MAT-3800 Linear Algebra II - 5 stp

• Particular and general vector spaces
• Basis and subspaces
• Inner product spaces
• The Gram-Schmidt process
• Least-squares problems
• Extension of the theory of eigenvalues and eigenvectors
• Diagonalization with generalizations
• Singular value decompositions
• Linear transformations with matrix representation

An undergraduate Bachelor Engineering program with minimum 25 credits mathematics, 5 credits statistics, 7,5 credits physics

Application code: 9371

Recommended passed mathematics courses in the bachelor engineering education or corresponding mathematics courses.

Knowledge (K):

After completing the linear algebra course the candidate:

• Has advanced knowledge of concepts within linear algebra.
• Has thorough knowledge of central theories and methodologies within the listed concepts in linear algebra and know how to apply these in mathematical problems.
• Can analyse formulated linear algebra problems and identify methods to solve these.

Skills (S):

After completing the linear algebra course the candidate:

• Can recognize and identify linear problems and formulate them in terms of linear systems.
• Can analyse and deal critically with theories in linear algebra and use these to structure and formulate scholarly arguments.
• Can utilise existing interpretations and relevant methods within the field to accomplish a task.
• Can use relevant methods within the field.

General competence (GC):

After completing the linear algebra course the candidate:

• Can analyse relevant linear problems.
• Can apply the knowledge and skills within linear algebra to carry out assignments.
• Can communicate about different aspects in linear algebra, particularly explaining in mathematical terms how to deal with mathematical tasks.
• Can use the knowledge for concepts, theories and methods in linear algebra in other engineering areas.

The course is taught intensively during two non-consecutive weeks. A combination of lectures followed by task solving sessions and flipped classroom arrangements will be used.

A videos-and-tasks arrangement is offered.for students who are unable to meet to lectures. Support is provided during task solving sessions.

During flipped classroom arrangements, students watch videos made by the teacher and work with tasks related to the videos, preferably working with peers in groups. Support is provided by the teacher during these sessions, both to discuss content in videos and as support in task solving processes.