COMP SCI 1010 - Puzzle Based Learning

North Terrace Campus - Semester 1 - 2024

The focus of this course is on getting students to think about framing and solving unstructured problems (those that are not encountered at the end of some textbook chapter). The general objective is to increase the student's mathematical awareness and problem-solving skills by discussing a variety of puzzles. The puzzle-based learning approach has a long tradition as the first mathematical puzzles were found in Sumerian texts that date back to around 2,500 BC The puzzles selected for the course satisfy most of the following criteria: a) Generality: educational puzzles explain some universal mathematical problem-solving principles; b) Simplicity: educational puzzles are easy to state and easy to remember; c) Eureka factor: educational puzzles often frustrate the problem-solver! Eventually a Eureka! moment is reached. The Eureka factor also implies that educational puzzles often have elementary solutions that are not obvious; d) Entertainment factor: educational puzzles are very entertaining! Such educational puzzles are used to illustrate basic concepts of critical thinking, mathematics, and problem-solving. The course presents some problem-solving rules and covers issues of understanding the problem and the role of intuition in problem-solving activities. Further, some mathematical problem-solving principles are discussed and elements of modelling, constraint-processing, optimization, probability, statistics, simulation, pattern recognition, and strategy are introduced.

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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 Mathematical Methods
Assessment	Written exam and/or assignments

Course Staff

Course Coordinator: Dr Menasha Thilakaratne

Lecturers: Dr Cruz Izu

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

On successful completion of this course students will be able to:

1	Understand the need to undertake lifelong learning
2	Be able to think about framing and solving unstructured problems.
3	Understand problem-solving principles

The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency: 1.1 1.2 1.3 1.5 2.1 2.2 3.1 3.2 3.3 3.4 3.5 3.6

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.	3
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.	1-2
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	2-3
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1-3
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1-3

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 Ltd

Recommended Resources

Students are expected to watch/attend lectures and workshop sessions.
It is important to catch up with lecture materials prior to each workshop session. The workshop sessions will be crucial to developing your understanding of the course material, and will provide access to additional assistance from practical supervisors.

Online Learning

Copies of lecture notes, lecture recordings and additional resources will be provided online through the myuni page at https://myuni.adelaide.edu.au. 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 workshops.

Many examples will be worked on during the workshops. The workshops 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 sessions is for students to apply the examples and theoretical concepts discussed in lectures, and prepare them to complete the assignments.

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 7-10 additional hours per week in preparation of assignment work, and reviewing lecture material.

Learning Activities Summary
The course cover the following problem solving topics, roughly one topic per week.
1. Introduction to the course
2. The problem: what are you after?
3. Intuition: how good is it?
4. Modelling: let’s think about the problem a bit more
5. Some mathematical principles
6. Constraints: How old are my children?
7. Optimization: what is the best arrangement?
8. Probability: coins, dices, box and bear
9. Statistically speaking
10. Let’s simulate
11. Pattern recognition: what is next?
Weekly workshops start in week 2, and fortnightly assignment in week 4.

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**
Fornightly assignments	25	Individual	Formative / Summative	Weeks 4-12		1. 2. 3.	1.1 1.2 2.1 2.2 2.4
Tutorial participation	5	Individual	Formative	Weeks 2-12		3.	1.1 1.2 2.2 2.3 2.4
Quizzes	6	Individual	Formative	Weeks 1-5		2. 3.	1.1 1.2
Mid-semester Quiz	14	Individual	Summative	Week 7		1. 2. 3.	1.1 1.2 2.2 2.4
Final exam	50	Individual	Summative	n/a	Min 40%	1. 2. 3.	1.1 1.2 2.2 2.4
Total	100

* The specific due date for each assessment task will be available on MyUni.

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 Solving

1.1 Abstraction

1.2 Design

2. Professional Knowledge

2.1 Ethics

2.2 Professional expectations

2.3 Teamwork concepts & issues

2.4 Interpersonal communications

2.5 Societal issues

2.6 Understanding of ICT profession

3. Technology resources

3.1 Hardware & Software

3.2 Data & information

3.3 Networking

4. Technology Building

4.1 Programming

4.2 Human factors

4.3 Systems development

4.4 Systems acquisition

5. ICT Management

5.1 IT governance & organisational

5.2 IT project management

5.3 Service management

5.4 Security management

Assessment Related Requirements

Students must obtain at least 40% in the written exam component, and 50% overall, to pass the course.

Assessment Detail

Assessment in this course will consist of a variety of methods to evaluate students' understanding and application of the concepts presented. The different forms of assessment include assignments, workshop and class participation, quizzes, a mid-semester quiz, and a final exam.

Assignments are both formative and summative, and they will build on the work done in the workshop sessions. They are used to assess whether the required graduate attributes are being developed, and written feedback will be provided for some of the assessment work. Assignments are due one week after they are released.

Workshop and class participation are intended to evaluate students' knowledge in the practical application of the concepts taught in lectures, with a specific focus on designing and developing puzzle solutions.

Quizzes will be given three times, from week 1 to week 5, to test students' understanding of the concepts presented throughout the course.

The mid-semester quiz, which takes place in week 7, will evaluate students' understanding of the course concepts and their ability to apply them to solve problems.

The final exam is a 2-hour open book exam that takes place during the exam period. This exam will test students' understanding of the concepts presented throughout the course and their ability to apply them to solve problems.

Assessment	Type	Proportion of that Assessment	Due Week	Learning Objectives					CBOK Mappping*
					Problem Solving Abstraction	Problem Solving Design	Ethics	Professionalism	Teamwork concepts	Interpersonnal Communications	Societal Issues	HistoryandStatus of Discipline
Assignment 1	Formative and Summative	20%	week 4	1,2,3	5	5	3	3		3
Assignment 2	Formative and Summative	20%	week 6	1,2,3	5	5	3	3		3
Assignment 3	Formative and Summative	20%	week 8	1,2,3	5	5	3	3		3
Assignment 4	Formative and Summative	20%	week 10	1,2,3	5	5	3	3		3
Assignment 5	Formative and Summative	20%	week 12	1,2,3	5	5	3	3		3
Tutorial and Class Participation	Formative	45%	NA	3	5	5		3	3	3
Quizzes	Formative	55%	week 1-5	1,2,3	5	5		3		3
Mid-semester Quiz	Summative	22%	Week 7	1,2,3	5	5
Final Exam	Summative	78%	Exam Period	1,2,3	5	5

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 Access Adelaide.

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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator