Undergraduate Programme and Module Handbook 2014-2015 (archived)
Module MATH3011: ANALYSIS III
Department: Mathematical Sciences
MATH3011: ANALYSIS III
| Type | Open | Level | 3 | Credits | 20 | Availability | Not available in 2014/15 | Module Cap | None. | Location | Durham |
|---|
Prerequisites
- Complex Analysis II (MATH2011) and Analysis in Many Variables II (MATH2031).
Corequisites
- None.
Excluded Combination of Modules
- Analysis IV (MATH4201)
Aims
- To provide the student with basic ideas of differentiation and integration in n-dimensional real space, to explain conditions which guarantee existence of solutions of ordinary differential equations, to introduce the notion of a smooth manifold and its applications.
Content
- Metric Spaces.
- Differentiation on Manifolds.
- Integration in n-dimensional real space.
- Differential forms.
- Integration on Manifolds.
Learning Outcomes
Subject-specific Knowledge:
- By the end of the module students will: be able to solve novel and/or complex problems in Analysis.
- have a systematic and coherent understanding of theoretical mathematics in the field of Analysis.
- have acquired a coherent body of knowledge of these subjects demonstrated through one or more of the following topic areas:
- Completeness.
- Contraction mappings.
- Picard theorem.
- Implicit Function Theorem.
- Inverse Function Theorem
- Integration: Riemann integral.
- Sets of measure zero.
- Fubini theorem.
- Linear Algebra of alternating forms.
- Differential forms.
- Integration of Differential forms.
- Stokes' Theorem.
- Green's Theorem.
- Divergence Theorem.
Subject-specific Skills:
- Students will have highly specialised and advanced mathematical skills which will be used with minimal guidance in the following areas: spatial awareness.
Key Skills:
- Students will have enhanced problem solving skills.
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Lectures demonstrate what is required to be learned and the application of the theory to practical examples.
- Assignments for self-study develop problem-solving skills and enable students to test and develop their knowledge and understanding.
- Formatively assessed assignments provide practice in the application of logic and high level of rigour as well as feedback for the students and the lecturer on students' progress.
- 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 | |
|---|---|---|---|---|---|
| Lectures | 40 | 2 per week for 19 weeks and 2 in term 3 | 1 Hour | 40 | |
| Problems Classes | 8 | Four in each of terms 1 and 2 | 1 Hour | 8 | |
| Preparation and Reading | 152 | ||||
| Total | 200 |
Summative Assessment
| Component: Examination | Component Weighting: 100% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| three hour written examination | 100% | ||
Formative Assessment:
Four written assignments to be assessed and returned. Other assignments are set for self-study and complete solutions are made available to students.
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University