COMP SCI 1010 - Puzzle Based Learning

North Terrace Campus - Semester 1 - 2017

The focus of this course is on getting students to think about framing and solving unstructured problems (those that are not encountered at the end of some textbook chapter). The general objective is to increase the student's mathematical awareness and problem-solving skills by discussing a variety of puzzles. The puzzle-based learning approach has a long tradition as the first mathematical puzzles were found in Sumerian texts that date back to around 2,500 BC The puzzles selected for the course satisfy most of the following criteria: a) Generality: educational puzzles explain some universal mathematical problem-solving principles; b) Simplicity: educational puzzles are easy to state and easy to remember; c) Eureka factor: educational puzzles often frustrate the problem-solver! Eventually a Eureka! moment is reached. The Eureka factor also implies that educational puzzles often have elementary solutions that are not obvious; d) Entertainment factor: educational puzzles are very entertaining! Such educational puzzles are used to illustrate basic concepts of critical thinking, mathematics, and problem-solving. The course presents some problem-solving rules and covers issues of understanding the problem and the role of intuition in problem-solving activities. Further, some mathematical problem-solving principles are discussed and elements of modelling, constraint-processing, optimization, probability, statistics, simulation, pattern recognition, and strategy are introduced.

  • General Course Information
    Course Details
    Course Code COMP SCI 1010
    Course Puzzle Based Learning
    Coordinating Unit School of Computer Science
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Assumed Knowledge SACE level 2 Maths Sciences
    Course Description The focus of this course is on getting students to think about framing and solving unstructured problems (those that are not encountered at the end of some textbook chapter). The general objective is to increase the student's mathematical awareness and problem-solving skills by discussing a variety of puzzles. The puzzle-based learning approach has a long tradition as the first mathematical puzzles were found in Sumerian texts that date back to around 2,500 BC The puzzles selected for the course satisfy most of the following criteria: a) Generality: educational puzzles explain some universal mathematical problem-solving principles; b) Simplicity: educational puzzles are easy to state and easy to remember; c) Eureka factor: educational puzzles often frustrate the problem-solver! Eventually a Eureka! moment is reached. The Eureka factor also implies that educational puzzles often have elementary solutions that are not obvious; d) Entertainment factor: educational puzzles are very entertaining! Such educational puzzles are used to illustrate basic concepts of critical thinking, mathematics, and problem-solving. The course presents some problem-solving rules and covers issues of understanding the problem and the role of intuition in problem-solving activities. Further, some mathematical problem-solving principles are discussed and elements of modelling, constraint-processing, optimization, probability, statistics, simulation, pattern recognition, and strategy are introduced.
    Course Staff

    Course Coordinator: Associate Professor Gustavo Carneiro

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

     
    1 Understand the need to undertake lifelong learning
    2 Be able to think about framing and solving unstructured problems
    3 Understand problem-solving principles

     
    The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
    The course is designed to develop the following Elements of Competency: 1.1   1.2   1.3   1.5   2.1   2.2   3.1   3.2   3.3   3.4   3.5   3.6   

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    1-2
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    2-3
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    1-3
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, diffuse conflict and engage positively in purposeful debate
    1-3
  • Learning Resources
    Required Resources
    There is the course textbook:

    Puzzle-based Learning: Introduction to critical thinking, mathematics, and problem solving, Z Michalewicz & M Michalewicz, Hybrid Publishers Pty Ltd
    Recommended Resources
    Students are expected to attend lectures, collaborative sessions and also their supervised practical sessions. These practical sessions will be crucial to developing your understanding of the course material, and will provide access to additional assistance from practical supervisors
    Online Learning
    Copies of lecture notes, lecture recordings and additional resources will be provided online through the myuni page at https://myuni.adelaide.edu.au. Discussion forums will also be made available on the this website. Students are expected to check the forums website frequently for announcements and new resources.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course aims to introduce students to a range of fundamental skills that they will need as professional Engineers. The course will be taught through a combination of lectures and tutorials.

    Many examples will be worked on during the tutorials. The tutorial sessions will require students to individually prepare solutions to set questions which can then be worked on and assessed during the session. The purpose of these tutorials is for students to apply the examples and theoretical concepts discussed in lectures.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    Students are expected to attend all scheduled classes. In addition to the schedule contact hours, students are expected to spend 4-6 additional hours per week in preparation of assignment work, and reviewing lecture material.
    Learning Activities Summary

    Week

    Date

    Topic

    Lecturer

    Assignment

    Tutorial

    1

    29/2

    2/3

    Introduction to PBL

    The problem: what are you after?

    GC

    GC

     

     

     

    2

    7/3

    9/3

    Intuition: how good is it?

    Intuition: how good is it?

    GC

    GC



    Assignment 1 (due on 16/3)

    Tutorial 1

    3

    14/3

    16/3

    Public Holiday

    Modelling: let’s think about the problem a bit more

    GC

    GC



    Assignment 1 (due on 23/3)

    Tutorial 2

    4

    21/3


    23/3

    Modelling: let’s think about the problem a bit more

    Some mathematical principles

    GC


    GC




    Assignment 3 (due on 30/3)

    Tutorial 3

    5

    28/3

    30/3

    Public Holiday

    Some mathematical principles

    GC

    GC

     

    Assignment 4 (due on 6/4)

    Tutorial 4

    6

    4/4

    6/4

    Constraints: How old are my children?

    Challenge Day I

    GC

    GC



    Assignment 5 (due on 27/4)

    Tutorial 5

     

    11/4

    Semester break

     

     

     

     

    18/4

    Semester break

     

     

     

    7

    25/4


    27/4

    Optimization: what is the best arrangement?

    Optimization: what is the best arrangement?

    GC


    GC




    Assignment 6 (due on 4/5)

    Tutorial 6

    8

    2/5


    4/5

    Probability: coins, dices, box and bears

    Probability: coins, dices, box and bears

    GC


    GC




    Assignment 7 (due on 11/5)

    Tutorial 7

    9

    9/5

    11/5

    Statistically speaking

    Statistically speaking

    GC

    GC



    Assignment 8 (due on 18/5)

    Tutorial 8

    10

    16/5

    18/5

    Let’s simulate

    Let’s simulate

    GC

    GC



    Assignment 9 (due on 25/5)

    Tutorial 9

    11

    23/5


    25/5

    Pattern recognition: what is next?

    Pattern recognition: what is next?

    GC


    GC




    Assignment 10 (due on 1/6)

    Tutorial 10

    12

    30/5

    1/6

    Course Review

    Challenge Day II

    GC


    GC

     

    Tutorial 11

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    The assessment for PBL has 3 components:

    Assessement             Percentage of final mark           Learning objectives         
    Written exam 60% 1, 2, 3
    Assignments 37% 1, 2, 3
    Tutorial and class participation      3% 3


    Assessment Related Requirements
    Students must obtain at least 40% in the written exam component, and 50% overall, to pass the course.
    Assessment Detail
    Written exam: this will be a 2 hour open book exam. Questions will test the students’ understanding of concepts presented throughout the course, and their ability to put them to use to solve problems.

    Tutorial and class participation: intended to assess the student’s knowledge in practical application of the concepts taught in lectures, specifically in designing and developing puzzle solutions. 

    Assignments: both formative and summative and extend the work done in the tutorial sessions. Assignments are used to help assess whether the required graduate attributes are being developed. Written feedback will be provided for some of the assessment work.  Assignments are due one week after they are released.


    Assessment Type Proportion of that
    Assessment
    Due Week Learning
    Objectives
    CBOK Mappping*
    Problem Solving
    Abstraction
    Problem Solving
    Design
    Ethics Professionalism Teamwork concepts Interpersonnal
    Communications
    Societal
    Issues
    HistoryandStatus
    of Discipline
    Assignment 1 Formative 
    and  Summative
    10% week3 1,2,3 5 5 3 3 3
    Assignment 2 Formative
    and Summative
    10% week4 1,2,3 5 5 3 3 3
    Assignment 3 Formative
    and Summative
    10% week5 1,2,3 5 5 3 3 3
    Assignment 4 Formative
    and Summative
    10% week6 1,2,3 5 5 3 3 3
    Assignment 5 Formative
    and Summative
    10% week7 1,2,3 5 5 3 3 3
    Assignment 6 Formative
    and Summative
    10% week8 1,2,3 5 5 3 3 3
    Assignment 7 Formative
    and Summative
    10% week9 1,2,3 5 5 3 3 3
    Assignment 8 Formative
    and Summative
    10% week10 1,2,3 5 5 3 3 3
    Assignment 9 Formative
    and Summative
    10% week11 1,2,3 5 5 3 3 3
    Assignment 10 Formative
    and Summative
    10% week12 1,2,3 5 5 3 3 3
    Tutorial and Class Participation Formative 100% NA 3 5 5 3 3 3
    Written Exam Summative 100% Exam Period 1,2,3 5 5 3 3


    Due Dates: The assignment due dates will be made available on the course website.
    *CBOK categories are explained in section 4 of the ICT core body of knowlege. Numbers assigned correspond to the Bloom taxonomy (see page 26 of the same document).

    Submission
    Practical exercises will be assessed during the tutorial sessions.

    Assignments will be submitted online, please refer to each assignment description for details.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

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