This document provides information about a Mathematics module offered at Taylor's University. The 4-credit, 18-week module aims to equip students with essential mathematical skills through lectures, self-study, and assessments. Students will develop skills in algebra, calculus, geometry, and their applications. Assessment includes tests, assignments, and a final exam worth 20%, 30%, and 50% respectively. The module uses student-centered learning and aims to develop students' problem-solving, communication, and teamwork skills.

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 | 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 : 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
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2. Taylor’s Graduate Capabilities(TGC)
The teaching 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.
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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 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 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
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4. 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 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%
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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.
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6. 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
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
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7. Weekly Module Schedule
Week/Date Topic
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
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8. Week 15
25th
– 29th
May
Integration
6.1 Integration 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
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