SCHOOL OF ARCHITECTURE, BUILDING & DESIGN

Centre for Modern Architecture Studies in Southeast Asia (MASSA)

___________________________________________________________________
Foundation in Natural and Built Environments
Module:
Prerequisite:
Credit hours:
Instructor:

Mathematics [MTH30104]
None
4
Jaqurliyn Ann See Peng | seepeng.ann@taylors.edu.my

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
Self-directed study

:
:

3 hours per week

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

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Taylors Graduate Capabilities(TGC)

The teaching and learning approach at Taylors University is focused on developing the Taylors Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
1.0

TGCs Acquired
Through Module
Learning Outcomes

Discipline Specific Knowledge

1.1

Solid foundational knowledge in relevant subjects

1.2

Understand ethical issues in the context of the field of study

1, 2, 3, 4

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
3.2

Learn to think critically and creatively

Define and analyse problems to arrive at effective solutions
Soft Skills

4.0
4.1
5.0
5.1
6.0

Communication Skills
Communicate appropriately in various setting and modes
Interpersonal Skills
Understand team dynamics and work with others in a team

Manage one self and be self-reliant

6.2

Reflect on ones actions and learning.

6.3

Embody Taylor's core values.

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
8.1

1, 2, 3, 4

Intrapersonal Skills

6.1

7.0

1, 2, 3, 4

Digital Literacy
Effective use of information and communication (ICT) and related
technologies.

Mathematics (MTH30104): January 2015

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General Rules and Regulations

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 Taylors University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another persons 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 elses 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
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sections. When two students 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 students 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 todays 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

Test
Assignment(s)

Individual
Group

1,2,3
4

Final Exam

Individual

All

E-Portfolio

Individual

All

TBC
TBC
Exam
Schedule
Progressively

40%
10%
TOTAL

Mathematics (MTH30104): January 2015

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Assessment
Weightage
20%
30%

100%

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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 students 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. Taylors 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 Taylors 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

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Marks and Grading Table

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

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

Definition

Description

Good

Evidence of grasp of module; critical capacity and analytical

ability, reasonable understanding of relevant issues;
evidence of familiarity with the literature

Pass

Evidence of some understanding of the module matter;

ability to develop solutions to simple problems; benefitting
from his/her university experience

Marginal
Pass

Evidence of minimally acceptable familiarity with module

matter, critical and analytical skills

65 69

3.00

B-

60 64

2.67

C+

55 59

2.33

50 54

2.00

D+

47 49

1.67

44 46

1.33

D-

40 43

1.00

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)

0.00

Fail

IN

Incomplete

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

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Withdrawn after census date, typically mid semester

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

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Weekly Module Schedule

Week/Date

Week 1
26th 30th January

Week 2
2nd 6th February
Week 3
9th 13th February

Topic

Introduction to Module

Basic Algebra
1.1 Indices
1.2 Bracket and factorization
Basic Algebra
1.3 Transposition of formulae
1.4 Simultaneous equations

Lecture
Hour

Tutorial
Hour

Blended Learning

Students are required to

search an online video
about indices

In class exercise

In class exercise

CHINESE NEW YEAR BREAK (16th 27th FEBRUARY)

Week 4
2nd 6th March
Week 5
9th 13th March
Week 6
16th 20th March

Week 7
23rd 27th March

Basic Algebra
1.5 Quadratics equations
Trigonometry
2.1 Solving trigonometry equations
Trigonometry
2.2 The usage of cosine rule and sine rule

Areas and Volume

3.1 Properties of quadrilaterals
3.2 Areas of plane figures

In class exercise

In class exercise

In class exercise
Flip classroom Students to present a
given topic (Power
Point, Video, Prezi or
other relevant software)

(Reflective obout flip class room in Eportfolio.)

Week 8
30th March 3rd April

Areas and Volume

3.3 Areas and volumes of different shapes

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
Week 10
20th 24th April

Week 11
27th April 1st May
Week 12
4th 8th May
Week 13
11th 15th May
Week 14
18th 22nd May

TEST 1
INTRODUCTION TO ASSIGNMENT
Statistics
4.1 Types of data
4.2 Collecting and summarizing data
4.3 Representing data using relevant charts and
tables
Statistics
4.4 Measure of Central Tendency
4.5 Measure of dispersion
Differentiation
5.1 Differentiation of common functions
Differentiation
5.2 Application of differentiation
SUBMISSION OF ASSIGNMENT

Mathematics (MTH30104): January 2015

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Submission of Eportfolio link.

In class exercise

In class exercise

In class exercise

In class exercise

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Week 15
25th 29th May
Week 16
1st 5th June
Week 17
8th 12th June
Week 18
15th 19th June
Week 19

Integration
6.1 Integration as the reverse process of
Differentiation
6.2 The definite integral

In class exercise

Integration
6.3 Application of integration

In class exercise

REVISION

REVISION

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.
2.
3.
4.
5.

R.E. Moyer, F.Ayres, Trigonometry 4th edition, Mcgraw Hill 2009

J, B. Fitzpatrick, New Senior Mathematics, Rigby Heinemann, 1998
C. David, H. Ian, R. Mary, B. David, Statistics, Butterworth Heinemann, 1994
G.B. R.L. Finney, Calculus 9th edition, Addison Wesley, 1996
J.O. Bird, Engineering Mathematics 2nd edition, Butterworth Heinemann, 1996

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