| Effective Term: | 2025/02 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Space, Shape & Design (Intermediate Level) |
| Unit ID: | MATHS2009 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (At least 30 credit points from MATHS1000 or MATHS1001 or MATHS1002 or MATHS1003 or MATHS1005 or MATHS1008 or MATHS1010 or MATHS1011 or MATHS1012 or MATHS1013 or MATHS1030 or MATHS1081 or MATHS1100 or MATHS1101 or MATHS1102 or MATHS1200 or MATHS2000 or MATHS2001 or MATHS2002 or MATHS2003 or MATHS2005 or MATHS2006 or MATHS2007 or MATHS2008 or MATHS2010 or MATHS2011 or MATHS2012 or MATHS2013 or MATHS2014 or MATHS2015 or MATHS2016 or MATHS2031 or MATHS2040 or MATHS2100 or MATHS2110 or MATHS2111 or MATHS2112 or MATHS3001 or MATHS3002 or MATHS3003 or MATHS3004 or MATHS3005 or MATHS3006 or MATHS3007 or MATHS3008 or MATHS3009 or MATHS3010 or MATHS3011 or MATHS3012 or MATHS3016 or MATHS3040 or MATHS3100 or MATHS3110 or MATHS3111 or MATHS3112 or MATHS3113 or MATHS3114) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (MATHS1009) |
| ASCED: | 010101 |
| Other Change: | |
| Brief description of the Unit |
This unit is aimed at a broad audience with experience in the use of symbols and mathematical language, who are interested in studying the patterns and order evident in nature and the spatial design of art, architecture and industry. It will provide students with some experience of the thinking and techniques necessary to establish evidence of general patterns and calculations related to spatial measurement and design. This unit will also include further experience of the formal use of mathematics to solve spatial problems. This unit will be particularly valuable to prospective teachers of mathematics at both primary and secondary level and to other students interested in developing a broad understanding of 2-D and 3-D shapes. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | |  | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | investigate geometric properties of various 2D and 3D shapes; |
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| K2. | identify and analyse symmetries in geometric patterns and structures; |
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| K3. | compare and contrast Euclidean geometry with non-Euclidean geometries, including spherical and hyperbolic; |
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| K4. | investigate and describe planar tessellations and topological ideas; |
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| K5. | determine features of conic sections through their equations; |
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| Skills: |
| S1. | investigate packing arrangements for circles, spheres, and other shapes in 2D and 3D; |
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| S2. | explore the basic principles of projective geometry and how it relates to perspective and infinity; |
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| S3. | construct simple mathematical proofs; |
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| S4. | use the proper language and symbols associated with the geometric concepts covered; |
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| S5. | use and appreciate current technology to investigate and explore geometrical patterns and associated properties; |
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| Application of knowledge and skills: |
| A1. | provide practical examples of the use of geometry in 2D and 3D constructions; |
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| A2. | solve real world problems through geometric modelling; |
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| A3. | illustrate the mathematical properties associated with aspects of space, shape and design; |
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| Unit Content: |
Topics in this unit may include an introduction to the concepts of Euclidean and elementary non-Euclidean geometry. Throughout the unit, the ideas will be developed using practical applications and examples from nature, art, architecture and industry. Topics to be covered in this unit will be taken from the following: 2-D and 3-D shapes, geometric properties, tessellations, scale, perspective, symmetry, topology, graph theory, fractals, kaleidoscopes, Golden Mean, and principles of trigonometry. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | N/A - Not Applicable | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, S1, S2, S3, S4 | A range of tasks and problems are explored to support the understanding of the content and the development of skills and knowledge throughout the unit | Portfolio of completed work | 10 - 30% | | 2. | K1, S4, S5, A1, A2, A3 | Self-directed or group exploration of geometric concepts and ideas | Project/Presentation/Assignment | 20 - 40% | | 3. | K1, S4, S5 | Software based investigation and analysis of geometric concepts and ideas | Software based investigation | 10 - 20% | | 4. | K1, K2, K3, K4, K5, S1, S2, S3, S4, S5 | A test on any part of or all the material covered in the unit | Test(s) / Examination(s) | 30 - 50% |
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