These weekly quizzes assess contents from each week. There will be 10 quizzes starting from week 2 extending up to week 11. All quizzes together will have 30% weighting of the unit. The assessment task can be accessed from the unit Moodle site on a weekly basis. Each quiz will be open for a week and students need to attempt within the open period.

The correct answer will get full marks and the incorrect answer will be given zero marks. No negative marks for wrong answers.

Assessment item covers the topics from week 1-4.

Full assignment details are on the unit website.

Each question in this assignment will be assessed separately for the each of the following criteria.

Criteria 1 Correct interpretation of the question (10%)

This criterion may include the identification of the data given in the question and finding solution requirements

Criteria 2 Correct choice of solution procedures (20%)

This criterion includes statement of any assumptions if needed, relevant formulae, method, and explanation of choices

Criteria 3 Evidence of correct procedures (40%)

Use of appropriate use of diagrams and logical development of appropriate mathematical /descriptive solutions are addressed here.

Criteria 4: Results (20%)

This criterion addresses accuracy of results, answers clearly stated, interpretation of results and evidence of checking results

Criteria 5 Presentation (10%)

This criterion includes the correct use of terminology, conventions, clear communication, logical layout referencing of authoritative sources of equations and data.

Assessment item covers the contents from week 5 to week 12

Full assignment details are on the unit website.

Each question in this assignment will be assessed separately for the each of the following criteria.

Criteria 1 Correct interpretation of the question (10%)

This criterion may include the identification of the data given in the question and finding solution requirements.

Criteria 2 Correct choice of solution procedures (20%)

This criterion includes statement of any assumptions if needed, relevant formula, method, and explanation of choices.

Criteria 3 Evidence of correct procedures (40%)

Use of appropriate use of diagrams and logical development of appropriate mathematical /descriptive solutions are addressed here.

Criteria 4: Results (20%)

This criterion addresses accuracy of results, answers clearly stated, interpretation of results and evidence of checking results.

The workbook provides a record and detailed diary of your learning and completed activities throughout the course. Preparation of a workbook should be understood as a good study technique. It also provides evidence that you have adequately studied the whole course and achieved the course learning outcomes. It is worthwhile doing a good attempt at the workbook as, if at the end of the course you are on the borderline between two final grades the workbook can be used to determine if the higher grade should be awarded.

A handwritten workbook is most appropriate and most time effective as the course involves many equations and diagrams. It is much quicker to write and sketch freehand. The handwritten workbook can be submitted electronically after scanning all the pages.The presentation of the workbook is not as crucial as an assignment as it is recognised you will make mistakes during your learning. Rough sketches and partial attempts/re-attempts of questions are acceptable and may add to your grade. The start of each section of work should be dated and all pages should be numbered. It should be prepared week by week, not at the end of the term. Show rough attempts at problems including failures and fixes, brainstorming, draft notes and developing ideas. In the workbook students must record:

• Tutorials of each week and other problems/activities given in the Moodle

In the workbook students may also record:

• study notes taken while studying textbooks and course resources
• personal study summaries of key concepts
• notes, sketches/ drawings

Workbook activities guidelines:

Workbook activities are set for each week and are detailed in the Moodle.

As mentioned in the task description the presentation and accuracy of results of the workbook activities are not as crucial as an assignment as it is recognised you will make mistakes during your learning. Rough sketches and partial attempts/re-attempts of questions are acceptable and may add to your grade. Workbook activities are seen as ways to stimulate your own learning rather than final work you would submit to a colleague. However there should be some attempt to set out and document your work to show your understanding. Set out and document the activities in a way you could revisit them at a later date if required. The following repeated assignment criteria will help guide the layout of your workbook activities but should not be viewed as rigid.

Accuracy and correct results

• Correct application of mathematics.

• Answers clearly identified (please underline or highlight answers)

• Correct results

Evidence of correct procedures

• All necessary steps in the analysis are clearly shown. 

• Clear presentation of mathematical working linking the given details of the problem to the results obtained.

• Indication of the equations used when using spreadsheets (eg Microsoft Excel) or other software

• Evidence of checking results (mathematical, graphical, logic-common sense)

Evidence of understanding of the topic

• Explanation of any assumptions made

• Explanation of choices made in the analysis (why is this procedure is required)

• Interpretation of results, eg limitations, direction of vectors

Professional presentation

• The work is clearly identified (problem, date)

• Clear statement of each problem and its details and requirements

• Logical layout of analysis

• Clear statement of equations and theory used

• Appropriate use of diagrams, clear diagrams, adequately labelled

• Correct use of terminology, conventions

• Clear English in the explanation of procedure and interpretation of results

• Referencing of authoritative sources of equations and data