FACULTY OF SCIENCE

SCHOOL OF MATHEMATICS AND

STATISTICS

MATH2019

ENGINEERING
MATHEMATICS 2E

Semester 1, 2018
MATH2019 – Course Outline

Information about the course

Course Authority and Stream 1 Lecturer: A/Prof. Thanh Tran.
Room RC–4061, Red Centre, Phone: 9385 7041.
Email: Thanh.Tran@unsw.edu.au.

Stream 2 Lecturer: Dr. Bill Ellis.

Room RC–4066, Red Centre.
Email: wjellis@unsw.edu.au.

Credit: This course counts for 6 Units of Credit (6UOC). It is available only to
students for whom it is specifically required as part of their program.
Prerequisites: MATH1231 or MATH1241 or MATH1251
Exclusions: MATH2018, MATH2020, MATH2029, MATH2059, MATH2120, MATH2130
Lectures: There will be 5 hours of lectures per week.
Lecture Stream 1
Mon 16:00–18:00 Central Lecture Block 7
Wed 16:00–17:00 Central Lecture Block 7
Thu 12:00–14:00 Central Lecture Block 7

Lecture Stream 2
Wed 09:00–11:00 Central Lecture Block 7
Thu 09:00–10:00 Central Lecture Block 7
Fri 14:00–16:00 Central Lecture Block 7

Tutorials: There will also be one tutorial per week. Please consult your timetable
for available tutorial times. Tutorials start in Week 2
Tutorial Questions for discussion
W2: 1–24
W3: 25–38
W4: 39–53
W5: 54–63
W6: Class Test 1
W7: 64-79
W8: 80-88
W9: 89-94
W10: Class Test 2
W11: 95-105
W12: 106-113
W13: 114-119

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UNSW Moodle: Further information, skeleton lecture notes, and other material
will be provided via Moodle.

https://moodle.telt.unsw.edu.au/login/index.php

Course aims
This course is designed to introduce students of Engineering to some mathematical
tools and analytical reasoning that may be related to, and useful in, their future
professions. The course features the mathematical foundations on which some of the
world’s engineering advancements have rested on, or are related to. The course is not
designed to be over-technical in terms of theoretical mathematics, rather it features
a range of highly useful concepts that are at the core of applied mathematics.

Relation to other mathematics courses

This course builds naturally on the prerequisite first year mathematics course but
more obviously contains applications relevant to Engineering problems.

Student Learning Outcomes

By the end of this course, students are expected to know and understand various
ideas, concepts and methods from applied mathematics and how these ideas may be
used in, or are connected to, various fields of engineering. In particular, students will
be able to apply various methods to solve a range of problems from applied math-
ematics and engineering - including: multivariable calculus; differential equations;
matrix theory; and Fourier series.
Through regularly attending lectures and applying themselves in tutorial exercises,
students will develop understanding of the concepts of engineering mathematics and
competency in problem-solving techniques and creative and critical thinking.

Relation to graduate attributes

The lectures, problem classes and tutorials are designed to incorporate a promotion
of the UNSW Graduate Attributes, with a particular focus on:

1. the skills involved in scholarly enquiry into mathematics and its applications;

2. an in-depth engagement with mathematical knowledge in its engineering con-

text;

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 3. the capacity for critical and analytical thinking and for creative problem solv-
ing;

4. the ability to engage in independent and reflective learning;

5. the capacity for enterprise, initiative and creativity;

6. the skills of effective communication.

Teaching strategies underpinning the course

New ideas and skills are introduced and demonstrated in lectures. Problem classes
show how to develop methodologies to solve exercises related to the lecture material.
Students develop these skills further by applying them to specific tasks in tutorials
and assessments.

Rationale for learning and teaching strategies

We believe that effective learning is best supported by a climate of enquiry, in which

students are actively engaged in the learning process.
We believe that effective learning is achieved when students attend all classes, have
prepared effectively for classes by reading through previous lecture notes and, in the
case of tutorials, have made a serious attempt at doing the tutorial problems prior
to the tutorials.
Furthermore, lectures should be viewed by the student as an opportunity to learn,
rather than just copy down lecture notes.
Effective learning is achieved when students have a genuine interest in the subject
and make a serious effort to master the basic material.
The art of logically setting out mathematics is best learned by watching an expert
and paying particular attention to detail. The teaching methods used in this course
attempt to make the solution steps to problems as clear and as logical as possible.
Given that a solution step is a logical consequence of the inputs, it then does not
have to be remembered as a special case, thus reducing the need for learning by
memory and leading to a real understanding of the mathematical algorithm.
The Graduate attributes mentioned above will be encouraged, in part, by the lec-
turer or tutor following the criteria set out in the Course and Teaching Evaluation
And Improvement (CATEI) Process with elements of:

1. communicating effectively with students (for example, by emphasizing main

points; repetition of important ideas when appropriate; use of clear speech and
writing; use of simple language; etc)

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 2. stimulating student interest in the subject matter (e.g. through the presen-
tation and discussion of real-world examples and interesting relevant appli-
cations; displaying a natural enthusiasm for the subject material themselves;
etc)

3. fostering students to think critically and learn independently (e.g. by posing

interesting questions in classes [and not necessarily giving the answers!] that
demand careful, exact evaluation and judgement)

4. providing helpful feedback to help students learn (e.g. by providing worked

solutions to the Class Tests so that students may reflect on how to improve)

5. encouraging student input and participation during classes (e.g. through the
use of friendly, interactive discussions; by raising open, relevant questions to
the class; by encouraging students to raise questions during class)

6. being generally helpful to students and being well prepared.

Assessment
Assessment in this course will consist of two class tests (20% each) and a final
Examination (60%).
Knowledge and abilities assessed: All assessment tasks will assess the learn-
ing outcomes outlined above and the specific UNSW Graduate Attributes listed.
Paramount will be the ability to solve problems related to the applied mathematics
and engineering applications covered in the course.
Assessment criteria: The main criteria for marking all assessment tasks will be
a demonstrated understanding of the concepts of engineering mathematics that are
presented in lectures, as illustrated by problem-solving techniques. Marks will be
awarded for correct working, logical and appropriate reasoning - and not just for a
final answer.
UNSW assesses students under a standards based assessment policy. For how this
policy is applied in the School of Mathematics and Statistics see
http://www.maths.unsw.edu.au/currentstudents/assessment-policies
All assessment tasks must be YOUR OWN WORK, or severe penalties will be
incurred.

Class Tests

Rationale: The assignment and class tests will give students feedback on their
progress and mastery of the material. They are designed to encourage reflective

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learning so that students may analyse their performance and be well–prepared for
the Examination.

Task Date Weighting Duration Material tested

Test 1 Week 6 tutorial 20% 50 mins Topics 1-3
Test 2 Week 10 tutorial 20% 50 mins Topics 4-6
Each class test will be held in your tutorial class at the usual time. If you miss a
class test due to illness or misadventure, then ensure you read the UNSW procedure
for applying for Special Consideration. Within 3 days,

• apply to sit for an additional assessment task,

• email the lecturer so that the additional assessment task is arranged if eligi-
bility is approved.

Examination

Duration: Two hours.

Rationale: The final Examination will assess student mastery of the material cov-
ered in the lectures.
Weighting: 60% of your final mark.
Further details about the final Examination will be available in class closer to the
time.

Additional resources and support

Tutorial Exercises

The problem set and selected solutions, available on Moodle, will be used in tutorials
and the problem classes. These problems are for YOU to do to enhance mastery of
the course. You will learn a lot more if you try to do the relevant problems prior to
tutorials or problem classes.

Outline Lecture notes

These notes, available on Moodle, are intended to give a brief outline of the course
to be used as an aid in learning. They are not intended to be a replacement for
attendance at lectures or tutorials. In particular, they contain few examples. Since
examinations in this course consist mainly of examples, you will seriously compro-
mise your chances of passing by not attending lectures and tutorials where many
examples will be worked out in detail.

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Textbooks

• E. Kreyszig, Advanced Engineering Mathematics (Wiley, 8th or 9th Ed.)

• S.L. Salas & E. Hille, Calculus: One and Several Variables (Wiley, 7th, 8th,
9th or 10th Ed.)

You need not buy these books, however they are recommended as back–up resources
to the lecture material. You may be able to find earlier editions at a cheaper second–
hand price and they would suffice.

Moodle

All course materials will be available on Moodle. You should check regularly for
new materials.

Mathematics Drop-in Centre

The Mathematics Drop-in Centre offers free help to MATH2019 students in achiev-
ing their learning and problem solving goals. This is a consultation centre where
students can come for free help with certain first- and second-year mathematics
subjects. The type of help offered by the tutors of the centre is either one-on-one
assistance or, at busier times, assistance in small groups. No appointment is neces-
sary. Students typically bring their partial solutions for questions to the centre. A
centre tutor then provides guidance and advice. The Mathematics Drop-in Centre
is located in RC-3064. The opening hours of centre should become available on
the centre website late in Week 1:

http://www.maths.unsw.edu.au/currentstudents/Mathematics-Drop-in-Centre.

Course Evaluation and Development

The School of Mathematics and Statistics evaluates each course each time it is
run. We carefully consider the student responses and their implications for course
development. It is common practice to discuss informally with students how the
course and their mastery of it are progressing.

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Administrative matters
Additional Assessment

The School of Mathematics and Statistics has a strict policy on additional assess-
ment. It can be found at
http://www.maths.unsw.edu.au/currentstudents/additional-assessment

School Rules and Regulations

Students must read and understand the general rules regarding attendence, release
of marks, special consideration etc. These are available via
http://www.maths.unsw.edu.au/currentstudents/help-students-undergraduate

Plagiarism and academic honesty

Plagiarism is the presentation of the thoughts or work of another as one’s own. Issues
you must be aware of regarding plagiarism and the university’s policies on academic
honesty and plagiarism can be found at http://www.lc.unsw.edu.au/plagiarism/

Detailed course schedule

Note that this schedule is approximate and there may be slight differences depending
on the pace of lectures.

Lectures 1–5: 1.PARTIAL DIFFERENTIATION

• Partial differentiation

• The chain rule

• Multivariable Taylor series

• Linear approximation

• Leibniz’s rule for differentiating integrals

Lectures 6–8: 2.EXTREME VALUES

• Extrema for functions of two variables

• Constrained Extrema and Lagrange multipliers

Lectures 9–14: 3.VECTOR FIELD THEORY

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 • Brief revision of vector algebra

• Vector–valued functions of one variable, its calculus & applications

• Gradient of a scalar field and directional derivative

• Divergence and curl of a vector field

• Line integrals

• Fundamental theorem of line integrals

Lectures 15–21: 4.DOUBLE INTEGRALS

• The double integral

• volume under a surface

• calculation of double integrals

• Area,

• reversing the order of integration

• Density, mass and centre of mass

• Moments of Inertia

• Double integrals in polar coordinates

Lectures 22–27: 5.ORDINARY DIFFERENTIAL EQUATIONS

• First order equations – students must be familiar with the material contained
in this chapter

• Separable equations

• Integrating factor method for linear non–homogeneous equations

• Higher Order Equations

• Linear, homogeneous, constant coefficients

• Complex and double roots

• Free oscillations

• Non–Homogeneous Linear Equations

• Method of undetermined coefficients

• Forced oscillations

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 • Variation of parameters

Lectures 28–33: 6.MATRICES

• Brief revision, including special matrices

• Matrix multiplication

• Inverse of a matrix

• Eigenvalues and Eigenvectors

• Orthogonal matrices and diagonalisation

• Systems of linear o.d.e.’s and applications

Lectures 34–40: 7.LAPLACE TRANSFORMS

• The Laplace Transform

• Transform of derivatives

• Shifting theorems and the step function

• Partial fractions

• Solving o.d.e.’s and systems of o.d.e.’s using Laplace transforms

Lectures 41–48: 8.FOURIER SERIES

• Periodic functions, trigonometric series

• Fourier series, Euler formulae

• Functions of arbitrary period

• Even and odd functions

• Half–range expansions

• Forced oscillations

Lectures 49–54: 9.PARTIAL DIFFERENTIAL EQUATIONS

• Basic concepts

• Vibrating string

• D’Alembert’s solution

• Wave equation

• Heat equation

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