Sun Yat Sen Museum Penang Measured Drawings

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Taylor's University Lakeside Campus School of Architecture, Building & Design Bachelor of Science (Hons) in Architecture Methods of Documentation and Measured Drawings (ARC 60305)

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Sun Yat Sen Museum Penang Measured Drawings

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The Circa 1880s mansion built by the merchant Cheong Fatt Tze at the end of 19th century has 38 rooms, 5 granite-paved courtyards, 7 staircases & 220 vernacular timber louvre windows. The architecture of the mansion however originates from the Su Chow Dynasty Period in China. Other features of the house include Gothic louvered windows, Chinese cut and paste porcelain work, Stoke-on-Trent floor tiles made of encaustic clay in geometric pieces all shaped to fit to a perfect square, Glasgow cast iron works by MacFarlane's & Co. and Art Nouveau48 stained glass windows. The mansion was originally built with careful attention to the principles of Feng Shui.The domestic annex is built in front of it to prevent any road being built to create a T-Junction in front of it; it has water running through a meandering network of pipes that begin from the eaves of the roof, channeled through the upper ceiling, down the walls collecting in the central courtyard before being channeled away from the property via a similar network of pipes, in this case, underneath the entire flooring system and is built with a step in the middle to create a slope (to ride on the dragons back). The distinctive blue colour of the mansion is the result of mixing lime with natural blue dye made from the Indigo plant. The blue was very popular in the Colonial period and the dye was imported from India to Penang by the British. The lime-wash was very effective in a tropical weather as it absorbed moisture and cooled the house whilst dispelling moisture without damage to the structural integrity of the walls. Though white was the most easily-available colour, the indigo-blue was chosen as the former is a colour synonymous with death for the Chinese. The mansion was purchased from Cheong Fatt Tze's descendants in 1989 by a group of local Penang individuals in order to save the edifice from encroaching development and possible demolition. While it remains until now, a private-residence, the property operates as a 16 Room Bed & Breakfast-cum-museum as part of the adaptive reuse of an ongoing restoration project which has won awards from UNESCO. Tours are offered in English three times a day to central parts of the house. Wikipedia.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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