COMP SCI 1010  Puzzle Based Learning
North Terrace Campus  Semester 1  2015

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 problemsolving skills by discussing a variety of puzzles. The puzzlebased 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 problemsolving principles; b) Simplicity: educational puzzles are easy to state and easy to remember; c) Eureka factor: educational puzzles often frustrate the problemsolver! 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 problemsolving. The course presents some problemsolving rules and covers issues of understanding the problem and the role of intuition in problemsolving activities. Further, some mathematical problemsolving principles are discussed and elements of modelling, constraintprocessing, 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
 Understand the need to undertake lifelong learning.
 Be able to think about framing and solving unstructured problems.
 Understand problemsolving principles.
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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2,3 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2,3 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 2,3 Skills of a high order in interpersonal understanding, teamwork and communication. 1,2,3 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1,2,3 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 2,3 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,2,3 
Learning Resources
Required Resources
There is the course textbook:
Puzzlebased Learning: Introduction to critical thinking, mathematics, and problem solving, Z Michalewicz & M Michalewicz, Hybrid Publishers Pty LtdRecommended 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 supervisorsOnline Learning
Copies of lecture notes, lecture recordings and additional resources will be provided online through the forums page at http://forums.cs.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 46 additional hours per week in preparation of assignment work, and reviewing lecture material.Learning Activities Summary
Week
Date
Topic
Lecturer
Assignment
Tutorial
1
3/3
6/3Introduction to PBL
The problem: what are you after?
GC
GC2
10/3
13/3Public Holiday
Intuition: how good is it?GC
GCAssignment 1 (due on 17/3)
Tutorial 1
3
17/3
20/3Intuition: how good is it?
Modelling: let’s think about the problem a bit moreGC
GCAssignment 2 (due on 24/3)
Tutorial 2
4
24/3
27/3Modelling: let’s think about the problem a bit more
Some mathematical principlesGC
GCAssignment 3 (due on 31/3)
Tutorial 3
5
31/3
3/4Some mathematical principles
Constraints: How old are my children?GC
GCAssignment 4 (due on 7/4)
Tutorial 4
6
7/4
10/4Constraints: How old are my children?
Review  Challenging QuestionsGC
GCAssignment 5 (due on 14/4)
Tutorial 5
14/4
Semester break
21/4
Semester break
7
28/4
28/4Optimization: what is the best arrangement?
Optimization: what is the best arrangement?GC
GCAssignment 6 (due on 5/5)
Tutorial 6
8
5/5
8/5Probability: coins, dices, box and bears
Probability: coins, dices, box and bearsGC
GCAssignment 7 (due on 12/5)
Tutorial 7
9
12/5
15/5Statistically speaking
Statistically speakingGC
GCAssignment 8 (due on 19/5)
Tutorial 8
10
19/5
22/5Let’s simulate
Let’s simulateGC
GCAssignment 9 (due on 26/5)
Tutorial 9
11
26/5
29/5Pattern recognition: what is next?
Pattern recognition: what is next?GC
GCAssignment 10 (due on 2/6)
Tutorial 10
12
2/6
5/6Review  Challenging questions
Review  Challenging questionsGC
GCTutorial 11

Assessment
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
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
AssessmentDue Week Learning
ObjectivesCBOK Mappping* Problem Solving
AbstractionProblem Solving
DesignEthics Professionalism Teamwork concepts Interpersonnal
CommunicationsSocietal
IssuesHistoryandStatus
of DisciplineAssignment 1 Formative
and Summative10% week3 1,2,3 5 5 3 3 3 Assignment 2 Formative
and Summative10% week4 1,2,3 5 5 3 3 3 Assignment 3 Formative
and Summative10% week5 1,2,3 5 5 3 3 3 Assignment 4 Formative
and Summative10% week6 1,2,3 5 5 3 3 3 Assignment 5 Formative
and Summative10% week7 1,2,3 5 5 3 3 3 Assignment 6 Formative
and Summative10% week8 1,2,3 5 5 3 3 3 Assignment 7 Formative
and Summative10% week9 1,2,3 5 5 3 3 3 Assignment 8 Formative
and Summative10% week10 1,2,3 5 5 3 3 3 Assignment 9 Formative
and Summative10% week11 1,2,3 5 5 3 3 3 Assignment 10 Formative
and Summative10% 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 149 Fail P 5064 Pass C 6574 Credit D 7584 Distinction HD 85100 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 ongoing 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
 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

Policies & Guidelines
This section contains links to relevant assessmentrelated 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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