COMP SCI 1010 - Puzzle Based Learning
North Terrace Campus - Semester 1 - 2018
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General Course Information
Course Details
Course Code COMP SCI 1010 Course Puzzle Based Learning Coordinating Unit Computer Science Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge SACE level 2 Maths Sciences Assessment Written exam, assignments Course Staff
Course Coordinator: Professor Gustavo Carneiro
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:
1 Explain algorithms for massive data sets and methodologies in the context of data mining. 2 Demonstrate the ability to match various algorithms for particular classes of problems. 3 Apply and develop algorithms as a part of software development for mining big data. 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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
3 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1-2 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
2-3 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
1-3 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
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Learning Resources
Required Resources
There is the course textbook:
Puzzle-based Learning: Introduction to critical thinking, mathematics, and problem solving, Z Michalewicz & M Michalewicz, Hybrid Publishers Pty LtdRecommended Resources
Students are expected to attend lectures, collaborative sessions and also their supervised practical sessions. These practical sessions will be crucial to developing your understanding of the course material, and will provide access to additional assistance from practical supervisorsOnline Learning
Copies of lecture notes, lecture recordings and additional resources will be provided online through the myuni page at . Discussion forums will also be made available on the this website. Students are expected to check the forums website frequently for announcements and new resources. -
Learning & Teaching Activities
Learning & Teaching Modes
This course aims to introduce students to a range of fundamental skills that they will need as professional Engineers. The course will be taught through a combination of lectures and tutorials.
Many examples will be worked on during the tutorials. The tutorial sessions will require students to individually prepare solutions to set questions which can then be worked on and assessed during the session. The purpose of these tutorials is for students to apply the examples and theoretical concepts discussed in lectures.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Students are expected to attend all scheduled classes. In addition to the schedule contact hours, students are expected to spend 4-6 additional hours per week in preparation of assignment work, and reviewing lecture material.Learning Activities Summary
Week
Date
Topic
Lecturer
Assignment
Tutorial
1
29/2
2/3Introduction to PBL
The problem: what are you after?
GC
GC2
7/3
9/3Intuition: how good is it?
Intuition: how good is it?GC
GC
Assignment 1 (due on 16/3)Tutorial 1
3
14/3
16/3Public Holiday
Modelling: let’s think about the problem a bit moreGC
GC
Assignment 1 (due on 23/3)Tutorial 2
4
21/3
23/3Modelling: let’s think about the problem a bit more
Some mathematical principlesGC
GC
Assignment 3 (due on 30/3)Tutorial 3
5
28/3
30/3Public Holiday
Some mathematical principlesGC
GC
Assignment 4 (due on 6/4)Tutorial 4
6
4/4
6/4Constraints: How old are my children?
Challenge Day IGC
GC
Assignment 5 (due on 27/4)Tutorial 5
11/4
Semester break
18/4
Semester break
7
25/4
27/4Optimization: what is the best arrangement?
Optimization: what is the best arrangement?GC
GC
Assignment 6 (due on 4/5)Tutorial 6
8
2/5
4/5Probability: coins, dices, box and bears
Probability: coins, dices, box and bearsGC
GC
Assignment 7 (due on 11/5)Tutorial 7
9
9/5
11/5Statistically speaking
Statistically speakingGC
GC
Assignment 8 (due on 18/5)Tutorial 8
10
16/5
18/5Let’s simulate
Let’s simulateGC
GC
Assignment 9 (due on 25/5)Tutorial 9
11
23/5
25/5Pattern recognition: what is next?
Pattern recognition: what is next?GC
GC
Assignment 10 (due on 1/6)Tutorial 10
12
30/5
1/6Course Review
Challenge Day IIGC
GCTutorial 11
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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 Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes CBOK Alignment** Weekly assignments 37 Individual Formative / Summative Weeks 3-12 1. 2. 3. 1.1 1.2 2.1 2.2 2.4 Tutorial participation 3 Individual Formative Weeks 2-12 3. 1.1 1.2 2.2 2.3 2.4 Exam 60 Individual Summative Week 12 Min 40% 1. 2. 3. 1.1 1.2 2.2 2.4 Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
This course has a hurdle requirement. Meeting the specified hurdle criteria is a requirement for passing the course.
**CBOK is the Core Body of Knowledge for ICT Professionals defined by the Australian Computer Society. The alignment in the table above corresponds with the following CBOK Areas:
1. Problem Solving1.1 Abstraction1.2 Design
2. Professional Knowledge2.1 Ethics2.2 Professional expectations2.3 Teamwork concepts & issues2.4 Interpersonal communications2.5 Societal issues2.6 Understanding of ICT profession
3. Technology resources3.1 Hardware & Software3.2 Data & information3.3 Networking
4. Technology Building4.1 Programming4.2 Human factors4.3 Systems development4.4 Systems acquisition
5. ICT Management5.1 IT governance & organisational5.2 IT project management5.3 Service management5.4 Security managementAssessment Related Requirements
Students must obtain at least 40% in the written exam component, and 50% overall, to pass the course.Assessment Detail
Written exam: this will be a 2 hour open book exam. Questions will test the students’ understanding of concepts presented throughout the course, and their ability to put them to use to solve problems.
Tutorial and class participation: intended to assess the student’s knowledge in practical application of the concepts taught in lectures, specifically in designing and developing puzzle solutions.
Assignments: both formative and summative and extend the work done in the tutorial sessions. Assignments are used to help assess whether the required graduate attributes are being developed. Written feedback will be provided for some of the assessment work. Assignments are due one week after they are released.
Assessment Type Proportion of that
AssessmentDue Week Learning
ObjectivesCBOK Mappping* Problem Solving
AbstractionProblem Solving
DesignEthics Professionalism Teamwork concepts Interpersonnal
CommunicationsSocietal
IssuesHistoryandStatus
of DisciplineAssignment 1 Formative
and Summative10% week3 1,2,3 5 5 3 3 3 Assignment 2 Formative
and Summative10% week4 1,2,3 5 5 3 3 3 Assignment 3 Formative
and Summative10% week5 1,2,3 5 5 3 3 3 Assignment 4 Formative
and Summative10% week6 1,2,3 5 5 3 3 3 Assignment 5 Formative
and Summative10% week7 1,2,3 5 5 3 3 3 Assignment 6 Formative
and Summative10% week8 1,2,3 5 5 3 3 3 Assignment 7 Formative
and Summative10% week9 1,2,3 5 5 3 3 3 Assignment 8 Formative
and Summative10% week10 1,2,3 5 5 3 3 3 Assignment 9 Formative
and Summative10% week11 1,2,3 5 5 3 3 3 Assignment 10 Formative
and Summative10% week12 1,2,3 5 5 3 3 3 Tutorial and Class Participation Formative 100% NA 3 5 5 3 3 3 Written Exam Summative 100% Exam Period 1,2,3 5 5 3 3
Due Dates: The assignment due dates will be made available on the course website.
*CBOK categories are explained in section 4 of the ICT core body of knowlege. Numbers assigned correspond to the Bloom taxonomy (see page 26 of the same document).
Submission
Practical exercises will be assessed during the tutorial sessions.
Assignments will be submitted online, please refer to each assignment description for details.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 .
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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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