Duration
40h Th
Number of credits
| Bachelor in architecture | 5 crédits |
Lecturer
Substitute(s)
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Learning activities take place within a course which covers various disciplinary fields which it is useful to cross over in a reflective way with techniques and sciences in order to apply these for human benefit; our technical considerations should therefore extend to a more qualitative than quantitative dynamic.
The Mathematics teaching unit aims to provide a range of tools enabling students to understand (evaluate, measure, quantify, etc.) the constructed reality of architecture, which inevitably falls within the physical world which surrounds us. The secondary issues addressed are revised and more specific concepts are introduced in direct relation to the course.
The other aim of the course is to structure students' thoughts and reasoning processes in the broadest sense of the term as well as to develop students' general ability for abstraction, through a variety of applications, principally linked to the field of architecture.
The notions that will be developed in this teaching unit make up the following chapters:
Chap 1 : Geometry
Chap 2 : Algebra
Chap 3 : Analysis
Chap 4 : Descriptive Statistics
Chap 5 : Physics
Each of these chapters is directly and explicitly related to the courses taught in the bachelor program and the 4 axes of reflection developed in our faculty: art, digital, sustainability and society.
Learning outcomes of the learning unit
Connected to the competency framework : All teaching in the Sciences and Techniques area will enable students to develop specific competencies in the Faculty's competency framework by guiding them more particularly in the development of the following competences: Drafting a spatial response, Defining an architectural question, Implementing a spatial response.
More specifically, this unit provides the tools required to develop these competences to the benefit of other units, mainly in the Sudy and Research area. 1. The competences targeted are :
Defining an architectural question
- Studying the various components of the theme and context (historical, landscape, economic, legal, technological, etc.).
- Spatially reflecting the theories presented, using an analytical approach by combining different scales.
- Integrating resources and structural, technical, material and energy constraints
- Adapting structural, technical and material choices to meet the principles and values of the project
- Remembering : being able to recover knowledge received in secondary school in long-term memory, localise it and adapt it to current needs (e.g. trigonometric formulae for tangents)
- Interpreting : constructing meaning from oral, written and/or graphic information, move from one form of representation to another (verbal or written to digital for example) (e.g. problems calling upon resolution by trigonometric equations, looking for minimum costs, etc.)
- Applying : following or using a procedure in a given environment, applying a procedure to familiar and non-familiar tasks. Transferring knowledge to other teaching units (e.g. applying trigonometric formulae revised and worked on during the courses on structure and construction, etc.).
- Analysing : differentiating between pertinent and non-pertinent issues as well as significant information which is not in the material given.
- Evaluating : detecting inconsistencies or discrepancies in a process.
Prerequisite knowledge and skills
A minimum of 4 hours/week of high school math is recommended. The pre-requisite test is strongly recommended for your self-assessment. Feedback will be provided.
Planned learning activities and teaching methods
The course consists in a theoretical part and exercise session. These are supervised by student monitors of the master in mathematics with didactic finality or in engineering. Question/answer sessions are organized during the teachinh period.
3 devices are also put in place:
- the plan of the sessions are available on Ecampus
- an online pre-requisite test is organized in October
- an intermediate evaluation is organized on November 7th. A score above (or equal to) 12/20 gives rise to a bonus point on the final mark of the January exam.
Mode of delivery (face to face, distance learning, hybrid learning)
Blended learning
Recommended or required readings
The course notes and exercises are available on Ecampus.
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire, open-ended questions )
Out-of-session test(s)
Work placement(s)
Organisational remarks and main changes to the course
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Contacts
All questions concerning the exercises are to be deposited on the FORUM of the course, Ecampus platform.
The address of your teacher is :
nzenaidi@uliege.be
The email addresses of the student-monitors will be communicated at the beginning of the school year.