| Effective Term: | 2025/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Modelling Continuous Change (Advanced) |
| Unit ID: | MATHS3016 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 010101 |
| Other Change: | |
| Brief description of the Unit |
This unit forms part of a general sequence of mathematics units which provides mathematical tools to model phenomena in the physical, engineering, biological and mathematical sciences. It is aimed at an audience with sound mathematical background and interest in solving real world problems. The main focus will be on differential equations, the tools to solve them, and their applications to model motion, growth and change. We will also consider problems whose solution may require both basic and advanced mathematics or statistics techniques. The unit will be particularly valuable to science and engineering students, prospective senior secondary school mathematics teachers, and any student interested in improving their understanding of these commonly encountered concepts and applications of mathematics. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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. | Recognise common principles in a variety of real-life applications of mathematical modelling. |
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| K2. | Describe how mathematics can model phenomena in nature and science. |
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| K3. | Describe important concepts of advanced mathematics, including ordinary differential equations. |
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| K4. | Recognise the importance of rigour and structure when solving mathematics problems. |
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| Skills: |
| S1. | Apply various methods of solutions for solving advanced ordinary differential equations, systems of ordinary differential equations and partial differential equations. |
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| S2. | Apply various methods of solutions for solving advanced ordinary differential equations, systems of ordinary differential equations and partial differential equations. |
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| S3. | Calculate approximate solutions of differential equations using numerical methods. |
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| S4. | Use basic statistical concepts and hypothesis testing to solve problems in science and engineering. |
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| S5. | Utilise MATLAB to assist in the solution and investigation of problems. |
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| Application of knowledge and skills: |
| A1. | Formulate advanced problems in science and engineering as mathematical problems involving concepts such as ordinary differential equations, systems of ordinary differential equations and partial differential equations. |
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| A2. | Analyse and interpret results produced by a mathematical model in the context of differential equations. |
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| Unit Content: |
Topics may include:
1. Ordinary differential equations.
2. Systems of differential equations.
3. Partial differential equations.
4. Applications of differential equations.
5. Mathematical modelling of problems in science and engineering.
6. Introduction of advanced concepts and techniques from mathematics or statistics to solve mathematical models. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1-K3, S1-S5 | A range of tasks and problems are explored to support understanding the content and the development of skills and knowledge throughout the unit. | Assignments | 30% - 50% | | 2. | K1, K3, S4, S5, A1-A2 | A range of tasks and problems are explored in a group to support the understanding of the content and the development of mathematical communication. | Project/Presentation | 20% - 40% | | 3. | K1-K3, S1-S4, A1-A2 | A test on any part of or all the material covered in the unit. | Test | 30% - 50% |
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