Math module outline jan 2015

Math module outline jan 2015

• 1.
  SCHOOL OF ARCHITECTURE,BUILDING & DESIGN Centre for Modern Architecture Studies in Southeast Asia (MASSA) ___________________________________________________________________ Foundation in Natural and Built Environments Module: Mathematics [MTH30104] Prerequisite: None Credit hours: 4 Instructor: Jaqurliyn Ann See Peng | [email protected] Module Synopsis This module contains selective inclusion of basic algebra, limits, continuity and derivatives of algebraic and trigonometric functions, application of the derivatives, matrices, integration and statistics to lay the foundation of mathematical skills that are applicable to the various subjects in the programme. Module Teaching Objectives The module is designed to equip students with the essential mathematical skills necessary for pursuing the Foundation programme and to follow a course of study at tertiary level. The specific objectives for this module include the following: 1. Develop skills in creative problem solving. 2. Understand the concepts of differential calculus and its usage in problem solving. 3. Familiarisation with the geometry of plane and 3-D shapes. 4. Extend students’ understanding of mathematical concepts and their application. Module Learning Outcomes Upon successful completion of the module, students will be able to: 1. To understand and apply fundamental mathematical principles such as basic algebra, trigonometry, properties of circles, area, volume, differentiation, integration and statistics. 2. To analyze and solve problems that involves various mathematical principles. 3. To apply fundamental mathematic knowledge in built environment context. 4. To collect, organize, present and draw conclusion for simple statistical data. Modes of Delivery This is a 4 credit hours module conducted over a period of 18 weeks. The modes of delivery will be in the form of lectures and self-directed study. The breakdown of the contact hours for the module is as follows:  Lecture : 3 hours per week  Self-directed study : 5 hours per week Office Hours You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office hours do not meet your schedule, notify the instructor and set appointment times as needed. TIMeS TIMeS will be used as a communication tool and information portal for students to access module materials, project briefs, assignments and announcements Mathematics (MTH30104): January 2015 1 | P a g e
• 2.
  Taylor’s Graduate Capabilities(TGC) Theteaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills of our graduates. Mathematics (MTH30104): January 2015 2 | P a g e Discipline Specific Knowledge TGCs Acquired Through Module Learning Outcomes 1.0 Discipline Specific Knowledge 1.1 Solid foundational knowledge in relevant subjects 1, 2, 3, 4 1.2 Understand ethical issues in the context of the field of study Cognitive Capabilities 2.0 Lifelong Learning 2.1 Locate and extract information effectively 2.2 Relate learned knowledge to everyday life 3.0 Thinking and Problem Solving Skills 3.1 Learn to think critically and creatively 3.2 Define and analyse problems to arrive at effective solutions Soft Skills 4.0 Communication Skills 4.1 Communicate appropriately in various setting and modes 1, 2, 3, 4 5.0 Interpersonal Skills 5.1 Understand team dynamics and work with others in a team 1, 2, 3, 4 6.0 Intrapersonal Skills 6.1 Manage one self and be self-reliant 6.2 Reflect on one’s actions and learning. 6.3 Embody Taylor's core values. 7.0 Citizenship and Global Perspectives 7.1 Be aware and form opinions from diverse perspectives. 7.2 Understand the value of civic responsibility and community engagement. 8.0 Digital Literacy 8.1 Effective use of information and communication (ICT) and related technologies.
• 3.
  General Rules andRegulations Late Submission Penalty The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late. A weekend counts as 1 day. Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they are satisfied that a student has given good reasons. Absenteeism at intermediate or final presentations will result in zero mark for that presentation. The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the late submission was for a good reason. Attendance, Participation and Submission of Assessment Components Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final examination. You are expected to attend and participate actively in class. The lectures and tutorials will assist you in expanding your ideas and your research progression. Students will be assessed based on their performance throughout the semester. Students are expected to attend and participate actively in class. Class participation is an important component of every module. Students must attempt all assessment components including Portfolio. Failure to attempt assessment components worth 20% or more, the student would be required to resubmit or resit an assessment component, even though the student has achieved more than 50% in the overall assessment. Failure to attempt all assessment components, including final exam and final presentation, will result in failing the module irrespective of the marks earned, even though the student has achieved more than 50% in the overall assessment. Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59) Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes written materials such as books, journals and magazine articles or other papers and also includes films and computer programs. The two most common types of plagiarism are from published materials and other students’ works a. Published Materials In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the results of a study or review, a standard system of referencing should be used. Examples of plagiarism may include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement. Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied from another book, with an addition of only a sentence or two by the student. While the former can be treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination. Though most assignments require the need for reference to other peoples’ works, in order to avoid plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from the Internet too. b. Other Students’ Work Circulating relevant articles and discussing ideas before writing an assignment is a common practice. However, with the exception of group assignments, students should write their own papers. Plagiarising the work of other students into assignments includes using identical or very similar sentences, paragraphs or Mathematics (MTH30104): January 2015 3 | P a g e
• 4.
  sections. When twostudents submit papers which are very similar in tone and content, both are likely to be penalised. Student Participation Your participation in the module is encouraged. You have the opportunity to participate in the following ways:  Your ideas and questions are welcomed, valued and encouraged.  Your input is sought to understand your perspectives, ideas and needs in planning subject revision.  You have opportunities to give feedback and issues will be addressed in response to that feedback.  Do reflect on your performance in Portfolios.  Student evaluation on your views and experiences about the module are actively sought and used as an integral part of improvement in teaching and continuous improvement. Student-centered Learning (SCL) The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the principles known to improve learning and to encourage student’s participation. SCL requires students to be active, responsible participants in their own learning and instructors are to facilitate the learning process. Various teaching and learning strategies such as experiential learning, problem-based learning, site visits, group discussions, presentations, working in group and etc. can be employed to facilitate the learning process. In SCL, students are expected to be:  active in their own learning  self-directed to be responsible to enhance their learning abilities  able to cultivate skills that are useful in today’s workplace  active knowledge seekers  active players in a teamwork Types of Assessment and Feedback You will be graded in the form of formative and summative assessments. Formative assessments will provide information to guide you in the research process. This form of assessment involves participation in discussions and feedback sessions. Summative assessment will inform you about the level of understanding and performance capabilities achieved at the end of the module. Assessment Plan Assessments Type Learning outcomes Submission Presentation Assessment Weightage Test Individual 1,2,3 TBC - 20% Assignment(s) Group 4 TBC - 30% Final Exam Individual All Exam Schedule 40% E-Portfolio Individual All Progressively 10% TOTAL 100% Mathematics (MTH30104): January 2015 4 | P a g e
• 5.
  Assessment Components 1. Test(Individual) This test is designed to evaluate the understanding level of students on fundamental mathematical principles such as basic algebra, trigonometry, area and volume before moving on to complex and sophisticated mathematical problems. 2. Assignment (Group) This assignment is designed to develop student’s ability in handling statistical data. Working in a group, students are to cooperate and collaborate with other peers to carry out a statistical survey, organize raw statistical data from the survey, analyse and conclude the data into useful information. 3. Final exam (Individual) Final exam served as a continuous assessment of students’ understanding on fundamental mathematical principles. It is also designed to evaluate the knowledge and ability of the students in solving complex and sophisticated problems which requires understanding of various mathematical principle. 4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual) Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog. The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome, Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY. Mathematics (MTH30104): January 2015 5 | P a g e
• 6.
  Marks and GradingTable Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades and necessary feedback for each submission. The grading system is shown below: Grade Marks Grade Points Definition Description A 80 – 100 4.00 Excellent Evidence of original thinking; demonstrated outstanding capacity to analyze and synthesize; outstanding grasp of module matter; evidence of extensive knowledge base A- 75 – 79 3.67 Very Good Evidence of good grasp of module matter; critical capacity and analytical ability; understanding of relevant issues; evidence of familiarity with the literature B+ 70 – 74 3.33 Good Evidence of grasp of module; critical capacity and analytical ability, reasonable understanding of relevant issues; evidence of familiarity with the literatureB 65 – 69 3.00 B- 60 – 64 2.67 Pass Evidence of some understanding of the module matter; ability to develop solutions to simple problems; benefitting from his/her university experience C+ 55 – 59 2.33 C 50 – 54 2.00 D+ 47 – 49 1.67 Marginal Pass Evidence of minimally acceptable familiarity with module matter, critical and analytical skills D 44 – 46 1.33 D- 40 – 43 1.00 F 0 – 39 0.00 Fail Insufficient evidence of understanding of the module matter; weakness in critical and analytical skills; limited or irrelevant use of the literature WD - - Withdrawn Withdrawn from a module before census date, typically mid semester F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester IN - - Incomplete An interim notation given for a module where a student has not completed certain requirements with valid reason or it is not possible to finalise the grade by the published deadline P - - Pass Given for satisfactory completion of practicum AU - - Audit Given for a module where attendance is for information only without earning academic credit Mathematics (MTH30104): January 2015 6 | P a g e
• 7.
  Weekly Module Schedule Week/DateTopic Lecture Hour Tutorial Hour Blended Learning Week 1 26th – 30th January Introduction to Module 3 Students are required to search an online video about indices Week 2 2nd – 6th February Basic Algebra 1.1 Indices 1.2 Bracket and factorization 3 In class exercise Week 3 9th – 13th February Basic Algebra 1.3 Transposition of formulae 1.4 Simultaneous equations 3 In class exercise CHINESE NEW YEAR BREAK (16th – 27th FEBRUARY) Week 4 2nd – 6th March Basic Algebra 1.5 Quadratics equations 3 In class exercise Week 5 9th – 13th March Trigonometry 2.1 Solving trigonometry equations 3 In class exercise Week 6 16th – 20th March Trigonometry 2.2 The usage of cosine rule and sine rule 3 In class exercise Week 7 23rd – 27th March Areas and Volume 3.1 Properties of quadrilaterals 3.2 Areas of plane figures 3 Flip classroom - Students to present a given topic (Power Point, Video, Prezi or other relevant software) (Reflective obout flip class room in E- portfolio.) Week 8 30th March – 3rd April Areas and Volume 3.3 Areas and volumes of different shapes 3 In class exercise (Group exercise – students are to work in group to produce model of a given object) SEMESTER BREAK (6th – 12th APRIL) Week 9 13th – 17th April TEST 1 INTRODUCTION TO ASSIGNMENT 3 Submission of E- portfolio link. Week 10 20th – 24th April Statistics 4.1 Types of data 4.2 Collecting and summarizing data 4.3 Representing data using relevant charts and tables 3 In class exercise Week 11 27th April – 1st May Statistics 4.4 Measure of Central Tendency 4.5 Measure of dispersion 3 In class exercise Week 12 4th – 8th May Differentiation 5.1 Differentiation of common functions 3 In class exercise Week 13 11th – 15th May Differentiation 5.2 Application of differentiation 3 In class exercise Week 14 18th – 22nd May SUBMISSION OF ASSIGNMENT 3 Mathematics (MTH30104): January 2015 7 | P a g e
• 8.
  Week 15 25th – 29th May Integration 6.1Integration as the reverse process of Differentiation 6.2 The definite integral 3 In class exercise Week 16 1st – 5th June Integration 6.3 Application of integration 3 In class exercise Week 17 8th – 12th June REVISION 3 Week 18 15th – 19th June REVISION 3 Week 19 Exam week Note: The Module Schedule above is subject to change at short notice. References Main References : 1. A. Croft, R. Davison, “Foundation Maths” 4th edition, Prentice Hall 2006 2. L. Bostock, S. Chandler, “Core Maths” 3rd edition, Nelson Thrones, 2000 Additional References : 1. R.E. Moyer, F.Ayres, “Trigonometry” 4th edition, Mcgraw Hill 2009 2. J, B. Fitzpatrick, “New Senior Mathematics”, Rigby Heinemann, 1998 3. C. David, H. Ian, R. Mary, B. David, “Statistics”, Butterworth Heinemann, 1994 4. G.B. R.L. Finney, “Calculus” 9th edition, Addison Wesley, 1996 5. J.O. Bird, “Engineering Mathematics” 2nd edition, Butterworth Heinemann, 1996 Mathematics (MTH30104): January 2015 8 | P a g e