Whatever the mathematical concepts covered in the course, the course aims to enable the student to: - Apply without hesitation the techniques appropriate to the solution of problems related to the subjects taught. - From a problem situation, isolate the data and unknowns; model; represent the situation; find the mathematical tools to solve the problem; solve the problem; interpret the results; judge their plausibility. - Define rigorously a notion seen in the course; give a geometrical interpretation of it; explain in which fields of application it is found (precise examples). - Be able to follow, complete and criticize a mathematical reasoning involving different previously defined notions. These skills should be able to be used in other courses of the curriculum, such as the cartography course.
This course approaches mathematics as a discipline at the service of geological and geographical sciences. The mathematics covered will have a double aim: - To support the courses of the geology/geography section (mainly the cartography course), both by introducing concepts and by working on calculation techniques; - To progressively bring the student to use his/her mathematical knowledge in a modelling context. The aim is to provide a general mathematical culture that will enable the student to tackle certain problems. Particular attention is paid to the contextualisation of the concepts and techniques covered. Problem solving is therefore also an objective of the course.
In addition to what is offered in the Mathematics course SMATB111, this course extends and addresses various mathematical topics. The course will cover: an introduction to linear differential equations of the first and second order; some elements of linear algebra (including solving systems of linear equations and modelling situations that lead to them); some elements of vector calculus; complex numbers. In addition, an application of integral calculus and optimisation will be used to justify results from the mapping course. Particular attention is paid to the modelling and interpretation component required by the use of the mathematical tool.
Formula: Written examination offered in June and August. Method: The written examination consists of exercises similar to those covered in tutorials, in the course, or in the course notes. It may also include short reflection exercises, as well as problems that require modelling before the solution techniques are used. In addition, students should be able to evaluate (and correct if necessary) a proposed mathematical reasoning. In the assessment, the student will be expected to demonstrate an understanding of the mathematical mechanisms used to solve the exercises. The use of a calculator is not allowed. If the examination is done online (distance learning), an update of the proposed method may take place.
• course syllabus • S. Fleurant, C. Fleurant, 2015. Bases de mathématiques pour la géologie et la géographie, Ed. Dunod, Paris. • J.-P. Bertrandias, Fr. Bertrandias, 1997. Mathematics for Life, Nature and Health Sciences, Presses Universitaires de Grenoble.
| Training | Study programme | Block | Credits | Mandatory |
|---|---|---|---|---|
| Bachelier en sciences géographiques, orientation générale | Standard | 0 | 3 | |
| Bachelier en sciences géologiques | Standard | 0 | 3 | |
| Bachelier en sciences géographiques, orientation générale | Standard | 1 | 3 | |
| Bachelier en sciences géologiques | Standard | 1 | 3 |