Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LINEAR ALGEBRA II | İM2175490 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Closed |
| Course Coordinator | Assist.Prof. Damla SÖNMEZ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | With this course, it is aimed that students will be able to explain dimensions of spaces; explain base-dimension change; explain matrix transformations; explain eigenvalues and eigenvectors; explain inner product space; explain orthogonality. |
| Course Content | This course contains; 2-Space, 3-Space and Vectors in n-Space,Norm, Scalar Product and Distance in Rn,Orthogonality,Geometry of Linear Systems, Vector Product,Space, Subspace, Linear Unions, linear dependence and independence,Coordinates and bases, Dimension, Base Change,Row Space, Column Space and Zero Space, Rank Zero and Basic Matrix Spaces,Matrix Transformations from Rn to Rm, Properties of Matrix Transformations,Geometry of Matrix Operators on R2,Eigenvalues and Eigenvectors, Diagonalization,Inner Product Spaces, Angle and Orthogonality in Inner Product Spaces,Gram-Schmidt Method, QR-Separation,Best Approximation, Least Squares,Orthogonal Matrices, Orthogonal Diagonalization. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the properties of vector space and subspace. | 12, 16, 9 | A |
| Explains the concepts of linear dependence, independence and solves related problems. | 12, 16, 9 | A |
| Explains the basic concepts of inner product spaces. | 12, 16, 9 | A |
| Solves problems related to eigenvalues and eigenvectors. | 12, 16, 9 | A |
| Solves problems related to linear transformations. | 12, 16, 9 | A |
| Teaching Methods: | 12: Problem Solving Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | 2-Space, 3-Space and Vectors in n-Space | [1], [2], [3] |
| 2 | Norm, Scalar Product and Distance in Rn | [1], [2], [3] |
| 3 | Orthogonality | [1], [2], [3] |
| 4 | Geometry of Linear Systems, Vector Product | [1], [2], [3] |
| 5 | Space, Subspace, Linear Unions, linear dependence and independence | [1], [2], [3] |
| 6 | Coordinates and bases, Dimension, Base Change | [1], [2], [3] |
| 7 | Row Space, Column Space and Zero Space, Rank Zero and Basic Matrix Spaces | [1], [2], [3] |
| 8 | Matrix Transformations from Rn to Rm, Properties of Matrix Transformations | [1], [2], [3] |
| 9 | Geometry of Matrix Operators on R2 | [1], [2], [3] |
| 10 | Eigenvalues and Eigenvectors, Diagonalization | [1], [2], [3] |
| 11 | Inner Product Spaces, Angle and Orthogonality in Inner Product Spaces | [1], [2], [3] |
| 12 | Gram-Schmidt Method, QR-Separation | [1], [2], [3] |
| 13 | Best Approximation, Least Squares | [1], [2], [3] |
| 14 | Orthogonal Matrices, Orthogonal Diagonalization | [1], [2], [3] |
| Resources |
| [1] Elementer Lineer Cebir. Howard Anton, Chris Rorres, Palme Yayıncılık. (Last Edition) [2] Lineer Cebir/Schaum's Outlines. Seymour Lipschutz, Nobel Yayin Dağıtım-Teknik Kitaplar. (Last Edition) [3] Uygulamalı Lineer Cebir. Bernard Kolman, David R. Hill (Editör: Ömer Akın), Palme Yayıncılık. (Last Edition) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 1 | 14 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 62 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(62/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LINEAR ALGEBRA II | İM2175490 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Closed |
| Course Coordinator | Assist.Prof. Damla SÖNMEZ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | With this course, it is aimed that students will be able to explain dimensions of spaces; explain base-dimension change; explain matrix transformations; explain eigenvalues and eigenvectors; explain inner product space; explain orthogonality. |
| Course Content | This course contains; 2-Space, 3-Space and Vectors in n-Space,Norm, Scalar Product and Distance in Rn,Orthogonality,Geometry of Linear Systems, Vector Product,Space, Subspace, Linear Unions, linear dependence and independence,Coordinates and bases, Dimension, Base Change,Row Space, Column Space and Zero Space, Rank Zero and Basic Matrix Spaces,Matrix Transformations from Rn to Rm, Properties of Matrix Transformations,Geometry of Matrix Operators on R2,Eigenvalues and Eigenvectors, Diagonalization,Inner Product Spaces, Angle and Orthogonality in Inner Product Spaces,Gram-Schmidt Method, QR-Separation,Best Approximation, Least Squares,Orthogonal Matrices, Orthogonal Diagonalization. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the properties of vector space and subspace. | 12, 16, 9 | A |
| Explains the concepts of linear dependence, independence and solves related problems. | 12, 16, 9 | A |
| Explains the basic concepts of inner product spaces. | 12, 16, 9 | A |
| Solves problems related to eigenvalues and eigenvectors. | 12, 16, 9 | A |
| Solves problems related to linear transformations. | 12, 16, 9 | A |
| Teaching Methods: | 12: Problem Solving Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | 2-Space, 3-Space and Vectors in n-Space | [1], [2], [3] |
| 2 | Norm, Scalar Product and Distance in Rn | [1], [2], [3] |
| 3 | Orthogonality | [1], [2], [3] |
| 4 | Geometry of Linear Systems, Vector Product | [1], [2], [3] |
| 5 | Space, Subspace, Linear Unions, linear dependence and independence | [1], [2], [3] |
| 6 | Coordinates and bases, Dimension, Base Change | [1], [2], [3] |
| 7 | Row Space, Column Space and Zero Space, Rank Zero and Basic Matrix Spaces | [1], [2], [3] |
| 8 | Matrix Transformations from Rn to Rm, Properties of Matrix Transformations | [1], [2], [3] |
| 9 | Geometry of Matrix Operators on R2 | [1], [2], [3] |
| 10 | Eigenvalues and Eigenvectors, Diagonalization | [1], [2], [3] |
| 11 | Inner Product Spaces, Angle and Orthogonality in Inner Product Spaces | [1], [2], [3] |
| 12 | Gram-Schmidt Method, QR-Separation | [1], [2], [3] |
| 13 | Best Approximation, Least Squares | [1], [2], [3] |
| 14 | Orthogonal Matrices, Orthogonal Diagonalization | [1], [2], [3] |
| Resources |
| [1] Elementer Lineer Cebir. Howard Anton, Chris Rorres, Palme Yayıncılık. (Last Edition) [2] Lineer Cebir/Schaum's Outlines. Seymour Lipschutz, Nobel Yayin Dağıtım-Teknik Kitaplar. (Last Edition) [3] Uygulamalı Lineer Cebir. Bernard Kolman, David R. Hill (Editör: Ömer Akın), Palme Yayıncılık. (Last Edition) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |