MATHS 1011 - Mathematics IA
North Terrace Campus - Semester 2 - 2025
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General Course Information
Course Details
Course Code MATHS 1011 Course Mathematics IA Coordinating Unit Mathematical Sciences Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites At least a C- in both SACE Stage 2 Mathematical Methods and SACE Stage 2 Specialist Mathematics; or at least 3 in IB Mathematics: analysis and approaches HL; or MATHS 1013. Incompatible ECON 1005, ECON 1010, MATHS 1009, MATHS 1010 Assumed Knowledge At least B in both SACE Stage 2 Mathematical Methods and SACE Stage 2 Specialist Mathematics. Students who have not achieved this standard are strongly advised to take MATHS 1013 before attempting MATHS 1011. Assessment Ongoing assessment, exam Course Staff
Course Coordinator: Dr Adrian Koerber
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:- Demonstrate understanding of and proficiency with basic concepts in linear algebra: systems of linear equations, subspaces, matrices, optimisation, determinants.
- Demonstrate understanding of and proficiency with basic concepts in calculus: functions of one variable, differentiation and its applications, the definite integral, techniques of integration.
- Employ methods related to these concepts in a variety of applications.
- Apply logical thinking to problem-solving in context.
- Demonstrate an understanding of the role of proof in mathematics.
- Demonstrate skills in writing 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.
all 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.
3,4,5 -
Learning Resources
Required Resources
A comprehensive set of Course Notes will be available as a PDF on the MyUni site for this course. (More specific details will be provided on MyUni.)Recommended Resources
- Poole, D., Linear Algebra: a Modern Introduction 4th edition (Cengage Learning)
- Stewart, J., Calculus 9th edition (metric version) (Cengage Learning)
Online Learning
This course uses MyUni extensively and exclusively for providing electronic resources, such as course notes and videos, assignment and workshop questions, and worked solutions. Students should make appropriate use of these resources. MyUni can be accessed here:
This course also makes use of online assessment software for mathematics called Mobius, which we use to provide students with instantaneous formative feedback. Further details about using Mobius will be provided on MyUni.
Students are also reminded that they need to check their University email on a daily basis. Sometimes important and time-critical information might be sent by email and students are expected to have read it. Any problems with accessing or managing student email accounts should be directed to Technology Services. -
Learning & Teaching Activities
Learning & Teaching Modes
This course relies on course videos and seminars to guide students through the material, workshop classes to provide students with small group and individual assistance, and a sequence of written and online assignments to provide formative assessment opportunities for students to practise techniques and develop their understanding of the course.
We provide additional support via discussions on MyUni and via "drop-in" help.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Quantity Workload hours Course Notes & Videos 1 set 66 Seminars 12 12 Workshops 11 11 Assignments & Practice 11 55 Mid Semester Test 1 6 Total 150 Learning Activities Summary
In Mathematics IA the two topics of linear algebra and calculus detailed below are taught in parallel.
Topic Outline
Linear Algebra- Linear systems and Gauss-Jordan elimination
- Systems of linear equations and elementary operations
- Reduced row echelon form
- The three possible outcomes of Gauss-Jordan elimination
- Applications
- Spanning sets and linearly independent sets
- Linear combinations of vectors
- Homogeneous linear systems
- Linearly independent sets of vectors
- Subspaces and bases
- Matrix algebra
- Addition of matrices
- Multiplication of matrices
- Applications
- Elementary matrices
- The inverse of a matrix
- Optimisation
- Introduction, definitions
- Convex sets and vertices
- The method of slack variables
- Determinants
- Definition of the determinant
- Determinants and elementary row operations
Calculus
- Functions
- Definition, domain and range. Examples of functions.
- Inverses, inverse trigonometric functions.
- Zeros of functions.
- Limits, continuity.
- Interval bisection method.
- Differentiation and its applications
- Definition, interpretation, concavity.
- Rules for differentiation (product, quotient, chain).
- Implicit differentiation, derivatives of inverses.
- Related rates.
- Maxima and minima of functions and applications
- Integration
- Summation notation, definition of definite integral.
- Antiderivatives and The Fundamental Theorem of Calculus.
- Techniques of integration: substitution, parts, partial fractions.
- Applications.
- Improper integrals.
- Linear systems and Gauss-Jordan elimination
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Assessment
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 Summary
Assessment Task Task Type Weighting Hurdle criteria Learning Outcomes Workshop Participation Formative 5% all Written Assignments Formative and Summative 10% all Mobius Assignments Formative and Summative 10% all Mid Semester Test Summative and Formative 15% 1,2,3,4 Final Exam Summative 60% 40% all Assessment Related Requirements
The final exam has a hurdle requirement: students must achieve at least 40% on the final exam in order to pass the course.
An overall score of 50% is required to pass the course.Assessment Detail
Workshop participation requires attendance in person.
Mobius assignments are due every week with the first due in Week 3.
Written assignments are due every fortnight with the first due in Week 3.
The Mid-semester Test is an in-person test.
The final Exam is an in-person exam.Submission
Assignments are submitted online via MyUni.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending 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 .
Assignments are submitted online via MyUni. -
Student Feedback
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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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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