01. ETO - Mathematics for Engineering
Updated 16 May 2023
ETO STCW III/6 CoC | Name of respondent, role and organisation: | ||
---|---|---|---|
Competency/ Module: Mathematics for Engineering 1 | |||
Knowledge, understanding and proficiency | Recommendation of working group regarding the outcome and objective. | Rationale | Action required |
Outcome 1: Solve problems involving functions and trigonometric equations. | Keep | Remains relevant | See sub-outcomes |
1.1 Properties of functions | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
1.2 Inverse functions | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
1.3 Composite Functions | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
1.4 Trigonometric equations | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
Outcome 2: Solve problems involving exponential and logarithmic equations | Keep | Remains relevant | See sub-outcomes |
2.1 Evaluation of logarithmic and exponential expressions | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
2.2 Transposition from logarithmic to exponential form and vice versa | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
2.3 Laws of logarithms | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
2.4 Graphics of logarithmic and exponential functions | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
Outcome 3: Evaluate the strength of materials in a range of engineering environments | Keep | Remains relevant | See sub-outcomes |
3.1 Collinearity | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
3.2 Addition, subtraction and scalar multiplication of vectors | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
3.3 Scalar product | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
3.4 Conversion of complex numbers between rectangular and polar form Addition and subtraction of complex numbers | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
3.5 Multiplication and division of complex numbers | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
3.6 Representation of complex numbers on an Argand Diagram | Keep | The mathematical theory needs to be understood in a maritime context. | Contextualise application in respect of other engineering units. |
3.7 Use of polar and rectangular forms of complex numbers | Add | More relevant to this topic than the Electro-Technology module. | Contextualise application in respect of other engineering units. Remove this outcome from Module 7a. “Electro-Technology” |
Proposal submitted by: | Any other outcomes for this competency, above and beyond STCW which would be needed due to use of modern technology and impact of future fuels onboard: | ||
Objective | Reason Why | Action required | |
Cadet Training & Modernisation Working Group | Include Human Element Factors throughout the syllabus | To provide seafarers with a contextualised understanding of the Human Element in the maritime industry, showing how they can put theory into practice in the work they carry out at sea. | Raise awareness throughout the Cadet’s training of the areas in which human element factors will have an impact. Recommendations on where this can be included have been noted throughout the entire syllabus. Not every template has Human Element Factor recommendations but please do add any you feel may have been missed. |
Cadet Training & Modernisation Working Group | Include Data Science skills throughout the syllabus | Data Science Skills (Comprehension, Analysis, Presentation, etc…) are already required within much of the syllabus. A further, specific focus on these skills needs to be taught where relevant. | A specific topic will need to be introduced to improve Cadets’ Data Science skills. Practical application of data science skills should be highlighted throughout the syllabus. Not every template has Data Science recommendations but please do add any you feel may have been missed. |
Cadet Training & Modernisation Working Group | Ensure all outcomes are contextualised to help Cadets understand what they are learning in relation to what they will experience at sea. | While some outcomes are intrinsically linked to work carried out at sea, some need to be contextualised to show how they apply to work on board. Where this is the case, it is important to make sure Cadets clearly understand how the outcome relates to work at sea and it is essential to make sure that this context is given with reference to current and future seagoing technologies and practices. | Where outcomes do not specifically cover a topic which relates to work carried out at sea, more must be done to contextualise the outcome and make it relevant to the maritime industry, giving specific shipping examples of how the outcome may be applied in a modern shipping context. Not every template has contextualisation recommendations but please do add any you feel may have been missed. |