APP MTH 7200C - Masters Project in Applied Mathematics C - Part 3
North Terrace Campus - Semester 1 - 2022
General Course Information
Course Code APP MTH 7200C Course Masters Project in Applied Mathematics C - Part 3 Coordinating Unit School of Mathematical Sciences Term Semester 1 Level Postgraduate Coursework Location/s North Terrace Campus Available for Study Abroad and Exchange Restrictions MMaSc students only
No information currently available.
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will have
1. Demonstrated familiarity with research in an area of applied mathematics.
2. Demonstrated skills in interpreting and critically evaluating literature related to a current area of research in applied mathematics.
3. Demonstrated skills in communicating mathematical research to an audience, both in written form and orally.
4. Demonstrated an understanding of research methods in applied mathematics.
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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Required ResourcesResources are recommended on an individual basis by project supervisors.
Learning & Teaching Activities
Learning & Teaching ModesThe research project provides an introduction to research in applied mathematics in an area chosen by the student from a range of projects offered by staff in the School of Mathematical Sciences. Students learn by a combination of reading research papers and monographs, discussing aspects of the research project with their supervisor and presenting their work both in oral form through a seminar presentation and in written form through a thesis. The thesis can take the form of (i) a critical review of a topic (ii) an analysis of data, a problem or application using existing techniques (iii) a detailed exposition of results from the literature (iv) extensions or generalizations of existing work.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Workload
Weekly supervisory meetings (1 hour/week): 12 hours.
Weekly project work (12 hours/week): 144 hours.
Total: 156 hours.
Learning Activities SummaryThe Masters Project involves several stages:
1. Initial literature review and topic proposal. An outline of the research project must be lodged with the Postgraduate Coursework Coordinator at the beginning of Week 7 of the student's first semester. Attendance at non-assessed Research Methodologies seminar.
2. Ongoing literature review and research. Planning of thesis and drafting of initial chapters. Students are expected to commence writing their thesis no later than the beginning of their second semester.
3. Research seminar held in the mid-semester break of the student's second semester.
4. Completion of thesis writing: students are expected to provide a complete thesis draft to their supervisor at the beginning of Week 9 of the student's second semester. The thesis is due on Friday of Week 12 of the student's second semester; it is lodged with the Postgraduate Coursework Coordinator.
The specifics of each of these stages is highly dependent on the nature of the project; they should be discussed with the project supervisor.
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 Masters Project has two main assessment components:
1. Research Seminar (worth 10% of the final grade).
2. Thesis (worth 90% of the final grade).
These assessment components determine the grade for APP MTH 7200D - Masters Project in Applied Mathematics D - Part 4 (the courses APP MTH 7200A, APP MTH 7200B and APP MTH 7200C have grades of CN associated with them).
Assessment Related RequirementsAn aggregate score of at least 50% is required to pass the Masters Project in Applied Mathematics D (the three courses Masters Project in Applied Mathematics A, B and C each receive a grade of CN).
Assessment DetailThe Masters Project is assessed on the basis of the Research Seminar (worth 10% of the final grade) and the Thesis (worth 90% of the final grade). The Research Seminar is assessed by a small committee comprising of academic staff, normally from each of the three disciplines (Applied, Pure and Statistics). The Thesis is assessed by two examiners from the School of Mathematical Sciences.
No information currently available.
Grades for your performance in this course will be awarded in accordance with the following scheme:
NOG (No Grade Associated) Grade Description CN Continuing
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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