# Course Title: Use technical mathematics (basic)

## Part B: Course Detail

Teaching Period: Term2 2013

Course Code: CIVE5658

Course Title: Use technical mathematics (basic)

School: 130T Vocational Engineering

Campus: City Campus

Program: C6093 - Advanced Diploma of Engineering Design

Course Contact: Program Manager

Course Contact Phone: +61 3 9925 4468

Course Contact Email: engineering-tafe@rmit.edu.au

Name and Contact Details of All Other Relevant Staff

Program Manager
Mr. Ahmet Ertuncay
Tel. 9925 8375
Email: ahmet.ertuncay@rmit.edu.au

Ms. Annabelle Lopez
Tel. 9925 4823
Email: Annabelle.lopez@rmit.edu.au

Nominal Hours: 60

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites

None

Course Description

This unit of competency deals with the skills and knowledge required to apply the essential core skills in basic arithmetic, algebra and geometry to simple engineering problems, common to all engineering disciplines.

National Codes, Titles, Elements and Performance Criteria

 National Element Code & Title: EDX130B Use technical mathematics (basic) Element: 1. Solve engineering mathematics problems using fractions and decimals Performance Criteria: 1.1 Calculations involving fractions and mixed numbers are performed. 1.2 Calculations involving decimals are performed. 1.3 Vocational mathematical problems involving fractions and decimals are solved Element: 2. Solve engineering problems using ratio proportion and percent. Performance Criteria: 2.1 A ratio can be formed from information in a practical problem and expressed in its lowest terms. 2.2 A quantity can be divided into its lowest terms. 2.3 Simple practical problems involving proportional quantities are solved. 2.4 Quantities are converted between fraction, percent and decimal forms. 2.5 Vocational problems are solved involving precent of a quantity, one quantity as a percent of another and a quantity when a percent is known. 2.6 Percentage increases and decreases of a quantity are calculated. Element: 3. Solve two and three dimensional engineering mathematics problems. Performance Criteria: 3.1 The lengths and perimeters of rectangles, circles and combined shapes are calculated. 3.2 The areas of rectangles, triangles, circles and combined shapes are calculated. 3.3 Elementary problems requiring the use of the concepts of measurement and mensuration are solved. Element: 4 Solve engineering mathematical problems using elementary geometric concepts. Performance Criteria: 4.1 Diagrams are drawn to illustrate the meaning of a line, line segment, ray, parallel and perpendicular lines and an angle. 4.2 Angles in a diagram are measured using a protractor and are correctly named and classified. 4.3 The size of an angle is determined in a diagram involving adjacent and vertically opposite angles and parallel lines. 4.4 A ruler and set square are used to construct a line parallel or perpendicular to another line through a given points not on the line. 4.5 A ruler and protractor are used to construct a diagram involving lines and angles, given a written description. 4.6 A ruler and a pair of compasses are used to construct the bisector of an angle, the perpendicular bisector of a line segment and an angle equal in size to another angle. 4.7 Non routine problems requiring the use of elementary geometric principles can be solved. Element: 5. Solve mathematical problems involving triangles. Performance Criteria: 5.1 Triangles are identified by side or angle. 5.2 Triangles are constructed from given data. 5.3 Medians and centroids, altitudes and orthocentres, circum-centre and circum-circle are identified and constructed. 5.4 The angle and side properties of a triangle are used to solve triangles. 5.5 Pythagorus theorem is used to find the length of an unknown side and to test whether a triangle is right angled. 5.6 The four criteria for congruent triangle are used. 5.7 The three criteria for similar triangles are used. 5.8 The areas of triangles are calculated using appropriate formulae. 5.9 Quadrilaterals are identified and classified. 5.10 Quadrilaterals are constructed form given data. 5.11 The properties of a quadrilateral are used to find unknown angles and sides in a quadrilateral. 5.12 The area of quadrilaterals is calculated. Element: 6. Solve engineering mathematical problems by determining the equations of straight lines and representing them graphically on the Cartesian Plane. Performance Criteria: 6.1 The equation of a straight line is determined by measuring the gradient and finding the y intercept. 6.2 The equation of a straight line is determined given the coordinates of two points on the line. 6.3 The graph of a straight line is sketched given in the form y = ax + b. 6.4 The simultaneous solution of a pair of linear equations is determined graphically. 6.5 Word expression are converted into mathematical statements that define relationships. 6.6 Interpolation and extrapolation are carried out for the line of best fit noting limitations. 6.7 The meaning of the gradient and the y-intercept of a straight line is interpreted. 6.8 Non-routine problems are solved using the concepts and techniques of coordinate geometry. 6.9 Empirical data is collected and a summary of results written when fitting a straight line to the data. Element: 7. Solve analytical and applied problems using the right-angled triangle definition of sine, cosine, tangent. Performance Criteria: 7.1 The unknown side or angle of a right-angled triangle is determined using sine, cosine or tangent of an angle. Element: 8. Solve engineering problems involving operations on real numbers and the manipulation eg algebraic terms leading to the solution of linear equations. Performance Criteria: 8.1 The number line is sketched and rational and irrational number location are indicated. 8.2 The number line is used to graphically establish the location of irrational numbers. 8.3 Arithmetic problems are solved involving the correct order of operations. 8.4 Problems involving algebraic functions are solved, grouping symbols and using the correct order of operations. 8.5 A graphics calculator is used to solve problems involving the use of grouping symbols. 8.6 Values are substituted into linear equations to solve simple practical engineering problems 8.7 Simple linear equations are derived and solved involving simple engineering problems. 8.8 Simple simultaneous equations are solved involving simple engineering problems. Element: 9. Transpose and evaluate engineering formulae. Performance Criteria: 9.1 Given values are substituted into simple non-linear formulae to find physical quantities. 9.2 Non-linear formulae are manipulated using the four mathematical operations and the root, in their correct order in simple cases where the subject occurs at most twice.

Learning Outcomes

Refer Elements above.

Details of Learning Activities

You will participate in individual and team problem solving activities related to typical engineering workplace problems. These activities involve class participation (discussions and oral presentations), completion of all assigned work, prescribed exercises, homework, tutorials, application of theory to engineering problems and completion of calculations to industry standard as well as completion of all other assessments to a satisfactory standard.

Engineering employment requires the capacity to work effectively in teams, to communicate effectively in both oral and writing and to learn effectively. In order to prepare students for employment as graduates they will be provided a quality assured teaching and learning environment which is conductive to the development of adult learning. Adult learning is characterised by the students accepting responsibility for their own learning and actively participating in the learning process as individuals and as contributors to the teams. Adult learning is the hallmark of a professional. The specific responsibilities as adult learners in respect of this subject are:
. to be aware of and to observe the regulations related to plagiarism
. to submit (on time) all work for assessment as required
. to complete all pre-reading and preparatory work prior to the class for which it will be used
. to effectively use the academic staff resources provided (consultation time, tutors, e- mail etc)
. to participate as an effective and honest member of a learning team
. to contribute effectively to a group of peers in a climate of mutual respect and to question each other and the academic staff when uncertain.

Hence, you will participate in individual and team problem solving activities related to typical engineering workplace problems. These activities involve class participation, discussions, prescribed exercises, assignments and other self-directed student activities.

Lecture sessions are generally devoted to topic summaries and short quizzes whilst tutorial sessions are generally devoted to discussions (student queries) of assigned exercises and portfolio questions.

PLEASE NOTE, IN THIS COURSE, LEARNING GUIDE IS USED AS REFERENCE ONLY.

Learning and simulated work activities to demonstrate an understanding of typical problems encountered in meeting performance requirements and compliance standards are outlined below:

* Classroom tutorial activities are achieved to consolidate theories
*Practical Exercises This course requires that students demonstrate highly practical skills.
Underpinning knowledge is required before undertaking practical exercises.

Research activities to undertake investigative activities are undertaken. It is expected that students would require approximately 50% of course hours to be allocated for independent study to do project research and problem solving activities.

Assignment tasks involve applications of standards and codes whenever applicable and shall be as close as practicable to real work situations and include real work decisions by the learner.

Teaching Schedule

This is an indicative teaching schedule. Refer to Online Blackboard announcements for changes. For absences due to public holidays and other class cancellations, the topics & assessment tasks will be shifted accordingly. As teaching schedule is currently on contingency mode, whilst flexibility is offered, self directed learning is much called for on the part of the students.

Week Number, Topic Delivered, Assessment Task
1 Introduction to course, course guide, assessment, topic breakdown, resources, OHS issues.
2 Course Summary OR otherwise, Introduction to course, course guide, assessment, topic breakdown, resources, OHS issues (for Late Starters)
3 Fractions and Decimals – Quiz (Part of Option 1)
4 Ratio, Proportion and Percent – Quiz (Part of Option 1)
5 Perimeters, Areas and Measurement – Quiz (Part of Option 1)
6 Introduction to Algebra – Quiz (Part of Option 1)
7 Algebra/Formulae Evaluation and Transposition
8 Formula Evaluation and Transposition – Quiz (Part of Option 1)
9 Introduction to Geometry– Quiz (Part of Option 1)
10 Geometry of Triangles and Quadrilaterals
11 Geometry of Triangles and Quadrilaterals– Quiz (Part of Option 1)
12 Straight Line Coordinate Geometry – Quiz (Part of Option 1)
13 Trigonometry – Quiz (Part of Option 1)
14 Trigonometry
15 Question & Answer Forum / Workshop – Feedback available Part 1 Portfolio of Assigned Questions (Option 2) due in
16 Question & Answer Forum / Workshop – Feedback available Part 2 Portfolio of Assigned Questions – Late Submissions with Penalty (Option 2) due in
17 All Deferred Assignments and Portfolios and other outstanding issues (special consideration) Deferred/ Alternative Assessments due in including those with Special Consideration
18 Feedback on Grades and Finalising Results

This is an indicative teaching schedule. Refer to Online Blackboard announcements for changes. For absences due to public holidays and other class cancellations, the topics & assessment tasks will be shifted accordingly. As teaching schedule is currently on contingency mode, whilst flexibility is offered, self directed learning is much called for on the part of the students.

Learning Resources

Prescribed Texts

 ‘Mathematics for technicians’, by Blair Alldis 6th edition

References

Other Resources

Overview of Assessment

Assessment are conducted in both theoretical and practical aspects of the course according to the performance criteria set out in the National Training Package. Students are required to undertake summative assessments that bring together knowledge and skills. To successfully complete this course you will be required to demonstrate competency in each assessment tasks detailed under the Assessment Task Section.

Your assessment for this course will be marked using the following table:

NYC (<50%) Not Yet Competent

CAG (50-59%) Competent - Pass

CC (60-69%) Competent - Credit

CDI (70-79%) Competent - Distinction

CHD (80-100%) Competent - High Distinction

The assessment is conducted in both theoretical and practical aspects of the course according to the performance criteria set in the National Training Package.
Assessment may incorporate a variety of methods including written/oral activities and demonstration of practical skills to the relevant industry standards.

Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met. Students will be provided with feedback throughout the course to check their progress.

Feedback will be provided throughout the course. To successfully complete this course you will be required to demonstrate competency in each assessment task
detailed under Assessment Tasks section of Course Guide Part B (this document).

Assessment tasks have been designed to encourage life-long learning and self directed learning, encouraging students to ask questions and manage their time in order to progressively complete work throughout the semester. Individual as well as team activities will be demonstrated in preparation for work in industry where competing demands and adaptation to change characterise the work environment, and where communication, team work and organisation skills are of paramount importance.

Assessment details:

Choose one of Collection of Quizzes OR Collection of Exercises (Portfolio) – Student has a choice to either sit 10 quizzes (10 marks each for a total of 100 marks) or to complete a portfolio of evidence, being the assigned exercises for this course (worth 100 marks). Student chooses one of these options, but generally not both. Someone with good mathematics background from high school or VCE is expected to choose the quizzes whilst someone that had a break in his/her studies is expected to choose the portfolio.

Option 1: Collection of Quizzes – This is a collection of a student’s quizzes (10 quizzes altogether) where analysis and solution to practical application problems/questions in engineering where mathematics has been applied is demonstrated. This assessment focuses on the students’ ability to solve problems and provide logical solutions to practical exercises. These individual assessments collectively has a weighting of 100%, is closed book , and are all scheduled during lecture sessions (see teaching schedule).
Note: Allowed in assessment room are NON-programmable calculators, pens, rulers and bottle of water only.

Option 2: Portfolio of Evidence- This is the student’s mathematics exercise book, where he/she writes solutions to mathematical problems and other application questions, presented neatly with all working completed and all titles/headings included. This assessment focuses on the students’ ability to solve problems and provide logical solutions to practical exercises. Portfolio has a weighting of 100%, and is an individual assessment.
Note: Use exercise book with NO spirals.

NOTE: QUESTIONS ABOUT SPECIFIC ASSESSMENTS AND MARKS OBTAINED MAY NOT BE ENTERTAINED IF LATER THAN 1 WEEK AFTER RESULTS WERE COMMUNICATED TO STUDENTS

Assessment requirements also include:

- attendance and satisfactory completion of prescribed practical exercises ,
- evidence of participation in and satisfactory completion of work simulation projects.
-satisfactory completion of class assignment work
-timely submission and standard presentation for all assessment material / documentation

CHD
Competent with High Distinction -The learner will confidently apply novel but relevant solutions to unfamiliar and complex tasks.

CDI
Competent with Distinction -The learner will confidently evaluate alternative solutions to an unfamiliar task or
problem and use the most appropriate solution.

CC
Competent with Credit -The learner will elegantly apply appropriate facts, rules and standard solutions to achieve an unfamiliar task or problem with
confidence.

CAG
Competency Achieved - Graded -The learner will be able to apply facts, rules
and standard solutions to achieve a predictable task or solve a problem.

NYC
Not Yet Competent
-Although the learner exhibits access to a limited range of facts and rules, the learner has difficulty applying these facts and rules to a familiar task.

DNS
Did Not Submit for Assessment

Students should be informed with the special consideration policy available at -

http://www.rmit.edu.au/browse;ID=qkssnx1c5r0y (unresolved)

Assessment Matrix

Element Covered, Assessment Task, Proportion of Final Assessment. Approximate Time
1,2,3,4,5,6,7,8, 9, 10, 11, 12, 13 and 14 ------ Option 1: Collection of Quizzes -----100 % -------As
per teaching schedule
1,2,3,4,5,6,7,8, 9, 10, 11, 12, 13 and 14 ------ Option 2: Portfolio of Evidence ------100 % ------- As
per teaching schedule
NOTE: Student chooses one of above named assessment options, but NOT both
(for any changes, refer to online blackboard announcement)

Other Information

In this course, minimum student directed hours are 12 in addition to 48 scheduled teaching hours.
* Student directed hours involve completing activities such as reading online resources, assignments, report for practical work, and individual student-teacher course-related consultation.

Study and learning Support:

Study and Learning Centre (SLC) provides free learning and academic development advice to all RMIT students.
Services offered by SLC to support numeracy and literacy skills of the students are:

assignment writing, thesis writing and study skills advice
maths and science developmental support and advice
English language development

Disability Liaison Unit:

Students with disability or long-term medical condition should contact Disability Liaison Unit to seek advice and support to
complete their studies.

Late submission:

Students requiring extensions for 7 calendar days or less (from the original due date) must complete and lodge an Application
for Extension of Submittable Work (7 Calendar Days or less) form and lodge it with the Senior Educator/ Program Manager.
The application must be lodged no later than one working day before the official due date. The student will be notified within
no more than 2 working days of the date of lodgment as to whether the extension has been granted.

Students seeking an extension of more than 7 calendar days (from the original due date) must lodge an Application for Special
Consideration form under the provisions of the Special Consideration Policy, preferably prior to, but no later than 2 working days
after the official due date.

Assignments submitted late without approval of an extension will not be accepted or marked.

Special consideration: