PURE MTH 4119 - Complex Analysis - Honours
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code PURE MTH 4119 Course Complex Analysis - Honours Coordinating Unit School of Mathematical Sciences 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 Prerequisites MATHS 2100 or MATHS 2101 or MATHS 2202 Assumed Knowledge MATHS 2101 or MATHS 2202 Course Description When the real numbers are replaced by the complex numbers in the definition of the derivative of a function, the resulting (complex-) differentiable functions turn out to have many remarkable properties not enjoyed by their real analogues. These functions, usually known as holomorphic functions, have numerous applications in areas such as engineering, physics, differential equations and number theory, to name just a few. The focus of this course is on the study of holomorphic functions and their most important basic properties.
Topics covered are: Complex numbers and functions; complex limits and differentiability; elementary examples; analytic functions; complex line integrals; Cauchy's theorem and the Cauchy integral formula; Taylor's theorem; zeros of holomorphic functions; Rouche's Theorem; the Open Mapping theorem and Inverse Function theorem; Schwarz' Lemma; automorphisms of the ball, the plane and the Riemann sphere; isolated singularities and their classification; Laurent series; the Residue Theorem; calculation of definite integrals and evaluation of infinite series using residues; Montel's Theorem and the Riemann Mapping Theorem.
Course Coordinator: Dr Melissa Tacy
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
- Demonstrate an understanding of the fundamental concepts of complex analysis.
- Demonstrate an understanding of the application of the theory both to other mathematical areas and to physics and engineering.
- Prove the basic results relating to holomorphic functions.
- Apply the theory learnt in the course to solve a variety of problems at an appropriate level of difficulty.
- Demonstrate skills in communicating mathematics orally and in writing.
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 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 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
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
4,5 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
Recommended ResourcesThe course will loosely follow E. M. Stein and R. Shakarchi, Complex Analysis (available to us as an e-book).
Other resources you may wish to use are:
J. Bak and D. J. Newman, Complex Analysis (available as an e-book).
T. W. Gamelin, Complex Analysis.
R. E. Greene and S. G. Krantz, Function theory of one complex variable.
Online LearningAssignments, tutorial exercises, handouts, and course announcements will be posted on MyUni.
Learning & Teaching Activities
Learning & Teaching ModesThe lecturer guides the students through the course material in 30 lectures. Students are expected to engage with the material in the lectures. Interaction with the lecturer and discussion of any difficulties that arise during the lecture is encouraged and attendance at the lecturer's consultation hour is particularly encouraged. Students are expected to attend all lectures, but lectures will be recorded to help with occasional absences and for revision purposes. In fortnightly tutorials students will work through exercises designed to practise their skills. Fortnightly homework assignments help students strengthen their understanding of the theory and their skills in applying it, and allow them to gauge their progress.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Quantity Workload Hours Lectures 30 100 Tutorials 4 16 Assignments 5 40 Total 156
Learning Activities Summary
Lecture Schedule Week 1 The complex numbers and the complex plane. Continuity and complex differentiation. Week 2 Holomorphic functions and power series. Integration along curves. Week 3 Goursat's theorem. Cauchy's theorem. Week 4 Cauchy's integral formula and consequences, Liouville's theorem. Week 5 Zeros and poles of holomorphic functions, residues. Week 6 The residue formula and applications, Morera's theorem. Week 7 Classfication of singularities and Laurent series. Week 8 Rouche's theorem, the maximum principle and applications. Week 9 Transformations of the complex plane. Week 10 The Riemann sphere. Generalisations to simply connected regions. Week 11 The complex logarithm, Riemann mapping theorem. Week 12 Connections to harmonic functions and PDE.
Tutorials in Weeks 3, 5, 9, and 11 cover the material of the previous two weeks.
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 Task Type Due Weighting Learning Outcomes Exam Summative Examination Period 70% All Test Summative Week 7 10% All Assignments Formative and summative Weeks 4, 6, 8, 10, and 12 20% All
Assessment Related RequirementsAn aggregate score of 50% is required to pass the course.
Assessment Set Due Weighting Assignment 1 Week 3 Week 4 4% Assignment 2 Week 5 Week 6 4% Assignment 3 Week 7 Week 8 4% Assignment 4 Week 9 Week 10 4% Assignment 5 Week 11 Week 12 4%
SubmissionHomework assignments must be submitted on time with a signed assessment cover sheet. Late assignments will not be accepted. Assignments will be returned within two weeks. Students may be excused from an assignment for medical or compassionate reasons. Documentation is required and the lecturer must be notified as soon as possible.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M11 (Honours Mark Scheme) Grade Grade reflects following criteria for allocation of grade Reported on Official Transcript Fail A mark between 1-49 F Third Class A mark between 50-59 3 Second Class Div B A mark between 60-69 2B Second Class Div A A mark between 70-79 2A First Class A mark between 80-100 1 Result Pending An interim result RP Continuing Continuing CN
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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