MATHS 1015 - Advanced Mathematical Perspectives I
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code MATHS 1015 Course Advanced Mathematical Perspectives I Coordinating Unit School of Mathematical Sciences Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 contact hours per week Available for Study Abroad and Exchange Y Restrictions Available to BMaSc (Adv) students only Course Description The aim of this course is to develop foundational research skills in the mathematical sciences. It will be taught as three small group workshops per week and assessed through guided discovery projects. Students will be required to participate proactively in the small groups workshops and by involvement in open-ended problems, independent reading and completion of the guided discovery projects.
Course Coordinator: Associate Professor Ben BinderCourse coordinator: Ben Binder
Office: Ingkarni Wardli, room 659
Phone: 8313 3244
Administrative enquiries: School of Mathematical Sciences office, Level 6, Ingkarni Wardli
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesStudents who successfully complete the course should:
1. appreciate the way pure mathematics is built on rigorous arguments
2. appreciate the difference between discrete and continuum modelling approaches
3. appreciate the need for statistical analysis of discrete data
4. be able to develop their own rigorous mathematical arguments
5. be able to develop simple mathematical models
6. be able to implement models using Matlab
7. be able to analyse discrete data
8. be able to write project reports and give an oral presentation
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
4,5,6,7,8 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
all Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
6,8 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
Recommended ResourcesMaterials provided by lecturers.
Online LearningThis course uses MyUni exclusively for providing electronic resources, such as lecture notes, assignment papers, sample solutions, discussion boards, etc. It is recommended that students make appropriate use of these resources. Link to MyUni login page: https://myuni.adelaide.edu.au/webapps/login/
Learning & Teaching Activities
Learning & Teaching ModesThis course is run in a workshop format. Students will work closely with academic members of staff in a small group discovery environment. Two written projects and a presentation constitute the assessment for the course.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Quantity Workload hours Workshops 36 108 Projects 2 32 Presentation 1 16 Total 156
Learning Activities SummaryWorkshop Outline
1. Theory: Outline for mathematical modelling project: Discrete and continuous models2. Theory: Development of continuum model and analytical solutions3. Theory: Continuum paths and space-time diagrams
4. Practical: Introduction to Matlab—plotting of continuum paths5. Practical: Plotting of continuum paths6. Practical: LaTeX session
7. Public holiday8. Practical: Implementation of cellular automata mechanism for tissue growth9. Practical: Implementation of cellular automata mechanism for tissue growth
10. Practical: Implementation of cellular automata mechanism for tissue growth11. Practical: Statistical analysis of cellular automata data and comparison with continuum paths12. Practical: Statistical analysis of cellular automata data and comparison with continuum paths
13. Public holiday14. Theory: Probabilistic description of discrete model, probability trees15. Theory: Uniform and negative hypergeometric distribution
16. Theory: Polya distribution mean and variance, comparison with continuum paths17. Practical: Comparison of averaged cellular automata data with paths/distributions18. Practical: Preparing a Poster session
19. Public holiday20. Practical: Preparing a Poster and Feedback on draft report21. Practical: Preparing a Poster and Feedback on draft report
22. Practical: Preparing a Poster and Feedback on draft report23. Oral Assessment: Poster session24. Oral Assessment: Poster session
25. Oral Assessment: Poster session26. Practical: Consultancy session27. Practical: Consultancy session
28. A brief overview of mathematics29. A brief overview of pure mathematics30. What is good mathematics?
31. Proving results in mathematics32. The notions of equivalence and classification33. More on proofs
34. Surfaces and their characteristics35. Classification of surfaces -- the orientable case36. Classification of surfaces -- the non-orientable case
Week 1337. End of proofs. Recapitulation of pure section
38. Discussion, including second project
Small Group Discovery ExperienceThis course aims to develop independent student learning in a small group discovery environment.
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 Objective Assessed Project report 1 60% 2,3,4,5,6,7,8 Project report 2 25% 1,4,8 Presentation 15% 2,3,4,5,6,7,8
Assessment item Distributed Due Date Weighting Project 1 Week 2 Week 10 60% Project 2 Week 10 Week 13 25% Presentation Week 6 Week 8 15%
Submission1. The reports are to be submitted to the relevant lecturer with a signed cover sheet attached.
2. Late reports will not be accepted.
3. Reports will have a two week turn-around time for feedback to students.
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.
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