Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Differential Equations are among the most important aspects of the theoretical developments of any branch of science. It is often the case that the formulation of mathematical models of real world problems leads to an equation in which a function and its derivatives play a major role. Such equations are examples of differential equations. This unit builds on prior studies of differential equations and provides a framework for studying partial differential equations and other aspects of applied mathematics in later semesters.

Aims

This unit aims to provide you with a basis for understanding differential equations, their solutions and solution strategies. The mathematical theory of differential equations, skills in the application of this theory, and the relevance of the material in this unit to problem solving and interpretation will all be developed.

Objectives

1. Engage your critical thinking skills to understand the principles of and develop theoretical knowledge regarding differential equations.

2. Draw on a range of your thinking skills to identify, define and solve real world and purely mathematical problems using existing knowledge and knowledge developed in this unit.

3. Communicate your theoretical understanding and problem solving attempts in methods appropriate to the context of this unit.

4. Demonstrate independence and self-reliance in retrieving and evaluating relevant information and in advancing your learning.

Content

• Basic theory, solution methods and applications of linear differential equations.


• Series solution methods.


• Application of integral transform methods to initial value problems involving linear differential equations.


• Basic theory and matrix solution methods for systems of linear differential equations.


• Phase plane analysis of systems of differential equations.

Approaches to Teaching and Learning

The material presented will be context based utilising examples from a range of real-world applications. The emphasis will be on learning by doing, learning in groups and as individuals, written and oral communication, and developing skills and attitudes to promote life-long learning. You are expected to work in any lab time allocated and also in your own private study time. Class lectures will form part of the learning and teaching strategy for this unit. You will also be encouraged to undertake online learning activities in your own time.

This unit is being taught concurrently with an undergraduate offering of a similar unit. University policy permits that postgraduate and undergraduate students attend the same lectures. Separate discussion groups will be provided for postgraduate students where numbers allow. As a postgraduate student you will be required to complete separate or additional assessment or consider separate or additional content.

Assessment

The assessment items in this unit are designed to determine your level of competency, measured against criteria, in meeting the unit outcomes while providing you with a range of tasks with varying levels of skill development and difficulty.Formative feedback will be provided for the in-semester assessment items by way of written comments on the assessment items, student perusal of the marked assessment piece and informal interview as required.

Summative feedback will be provided throughout the semester with progressive posting of results via Blackboard.

Assessment name: Problem Solving Task
Description: This assessment will consist of a number of individual and/or group assignments. Assignments will generally consist of traditional problem-solution based exercises. Formative and summative.
Relates to objectives: 1 to 4.
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Progressive

Assessment name: Examination (Theory)
Description: Exposition of techniques and problem solving, with a distribution of short and long answers required.
Relates to objectives: 2 to 4.
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: End Sem

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Texts:
1. Zill DG & Cullen MR (2009) Differential Equations with Boundary-Value Problems, 7th edition, Thomson

References:
2. Boyce WE & Di Prima RC (2005) Elementary Differential Equations and Boundary Value Problems, 8th edition, Wiley
on-Wesley

Risk assessment statement

There are no out of the ordinary risks associated with this unit. You will be informed in lectures of the emergency exits and meeting points in case of emergency evacuation. Further information can be obtained from http://www.qut.edu.au/healthsafety/index.jsp

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 10-May-2012