This is an archived handbook for a previous year. The current undergraduate and postgraduate handbooks can be viewed using the links above.
Undergraduate Handbook 2012-2013 (archived)
Module MATH2011: COMPLEX ANALYSIS II
Department: Mathematical Sciences
MATH2011: COMPLEX ANALYSIS II
| Type | Level | Credits | Availability | Module Cap | Location |
|---|---|---|---|---|---|
| Open | 2 | 20 | Available in 2012/2013 | None. | Durham |
Pre-requisites
- Core Mathematics A (MATH1012) and Core Mathematics B1 (MATH1051) [the latter may be co-requisite].
Corequisites
- Analysis 1 (MATH 1051) unless Core Mathematics B1 taken before.
Excluded Combinations
- Mathematics for Engineers and Scientists (MATH1551), Single Mathematics A (MATH1561), Single Mathematics B (MATH1571), Foundation Mathematics (MATH1641)
Aims
- To introduce the student to the theory of complex analysis.
Content
- Complex differentiation.
- Power Series.
- Contour Integrals.
- Calculus of Residues.
- Conformal Mappings.
- Applications.
Learning Outcomes
Subject-specific Knowledge
- By the end of the module students will: be able to solve unseen problems in Complex Analysis.
- Reproduce theoretical mathematics in the field of Complex Analysis to a level appropriate to Level 2.
- Have a knowledge and understanding of this subject demonstrated through one or more of the following topic areas: Complex Differentiation.
- Power series.
- Contour integrals, calculus of residues.
- Conformal mappings.
- Applications of Complex analysis.
Subject-specific Skills
- In addition students will have enhanced mathematical skills in the following areas: Spatial awareness.
Key Skills
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Lecturing demonstrates what is required to be learned and the application of the theory to practical examples.
- Weekly homework problems provide formative assessment to guide students in the correct development of their knowledge and skills.
- Tutorials provide active engagement and feedback to the learning process.
- The end-of-year examination assesses the knowledge acquired and the ability to solve predictable and unpredictable problems.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total Hours | Attendance Monitored |
|---|---|---|---|---|---|
| Lectures | 42 | 2 per week for 21 weeks | 1 Hour | 42 | |
| Tutorials | 10 | Fortnightly for 20 weeks | 1 Hour | 10 | Yes |
| Problems Classes | 10 | Fortnightly for 20 weeks | 1 Hour | 10 | |
| Preparation and Reading | 138 | ||||
| Total | 200 |
Summative Assessment
| Component | Component Weighting | Element | Length/Duration | Element Weighting | Resit Opportunity |
|---|---|---|---|---|---|
| Examination | 100% | end of year written examination | 3 hours | 100% | yes |
Formative Assessment
One written assignment to be handed in every third lecture in the first 2 terms. Normally each will consist of solving problems from a Problems Sheet and typically will be about 2 pages long. Students will have about one week to complete each assignment
Students who do not attend monitored activities shown under Teaching Methods
and Learning Hours, or who fail to complete the summative or formative
assessment(s) specified above, may be subject to the Academic Progress
procedures defined in the University's General Regulation V, and may be
required to leave the University.