MATHS 2203 - Advanced Mathematical Perspectives II
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code MATHS 2203 Course Advanced Mathematical Perspectives II Coordinating Unit School of Mathematical Sciences Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3.5 contact hours per week Available for Study Abroad and Exchange Y Prerequisites MATHS 1012 and MATHS 1015 Restrictions Available to BMaSc(Adv) students only Course Description The aim of this course is to foster a broad appreciation of the mathematical sciences with an exposure to the areas of major research strength within the School. It will be taught in four three week blocks covering Mechanics, Operations research, Pure Mathematics and Statistics. Students will be required to participate proactively in the course by possible involvement in open ended problems, independent reading and mini projects.
Course Coordinator: Associate Professor Nicholas Buchdahl
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
- Develop appreciation for the distinction between "good" and "bad" mathematics.
- Develop appreciation of the importance of classification in mathematics.
- Understand the connections between probability, statistical data and evidence.
- Be able to apply probabilistic reasoning in real contexts involving data and evidence.
- Be able to analyse simple Hidden Markov Models.
- Be able to develop simple mathematical models.
- Be able to utilise mathematical tools in tackling real-world problems.
- Develop the ability to write project reports.
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)
1,2,3,4,5,6,7 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
1,2,3,4,5,6,7 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
Recommended ResourcesCourse materials will be provided by the lecturers.
Learning & Teaching Activities
Learning & Teaching ModesThe course is taught in four blocks of three weeks.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Quantity Workload hours Lecture 36 108 Project/Assignment 4 48 Total 156
Learning Activities SummaryPure Mathematics
Week 1: An overview of perspectives in mathematics, particularly as they apply to mathematics at The University of Adelaide.
Week 2: Separation, tessellation and triangulation.
Week 3: The classification of closed surfaces.Applied Mathematics I: Dynamics, Modelling and Computation
Week 4: Fourier transforms and properties.
Week 5: Fast Fourier Transforms and signal processing.
Week 6: Transforms used to solve partial differential equations.
Applied Mathematics II: Stochastic Modelling and Operations Research
Week 7: Introduction to Hidden Markov Models - review of discrete-time Markov chains, definition of a Hidden Markov Model, understanding of the three classical problems.
Week 8: Detailed exploration of the first two classical problems in Hidden Markov Models – likelihood calculation, and filtering and smoothing.
Week 9: Detailed explanation of the third classical problem in Hidden Markov Models – maximum likelihood estimation, including computational aspects; introduction of the project.
Week 10: Introduction to Bayesian inference.
Week 11: Bayesian hierarchical model and its application to meta-analysis (statistical overview).
Week 12: Applications of meta analyses and use of the R bayesmeta package.
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.
Component Weighting Topic Objective assessed Project/Assignment 1 25% Pure Mathematics 1, 2, 8 Project/Assignment 2 25% Applied Mathematics I 6, 7, 8 Project/Assignment 3 25% Applied Mathematics II 5, 6, 7, 8 Project/Assignment 4 25% Statistics 3, 4, 8
Assessment Related RequirementsAn aggregrate score of 50% or more is required to pass this course.
Assessment item Distributed Due Project/Assignment 1 Weeks 1-3 End of Week 8 Project/Assignment 2 Weeks 4-6 TBA Project/Assignment 3 Weeks 7-9 TBA Project/Assignment 4 Weeks 10-12 TBA
SubmissionReports are submitted to the relevant lecturer via MyUni. Late assignments are not accepted.
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
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- 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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