DEGREE/PROGRAMME TITLE: Bachelor of Education

SPECIALIZATION: Computer Studies

COURSE NAME: Discrete Mathematics for Computing
COURSE CODE: CS201SEB
NUMBER OF CREDITS: 3
NUMBER OF HOURS: 45 hours
PREREQUISITES: CS100SEB

COURSE DESCRIPTION

GENERAL LEARNING OUTCOMES

This course will develop student teachers understanding of and response to:
1. Concepts in propositional logic and reasoning.
2. Principles of Boolean algebra.
3. Properties of sets, functions and relations.
4. Evaluation of logical proofs.

COURSE CONTENT
UNIT 1: Sets, Logic and Boolean Algebra
Number of hours: 13
Learning Outcomes: Student teachers should be able to:
1.1 Define various sets, including power set of a set and partition of a set and use the various
symbols of set theory.
1.2 Work with the set operations of , on more than two sets while making use of
the properties associated with these operations.
1.3 Create Boolean polynomials using the operations +, - and ~.
1.4 Create logical statements using disjunction, conjunction, negation and implication.
1.5 Use tables to determine the possible values of a Boolean polynomial or logical statement.
1.6 Work with Boolean algebras in a variety of contexts, including sets, propositions and
circuits.
1.7 Simplify a circuit by seeking a minimal Boolean polynomial.

Content:
1.1 Types of set (Power set, proper set, subset)
1.2 Symbols of set theory ( , , , , , , )
1.3 Set operations ( , , )
1.4 Logical operators (, , ~, , , , )
Operator precedence

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 Conditional propositions
Reasoning
Deductively
Inductively
Abductively
Truth table
Double implication
Compound statements
Logical equivalence
1.5 De Morgans law
1.6 Quantifiers (universal quantifier and existential quantifiers)

UNIT 2: Relations and Functions

Number of hours: 810
Learning Outcomes: Student teachers should be able to:
2.1 Define and create examples of; the Cartesian product of two sets, relations, equivalence
Relations., partial ordering and functions.
2.2 Create examples of; relations which are not equivalence relations, relations which are not
functions and functions which are one-one.
2.3 Create a variety of pictorial representations of relations and functions.
2.4 Use an equivalence relation on a set to produce equivalence classes., the quotient of
the
set and a partition of the set.

Content:
2.1 Functions (range, domain)
Composite
Injective
Surjective
Bijective
2.2 Relations
Properties
i. Reflexivity
ii. Symmetry
iii. Anti-symmetry
iv. Transitivity
Equivalence Relations and Equivalence Classes
Order Relations
Partial orders
Total orders

UNIT 3: Methods of logical proof

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Number of hours: 8
Learning Outcomes: Student teachers should be able to:
3.1 Explain the nature of a proof while making use of the terms; axioms (assumptions),
statement, hypothesis and conclusion.
3.2 Provide examples of a theorem and its; converse, inverse and contrapositive.
3.3 Make proper use of the expressions; if..then, only if and if and only if.
3.4 Produce a simple indirect proof (reduction and absurdum) such as the classic proof that
2 is irrational.
3.5 Determine when a proof by mathematics induction is possible and use this technique in
simple proofs.

Content:
3.1 Integers, real numbers, complex numbers
3.2 Mathematical induction
Basis step
Recursive step
Conclusion
3.3 Converse, contrapositive and contradiction

UNIT 4: Combinatorics
Number of hours: 68
Learning Outcomes: Student teachers should be able to:
4.1 Use the fundamental counting principle in determining the number of possible outcomes
of an experiment.
4.2 Calculate the number of permutations and combinations which may be created for a set of
objects, while correctly using the standard notions for binomial coefficients, permutations
and combinations.
4.3 Calculate permutations of sets which may be partitioned.
4.4 Illustrate examples involving the fundamental counting principles by means of tree
diagrams.
Content:
4.1 Factorial
4.2 Multiplication principle
4.3 Addition principle
4.4 Permutations
4.5 Combinations

UNIT 5: Probability and expectation

Number of hours: 9
Learning Outcomes: Student teachers should be able to:
5.1 Provide examples of: an experiment and its sample space, various types of events and a

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 finite probability space.
5.2 Use the properties of a finite probability space to calculate the probability of an event and
its complement and conditional probabilities.
5.3 Determine the appropriateness of and be able to use, Venn diagrams and tree diagrams in
calculating certain probabilities.
5.4 Create a discrete random variable on a finite sample space and calculate the expectation
for the random variable.

Content:
5.1 Theoretical versus experimental probability.
Sample space
Possible events, certain events, impossible events
5.2 Conditional probability

UNIT 56: Graph Theory and adjacencyand adjacency Matrices

Number of hours: 102
Learning Outcomes: Student teachers should be able to:
56.1 Define and produce a variety of examples of a; graph, simple graph, complete graph,
bipartite graph, labeled graph, directed graph and tournament.
56.2 Determine from a given graph its; order, size and type (as listed above) as well as the
degree of a vertex.
56.3 Locate/create a particular walk, trail, path or cycle, whenever possible, for a given graph.
56.4 Produce the adjacency matrix and incidence matrix for a given graph.
56.5 Use the kth power of the adjacency matrix to determine the number of walks of length k in
a graph.
56.6 Apply graphs to problems involving; communication and transportation networks,
dominance, map colouring, etc.

Content:
56.1 Graphs definition
Edges
Vertices
56.2 Graph representation
Simple graphs
Weighted graphs
Directed graphs
56.3 Paths and cycles
Eulers cycles
Degree of a vertex
Hamiltonian cycles
6.4 Trees
Spanning trees
Binary search trees
Tree traversals (pre-order, in-order and post order traversals)

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 ASSESSMENT STRATEGIES
Coursework
Weighting: 40%

Coursework should include:

Assignments (at least twofive assignments on units 1 to 6) 20%
Tests (at least two on units 1 to 6) 20%

Written Examination
Weighting 60%
One 2 hours examination consisting of at least six (6) structured questions.

RECOMMENDED TEXTS AND REQUIRED READING

Johnsonbaugh, R. (2009). Discrete Mathematics. (7th ed.). London: Prentice Hall.

Lipschutz, S. (1987). Schaums Outline of Essential Computer Mathematics. New York:

McGraw-Hill.

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