This document provides instructions for a group project on documenting nature. Students will visit Taman Negara national park and create (1) a 5-7 minute documentary video as a group, (2) 3-5 pop-up informational posters as a group, and (3) an individual photo scrapbook journal. The video, posters, and journal should document the students' experiences and observations at Taman Negara to increase awareness of natural environments. Projects will be assessed based on meeting requirements, quality of content, creativity, and team collaboration.
This document provides details for Project 1 of the Elements of Natural Built Environment course. Students will visit Taman Negara national park from August 21-23, 2015 to experience and document the natural environment. The project consists of 3 components:
1) A 5-7 minute documentary video in groups about Taman Negara focusing on the natural environment and students' experiences.
2) 3-5 infographic pop-up posters in groups highlighting key information about Taman Negara's natural elements.
3) An individual photo scrapbook journal documenting students' personal experiences, thoughts, and observations through photos, sketches, and descriptions. Students must submit all components by various deadlines between September-October 2015. The project
1. Students will visit River Stone Eco Resort to experience nature firsthand and document their observations. They will then create an infographic poster and 5-10 minute documentary video to share what they learned.
2. The infographic poster will focus on the habitat and ecosystem, while the video will focus on the students' experiences and include a message to raise awareness.
3. Students will be assessed on their understanding of the brief, the quality and appropriateness of their work, and the originality, creativity and presentation of their infographic poster and video.
This document discusses several projects using digital tools like iBooks, iMovie, and blogging to enhance student learning. It describes how students used digital cameras, researched online, and created multimedia presentations on environmental topics and literary devices. Students produced iMovies on class field trips and narratives by taking on roles like actors, photographers and editors. Integrating these tools across subjects helped motivate students and provide authentic ways to demonstrate their understanding.
EDUCATIONAL TECHNOLGY - INSTRUCTIONAL MEDIA - (8619 day 4) - AIOU - B.EDEqraBaig
The document discusses various instructional media used in teaching and learning including graphic aids like maps, charts, and diagrams; boards like blackboards and bulletin boards; models and real objects; posters; filmstrips and projectors; microfiche; field trips and exhibitions; museums; and educational radio, TV, tape recorders, and language laboratories. Instructional media encompasses all materials and means an instructor may use to implement instruction and facilitate student achievement, including traditional and newer digital materials. Graphics, boards, and non-projected aids like models and real objects bring concepts to life and engage students visually. Projected aids like filmstrips, slides, and overhead projectors allow magnification of content. Field trips, exhibitions, and museums
This document outlines the objectives, tasks, and submission requirements for a group project on constructed landscapes. Students will be divided into groups of 5 and assigned one of 8 park topics to research. For their chosen topic, each group must select and describe a local and international case study park in terms of history, characteristics, context, and common activities. They must also explain the landscape features and elements of the 2 sites. Groups will present their findings in a 10 minute verbal presentation covering the required information. They must also submit a video recording of the presentation along with the presentation files and materials in a properly formatted CD for grading. The goal is for students to understand different park categories, case studies, and landscape components through hands-on research and
Project 1 musical performance january 2015Louise Foong
1. The document describes a project for a Creative Thinking Skills course where students must create musical instruments from everyday objects and do a group musical performance.
2. As a group, students will brainstorm, design a CD cover representing their theme, and perform a 5-8 minute musical using voices and homemade instruments.
3. Individually, students must document how they created their instrument and submit it in their idea journal. The group performance and individual submissions will be assessed based on understanding the brief, creative application of instruments and performance, originality, and team collaboration.
This document summarizes and compares two linear parks - Perdana Walk in Putrajaya, Malaysia and the Charles River Reservation in Boston, USA. It describes the history, characteristics, landscape features, activities, and elements of each park. The Charles River Reservation is highlighted as stretching 20 miles along the Charles River and including parks, forests, and pathways. Both parks provide spaces for walking, jogging, and enjoying nature within urban environments.
Drawing final project studio unit living_january 2015(1)Louise Foong
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, with proper drawing conventions, in an A4 proposal report. The assignment aims to develop students' drawing skills and understanding of communicating spatial information through orthographic techniques.
This document provides details for Project 1 of the Elements of Natural Built Environment course. Students will visit Taman Negara national park from August 21-23, 2015 to experience and document the natural environment. The project consists of 3 components:
1) A 5-7 minute documentary video in groups about Taman Negara focusing on the natural environment and students' experiences.
2) 3-5 infographic pop-up posters in groups highlighting key information about Taman Negara's natural elements.
3) An individual photo scrapbook journal documenting students' personal experiences, thoughts, and observations through photos, sketches, and descriptions. Students must submit all components by various deadlines between September-October 2015. The project
1. Students will visit River Stone Eco Resort to experience nature firsthand and document their observations. They will then create an infographic poster and 5-10 minute documentary video to share what they learned.
2. The infographic poster will focus on the habitat and ecosystem, while the video will focus on the students' experiences and include a message to raise awareness.
3. Students will be assessed on their understanding of the brief, the quality and appropriateness of their work, and the originality, creativity and presentation of their infographic poster and video.
This document discusses several projects using digital tools like iBooks, iMovie, and blogging to enhance student learning. It describes how students used digital cameras, researched online, and created multimedia presentations on environmental topics and literary devices. Students produced iMovies on class field trips and narratives by taking on roles like actors, photographers and editors. Integrating these tools across subjects helped motivate students and provide authentic ways to demonstrate their understanding.
EDUCATIONAL TECHNOLGY - INSTRUCTIONAL MEDIA - (8619 day 4) - AIOU - B.EDEqraBaig
The document discusses various instructional media used in teaching and learning including graphic aids like maps, charts, and diagrams; boards like blackboards and bulletin boards; models and real objects; posters; filmstrips and projectors; microfiche; field trips and exhibitions; museums; and educational radio, TV, tape recorders, and language laboratories. Instructional media encompasses all materials and means an instructor may use to implement instruction and facilitate student achievement, including traditional and newer digital materials. Graphics, boards, and non-projected aids like models and real objects bring concepts to life and engage students visually. Projected aids like filmstrips, slides, and overhead projectors allow magnification of content. Field trips, exhibitions, and museums
This document outlines the objectives, tasks, and submission requirements for a group project on constructed landscapes. Students will be divided into groups of 5 and assigned one of 8 park topics to research. For their chosen topic, each group must select and describe a local and international case study park in terms of history, characteristics, context, and common activities. They must also explain the landscape features and elements of the 2 sites. Groups will present their findings in a 10 minute verbal presentation covering the required information. They must also submit a video recording of the presentation along with the presentation files and materials in a properly formatted CD for grading. The goal is for students to understand different park categories, case studies, and landscape components through hands-on research and
Project 1 musical performance january 2015Louise Foong
1. The document describes a project for a Creative Thinking Skills course where students must create musical instruments from everyday objects and do a group musical performance.
2. As a group, students will brainstorm, design a CD cover representing their theme, and perform a 5-8 minute musical using voices and homemade instruments.
3. Individually, students must document how they created their instrument and submit it in their idea journal. The group performance and individual submissions will be assessed based on understanding the brief, creative application of instruments and performance, originality, and team collaboration.
This document summarizes and compares two linear parks - Perdana Walk in Putrajaya, Malaysia and the Charles River Reservation in Boston, USA. It describes the history, characteristics, landscape features, activities, and elements of each park. The Charles River Reservation is highlighted as stretching 20 miles along the Charles River and including parks, forests, and pathways. Both parks provide spaces for walking, jogging, and enjoying nature within urban environments.
Drawing final project studio unit living_january 2015(1)Louise Foong
This document outlines the final project assignment for an Introduction to Drawing course, which requires students to produce orthographic drawings of a basic studio unit layout including furniture. Students will be provided a studio layout and must research furniture dimensions to include in scaled drawings. They must submit progress drawings for feedback and then a final set of scaled drawings, including a layout plan, elevations, section, detail, and perspective, with proper drawing conventions, in an A4 proposal report. The assignment aims to develop students' drawing skills and understanding of communicating spatial information through orthographic techniques.
This document outlines the final project brief for an introductory construction industry course. The project requires students to work in groups to propose a small construction project on an empty land between 50m x 50m to 50m x 70m in size. Individually, each student must then propose one project serving one or two of six designated purposes: recreation, commercial, industrial, agricultural, tourism, or residential. Students are to submit a minimum 20-page bounded report including a proposal rationale, site plan, site analysis, concept sketches, and diagrams. The report will be assessed based on demonstrated understanding of the brief, quality and clarity of content, documentation method, and overall presentation.
This document provides details about a 3 day, 2 night trip for first year FNBE students to experience nature at the Kuala Selangor Nature Park. Key details include:
- Dates of the trip are February 8-10, 2015 with pick up and drop off from Taylor's University.
- The itinerary includes activities like mangrove tree planting, group activities related to an ENBE assignment, a firefly boat ride, morning exercise, and a group bonding session at the hotel pool.
- The total cost per student is RM335 but Taylor's University will sponsor RM60, so students pay RM275. This covers transportation, accommodations with meals, and entrance/activity fees.
Steps involved in producing an attractive mural art3(1)Louise Foong
Producing an attractive mural involves several steps: selecting a suitable surface and location, sketching a design concept, preparing the surface by applying primer or gesso, painting the mural using acrylic or water-based paints, and sealing the finished mural with a protective coating. The artist should consider the purpose and message of the mural, as well as factors like the wall dimensions, lighting, and visibility from different angles when designing and painting the piece.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering population size, location, and other guidelines.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must choose an underground, water, forest, or high-rise city type and consider zoning, infrastructure, sustainability, and other factors.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document provides instructions for a group project assigning students to research drawings used in different construction professions. The project involves tasks in three modules: Introduction to Drawing, Introduction to Construction Industry, and English I. Students will be assigned to one of eight professions and research the types of drawings used. They will present their findings in a group presentation and submit a compiled CD with the presentation, video, and references. The presentation will be assessed based on demonstrated understanding of the brief, content, and creativity/clarity. Individual performance will also be evaluated through peer and instructor assessment.
The document discusses the roles and responsibilities of an architect at different stages of a building project from design to completion. It begins with definitions of an architect and then outlines their roles in designing a building according to client needs, safety codes, and more. Their responsibilities at each stage are also described, such as supervising construction to ensure it follows the design plans. The document also includes information on different types of architectural drawings created at various stages to communicate designs.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
This document outlines a group project for a university course on natural built environments. Students will visit a nature site to observe the ecosystem and collect information using their senses. They will then create an infographic poster and 5-10 minute documentary video to present their findings. The infographic will focus on the habitat and ecosystem, while the video will share the students' experiences and raise awareness. Students will also complete individual tasks and reports on exploring plants, animals, senses, and the ecosystem to include in the group work. The project aims to help students appreciate nature and increase environmental awareness.
This document outlines a group project for a university course on natural built environments. Students will visit a nature site to observe the ecosystem and collect information using their senses. They will then create an infographic poster and 5-10 minute documentary video to present their findings. The infographic will focus on the habitat and ecosystem, while the video will share the students' experiences and raise awareness. Students will be assessed both individually and as a group based on understanding the brief, content quality, creativity, collaboration, and documentation of their work throughout the project.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations at the site through photos, sketches, and written reflections. The project aims to increase students' awareness and appreciation of natural elements and habitats.
ENBE Project 1 - Experiencing and Documenting NatureNatalie Yunxian
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will analyze the habitat and natural elements found.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an informational pop-up poster on an approved topic relating to the site. The poster and video will be graded based on content, creativity, and meeting objectives. The journal will be assessed for content and originality. Students are to submit their work by specified deadlines in March and April.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations, as well as information about plant and animal species. The project aims to increase students' awareness and appreciation of natural elements and habitats.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will analyze the habitat and natural elements found.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will gain awareness of natural elements and ecosystems.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
This document provides instructions for a group project on experiencing and documenting nature. Students will visit a nature park to observe the environment and collect information. They will then create an informative pop-up poster and 5-minute documentary video as a group. Individually, students must produce a scrapbook journal of their experiences. The poster and video will share the group's findings and experience at the nature park, while raising awareness. Students will be assessed based on content, creativity, and meeting the objectives of documenting their appreciation of nature.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations at the site through photos, sketches, and written reflections. The project aims to increase students' awareness and appreciation of natural elements and habitats.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations, as well as information collected about plant and animal species. The project aims to increase students' awareness and appreciation of natural elements and habitats.
This document outlines the final project brief for an introductory construction industry course. The project requires students to work in groups to propose a small construction project on an empty land between 50m x 50m to 50m x 70m in size. Individually, each student must then propose one project serving one or two of six designated purposes: recreation, commercial, industrial, agricultural, tourism, or residential. Students are to submit a minimum 20-page bounded report including a proposal rationale, site plan, site analysis, concept sketches, and diagrams. The report will be assessed based on demonstrated understanding of the brief, quality and clarity of content, documentation method, and overall presentation.
This document provides details about a 3 day, 2 night trip for first year FNBE students to experience nature at the Kuala Selangor Nature Park. Key details include:
- Dates of the trip are February 8-10, 2015 with pick up and drop off from Taylor's University.
- The itinerary includes activities like mangrove tree planting, group activities related to an ENBE assignment, a firefly boat ride, morning exercise, and a group bonding session at the hotel pool.
- The total cost per student is RM335 but Taylor's University will sponsor RM60, so students pay RM275. This covers transportation, accommodations with meals, and entrance/activity fees.
Steps involved in producing an attractive mural art3(1)Louise Foong
Producing an attractive mural involves several steps: selecting a suitable surface and location, sketching a design concept, preparing the surface by applying primer or gesso, painting the mural using acrylic or water-based paints, and sealing the finished mural with a protective coating. The artist should consider the purpose and message of the mural, as well as factors like the wall dimensions, lighting, and visibility from different angles when designing and painting the piece.
1. This document outlines the requirements for a two-part final project in a course on natural and built environments.
2. For Part A (individual), students must create an A4 pamphlet and process journal to propose a new city called "X City". They must research city components and propose a design for "X City" considering population size, location, and other guidelines.
3. For Part B (group), students must build a physical model and presentation boards explaining their selected city design in more detail. They must choose an underground, water, forest, or high-rise city type and consider zoning, infrastructure, sustainability, and other factors.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
This document provides instructions for a group project assigning students to research drawings used in different construction professions. The project involves tasks in three modules: Introduction to Drawing, Introduction to Construction Industry, and English I. Students will be assigned to one of eight professions and research the types of drawings used. They will present their findings in a group presentation and submit a compiled CD with the presentation, video, and references. The presentation will be assessed based on demonstrated understanding of the brief, content, and creativity/clarity. Individual performance will also be evaluated through peer and instructor assessment.
The document discusses the roles and responsibilities of an architect at different stages of a building project from design to completion. It begins with definitions of an architect and then outlines their roles in designing a building according to client needs, safety codes, and more. Their responsibilities at each stage are also described, such as supervising construction to ensure it follows the design plans. The document also includes information on different types of architectural drawings created at various stages to communicate designs.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
This document outlines a group project for a university course on natural built environments. Students will visit a nature site to observe the ecosystem and collect information using their senses. They will then create an infographic poster and 5-10 minute documentary video to present their findings. The infographic will focus on the habitat and ecosystem, while the video will share the students' experiences and raise awareness. Students will also complete individual tasks and reports on exploring plants, animals, senses, and the ecosystem to include in the group work. The project aims to help students appreciate nature and increase environmental awareness.
This document outlines a group project for a university course on natural built environments. Students will visit a nature site to observe the ecosystem and collect information using their senses. They will then create an infographic poster and 5-10 minute documentary video to present their findings. The infographic will focus on the habitat and ecosystem, while the video will share the students' experiences and raise awareness. Students will be assessed both individually and as a group based on understanding the brief, content quality, creativity, collaboration, and documentation of their work throughout the project.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations at the site through photos, sketches, and written reflections. The project aims to increase students' awareness and appreciation of natural elements and habitats.
ENBE Project 1 - Experiencing and Documenting NatureNatalie Yunxian
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will analyze the habitat and natural elements found.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an informational pop-up poster on an approved topic relating to the site. The poster and video will be graded based on content, creativity, and meeting objectives. The journal will be assessed for content and originality. Students are to submit their work by specified deadlines in March and April.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations, as well as information about plant and animal species. The project aims to increase students' awareness and appreciation of natural elements and habitats.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will analyze the habitat and natural elements found.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and document their experiences and observations through photos, videos, sketches and notes to inform their project work. They will gain awareness of natural elements and ecosystems.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, documenting the site and surroundings. This information will inform the group project components.
This document provides instructions for a group project on experiencing and documenting nature. Students will visit a nature park to observe the environment and collect information. They will then create an informative pop-up poster and 5-minute documentary video as a group. Individually, students must produce a scrapbook journal of their experiences. The poster and video will share the group's findings and experience at the nature park, while raising awareness. Students will be assessed based on content, creativity, and meeting the objectives of documenting their appreciation of nature.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations at the site through photos, sketches, and written reflections. The project aims to increase students' awareness and appreciation of natural elements and habitats.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and sensory observations, as well as information collected about plant and animal species. The project aims to increase students' awareness and appreciation of natural elements and habitats.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an info graphic pop-up poster presenting information collected on site. The poster, video, and journal will be assessed based on content, creativity, and meeting the brief requirements. Submissions are due between March 9th and April 16th, 2015.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an info graphic pop-up poster presenting information collected on site. The poster, video, and journal will be assessed based on content, creativity, and meeting the brief requirements. The site visit, group collaboration, and individual performance will also be evaluated.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, document the surroundings and activities, and closely observe and record details of their assigned 5x5m site. This information will inform their project work.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and reflections from the trip. The project aims to increase students' awareness and appreciation of natural elements and habitats.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an info graphic pop-up poster presenting information collected on site. The poster, video, and journal will be assessed based on content, creativity, and meeting the objectives of creating awareness of natural elements and exposing their characteristics. Submissions are due between March 9th and April 16th, 2015.
This document outlines the requirements for Project 1 of the Elements of Natural Built Environment course. The project involves students experiencing and documenting nature through a site visit. They must then create (1) a 5-minute documentary video in groups showcasing their experiences and (2) an individual scrapbook journal. Additionally, groups must design an info graphic pop-up poster presenting information collected on site. The poster, video, and journal will be assessed based on content, creativity, and meeting the objectives of creating awareness of natural elements and exposing their characteristics. Submissions are due between March 9th and April 16th, 2015.
This document outlines Project 1 for the Elements of Natural Built Environment course. It involves students experiencing and documenting nature through a site visit to Kuala Selangor Nature Park. Students will work in groups to create an informative pop-up poster and 5-minute documentary video about their observations and findings from the site visit. Individually, students must complete a scrapbook journal documenting their experiences and reflections from the trip. The project aims to increase students' awareness and appreciation of natural elements and habitats.
1. This document outlines Project 1 for the Elements of Natural Built Environment course, which involves students experiencing and documenting nature at the Kuala Selangor Nature Park.
2. The project has both group and individual components, including creating an informational pop-up poster and 5-minute documentary video as a group, and an individual scrapbook journal.
3. During the required site visit, students will explore and collect data about the natural environment using their five senses, document the site and surroundings, and focus on a 5mx5m area to observe natural elements. This information will inform the group and individual assignments.
Integrated assignment m1 ct1 and bm mac 2016Louise Foong
This document provides an assignment brief for a project video on constructing a brick wall. Students are required to submit a report analyzing the video and addressing several learning outcomes. They must describe the process of constructing a brick wall, including the bonding type used, materials like bricks and mortar, and construction method. Students should also identify the machinery, plants, and tools used. The report will be assessed based on the quality of the introduction, technical observations, photos and descriptions, and fulfillment of learning outcomes.
1) The document is a site visit report submitted by Louise Fong for an integrated assignment on measurement, construction technology, and building materials.
2) It includes an introduction, sections on brick wall construction content and technical observations, objectives, and a conclusion.
3) The report describes the process of brick wall construction including planning, preparing mortar, laying bricks, cutting bricks as needed, and finishing work. It also lists the materials, equipment, and tools used.
This document provides a report on a charity drive conducted by a group of students to raise funds for Persatuan Penjagaan Kanak-Kanak Cacat Klang Selangor, a home for disabled children. The group sold packaged food and drinks under the brand SHAKEUP. Their goal was to raise RM2500 through product sales, sponsorships, and donations. They obtained RM1000 in sponsorships and raised RM819.70 through sales and RM1021.75 in donations, meeting their fundraising target. The products sold were Pasta Shaker, Ribena Sprite, Sunquick Sprite, and grape yogurt. All profits were donated to the charity home to fund therapy sessions and living expenses for the children
Bus30104 intro to biz final project aug 2015Louise Foong
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Enbe project one july 2015
1. ENBE | JULY 2015 |DMZ
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SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural Build Environment (FNBE)
Elements of Natural Built Environment ARC30105 (FNBE 0115)
Prerequisite: None
Lecturers: Ms Delliya Zain, Miss Noorul Iffa, and Pn Hasmanira
Project 1
Experiencing & Documenting Nature
20% Group Work + 10% Individual (out of the 100% overall marks)
Site Visit: 21st – 23rd August 2015 at Taman Negara, Pahang
Individual Component Submission: 11st September 2015
Group Component Submission: 1st October 2015
Introduction
Objectives of Project
The objectives of this project;
1. To create awareness of the elements of the natural and built environment
2. To expose the elements of the natural and built environment in their basic unit, form and
function
Learning Outcomes of this Project
On successful completion of this subject, students will be able to demonstrate the following:
1. To recognise and identify the different elements of the natural and built environment
2. To describe the different characteristics of the natural and built environment by exploring the
basic elements such as natural topography, landscape, space, building and infrastructure.
Taman Negara was declared for conservation in 1938 and
has become Malaysia's premier national park and the largest
in the country covering over 4343 square kilometres (434,300
hectares) of primary forest, spans across three states
Kelantan, Terengganu and Pahang and is situated in the
centre of the Peninsula Malaysia. Taman Negara is the most
extensive protected area of pristine, lowland, evergreen
rainforest in the country.
The main idea of this project is for the students to experience,
observe and appreciate nature. Students will have to present
their experiences in a short documentary video as an info
graphic pop up poster plus a photo journal scrapbook. This
project will not just benefit the students who are taking this
class, but it will spark awareness and inspiration to others
around the world once the students share it on YouTube and
on their online TGC Portfolio.
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Tasks - Methodology
INTRODUCTION
The aim of this project is to allow the students to experience and observe the natural environment and
give a conscious impact to the students to appreciate and love nature. This exclusive experience should
be documented expressively and eloquently and to be share publicly to build awareness for everyone
around the world. Therefore students are required to create a short documentary video, an infographic
posters and a photo scrapbook journal. The video, poster and photo scrapbook journal are influential
form of documentation that will spark interest and spread inspiration to many people around the world.
The message would be to be more sensitive to nature and the natural environment.
The students are required to do the followings;
A. The Taman Negara Documentary Video – Group Work 10%
B. The Taman Negara Info Graphic Pop Up Poster– Group Work 10%
C. The Photo Scrapbook Journal – Individual Work 10%
THE TASK
A. The Taman Negara Short Documentary Video– Group Work 10%
The task is to create a short 5-7 minute documentary video about Taman Negara and its beautiful and
fascinating natural environment. The documentary video should be informative with accurate facts
and information. Students may include reflections of what they have learnt from the site visit and
activities at Taman Negara. The video can be in any documentary style however it must be clear and
informative. The documentary video is about Taman Negara; with a suitable concentrated topic or
theme or issue.
Guidelines on the content of the video; (in no particular order and you may add additional suitable
information)
a. An introduction and interesting facts about the site, project and team.
b. Information and visuals of the activities at Taman Negara.
c. Focused topic/theme/issues that you would like to reveal or share.
d. Interesting plant(s) that you would like to focus and explain about.
e. Interesting animal(s) that you would like to focus and explain about.
f. Sceneries and things that excites your senses (especially the 5 senses)
g. Your thoughts, feelings, realization, concerns, propositions, issues arise etc.
h. A conclusion to wrap up what you experience and about your documentary topic.
i. To subtly include an awareness or/with inspiring message.
Tips;
1. It is advisable to first agree on the content and structure of the video with your tutor and
team before going to Taman Negara. Therefore do research about documentary videos,
about Taman Negara, about recording the video etc.
2. Do prepare a STORY BOARD and a structure of the documentary video.
3. Record everything first and do the editing later. However it is best you know the timeline
and the style that you would like your documentary video to be like.
4. Please consider sounds, lighting, safety and attire when recording.
3. ENBE | JULY 2015 |DMZ
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B. The Taman Negara Infographic Pop Up Poster – Group Work 10%
To support the documentary video; students are required to produce 3-5 number of A2 size infographic
pop up poster. The plan is to share and exhibit this poster at Taman Negara if it is deem appropriate,
accurate and visually acceptable. The poster should highlight key information about Taman Negara and
its natural elements. The content of the poster should be about Taman Negara, its surroundings
and environment, the flora and fauna, the physical features, natural topography, landscape,
habitat, culture, activities and any other significant information about Taman Negara. It should be
interactive, informative, educational and inspiring.
Students are required to be able to translate data and information collected into “infographic” format.
These are just an example of how this info graphic pop up poster could look like;
Example of an info graphic pop up poster
Examples of info graphic
Information required on the info graphic pop up posters are;
a. An introduction and description about Taman Negara and the focused topic or theme of your
information.
b. Detail information about natural elements such as plants, animals, insects and soil type.
(pictures, details, sketches, etc) – choose content that relates to your topic,
c. Detailed information about the focused topic or issues.
d. Diagrams and visuals to support the information provided.
As part as the independent learning exercise, students are encouraged to investigate and understand
the following information and explain during tutorial session what they understand and how they will
apply it to their project; (self study)
a. Info graphic (what is it for, how to create it, why, tips and what makes a good info graphic etc)
b. Pop Up Poster (what’s the aim, what makes a good poster, how to make it etc)
c. How to make these two items and put it together for the final presentation. (materials &
methods)
4. ENBE | JULY 2015 |DMZ
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C. The Photo Scrapbook Journal – Individual Work 10%
The Merriam Dictionary describes “Scrapbook” as;
A book with blank pages to which you attach photographs, letters, newspaper stories, etc., that help you
remember a person or time.
http://www.merriam-webster.com/dictionary/scrapbook
And the word “Journal” as;
A book in which you write down your personal experiences and thoughts.
http://www.merriam-webster.com/dictionary/journal?show=0&t=1392557232
This individual Photo Scrapbook Journal should show your personal experiences and thought, attach
photographs, information and also information of elements that you personally investigated. The
scrapbook journal should include the followings; (in no particular order)
i. Your 5 senses experience. (see, hear, taste, smell, and feel) with the support of diagrams and
photo.
ii. Explain and elaborate your understanding of the ecosystem/habitat/natural environment
from Taman Negara.
iii. Photograph of the activities and the scenery etc.
iv. Your personal thought and reflection on each topic that you have been documenting and
experiencing, and what interest you the most. (maybe life changing event)
v. Compulsory for you to describe and elaborate one plant species and one animal or insect
through illustration, sketches or diagram or pictures
vi. Provide an illustrative map of Taman Negara – the Mutiara Taman Negara. PART OF
CONTRUCTED LANDSCAPE PROJECT ONE. *refer to CL brief. For ENBE you will need to
record your observation and experience on the map.
vii. Organised your finding and thought systematically and clearly on your sketch book and
papers. Do provide a gap to for biding purposes.
viii. It is best to have a final conclusion of your trip at the end of the scrapbook.
Submission Requirement
This is a group work project with individual component. It is compulsory to attend the site visit
organised by the lecturers. Students with issues attending the site visit will have to submit a letter
from their parents or guardian and the students are required to find their own site and make extra effort.
Tutorial session and site visit activities will be marked under progress and development.
A. The Taman Negara Short Documentary Video
Should not be more than 7 minutes and not less than 5 minutes.
Must contain information and content as mentioned above
Must insert TU logo, FNBE, and your batch intake and name of lecturers and group members
in the video presentation as the intro.
Must upload on YouTube as a submission by the 30th SEPTEMBER 2015 6PM (before the
presentation day).
On YouTube please name the video– FNBE ENBE P1-JULY15 – (your title).
Under description write concise and clear information about the project, the video and
references.
Do include subtitles to your video. It can be voice over or just text with instrumental
background song.
It must be a video or a PowerPoint slide video.
5. ENBE | JULY 2015 |DMZ
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B. The Taman Negara Info Graphic Pop Up Poster
May use any type of material, board, paper and medium as long as it is clear, appropriate and
presentable. It can be prepared digitally however it is best to include hand sketched
illustrations. (*but must consider stability, durability, practicality and for storage purposes)
The Pop Up Poster should be between 3-5 panels, all A2 size portrait or all landscape.
Maximum projection of the pop up should not exceed 5cm.
Please take pictures of the process of making this pop up poster and the final product to be
placed in your e-portfolio.
Please keep the pop up poster save until the end of semester for moderation purposes
Group verbal presentation should not exceed 5 minutes.
Poster information must be 50% in info graphic format and pop up entity could be 40% of the
overall 3-5 panels.
C. The Photo Scrapbook Journal
The size should be A4 size. Landscape or Portrait. Min10 and max 25 pages ONLY. (not
including the covers)
Please prepare this document on loose A4 paper (any type) and comb bind or wire binds it for
submission. Design your own cover however it must be an A4 size photo of TAMAN NEGARA.
Only 30% of this Photo Scrapbook Journal is allowed to be prepared digitally. However it must
be handwritten (do try to apply architectural handwriting). Please include more visuals note
taking, sketched diagrams and avoid long paragraph.
Scan and take pictures of all the pages for e-portfolio compilation before submission.
Please upload the document on to your Online TGC Portfolio the week after.
All sketches, doodles, research, planning, discussion to be place in the e-portfolio. It’s the responsibility
of every student to make sure they record the process and final product of their work.
Assessment criteria
The assessment for this assignment will be based on;
Demonstrate understanding and meeting the brief requirements to produce a short
documentary video, infographic poster and a photo scrapbook journal (critical analysis)
Clarity, appropriateness, accurateness and depth of content and facts related to the topic as
presented on the info graphic, or a documentary video or the scrapbook journal (substance)
Originality, creativity, and workmanship quality of the Info Graphic Pop Up Poster,
Documentary Video and Photo Scrapbook Journal produced (delivery)
Team collaboration (team effort, cooperation, progress)
Marking criteria
Marks shall be distributed as follows:
A . The Taman Negara Documentary Video- 10%
Demonstrate understanding and meeting the brief requirements to produce a short
documentary video (how well the students produce a “documentary” video) (critical analysis) 20%
Clarity of content and structure, appropriateness, accurateness and depth of content and
facts related to the topic as a documentary video (how well the content is being structured and the
substantial of information provided) (substance) 50%
Originality, creativity, and workmanship quality of the short documentary video (how does the
student tells the story of Taman Negara, the visuals, graphics, sounds etc to make the video
interesting) or(delivery) 30%
TOTAL: 100%
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B . The Taman Negara Pop Up Poster- 10%
Demonstrate understanding and meeting the brief requirements to produce an informative,
interactive and educational infographic pop up poster (how well the students produce an
infographic poster and apply pop up technique to make it interactive) (critical analysis) 10%
Clarity of content and structure, appropriateness, accurateness and depth of content and
facts related to the topic as an infographic pop up poster (how well the content is being structured
and the substantial of information provided) (substance) 50%
Originality, creativity, and workmanship quality of the infographic pop up poster (how well does
the student apply infographic techniques to enhance information about Taman Negara and pop up
techniques applied to make the poster interactive and interesting etc) (delivery) 30%
Team collaboration (team effort, cooperation, progress) 10%
TOTAL: 100%
C . The Taman Negara Pop Up Poster- 10%
Demonstrate understanding and meeting the brief requirements to produce a photo scrapbook
journal (how well the students produce and document their experience and knowledge in the
journal with personal thoughts) (critical analysis) 10%
Clarity of content and structure, appropriateness, accurateness and depth of content and
facts related to the content listed in this brief for the photo scrapbook journal (how well the content
is being structured and the substantial of information provided) (substance) 50%
Originality, creativity, and workmanship quality of the photo scrapbook journal (how does the
student tells the story of Taman Negara, their experiences and the required components that has
been stated in this brief. The quality and originality of photos, images, illustrations and diagrams )
(delivery) 40%
TOTAL: 100%
NOTE: PLEASE BE INFORMED THAT INVIDUAL COMPONENTS IN GROUP WORKS IS EVALUATED BASED ON PEER
EVALUATION AND INSTRUCTUR’S EVALUATION ON INDIVIDUAL PERFORMANCE OF A GROUP MEMBER.
Suggested References
These are just some links that should start you with your independent learning through research. Please
don’t just refer to these links.
1. http://koransky.com/Trackers/Other/NatureAwareness.htm
2. http://www.experiencingnature.com/
3. http://omtimes.com/2012/03/11-ways-to-appreciate-nature-that-you-never-thought-about/
4. http://stamping.thefuntimesguide.com/2010/07/scrapbook_journaling.php
5. http://visual.ly/what-is-an-infographic
6. http://ideum.com/interactive-exhibits/ - Just as an exposure