COMP SCI 1010MELB - Puzzle Based Learning

Melbourne Campus - Semester 1 - 2024

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.

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Course Details

Course Code	COMP SCI 1010MELB
Course	Puzzle Based Learning
Coordinating Unit	Computer Science
Term	Semester 1
Level	Undergraduate
Location/s	Melbourne Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange
Assumed Knowledge	SACE level 2 Mathematical Methods
Restrictions	Available only to University of Adelaide College Melbourne Campus students
Assessment	Written exam and/or assignments

Course Staff

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Course Timetable

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

Learning Outcomes

Course Learning Outcomes

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University Graduate Attributes

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Learning & Teaching Activities

Learning & Teaching Modes

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Workload

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Learning Activities Summary

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

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

Assessment Summary

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Assessment Detail

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Submission

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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.
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Maintained by:	Course Outlines Administrator