COMP SCI 1104 - Grand Challenges in Computer Science
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code COMP SCI 1104 Course Grand Challenges in Computer Science Coordinating Unit School of Computer Science Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 5 hours per week Available for Study Abroad and Exchange N Assumed Knowledge COMP SCI 1101 Restrictions Available to B.Comp Sc (Advanced) students only, or by permission of the Head of School. Non-B.Comp Sc (Advanced) students must achieve a GPA of at least 6 in Computer Science courses before being considered for entry. Course Description Introduction to key research areas in Computer Science and the "Grand Challenges". Topics include AI, Algorithms, Distributed Systems, Networking, Data Mining and Hardware; scholarship and writing in the discipline, critical analysis and thinking skills.
Course Coordinator: Professor Frank Neumann
The full timetable of all activities for this course can be accessed from Course Planner.
The course timetable takes place over Semester 2, 2017,
See the class planner for this course for details.
Note, if the class is large some project sessions may be held over two rooms. Details will be announced in lectures.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 To be able to identify, justify and discuss the grand challenge problems, giving clear examples of why these are significant to the discipline and to the population at large 2 To develop and apply systematic and creative thinking techniques for analysis and problem solving 3 To gain experience in the application of critical thinking skills in the development of complex activities and in the provision of constructive criticism 4 To gain experience in the application of fundamental Computer Science methods and algorithms in the analysis, summarization and visualisation of large and significant data sets. 5 To develop or further refine the ability to communicate, in written, visual and verbal form, in order to convey complex information to others in a way that supports decision-making.
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 1.4 1.5 1.6 2.1 2.2 2.3 2.4 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, 4, 5 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
1-4 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
1, 4, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1, 4, 5 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, 5 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, defuse conflict and engage positively in purposeful debate
Required ResourcesRequired readings will be provided on the course website. There is no required textbook for this course.
Recommended ResourcesThere are no textbooks for this course. There are a number of reference books and additional notes will be given during class including:
- Data Analysis with Open Source Tools P. Janert,
- Information is Beautiful D. McCandless, Collins
Online LearningThe Grand Challenges course uses Canvas to provide online resources to students: https://myuni.adelaide.edu.au/
Learning & Teaching Activities
Learning & Teaching ModesThe course aims to introduce students to a wide range of concepts and techniques. The course will be taught using the following class activities:
Marks will not be awarded for attendance, but a number of activities constitute designated presentation times and, if the activity is missed with no prior arrangement or sound ￼reason, marks will be forfeited as identified within the late penalty structure and assignment-specific rubric.
- Lectures, tutorials and practical/project activities Students are expected to attend all classes.
In addition, students are expected to spend significant time working on their assignments both within and outside of the laboratory. During the course, students will undertake a series of assignments designed to complement the material discussed in lectures and tutorials. These assignments involve the design and development of project work and reflective essays, and will enable students to test their knowledge of the concepts and theory discussed in class. You will be expected to record the production process of all of your assignments and your experiences across the course. This will provide you with the opportunity for reflection and review.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.This information is provided as a guide to assist students in engaging appropriately with the course requirements. Grand Challenges is a 3 unit course. The expectation is that students will devote at least 156 hours to a 3 unit course, including contact hours. It is important to note that, given that the exam weighting is significantly smaller than is usual for Computer Science, it is expected that additional work time will be allocated to the assignments.
Learning Activities SummaryLecture Topics
- Grand Challenges: Intro and the 6 Challenges
- Advanced Computational Methods and Algorithms, Data and Visualisation
- High Performance Computing; Software Infrastructure
- Education, training and workforce; Grand Challenge Communities
- Current Research: School research group leaders - grand challenge focus
- Supporting research with evidence: statistics.
- Thinking about thinking: fallacies, philosophical foundations and a world of effects.
- Dynamic visualisation in industry and research
- Blue sky thinking: research leaders discuss their wish list.
- How are we doing?
- Defined grand challenges versus achievement: 1945- 2012
- Ethical issues in Community Science: where are we going?
Topics are selected according to project. Topics may include:Defining a grand challenge; Parallelisable Problems; Simulation and Modelling; Analysis of Stream Data; Introduction to analysis; Efficient methods for data analysis; Introduction to Bayesian probability; Statistical fallacies and paradoxes; Identifying fallacies and effects.; Self-assessment of Project 2 pitch; Rubric generation for assessing project 2;Outreach: how can I explain this to other people? Computer Science Identity: What are we? Producing an intro to R practical exerciseProject and Practical Activities
- Project 1: Preparation
- Project 1: Pitch of Candidates. Group feedback.
- Project 1: First cut
- Project 1: Feedback
- Project 1: Revised version, rebuttal.
- Project 2: Second Project iteration
- Project 2: Pitch and feedback
- Project 2: Progress report.
- Project 2: First demonstration and feedback.
- Project 2: Final demonstration.
Specific Course RequirementsNone
Small Group Discovery ExperienceGrand Challenges will examine relevant research literature and contains a project component but is not formally part of the small group discovery experience.
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 SummaryThe assessment for this course consists of the following weightings:
Project 1 – 35%
Project 2 – 55%
Course Improvement Report: 10%
Assessment Related RequirementsIn order to pass, students must achieve an overall passing grade and not score less than 40% in Project 2.
Assessment DetailThe projects are weighted as above, with the following breakdown of marks within the projects and mapping to course objectives and CBOK Skills Sets.
Assessment Type Proportion of that assessment learning objective CBOK Mappping* Due Week Abstraction Design Ethics Communication Societal issues Data Programming HCI Systems Development Proj 1 Pitch Formative 10% week 3 1,2,3,4,5 3 3 Proj 1 First cut demo Formative 20% week 4 3,4,5 3 3 3 3 3 3 3 3 Proj 1 Feedback Report Formative 20% week 5 1,3,5 3 3 Proj 1 Final Submission Summative 25% week 6 1,2,3,4,5 3 3 3 3 3 3 3 3 Proj 1 Final Report Summative 25% week 7 1,3,5 3 3 3 3 Proj 2 Pitch Formative 10% week 8 1,2,3,4,5 3 3 Proj 2 First cut Demo Formative 25% week 9 1,3,5 3 3 3 3 3 3 3 3 Proj 2 Feedback Report Summative 10% week 10 1,3,5 3 3 Proj 2 Final Submission Summative 30% week 11 1,2,3,4,5 3 3 3 5 5 5 5 3 Proj 2 Final Report Summative 25% week 12 1,3,5 3 3 3 3 Course Improvement Report Summative 100% week 12 1,3,5 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).
SubmissionAll programming assignments will be submitted via the school's Web Submission gateway, available from the school web page (http://www.cs.adelaide.edu.au). Other materials may be submitted to the school's Moodle forums (http://forums.cs.adelaide.edu.au).
Both electronic systems provide cover sheets for submitted work. No physical submissions of work will be accepted unless specifically requested by the lecturer - all other submissions will be electronic. Students are strongly advised to keep copies of any electronic work that they submit, if they are entering text into fields without a receipted copy.
The School of Computer Science observes a strict lateness policy. Your mark is capped by an additional 25% for each day late. 1 day late and your maximum mark can now only be 75%. 2 days late, 50%, 3 days late, 75%. Any submission beyond this point attracts no marks. Days are calculated from the time of hand-in, hence, if a hand-in is due at midnight, 12:01am is 1 day late.
Extensions may be requested in advance for medical or compassionate reasons but (1) all requests must be accompanied by documentation, (2) extensions awarded will be proportional to any days missed due to illness (sick for 1 day WITH a medical certificate will only get you a 1 day extension), (3) no extensions will be granted on the final day unless the issue is both severe and unforeseen
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
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- 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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