PURE MTH 7023 - Pure Mathematics Topic D
North Terrace Campus - Semester 2 - 2021
General Course Information
Course Code PURE MTH 7023 Course Pure Mathematics Topic D Coordinating Unit School of Mathematical Sciences Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange Y Course Description Please contact the School of Mathematical Sciences for further details.
Course Coordinator: Associate Professor Sanjeeva Balasuriya
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesIn 2016, the topic of this course is Differential and Algebraic Topology.
This course is part of the geometry/topology sequence. However, its methods also underlie part of the basic theory of partial differential equations, which appears, roughly speaking, as an infinite-dimensional extension of these ideas.
* To define the degree of a smooth map and give standard topological applications
* To show existence of embeddings of compact smooth manifolds into Euclidean space
* To define and study transversality results
* To study regular and singular values of smooth maps and Sard's theorem
* brief introduction to Morse theory
* brief introduction to surgery theory
* brief introduction to K-theory
Other topics not covered in Topic A eg some Riemannian geometry, Inverse and implicit function theorems etc
Advanced topics if time permits:
* brief introduction to the Dirac operator and index theory
(here is where Topic B is required)
Topic A (Murray's course in semester 1)
Topic B (Rosenberg's course in semester 1)
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)
all 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
Required ResourcesVideo recordings, short writeups, research publications and other ancillary material will all be provided via the course's MyUni site.
Online LearningThis course will have an active MyUni website.
Learning & Teaching Activities
Learning & Teaching ModesThe learning in this course will be governed by modern pedagogical techniques, with no traditional lectures. A combination of the concepts of flipped classrooms, active learning, discovery-based learning, peer evaluations, and assessments for learning will be employed.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Quantity Workload Hours Workshops (includes presentations, and prior work) 24 90 Problem sets 4 36 Final project 1 30 Total 156
Learning Activities SummaryThe course material will be associated with the following sections, each of which will be of roughly two weeks duration:
1. Theoretical preliminaries: existence, uniqueness, continuity in initial conditions
2. Phase space: invariant sets, Lasalle invariance, Hamiltonian systems, Lyapunov functions, alpha and omega limits sets
3. Critical points and local behaviour: stability, Hartman-Grobman theorem, stable and unstable manifolds, centre manifolds
4. Poincare maps: critical points for maps, Poincare maps, Poincare-Bendixson theorem, van der Pol oscillator
5. Local bifurcations: saddle-node, transcritical, pitchfork, Hopf, period-doubling, establishment via the implicit function theorem
6. Chaos: Smale horseshoe map, symbolic dynamics, Smale-Birkhoff theorem, Melnikov methods
The delivery of these sections will be via the two workshop sessions per week, run in student-centred mode, coupledwith prior readings/viewings.
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 Task Type Weighting Learning Outcomes Problem sets (4) Formative and Summative 44% All Presentations (instructor-reviewed) Formative and Summative 16% All Presentations (peer-reviewed) Formative and Summative 6% All Active participation (instructor+peer-reviewed) Formative and Summative 10% All Final project Summative 24% All
No information currently available.
No information currently available.
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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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