presenting mathematical formulae, using it to create a report on a given mathematical topic. Students will also undertake a group presentation and deliver it to the class, as well as collaborating with peers (under the direction of a supervisor) to produce a report on an area within the geometry and algebra strands of mathematics, such as symmetry in music, error-correcting codes, and counting equivalent patterns. Upon successful completion of the module, students will be able to produce documents which accurately and effectively communicate scientific material, and be able to work independently under supervision and as part of a small group.

In this module, students will learn the basics of producing a mathematical project, getting to grips with the fundamentals of scientific writing and working within a scientific environment. They will learn how to utilise LaTeX for presenting mathematical formulae, using it to create a report on a given mathematical topic. Students will also undertake a group presentation and deliver it to the class, as well as collaborating with peers (under the direction of a supervisor) to produce a report on an area within the modelling and probability strands of mathematics, such as Markov chains, beyond the Central Limit Theorem, and epidemic modelling. Upon successful completion of the module, students will be able to produce documents which accurately and effectively communicate scientific material, and be able to work independently under supervision and as part of a small group.

Students will be given a solid foundation in the basics of algebraic geometry. They will explore how curves can be described by algebraic equations, and learn how to use abstract groups in dealing with geometrical objects (curves). The module will present applications and results of the theory of elliptic curves and provide a useful link between concepts from algebra and geometry.

Students will also gain an understanding of the notions and the main results pertaining to elliptic curves, and the way that algebra and geometry are linked via polynomial equations. Finally, they will learn to perform algebraic computations with elliptic curves.

Bayesian statistics provides a mechanism for making decisions in the presence of uncertainty. Using Bayes’ theorem, knowledge or rational beliefs are updated as fresh observations are collected. The purpose of the data collection exercise is expressed through a utility function, which is specific to the client or user. It defines what is to be gained or lost through taking particular actions in the current environment. Actions are continually made or not made depending on the expectation of this utility function at any point in time.

Bayesians admit probability as the sole measure of uncertainty. Thus Bayesian reasoning is based on a firm axiomatic system. In addition, since most people have an intuitive notion about probability, Bayesian analysis is readily communicated.

This module introduces students to changepoint detection motivated by its applicability in a variety of different settings. Changepoints are sudden, and often unexpected shifts in the behaviour of a physical, biological, industrial or financial process. Students will understand the importance of identifying these shifts, and the module will cover the fundamental concepts within changepoint detection, the key approaches to At Most One Change (AMOC), and multiple changepoint identification. Students will explore key challenges around model selection concepts and techniques through a variety of models used in real-world applications, including changes in mean, variance, and regression. Successful completion of this module will see students be able to understand the importance of changepoint methodology, communicate technical ideas, critically evaluate approaches to solve problems, and make conclusions based on evidence in relation to a real-world problem.

Combinatorics is the core subject of discrete mathematics which refers to the study of mathematical structures that are discrete in nature rather than continuous (for example graphs, lattices, designs and codes). While combinatorics is a huge subject - with many important connections to other areas of modern mathematics - it is a very accessible one.

In this module, students will be introduced to the fundamental topics of combinatorial enumeration (sophisticated counting methods), graph theory (graphs, networks and algorithms) and combinatorial design theory (Latin squares and block designs). They will also explore important practical applications of the results and methods.

Students’ knowledge of commutative rings as gained from their second year of study in Rings and Linear Algebra will be built upon, and an introduction to the fourth year Galois Theory module will be provided.

They will be introduced to two new classes of integral domains called Euclidean domains, where they have a counterpart of the division algorithm, and unique factorisation domains, in which an analogue of the Fundamental Theorem of Arithmetic holds.

How well-known concepts from the integers such as the highest common factor, the Euclidean algorithm, and factorisation of polynomials, carry over to this new setting, will also be explored.

Questions relating to linear ordinary differential equations will be considered during this module. Differential equations arise throughout the applications of mathematics, and consequently the study of them has always been recognised as a fundamental branch of the subject. The module aims to give a systematic introduction to the topic, striking a balance between methods for finding solutions of particular types of equations, and theoretical results about the nature of solutions.

While explicit solutions can only be found for special types of equations, some of the ideas of real analysis allow us to answer questions about the existence and uniqueness of solutions to more general equations, as well as allowing us to study certain properties of these solutions.

The topic of smooth curves and surfaces in three-dimensional space is introduced. The various geometrical properties of these objects, such as length, area, torsion and curvature, will be explored and students will have the opportunity to discover the meaning of these quantities. They will then use a variety of examples to calculate these values, and will use those values to apply techniques from calculus and linear algebra.

A number of well-known concepts will be encountered, such as length and area, and some new ideas will be introduced, including the curvature and torsion of a curve, and the first and second fundamental forms of a surface. Students will learn how to compute these quantities for a variety of examples, and in doing so will develop their geometric intuition and understanding.

The study of graphs - mathematical objects used to model pairwise relations between objects - is a cornerstone of discrete mathematics. As a result, students will develop an appreciation for a range of discrete mathematical techniques while undertaking this module.

Throughout the module, students will also learn about structural notions, such as connectivity, and will explore trees, minor closed families of graphs, matrices related to graphs, the Tutte polynomial of small graphs, and planar graphs and analogues.

While studying these areas, students will gain experience of following and constructing mathematical proofs, and correctly and coherently using mathematical notation.

Students will develop the knowledge of groups that they gained in second year during the Groups and Rings module. ‘Direct products’, which are used to construct new groups, will be studied, while any finite group will be shown to ‘factor’ into ‘simple’ pieces.

Situations will be considered in which a group ‘acts’ on a set by permuting its elements; this powerful idea is used to identify the symmetries of the Platonic solids, and to help study the structure of groups themselves.

Finally, students will prove some interesting and important results, known as 'Sylow’s theorems', relating to subgroups of certain orders.

Students will examine the notion of a norm, which introduces a generalised notion of ‘distance’ to the purely algebraic setting of vector spaces. They will learn several quite natural ways to do this, both for vectors of any dimension and for functions. Focus will then be on the more special notion of an inner product which generalises angles at the same time as distances.

Once these concepts have been established, students will have the opportunity to study geometrical ideas like orthogonality, which can be seen to apply to much more general spaces than Euclidean spaces of three (or even n) dimensions, notably to infinite dimensional spaces of functions. For example, Hilbert space theory shows how Fourier series are really another case of expressing an element in terms of a basis, and how people can use orthogonality to find best approximations to a given function by functions of a prescribed type. Finally, students will look at some of the main results of linear algebra, which generalise very nicely to linear operators between Hilbert spaces.

Introducing the Lebesgue integral for functions on the real line, this module features a classical approach to the construction of Lebesgue measure on the line and to the definition of the integral. The bounded convergence theorem is used to prove the monotone and dominated convergence theorems, and the results are illustrated in classical convergence problems including Fourier integrals.

Among the range of topics addressed on this module, students will become familiar with Lebesgue's definition of the integral, and the integral of a step function. There will be an introduction to subsets of the real line, including open sets and countable sets. Students will measure of an open set, and will discover measurable sets and null sets. Additionally, the module will focus on integral functions, along with Lebesgue's integral of a bounded measurable function, his bounded convergence theorem and the integral of an unbounded function. Dominated convergence theorem; monotone convergence theorem.

Other topics on the module will include applications of the convergence theorems and Wallis's product for P. Gaussian integral, along with some classical limit inversion results and the Fourier cosine integral. Students will develop an understanding of Dirichlet's comb function, Archimedes' axiom and Cantor's uncountability theorem, and will learn to prove the structure theorem for open sets. In addition, students will be able to prove covering lemmas for open sets, as well as understanding the statement of Heine—Bore theorem, as well as understanding the concept and proving basic properties of outer measure. As well as understanding inner measure. Finally, students will be expected to prove Lebesgue's theorem on countable additivity of measure.

Statistical inference is the theory of the extraction of information about the unknown parameters of an underlying probability distribution from observed data. Consequently, statistical inference underpins all practical statistical applications.

This module reinforces the likelihood approach taken in second year Statistics for single parameter statistical models, and extends this to problems where the probability for the data depends on more than one unknown parameter.

Students will also consider the issue of model choice: in situations where there are multiple models under consideration for the same data, how do we make a justified choice of which model is the 'best'?

The approach taken in this course is just one approach to statistical inference: a contrasting approach is covered in the Bayesian Inference module.

The aim of this module is to provide third year students with more options of applicable topics which draw upon second year pure mathematics modules and provide opportunities for further study. The theory of linear systems is engineering mathematics.

In the mid nineteenth century, the engineer Watt used a governor to control the amount of steam going into an engine, so that the input of steam reduced when the engine was going too quickly, and the input increased when the engine was going too slowly. Maxwell then developed a theory of controllers for various mechanical devices, and identified properties such as stability. The crucial idea of a controller is that the output can be fed back into the system to adjust the input.

Many devices can be described by linear systems of differential and integral equations which can be reduced to a standard (A,B,C,D) model. These include electrical appliances, heating systems and economic processes. The module shows how to reduce certain linear systems of differential equations to systems of matrix equations and thus solve them. Linear algebra enables students to classify (A,B,C,D) models and describe their properties in terms of quantities which are relatively easy to compute.

The module then describes feedback control for linear systems. The main result describes all the linear controllers that stabilise a (A,B,C,D) system.

This module provides an introduction to mathematical cryptography, introducing students to a range of methods of encryption, from the more classical forms (such as Caesar Shift, Vigenère and Enigma), to more contemporary methods of encrypting data (eg. RSA, El Gamal and Knapsack). During this module, students will consider the advantages, disadvantages, and efficiency of the different cryptographical approaches. They will also explore examples of potential attacks on these hard problems (e.g. Trial Division, Fermat’s method, Pollard rho, Dixon, Baby-step giant-step, Index calculus), and demonstrate attacks in situations where bad key generation or implementation has occurred. The module will culminate in a brief introduction to Post-Quantum Cryptography, the theory of lattices, tough problems, and how these lead to schemes that are considered impenetrable to both classical and quantum computers. Successful completion of this module will see students be able to formulate real-world problems in mathematical formality, and recognise the applications of cryptography to other mathematical fields, such as Algebra and Number Theory.

Students will be given an opportunity to consider key issues in the teaching and learning of mathematics during this module. Whilst it is an academic study of mathematics education and not a training course for teachers, it does provide an excellent foundation for a PGCE especially in preparing students to write academically.

Having studied mathematics for many years, students are well-placed to reflect upon that experience and attempt to make sense of it in the light of theoretical frameworks developed by researchers in the field. This module will help them with this process so that as mathematics graduates they will be able to contribute knowledgeably to future debate about the ways in which this subject is treated within the education system.

This module is run as a partnership between the Department of Mathematics and Statistics, the University of Cumbria and the Students’ Union’s volunteering unit.

Designed with employability in mind, this module is based on the Students’ Union’s Schools Partnership Scheme, which supports Lancaster students on 10-week placements in local primary and secondary schools.

Students will have the opportunity to take part in classroom observation and assistance, the development of classroom resources, the provision of one-on-one or small group support and possibly even teaching sections of lessons to the class as a whole.

Using the classical problem of data classification as a running example, this module covers mathematical representation and visualisation of multivariate data; dimensionality reduction; linear discriminant analysis; and Support Vector Machines. While studying these theoretical aspects, students will also gain experience of applying them using R.

An appreciation for multivariate statistical analysis will be developed during the module, as will an ability to represent and visualise high-dimensional data. Students will also gain the ability to evaluate larger statistical models, apply statistical computer packages to analyse large data sets, and extract and evaluate meaning from data.

This module formally introduces students to the discipline of financial mathematics, providing them with an understanding of some of the maths that is used in the financial and business sectors.

Students will begin to encounter financial terminology and will study both European and American option pricing. The module will cover these in relation to discrete and continuous financial models, which include binomial, finite market and Black-Scholes models.

Students will also explore mathematical topics, some of which may be familiar, specifically in relation to finance. These include:

• Conditional expectation
• Filtrations
• Martingales
• Stopping times
• Brownian motion
• Black-Scholes formula

Throughout the module, students will learn key financial maths skills, such as constructing binomial tree models; determining associated risk-neutral probability; performing calculations with the Black-Scholes formula; and proving various steps in the derivation of the Black-Scholes formula. They will also be able to describe basic concepts of investment strategy analysis, and perform price calculations for stocks with and without dividend payments.

In addition, to these subject specific skills and knowledge, students will gain an appreciation for how mathematics can be used to model the real-world; improve their written and oral communication skills; and develop their critical thinking.

The aim is to introduce students to the study designs and statistical methods commonly used in health investigations, such as measuring disease, causality and confounding.

Students will develop a firm understanding of the key analytical methods and procedures used in studies of disease aetiology, appreciate the effect of censoring in the statistical analyses, and use appropriate statistical techniques for time to event data.

They will look at both observational and experimental designs and consider various health outcomes, studying a number of published articles to gain an understanding of the problems they are investigating as well as the mathematical and statistical concepts underpinning inference.

An introduction to the key concepts and methods of metric space theory, a core topic for pure mathematics and its applications, is given during this module. Studying this module will give students a deeper understanding of continuity as well as a basic grounding in abstract topology. With this grounding, they will be able to solve problems involving topological ideas, such as continuity and compactness.

They will also gain a firm foundation for further study of many topics including geometry, Lie groups and Hilbert space, and learn to apply their knowledge to areas including probability theory, differential equations, mathematical quantum theory and the theory of fractals.

Number theory is the study of the fascinating properties of the natural number system.

Many numbers are special in some sense, eg. primes or squares. Which numbers can be expressed as the sum of two squares? What is special about the number 561? Are there short cuts to factorizing large numbers or determining whether they are prime (this is important in cryptography)? The number of divisors of an integer fluctuates wildly, but is there a good estimation of the ‘average’ number of divisors in some sense?

Questions like these are easy to ask, and to describe to the non-specialist, but vary hugely in the amount of work needed to answer them. An extreme example is Fermat’s last theorem, which is very simple to state, but was proved by Taylor and Wiles 300 years after it was first stated. To answer questions about the natural numbers, we sometimes use rational, real and complex numbers, as well as any ideas from algebra and analysis that help, including groups, integration, infinite series and even infinite products.

This module introduces some of the central ideas and problems of the subject, and some of the methods used to solve them, while constantly illustrating the results with exercises and examples involving actual numbers.

This module is ideal for students who want to develop an analytical and axiomatic approach to the theory of probabilities.

First the notion of a probability space will be examined through simple examples featuring both discrete and continuous sample spaces. Random variables and the expectation will be used to develop a probability calculus, which can be applied to achieve laws of large numbers for sums of independent random variables.

Students will also use the characteristic function to study the distributions of sums of independent variables, which have applications to random walks and to statistical physics.

Students will cover the basics of ordinary representation theory. Two approaches are presented: representations as group homomorphisms into matrix groups, and as modules over group algebras. The correspondence between the two will be discussed.

The second part is an introduction to the ordinary character theory of finite groups, intrinsic to representation theory. Students will learn the concepts of R-module and of group representations, the main results pertaining to group representations, and will handle basic applications in the study of finite groups.

They will also learn to perform computations with representations and morphisms in a selection of finite groups

The concept of generalised linear models (GLMs), which have a range of applications in the biomedical, natural and social sciences, and can be used to relate a response variable to one or more explanatory variables, will be explored. The response variable may be classified as quantitative (continuous or discrete, i.e. countable) or categorical (two categories, i.e. binary, or more than categories, i.e. ordinal or nominal).

Students will come to understand the effect of censoring in the statistical analyses and will use appropriate statistical techniques for lifetime data. They will also become familiar with the programme R, which they will have the opportunity to use in weekly workshops.

Important examples of stochastic processes, and how these processes can be analysed, will be the focus of this module.

As an introduction to stochastic processes, students will look at the random walk process. Historically this is an important process, and was initially motivated as a model for how the wealth of a gambler varies over time (initial analyses focused on whether there are betting strategies for a gambler that would ensure they won).

The focus will then be on the most important class of stochastic processes, Markov processes (of which the random walk is a simple example). Students will discover how to analyse Markov processes, and how they are used to model queues and populations.

Modern statistics is characterised by computer-intensive methods for data analysis and development of new theory for their justification. In this module students will become familiar with topics from classical statistics as well as some from emerging areas.

Time series data will be explored through a wide variety of sequences of observations arising in environmental, economic, engineering and scientific contexts. Time series and volatility modelling will also be studied, and the techniques for the analysis of such data will be discussed, with emphasis on financial application.

Another area the module will focus on is some of the techniques developed for the analysis of multivariates, such as principal components analysis and cluster analysis.

Lastly,students will spend time looking at Change-Point Methods, which include traditional as well as some recently developed techniques for the detection of change in trend and variance.

This module is an introduction to elliptic curves, and hence students will have the opportunity to learn the basics of algebraic geometry. It also presents applications and results of the theory of elliptic curves and provides a useful link between concepts from algebra and geometry.

Students will look at how curves can be described by algebraic equations, and will develop an understanding of abstract groups, learning how to use them to deal with geometrical objects (curves). They will also investigate the way that algebra and geometry are linked via polynomial equations, performing algebraic computations with elliptic curves.

Galois Theory is, in essence, the systematic study of properties of roots of polynomials. Starting with such a polynomial f over a field k (e.g. the rational numbers), one associates a ‘smallest possible’ field L containing k and the roots of f; and a finite group G which describes certain ‘allowed’ permutations of the roots of f. The Fundamental Theorem of Galois Theory says that under the right conditions, the fields which lie between k and L are in 1-to-1 correspondence with the subgroups of G.

In this module students will see two applications of the Fundamental Theorem. The first is the proof that in general a polynomial of degree 5 or higher cannot be solved via a formula in the way that quadratic polynomials can; the second is the fact that an angle cannot be trisected using only a ruler and compasses. These two applications are among the most celebrated results in the history of mathematics.

Students will have the opportunity to learn about Hilbert space, consolidating their understanding of linear algebra and enabling them to study applications of Hilbert space such as quantum mechanics and stochastic processes.

The module will teach students how to use inner products in analytical calculations, to use the concept of an operator on an infinite dimensional Hilbert space, to recognise situations in which Hilbert space methods are applicable and to understand concepts of linear algebra and analysis that apply in infinite dimensional vector spaces.

At the end of Year 3 students will complete a form stating their mathematical or statistical interests and based on that will be assigned a dissertation supervisor (a member of staff) and a topic. The dissertation may be in mathematics (MATH491), statistics (MATH492), or on an industrial project (MATH493), which is in cooperation with an external industrial partner. This depends on the degree scheme and choice.

In the first term there will be weekly supervisor meetings and students will be guided into their in-depth study of a specific topic. During the second term students will write a dissertation on what has been learnt and give an oral presentation. The dissertation will be submitted in the first week after the Easter recess. The grade is based 70% on the final written product, 10% on oral presentation, and 20% on the initiative and effort that is demonstrated during the entire two terms of the module.

Further information is available from the Year 4 Director of Studies and will be communicated to every Year 4 student at the beginning of Term 1.

Students will construct Lebesgue measure on the line, extending the idea of the length of an interval. They will use this to define an integral which is shown to have good properties under pointwise convergence. By looking at some basic results about the set of real numbers, properties of countable sets, open sets and algebraic numbers will be explored.

The opportunity will be given to illustrate the power of the convergence theorems in applications to some classical limit problems and analysis of Fourier integrals, which are fundamental to probability theory and differential equations.

The theory of Lie groups and Lie algebras will be introduced during this module. The relationship between the two will be explored, and students will develop an understanding of the way that this forms an important and enduring part of modern mathematics and a great number of fields including theoretical physics. They will learn to appreciate the subtle and pervasive interplay between algebra and geometry, and to appreciate the unified nature of mathematics.

The abstract nature of the module will give them a taste of modern research in pure mathematics. At the end of the module, students will gain understanding of the structure theory of Lie algebras, manifolds and Lie groups. They will also gain basic knowledge of representations of Lie algebras.

At the end of Year Three students will fill in a form stating their mathematical or statistical interests,and based on that they will be assigned a dissertation supervisor (a member of staff) and a topic. The dissertation may be in mathematics, statistics, or on an industrial project, which is in cooperation with an external industrial partner. This will depend on the student’s degree scheme and personal choice.

In the first term they will meet their supervisor weekly and will be guided into their in-depth study of a specific topic. During the second term they will have to produce a written dissertation on what they have learned and give an oral presentation. The dissertation will be handed in on the first week after the Easter recess. The grade is based 70% on the final written product, 10% on the oral presentation, and 20% on the initiative and effort that the student has demonstrated during the entire two terms of the module.

Further information is available from the Year Four Director of Studies and will be communicated to every Year Four student at the beginning of term one.

This module formally introduces students to the discipline of financial mathematics, providing them with an understanding of some of the maths that is used in the financial and business sectors.

Students will begin to encounter financial terminology and will study both European and American option pricing. The module will cover these in relation to discrete and continuous financial models, which include binomial, finite market and Black-Scholes models.

Students will also explore mathematical topics, some of which may be familiar, specifically in relation to finance. These include:

• Conditional expectation
• Filtrations
• Martingales
• Stopping times
• Brownian motion
• Black-Scholes formula

Throughout the module, students will learn key financial maths skills, such as constructing binomial tree models; determining associated risk-neutral probability; performing calculations with the Black-Scholes formula; and proving various steps in the derivation of the Black-Scholes formula. They will also be able to describe basic concepts of investment strategy analysis, and perform price calculations for stocks with and without dividend payments.

In addition, to these subject specific skills and knowledge, students will gain an appreciation for how mathematics can be used to model the real-world; improve their written and oral communication skills; and develop their critical thinking.

In this module,students will construct Lebesgue measure on the line, extending the idea of the length of an interval. They will use this to define an integral which is shown to have good properties under pointwise convergence. Looking at some basic results about the set of real numbers, students will explore properties of countable sets, open sets and algebraic numbers.T

They will also have the opportunity to illustrate the power of the convergence theorems in applications to some classical limit problems and analysis of Fourier integrals, which are fundamental to probability theory and differential equations.

Operator theory is a modern mathematical topic in analysis which provides powerful general methods for the analysis of linear problems, and possibly even infinite dimensional problems.

Early successes were in the solution of differential and integral equations. Now operator theory is also an extensive subject in its own right in the general area of functional analysis.

First students will review Hilbert spaces, before spending some time studying infinite-dimensional operators, notably the unilateral shift and multiplication operators, as well as basic concepts. They will then consider the criteria for invertibility of self adjoint operators, leading to the spectral theory of such operators.

The aim of this module is to develop an analytical and axiomatic approach to the theory of probabilities.

Students will consider the notion of a probability space, illustrated by simple examples featuring both discrete and continuous sample spaces. They will then use random variables and the expectation to develop a probability calculus, which is applied to achieve laws of large numbers for sums of independent random variables. Finally the characteristic function will be used to study the distributions of sums of independent variables, applying the results to random walks and to statistical physics.

In this module students will learn the basics of ordinary representation theory. Students will have the opportunity to explore the concepts of R-module and group representations, and the main results pertaining to group representations, as well as learning to handle basic applications in the study of finite groups. They will also develop their skills in performing computations with representations and morphisms in a selection of finite groups.

The first part of the module is an introduction to the ordinary representation theory of finite groups. Two approaches are presented: representations as group homomorphisms into matrix groups, and as modules over group algebras. The correspondence between both is discussed and special examples and constructions are studied.

The second part of the module concerns the ordinary character theory of finite groups, intrinsic to representation theory. The main objectives are to prove the orthogonality relations of characters and construct the character table of a finite group.

At the end of Year 3 students will fill in a form stating their mathematical or statistical interests and based on that will be assigned a dissertation supervisor (a member of staff) and a topic. The dissertation may be in mathematics, statistics, or on an industrial project, which is in cooperation with an external industrial partner. This depends on the student's degree scheme and choice.

During the first term students will meet their supervisor on a weekly basis and will be guided into an in-depth study of a specific topic. During the second term they will have to produce a written dissertation on what they have learned and give an oral presentation. The dissertation will be handed in the first week after the Easter recess. The grade is based 70% on your final written product, 10% on the oral presentation, and 20% on the initiative and effort that the student demonstrates during the entire two terms of the module.

Further information is available from the Year 4 Director of Studies and will be communicated to every Year 4 student at the beginning of Term 1.

Stochastic calculus is a theory that enables the calculation of integrals with respect to stochastic processes. This module begins with the study of discrete-time stochastic processes, defining key concepts such as martingales and stopping times. This then leads on to the exploration of continuous-time processes, in particular, Brownian motion.

Students will learn to derive basic properties of Brownian motion and explore integration with respect to it. They will also examine the derivation of Ito's formula and how to apply this to Brownian motion.

Over the course of the module, students will also learn to justify and critique the use of stochastic models for real-life applications, and to use the stochastic calculus framework to formulate and solve problems involving uncertainty – a skill that underpins financial mathematics.

This module shows how the rules of probability can be used to formulate simple models describing processes, such as the length of a queue, which can change in a random manner, and how the properties of the processes, such as the mean queue size, can be deduced.

In Stochastic Processes students will learn how to use conditioning arguments and the reflection principle to calculate probabilities and expectations of random variables. They will also learn to calculate the distribution of a Markov Process at different time points and to calculate expected hitting times, as well as how to determine whether a Markov process has an asymptotic distribution and how to calculate it. Finally, they will develop an understanding of how stochastic processes are used as models.

Fractals, roughly speaking, are strange and exotic sets in the plane (and in higher dimensions) which are often generated as limits of quite simple repeated procedures. The 'middle thirds Cantor set' in [0,1] is one such set. Another, the Sierpinski sieve, arises by repeated removal of diminishing internal triangles from a solid equilateral triangle.

This analysis module will explore a variety of fractals, partly for fun for their own sake but also to illustrate fundamental ideas of metric spaces, compactness, disconnectedness and fractal dimension. The discussion will be kept at a straightforward level and you’ll consider topological ideas of open and closed sets in the setting of R^2.