Foundation Mathematics for Commerce 2

Subject MAST10015 (2011)

Note: This is an archived Handbook entry from 2011.

Credit Points: 12.50
Level: 1 (Undergraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2011:

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: One 1-hour lecture plus two 1-hour tutorials per week (total 36 hours)
Total Time Commitment: 108 hours (36 contact plus 72 non-contact)
Prerequisites:
Subject
Study Period Commencement:
Credit Points:
Corequisites: None
Recommended Background Knowledge: High school mathematics up to a year 10 standard or equivalent.
Non Allowed Subjects: None
Core Participation Requirements: For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit website: http://www.services.unimelb.edu.au/disability/

Coordinator

Mr David Collis

Contact

Email: collisd@unimelb.edu.au
Subject Overview: This is the second of a sequence of two subjects (Foundation Mathematics for Commerce 1 and Foundation Mathematics for Commerce 2) providing BAX students with a foundation in mathematics that provides a pathway into the Bachelor of Commerce. The content consists of traditional VCE mathematical topics, with a particular emphasis on those topics needed for subsequent studies in the Bachelor of Commerce degree.
Objectives: Students completing this subject should:
  • be able to use differential calculus; by expanding on the concept of a derivate; by exploring continuity, differentiability, the product, quotient and chain rules for differentiation, and the use of differentiation to solve rates of change problems and linear approximations;
  • be able to use basic integral calculus including antidifferentiation; and be able to find the area beneath a curve and between two curves, solve infinite limits, and perform integration to infinity;
  • be able to use basic statistics for different types of variables, including measures of location (median and mode) and spread (range, variance and standard deviation), and be able to present statistical data using charts and tables (using Excel);
  • understand the basic concepts in probability, including the addition and multiplication rules, and be able to use various methods for representing probabilities, conditional probability, and an introduction to counting methods (permutations and combinations);
  • understand the concept and uses of probability distributions, including discrete probability distributions (eg. the binomial), and continuous probability distributions (the normal). It also introduces of expected value and standard deviation as ways of interpreting real world situations and solving real world problems.
Assessment:
  • 2 in-class tests - 30% (15% each)
  • statistical research project - 30%
  • end of year exam - 20%
  • participation - 20%
Prescribed Texts: A book of lecture notes will be provided.
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:
  • High level of development: numeracy, further abstract reasoning skills modelling real world phenomena; statistical representation and presentation; critical literacy to interpret statistical claims self-directed research.
  • Moderate level of development: written communication; creative problem solving skills; use of computer to generate charts and graphs of statistical data.
  • Some level of development: collaborative leaning; independent thinking.

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