This document provides information about a Building Materials module offered at Taylor's University. The module aims to inform students about the properties and typical uses of a wide range of building materials. It will also discuss energy saving and recycled materials. Students will complete two projects, a final exam, and portfolio to demonstrate their understanding of material properties and appropriate applications. The first project involves constructing basic forms from provided materials, while the second is a mood board exploring experiential qualities of different materials.
This document outlines a project assignment for architecture students to study building materials used in existing structures. Students will be divided into groups to select a commercial or residential building to analyze. They will document the various materials used, their properties, and how the materials contribute to the building's design, function, and experience within the space. Individually, students will analyze how the design intention influenced material selection and how materials affect the user experience. The assignment aims to teach students about common building materials, how designers select materials based on various factors, and the impact of materials on aesthetics and structure. Students will present their findings on boards and submit their work for assessment based on defined criteria.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
Rubric use in higher education from the online student perspective presentation given at the Iowa Conference on Higher Education held at Kirkwood's Linn County Regional Center on October 24, 2015; Research by Dr. Diane Hamilton, Dr. Kevin Kuznia, and Bill Davis, MA,CM.
TSL3133 Topic 11 Qualitative Data AnalysisYee Bee Choo
This document provides guidance on qualitative data analysis methods. It outlines 5 steps: 1) transcribing data, 2) categorizing data, 3) coding data, 4) finding themes, and 5) summarizing data. For each step, it provides details on processes. For example, it describes transcription as converting audio to text and coding as reducing data into groupings to see relationships. The document also provides examples of coding interview responses and identifying codes and themes. Overall, it serves as a guide for how to analyze qualitative data collected from methods like interviews.
The document discusses three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and development of intelligence, including skills such as remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain involves attitudes, values, and motivation, progressing from awareness to internalization. The psychomotor domain involves physical skills and movement, ranging from basic awareness to complex skilled actions. Each domain is important and involved in every task, though some tasks are dominantly of one domain over others.
This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills to assignments, recognizing characteristics of critical and creative thinking, and developing ability to express opinions. The module will be delivered over 18 weeks using various teaching methods and assessments.
This lecture introduces engineering concepts. It defines engineering as using scientific knowledge to solve problems within constraints. Engineers conceive ideas, design solutions, implement them, and manage waste. Good engineers have technical skills, solve problems creatively, communicate effectively, consider societal impacts, and continuously learn. The lecture outlines graduate attributes like applying engineering fundamentals, analyzing problems, designing solutions, investigating issues, using modern tools, and understanding professional responsibilities. It discusses soft skills and assigns students to analyze a product's societal benefits, user-centric design, and environmental impacts, and to examine a case where safety was compromised by neglecting duties.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
This document outlines a project assignment for architecture students to study building materials used in existing structures. Students will be divided into groups to select a commercial or residential building to analyze. They will document the various materials used, their properties, and how the materials contribute to the building's design, function, and experience within the space. Individually, students will analyze how the design intention influenced material selection and how materials affect the user experience. The assignment aims to teach students about common building materials, how designers select materials based on various factors, and the impact of materials on aesthetics and structure. Students will present their findings on boards and submit their work for assessment based on defined criteria.
This document provides information about an introductory design module for students including the module outline, objectives, learning outcomes, assessment plan, and schedule. The key points are:
1. The module aims to teach students basic design elements, principles, and the design process through projects, lectures, tutorials and a study trip.
2. Students will complete two projects applying design elements and principles, maintain a design process journal, and create an ePortfolio to demonstrate their learning.
3. The module will be assessed through individual and group work, with grades given for each project, journal entries, and the final ePortfolio. Attendance of at least 80% is required to pass.
Rubric use in higher education from the online student perspective presentation given at the Iowa Conference on Higher Education held at Kirkwood's Linn County Regional Center on October 24, 2015; Research by Dr. Diane Hamilton, Dr. Kevin Kuznia, and Bill Davis, MA,CM.
TSL3133 Topic 11 Qualitative Data AnalysisYee Bee Choo
This document provides guidance on qualitative data analysis methods. It outlines 5 steps: 1) transcribing data, 2) categorizing data, 3) coding data, 4) finding themes, and 5) summarizing data. For each step, it provides details on processes. For example, it describes transcription as converting audio to text and coding as reducing data into groupings to see relationships. The document also provides examples of coding interview responses and identifying codes and themes. Overall, it serves as a guide for how to analyze qualitative data collected from methods like interviews.
The document discusses three domains of learning: cognitive, affective, and psychomotor. The cognitive domain involves mental skills and development of intelligence, including skills such as remembering, understanding, applying, analyzing, evaluating, and creating. The affective domain involves attitudes, values, and motivation, progressing from awareness to internalization. The psychomotor domain involves physical skills and movement, ranging from basic awareness to complex skilled actions. Each domain is important and involved in every task, though some tasks are dominantly of one domain over others.
This document provides information on the Creative Thinking Skills module offered at the School of Architecture, Building & Design. The 4-credit module aims to equip students with critical and creative thinking skills through lectures, tutorials and self-study. Key learning outcomes include applying practical thinking skills to assignments, recognizing characteristics of critical and creative thinking, and developing ability to express opinions. The module will be delivered over 18 weeks using various teaching methods and assessments.
This lecture introduces engineering concepts. It defines engineering as using scientific knowledge to solve problems within constraints. Engineers conceive ideas, design solutions, implement them, and manage waste. Good engineers have technical skills, solve problems creatively, communicate effectively, consider societal impacts, and continuously learn. The lecture outlines graduate attributes like applying engineering fundamentals, analyzing problems, designing solutions, investigating issues, using modern tools, and understanding professional responsibilities. It discusses soft skills and assigns students to analyze a product's societal benefits, user-centric design, and environmental impacts, and to examine a case where safety was compromised by neglecting duties.
This document provides information about a Creative Thinking Skills module offered in February 2014. The module aims to equip students with critical and creative thinking skills through investigating and applying a wide range of thinking techniques. It will be delivered over 18 weeks through lectures, tutorials, and self-study. Students will learn to identify different thinking modes and implement divergent and convergent thinking methods to research, develop, and present ideas. Upon completing the module, students will be able to apply practical thinking skills, recognize characteristics of critical and creative thinking, and identify how to express opinions in academic work.
The film crew set up by Tower Bridge to capture scenery footage and tracking shots of an artist. They then moved to Clink Street in London Bridge as planned to mount the camera on a tripod and film the artist from different angles and distances to establish a base track under a tunnel. The camera was also moved across the road for an extreme wide shot and close-ups of the artist were filmed, with the crew experimenting with different shots of both the scenery and the artist.
Este documento resume las principales etapas del desarrollo humano (infancia, adolescencia, madurez y vejez) y los cambios físicos que ocurren en cada una. También describe los tipos de enfermedades (infecciosas como el resfriado o la varicela, y no infecciosas como la obesidad o los accidentes) y formas de prevención como revisiones médicas regulares, higiene, dieta y estilo de vida saludables.
This document provides information about growing and caring for sweet pepper plants. It discusses optimal harvesting times and storage methods for peppers, including freezing, drying, and pickling. Tips are provided for planting, staking, watering, fertilizing, and monitoring pepper plants for pests. The document also outlines some health benefits of bell peppers, such as their vitamin, mineral and antioxidant content.
The Ash’aris in the Scales of Ahl us-SunnahOm Muktar
This document provides a partial translation of Shaykh Faisal bin Qazr al-Jasim's work "The Ash'aris: In the Scales of Ahl al-Sunnah". The original work is over 800 pages analyzing the creed of the Ash'aris. This translation focuses on some key chapters to benefit English readers on common discrepancies between the Ash'ari and Salafi creed. The translator hopes to complete a fuller translation with others to make the vital work more widely available. Several respected scholars introduced and recommended the original work. The translation aims to clarify the correct Ahl al-Sunnah creed and refute claims made against scholars of the Salaf.
Introduction why act - Right Care for Populations - online learningrightcare
This document discusses population healthcare and outlines some of its key principles. It begins by noting that while past healthcare revolutions improved treatments, problems still remain such as inequity, patient harm, waste, and unwarranted variation. It then asks five questions about evaluating and comparing different regional healthcare services. The document describes healthcare as consisting of disconnected "archipelagos" and commissioning groups. It defines population healthcare as focusing on common patient needs rather than institutions. It advocates paradigm shifting to a new language and approach that emphasizes systems, networks, pathways, and programs rather than traditional divisions. It concludes by promoting working like ant colonies to address complex challenges rather than relying solely on markets or bureaucracies.
Seismic Reflection Surveys in Search for Iron Oxide Copper-Gold (IOCG) Depositsiosrjce
Seismic reflection method can delineate very complex geological structures hence it might be very
effective for detecting the presence of Iron Oxide Copper-Gold (IOCG) deposits. Despite this superior
attributes, there exist a real problem for exploration beyond the immediate vicinity of a known deposit. All
previous studies have focused upon high resolution detection of mineralization and the hosting structures at
mine scale. No argument for “regional” exploration have been proposed probably because a cost benefit
analysis has never be conducted at such scale to proceed with such exploration venture. In this study, we
analyze the feasibility of such regional exploration by modelling a Vulcan IOCGU deposit scenario were a 2D
seismic survey with relatively sparse source-receiver geometry was used to detect the presence of a possible
intrusive package within 2km depth range. The modelling results demonstrates that seismic reflection method
using 10m geophones and 20m shot spacing can be used to image deposit within the depth of 2km. The
presence of reflections was visibly observed especially at the edges of intrusive packages hence it is suggested
that application of seismic reflection methods perhaps will remains the best alternative and most viable method
for exploring deep seated IOCG
La investigación examinó los efectos de la contaminación del aire en la salud humana y encontró que los niveles más altos de partículas finas y ozono en el aire se asociaron con mayores tasas de mortalidad y enfermedades respiratorias. Los hallazgos sugieren que reducir la contaminación del aire, especialmente las partículas finas y el ozono, podría mejorar significativamente la salud pública.
Customer support engineer perfomance appraisal 2tonychoper2804
This document contains information about performance evaluation forms and methods for customer support engineers. It includes a sample performance evaluation form with sections for reviewing performance factors, employee strengths and accomplishments, performance areas needing improvement, and signatures. It also provides examples of performance review phrases for various factors like attitude, problem solving, and teamwork. Finally, it lists and describes 12 common methods for performance appraisal, such as management by objectives, critical incident method, and 360 degree feedback. The document aims to provide useful resources for conducting thorough performance evaluations of customer support engineers.
Logrando el exito sin nesecidad de irse puertoIsabel Ojeda
El documento habla sobre lograr el éxito en Puerto Rico sin necesidad de emigrar a los Estados Unidos. Explica que Wasanga ofrece herramientas como oficina virtual, blog, correo electrónico y capacitaciones para ayudar a las personas a impulsar sus negocios desde Puerto Rico. También menciona que huir de la isla no es la solución y que hay medios disponibles para apoyar los negocios locales. Alienta a no desanimarse y a aprovechar las oportunidades de ser dueño de su propio negocio en Puerto Rico.
Where is my Privacy presentation slideshow (one page only)UT, San Antonio
Privacy is a growing concern as technology advances. The author questions where privacy now stands with increasing data collection and sharing online. In just 3 sentences, the document title and author are identified to provide context for the high-level topic and question being raised regarding privacy in today's digital age.
The document criticizes a classroom exercise where students experienced discrimination through an "angry eyes" simulation. The author felt the exercise was unnecessary and that the African American students had not personally experienced oppression. They argue the instructor could have explained her viewpoint better without targeting a specific group or playing the blame game on societal issues with many contributing factors.
This document outlines a project assignment for architecture students to study building materials used in existing structures. Students will be divided into groups to select a commercial or residential building to analyze. They will document the various materials used, their properties, and how the materials influence the design, aesthetics, and user experience of the space. Individually, students will analyze how the design concept and material selection affect the experience of moving through and occupying the space. The project aims to teach students about common building materials, how designers select materials based on various factors, and how materials shape the functionality and experience of a structure. Students will present their findings on boards and in a folder for assessment.
How do you plan you schools for the future? What are the essential components for infrastructure. Join us and find out about "Learning Spaces", "Design" and "Standards" Download more at www.drhowie.com
Application of Seismic Reflection Surveys to Detect Massive Sulphide Deposits...iosrjce
Seismic reflection techniques, the most widely used geophysical method for hydrocarbon exploration
has the capability to delineate and provide better images of regional structure for exploration of mineral
deposits in any geological settings. Previous tests on detection and imaging of massive sulphide ores using
seismic reflection techniques have been done mostly in crystalline environments. Application of seismic
reflection techniques for imaging sedimentary hosted massive sulphide is relatively new and the few experiments
carried out are at local scale (<500m). In this study, we analyze the feasibility of such regional exploration by
modelling three massive sulphide ore and norite lenses scenario using 2D seismic survey with relatively sparse
source-receiver geometry to image these deposits within 1.5km depth range. Results from the modelling
experiment demonstrate that 2-Dimensional seismic reflections survey can be used to detect massive sulphides
at any scale. The test further indicates that geologic setting and acquisition parameters are very important for
the detection of these ore bodies. Overall, the outcomes of the results support our started objective which is to
demonstrate that seismic reflection surveys can be used to detect the presence of sediment hosted massive
sulphides at regional scale
1. This document outlines a project assignment for students to design and build basic shapes using solid and transparent building materials within a 12"x12"x12" space.
2. Students must choose one shape and use a combination of at least three materials, including one transparent material. They will create plans, sections, and elevations of their design.
3. The project aims to help students understand how the properties and limitations of different materials can influence the design process. Students will consider issues like material joining and intrinsic forms. Their work will be reviewed twice and assessed based on craft, modularity, dimensions, and design.
A new method of assessment and equations on Carbon footprintiosrjce
Carbon footprint or green terminology has become famous over a few decades in many countries
including India. Several industrial development schemes and policies are developed and are developing which
broadly focuses on green terminology [1, 2]. Although the terms such as carbon footprint, ecological footprint
and green terminology are much popular, there exists no standard ideology or a theory accepted so far which
would be used worldwide and thereby ends this long lasting debate. This article focuses on a new theory
developed in order to minimize the problems, uncertainties and errors related to the previous studies and to
attain precise completeness to the assessment with the help of equations which would also lead further research
and development in the field.
This document provides information about a Building Materials module offered at the School of Architecture, Building & Design. The 3-credit, 14-week module aims to inform students about various building materials, their properties, manufacturing processes, and typical uses. It will be delivered through lectures, tutorials, field trips, and self-study. Students will be assessed through two projects, a portfolio, and a final exam. The module schedule outlines the topics, assignments, and deadlines for the semester.
This document provides information about a Building Materials module offered at Taylor's University, including:
- The module aims to inform students about the properties and uses of various building materials.
- Students will be assessed through assignments, tests, and a final exam to evaluate their understanding of building material properties and applications.
- The module will be delivered over 14 weeks through lectures, tutorials, and self-study, covering topics such as concrete, metal, rubber, and ceramics.
The film crew set up by Tower Bridge to capture scenery footage and tracking shots of an artist. They then moved to Clink Street in London Bridge as planned to mount the camera on a tripod and film the artist from different angles and distances to establish a base track under a tunnel. The camera was also moved across the road for an extreme wide shot and close-ups of the artist were filmed, with the crew experimenting with different shots of both the scenery and the artist.
Este documento resume las principales etapas del desarrollo humano (infancia, adolescencia, madurez y vejez) y los cambios físicos que ocurren en cada una. También describe los tipos de enfermedades (infecciosas como el resfriado o la varicela, y no infecciosas como la obesidad o los accidentes) y formas de prevención como revisiones médicas regulares, higiene, dieta y estilo de vida saludables.
This document provides information about growing and caring for sweet pepper plants. It discusses optimal harvesting times and storage methods for peppers, including freezing, drying, and pickling. Tips are provided for planting, staking, watering, fertilizing, and monitoring pepper plants for pests. The document also outlines some health benefits of bell peppers, such as their vitamin, mineral and antioxidant content.
The Ash’aris in the Scales of Ahl us-SunnahOm Muktar
This document provides a partial translation of Shaykh Faisal bin Qazr al-Jasim's work "The Ash'aris: In the Scales of Ahl al-Sunnah". The original work is over 800 pages analyzing the creed of the Ash'aris. This translation focuses on some key chapters to benefit English readers on common discrepancies between the Ash'ari and Salafi creed. The translator hopes to complete a fuller translation with others to make the vital work more widely available. Several respected scholars introduced and recommended the original work. The translation aims to clarify the correct Ahl al-Sunnah creed and refute claims made against scholars of the Salaf.
Introduction why act - Right Care for Populations - online learningrightcare
This document discusses population healthcare and outlines some of its key principles. It begins by noting that while past healthcare revolutions improved treatments, problems still remain such as inequity, patient harm, waste, and unwarranted variation. It then asks five questions about evaluating and comparing different regional healthcare services. The document describes healthcare as consisting of disconnected "archipelagos" and commissioning groups. It defines population healthcare as focusing on common patient needs rather than institutions. It advocates paradigm shifting to a new language and approach that emphasizes systems, networks, pathways, and programs rather than traditional divisions. It concludes by promoting working like ant colonies to address complex challenges rather than relying solely on markets or bureaucracies.
Seismic Reflection Surveys in Search for Iron Oxide Copper-Gold (IOCG) Depositsiosrjce
Seismic reflection method can delineate very complex geological structures hence it might be very
effective for detecting the presence of Iron Oxide Copper-Gold (IOCG) deposits. Despite this superior
attributes, there exist a real problem for exploration beyond the immediate vicinity of a known deposit. All
previous studies have focused upon high resolution detection of mineralization and the hosting structures at
mine scale. No argument for “regional” exploration have been proposed probably because a cost benefit
analysis has never be conducted at such scale to proceed with such exploration venture. In this study, we
analyze the feasibility of such regional exploration by modelling a Vulcan IOCGU deposit scenario were a 2D
seismic survey with relatively sparse source-receiver geometry was used to detect the presence of a possible
intrusive package within 2km depth range. The modelling results demonstrates that seismic reflection method
using 10m geophones and 20m shot spacing can be used to image deposit within the depth of 2km. The
presence of reflections was visibly observed especially at the edges of intrusive packages hence it is suggested
that application of seismic reflection methods perhaps will remains the best alternative and most viable method
for exploring deep seated IOCG
La investigación examinó los efectos de la contaminación del aire en la salud humana y encontró que los niveles más altos de partículas finas y ozono en el aire se asociaron con mayores tasas de mortalidad y enfermedades respiratorias. Los hallazgos sugieren que reducir la contaminación del aire, especialmente las partículas finas y el ozono, podría mejorar significativamente la salud pública.
Customer support engineer perfomance appraisal 2tonychoper2804
This document contains information about performance evaluation forms and methods for customer support engineers. It includes a sample performance evaluation form with sections for reviewing performance factors, employee strengths and accomplishments, performance areas needing improvement, and signatures. It also provides examples of performance review phrases for various factors like attitude, problem solving, and teamwork. Finally, it lists and describes 12 common methods for performance appraisal, such as management by objectives, critical incident method, and 360 degree feedback. The document aims to provide useful resources for conducting thorough performance evaluations of customer support engineers.
Logrando el exito sin nesecidad de irse puertoIsabel Ojeda
El documento habla sobre lograr el éxito en Puerto Rico sin necesidad de emigrar a los Estados Unidos. Explica que Wasanga ofrece herramientas como oficina virtual, blog, correo electrónico y capacitaciones para ayudar a las personas a impulsar sus negocios desde Puerto Rico. También menciona que huir de la isla no es la solución y que hay medios disponibles para apoyar los negocios locales. Alienta a no desanimarse y a aprovechar las oportunidades de ser dueño de su propio negocio en Puerto Rico.
Where is my Privacy presentation slideshow (one page only)UT, San Antonio
Privacy is a growing concern as technology advances. The author questions where privacy now stands with increasing data collection and sharing online. In just 3 sentences, the document title and author are identified to provide context for the high-level topic and question being raised regarding privacy in today's digital age.
The document criticizes a classroom exercise where students experienced discrimination through an "angry eyes" simulation. The author felt the exercise was unnecessary and that the African American students had not personally experienced oppression. They argue the instructor could have explained her viewpoint better without targeting a specific group or playing the blame game on societal issues with many contributing factors.
This document outlines a project assignment for architecture students to study building materials used in existing structures. Students will be divided into groups to select a commercial or residential building to analyze. They will document the various materials used, their properties, and how the materials influence the design, aesthetics, and user experience of the space. Individually, students will analyze how the design concept and material selection affect the experience of moving through and occupying the space. The project aims to teach students about common building materials, how designers select materials based on various factors, and how materials shape the functionality and experience of a structure. Students will present their findings on boards and in a folder for assessment.
How do you plan you schools for the future? What are the essential components for infrastructure. Join us and find out about "Learning Spaces", "Design" and "Standards" Download more at www.drhowie.com
Application of Seismic Reflection Surveys to Detect Massive Sulphide Deposits...iosrjce
Seismic reflection techniques, the most widely used geophysical method for hydrocarbon exploration
has the capability to delineate and provide better images of regional structure for exploration of mineral
deposits in any geological settings. Previous tests on detection and imaging of massive sulphide ores using
seismic reflection techniques have been done mostly in crystalline environments. Application of seismic
reflection techniques for imaging sedimentary hosted massive sulphide is relatively new and the few experiments
carried out are at local scale (<500m). In this study, we analyze the feasibility of such regional exploration by
modelling three massive sulphide ore and norite lenses scenario using 2D seismic survey with relatively sparse
source-receiver geometry to image these deposits within 1.5km depth range. Results from the modelling
experiment demonstrate that 2-Dimensional seismic reflections survey can be used to detect massive sulphides
at any scale. The test further indicates that geologic setting and acquisition parameters are very important for
the detection of these ore bodies. Overall, the outcomes of the results support our started objective which is to
demonstrate that seismic reflection surveys can be used to detect the presence of sediment hosted massive
sulphides at regional scale
1. This document outlines a project assignment for students to design and build basic shapes using solid and transparent building materials within a 12"x12"x12" space.
2. Students must choose one shape and use a combination of at least three materials, including one transparent material. They will create plans, sections, and elevations of their design.
3. The project aims to help students understand how the properties and limitations of different materials can influence the design process. Students will consider issues like material joining and intrinsic forms. Their work will be reviewed twice and assessed based on craft, modularity, dimensions, and design.
A new method of assessment and equations on Carbon footprintiosrjce
Carbon footprint or green terminology has become famous over a few decades in many countries
including India. Several industrial development schemes and policies are developed and are developing which
broadly focuses on green terminology [1, 2]. Although the terms such as carbon footprint, ecological footprint
and green terminology are much popular, there exists no standard ideology or a theory accepted so far which
would be used worldwide and thereby ends this long lasting debate. This article focuses on a new theory
developed in order to minimize the problems, uncertainties and errors related to the previous studies and to
attain precise completeness to the assessment with the help of equations which would also lead further research
and development in the field.
This document provides information about a Building Materials module offered at the School of Architecture, Building & Design. The 3-credit, 14-week module aims to inform students about various building materials, their properties, manufacturing processes, and typical uses. It will be delivered through lectures, tutorials, field trips, and self-study. Students will be assessed through two projects, a portfolio, and a final exam. The module schedule outlines the topics, assignments, and deadlines for the semester.
This document provides information about a Building Materials module offered at Taylor's University, including:
- The module aims to inform students about the properties and uses of various building materials.
- Students will be assessed through assignments, tests, and a final exam to evaluate their understanding of building material properties and applications.
- The module will be delivered over 14 weeks through lectures, tutorials, and self-study, covering topics such as concrete, metal, rubber, and ceramics.
Env sus design (arc1413)(bld60203) module outline (final)Darshiini Vig
This document outlines an environmental sustainable design course offered in August 2015. The 3-credit course introduces students to environmental issues and sustainable design approaches. It will be taught through lectures, tutorials, field trips, seminars and online discussions over 14 weeks. Students will complete projects on local environmental issues and strategies, and assessments include an in-class test, group project on an environmental awareness film, and a final exam. The goal is for students to develop awareness of environmental concerns and explore sustainable architecture approaches and their application in the local context.
Env sus design (arc1413)(bld60203) module outline august 2015 (final)Arvindhan Balasingam
This document outlines an environmental sustainable design course offered in August 2015. The 3-credit course introduces students to environmental issues and sustainable design approaches. It will be taught through lectures, tutorials, field trips, seminars and online discussions over 14 weeks. Students will complete projects on local environmental issues and strategies, and assessments include an in-class test, group project on an environmental awareness film, and a final exam. The goal is for students to develop awareness of environmental concerns and explore sustainable architecture approaches and their application in the local context.
This document provides information on the Construction Technology 1 module offered at Taylor's University, including the module synopsis, teaching objectives, learning outcomes, assessment plan, and schedule. The 4-credit module aims to provide understanding of building components and their functions. It will be delivered over 14 weeks through lectures, tutorials, and self-directed study. Students will be assessed through a mid-term test, group assignment, TGC portfolio, and final exam. The assessments are designed to evaluate students' mastery of construction principles and technologies for residential buildings.
This document provides information on the Constructed Landscape module offered at Taylor's University. The 3-credit, 18-week module introduces students to fundamental landscape architecture concepts including landscape types, elements, and design principles. Students will complete projects in groups and individually, including analyzing park types, proposing sustainable landscape improvements, and developing a final landscape design project. Assessment includes presentations, projects, an e-portfolio, and a final exam. The module aims to equip students with knowledge of landscape concepts and practice.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It aims to introduce students to landscape architecture and design fundamentals. Students will learn about landscape concepts and elements, drawings, and the role of landscape architects. Assessment includes participation, assignments, and a final presentation. A student-centered learning approach is used to facilitate an active learning process.
Constructed Landscape - Module outlineKai Yun Pang
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will be assessed through participation, assignments, and a final presentation.
This document provides information about the Constructed Landscape module, including an overview, objectives, learning outcomes, modes of delivery, assessment details, and policies. The module is a 3-credit hour course taught over 18 weeks through lectures, tutorials, and self-study. It introduces students to landscape architecture concepts and helps them understand landscape drawings, vegetation elements, and the role of landscape architects. Students will participate in presentations, field trips, and complete assessments to demonstrate recognizing landscape types, explaining landscape's role in sustainability, and applying anatomy principles to projects.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through coursework, presentations, and a final exam to assess their understanding and application of these thinking skills.
This document outlines a module on creative thinking skills, including its objectives, learning outcomes, modes of delivery, assessment methods, and policies. The module aims to help students develop critical and creative thinking abilities to improve design work through techniques like mind mapping and random association. Students will be evaluated through assignments, presentations, and a portfolio to assess their skills in applying practical and innovative thinking.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as individual and group projects exploring ideas and a portfolio, and it provides the weekly schedule and topics that will be covered in the 18-week module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including through portfolios and presentations, and emphasizes participation through activities like discussions and site visits. The module uses a student-centered learning approach to actively engage students in driving their own learning.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity for the module.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions through academic work.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in critical thinking, problem solving, and expressing ideas that can be applied to both their academic and professional lives.
This document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It describes the various ways students will be assessed, including projects, presentations, and a portfolio. It also covers expectations around attendance, participation, submissions, and academic integrity.
This three-sentence summary provides the key information about the document:
The document outlines a module on creative thinking skills, including its objectives to help students identify and apply critical and creative thinking techniques. It details the various assessments students will complete, such as projects, journals, and a portfolio, which will evaluate their understanding and application of concepts learned. Upon passing all assessments, students will gain skills in areas like problem solving, idea generation, and expressing opinions, preparing them for academic and professional environments.
The document provides an overview of various building systems - including active/passive fire protection, air conditioning, ventilation, and transportation - in an elderly daycare centre in Malaysia. It analyzes the components and importance of these systems, and ensures compliance with building regulations. Fire protection includes sprinklers, compartmentalization of spaces, and means of escape. The building uses a VRF air conditioning system for its quiet operation and individual zone control. Mechanical ventilation is discussed.
This document outlines Project 2 for the Building Structures course, which involves analyzing the structure of a bungalow. The project has two parts - the first is a group component to design the layout and structural framing of a 2-story bungalow. The second individual component requires students to analyze at least 6 beams and 3 columns by identifying loads, drawing bending moment and shear force diagrams, and proposing member sizes. Students must submit a report with floor plans, structural plans, load assumptions, beam and column analysis, and will be assessed on their understanding of structural systems and application of analysis skills.
The document discusses the design of the Sharma Springs building in Bali, Indonesia. Key points include:
- The building uses bamboo as its primary construction material in accordance with traditional Balinese architectural principles of utilizing natural, local materials.
- Bamboo was chosen as a natural response to the surrounding forest context and for its ability to provide structural integrity during earthquakes.
- Its use of bamboo allows for cross ventilation and thermal comfort in Bali's hot, humid climate through the hollow structure and hygroscopic properties of bamboo.
- Bamboo provided advantages for the construction through its low cost, availability locally, ease of construction and maintenance, and sustainability. Some limitations included insect damage risks and specialized construction
The document discusses the design of the Sharma Springs building in Bali, Indonesia. Key points include:
- The building uses bamboo as its primary construction material in accordance with traditional Balinese architectural principles of utilizing natural, local materials.
- Bamboo was chosen as a natural response to the surrounding forest context and to provide earthquake resistance. Its vertical arrangement also allows for cross ventilation.
- Bamboo proved advantageous for its cost effectiveness, availability, ease of construction, low maintenance needs, and sustainability. However, special skills were required and insects/moisture posed limitations.
B sc (hons) arch asian architecture arc60403 outline aug 2016_v1Arvindhan Balasingam
This document provides an outline for the module "Asian Architecture" which explores the history of South, Southeast and East Asian architecture. It covers three key themes: sustainability, tradition, and modernity & globalization. Students will develop critical perspectives on Asian architecture and urbanism through various assessments including a contextual architecture study and case study paper. The module aims to help students describe historical developments, identify issues in Asian architectural transitions, and interpret architectural language in relation to tradition, modernity and globalization in Asia.
B sc (hons) arch asian architecture arc60403 project aug 2016_v1 (1)Arvindhan Balasingam
This document provides information and guidelines for a group project on Asian Architecture. It outlines two parts to the project - Part A involving an individual contextual architecture analysis, and Part B involving a group case study paper. It details the objectives, learning outcomes, assessment criteria, submission requirements and marking rubrics for evaluating students' work. The project aims to integrate architectural design and research through case studies of buildings in Asia.
B sc honsarch-architecture-studio-3-arc60106_outline_mar-2016Arvindhan Balasingam
This document outlines the module outline for Architecture Design Studio 3 taken in March 2016. It includes 3 key projects: 1) exploring spatial typologies through the design of a walkway space, 2) developing a design concept in response to a given site through analysis and interpretation, and 3) designing a small-scale visitor interpretive centre that responds to the site context. The module aims to develop students' understanding of spatial experiences in architecture, site analysis, and translating design concepts into built form. Students will be assessed through formative and summative assessments including projects, presentations, and a portfolio.
B sc(hons)(arch) architecture studio 3 arc60106 project 3_brief_mar 2016Arvindhan Balasingam
This document outlines the requirements for Project 3 of an Architecture Design Studio course. Students are tasked with designing a 450 square meter Visitor Interpretive Centre that emphasizes a strong relationship with its site context through spatial experiences and consideration of human scale, natural light, and materials. The centre will provide space to house interpretive materials and displays about the site's culture and history. Students must consider functional programming, circulation, sectional relationships, materiality, and how the design expresses the "genius loci" or spirit of the place. The project requirements include schematic design, key sections, interior perspectives, and final presentation materials.
This document outlines Project 1 for an architecture design studio course. The project has two parts: 1a requires students to analyze two architectural precedents based on their spatial typologies and poetics, and 1b tasks students with designing a poetic walkway space themed around a "journey of the five senses" using two contrasting spatial types informed by their precedent studies. For 1b, students must translate a provided literature excerpt into an architectural design concept and journey, developing plans, sections, and a physical sketch model to communicate their proposed design. The goals are for students to explore methods of spatial organization and how they impact human experience of architectural space.
B sc(hons)(arch) architecture studio 3 arc60106 project 2_brief_mar 2016Arvindhan Balasingam
This document outlines the requirements for Project 2 of an Architecture Design Studio course. Students will analyze a site to understand its "genius loci" or unique character. They will study the site's context, history, culture and landscape through maps, diagrams and models. Based on this analysis, students must develop a concept design for a Visitor Interpretive Centre that has a strong relationship to the site. The project involves a group site analysis presentation, individual interpretation of the micro site through sketches and photographs, and individual concept drawings and a model to communicate the design response.
The document outlines requirements for a group project to construct a 1:5 scale model of a temporary bus shelter made of recycled materials. Students must demonstrate their understanding of skeletal construction by incorporating a frame with clearly defined structural components like columns, beams, and joints. Their shelter will be tested for strength against lateral forces. Students must submit a report with documentation of the design and construction process, along with annotated sketches, photos, and an analysis of how well the shelter withstands testing. The project aims to help students learn about skeletal structures, structural reactions to loading, and manipulating construction to solve design problems.
1. This document outlines the objectives, tasks, methodology, submission requirements, and assessment criteria for Project 2 of the Building Construction 2 course. The project involves understanding forces in building construction.
2. Students will be assigned to groups and asked to propose and model either a tensile/membrane or grid shell structure using appropriate materials and joints. They will analyze the model's success and mitigation measures.
3. Deliverables include a constructed model on an A3 board, a completed A2 presentation sheet with structure introduction, process documentation, and an exploded axonometric construction detail with annotations. Assessment will consider buildability, creativity, clarity, documentation, and communication of structural understanding.
This document outlines a module for Building Construction 2. The module aims to develop an understanding of structural systems and their application in construction. It will cover skeletal, solid, and surface construction systems, analyzing them in terms of loads, forces, and structural possibilities. The module will be delivered through lectures, tutorials, and self-directed study. Students will complete two coursework projects applying their knowledge of construction systems. They will also take a final exam to assess their understanding of the topics covered.
This document outlines a project assignment for an architecture course on passive building design strategies. Students are asked to analyze an existing building and propose design upgrades to improve thermal comfort through passive means. They must research passive strategies, environmental factors affecting the building, and propose upgraded designs with details. Their submission should include analysis diagrams, charts, and visuals to show the before and after thermal performance and comfort of the building. Progress reports are also required to be submitted throughout the 10 week duration.
Building science 1 (bld60803 arc2423) module outline - 24 august 2015Arvindhan Balasingam
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Meditation may also have psychological benefits like improving mood and reducing rumination.
This document outlines the requirements and objectives for a project on measured drawings and modeling of a historical building. Students will be assigned to a group and given a building to document through on-site measurement and research. They must produce scaled drawings, a physical model, and a report on the building. Drawings are to include plans, elevations, sections and details. Students will be evaluated based on their on-site work, application of drawing standards, accuracy of documentation, completeness of the final submission and individual contribution.
This document outlines the requirements and guidelines for a project documenting a building through measured drawings, a report, and video. Students will work in the same groups to measure a building and document its architectural and historical/cultural significance through a 5000 word report and 3-5 minute video. The report must analyze the relationship between the building's architecture and its significance/use through approaches researching its history/architecture or culture/architecture. Students must submit their documentation and will be graded based on the thoroughness of their research and documentation in both written and visual formats.
Arc60305 methods of documentation and measured drawings module outline jan 2016Arvindhan Balasingam
This document outlines the module Methods of Documentation & Measured Drawings, which aims to develop student understanding of principles for recording historic buildings through three documentation methods: measured drawings, written documentation, and photographic documentation. Students will document a historically or architecturally significant building through measured drawings, complemented by a report explaining the building's background, history, style, construction, and ornamentation. Assessment includes a sketchbook journal, building report and video, and a set of measured drawings and model. The module runs for 8 weeks and includes lectures, tutorials, practical sessions, and self-directed study.
This document outlines the objectives and requirements for a group project. Students will be assigned to groups of 10 and must organize and execute an activity or event on campus. Examples of project topics include youth organizations, education, the environment, health, poverty/hunger, and patriotism. The project has three components: executing the project activity, a reflective report, and a 10-minute PowerPoint presentation. Groups must submit proposal and member details forms by the specified due dates. The project aims to develop students' leadership, presentation, teamwork, communication and other skills.
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1. Building Materials (ARC 1513): March 2015 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Bachelor of Science (Honours) (Architecture)
Module: BUILDING MATERIALS [ARC 1513] / [BLD60103]
Prerequisite: None
Credit hours: 3
Instructors : Ar. Sateerah Hassan (603-56295352; Sateerah.Hassan@taylors.edu.my)
Sanjeh Raman
TBC
This module intends to inform the student of the relevant visual and physical properties of a wide range of
building materials. It also encompass the broad environmental debate by including energy saving and recycled
materials. For each material the module describes the manufacturing process, salient properties and typical uses
of these materials, with the aim of ensuring their appropriate application within the awareness of the suitability of
the physical and chemical properties as well as its ecological impact. Students will undergo a series of
continuous assessments such as project and tests to ascertain the objective and outcome of the module is
achieved.
Module Teaching Objectives
To introduce various types of building materials used in current construction practice.
To create an understanding of the choices designers make in choosing building materials based on the
properties of these materials.
Module Learning Outcomes
Upon successful completion of this module, students will be able to:
1. Recognize and recall types and properties of materials
2. Describe the general use of different materials in construction
3. Explain the physical properties of building materials
4. Explain the chemical properties of building materials
5. Explain the effect of building materials on construction and structural qualities
6. Analyze problems associated with different materials used
Modes of Delivery
This is a 3 credit hour subject held over 14 weeks. The mode of delivery will be in the form of lectures, tutorials,
field trips and self-study. The breakdown of the hours is as follows:
Contact Hours
Lecture: 2 hours/week
Tutorial: 2 hours/week
Self-Study: 4 hours/week
2. Building Materials (ARC 1513): March 2015 2 | P a g e
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.
Ar. Sateerah Hassan Sateerah.Hassan@taylors.edu.my
Major TGC incorporated in this module
3. Building Materials (ARC 1513): March 2015 3 | P a g e
Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft
skills of its graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Able to put theories into practice. 1,2
1.2 Understand ethical issues in the context of the field of studies. 6
1.3 Understand professional practice within the field of studies. -
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Learn independently. -
2.2 Locate, extract, synthesise and utilise information effectively. 6
2.3 Be intellectually engaged. 5
3.0 Thinking and Problem Solving Skills
3.1 Think critically and creatively. 6
3.2 Define and analyse problems to arrive at effective solutions. 3,4
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes. -
5.0 Interpersonal Skills
5.1 Understand team dynamics and mobilise the power of teams. -
5.2 Understand and assume leadership. -
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant. 3,4,5
6.2 Reflect on one’s actions and learning. 2,5
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. 6
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
-
4. Building Materials (ARC 1513): March 2015 4 | P a g e
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 one (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 presentation 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. The lectures and tutorials will assist you in expanding your ideas and your assessments. A minimum of
80% attendance is required to pass the module and/or be eligible for the final examination and/or presentation.
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. 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.
1. 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 also refers to materials obtained from the
Internet too.
5. Building Materials (ARC 1513): March 2015 5 | P a g e
2. 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
sections. When two students submit papers that 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 team.
Types of Assessment and Feedback
Each student will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide the student in the research process. This form of assessment will be conducted
through Interim Critique/Review sessions. Summative assessment will inform the student about the level of
understanding and performance capabilities achieved at the end of each project with form of a final examination.
Assessments Type Learning
outcomes
Marks Duration Submission
Project 1
Individual
1-7 30% 4 weeks
Hardcopy
30 April 2015
Project 2
Group & Individual,
Peer Assessment
(25%+ 15%)
8-9 40% 5 weeks
Hardcopy
26 Jun 2015
Portfolio Individual 1-9 Pass/Fail n/a 6 July 2015
Final
Examination
Individual 2-9 30% n/a
Refer to Final
Examination
Timetable
Total 100%
6. Building Materials (ARC 1513): March 2015 6 | P a g e
Assessment Plan
1. Coursework
This module will be graded in the form of coursework and final examination. It consists of 2 projects,
final examination and a portfolio submission.
Project 1: Solid vs Void – “Shaping Light & Space”
The intent of this project is to introduce students to Building Materials which are currently used in the
industry. This project is designed as an introduction to building materials that are commonly used in the
local construction industry. Students are required to construct basic forms using the listed material to
explore and understand building making in relation to materials, design considerations of material
according to their properties and to finally understand how the intrinsic forms, limitations and boundaries
of a material factor in a design process.
Project 2: Mood Board: Experiential Exploration of Space & Materials
This project introduces students to various types of material that are applied in existing buildings locally
in response to local contexts such as climate, concept, aesthetics, structure, occupancy and
environmental issues. Emphasis is given to identification and understanding the effects of material,
chemical and physical properties.
2. Final Examination
The final examination is designed to assess the ability of the students in solving material-design issues,
appropriate material-occupancy specification and understanding of material properties of materials and
technical issues related to building materials. The format of the assessment will be informed later.
3. Taylor’s Graduate Capabilities Portfolio
The Taylor’s Graduate Capabilities (TGC) Portfolio is a document that collates all assessments
produced in a module and reflects a student’s acquisition of the Module Learning Outcomes and
Taylor’s Graduate Capabilities.
For students enrolled in the 2011 Programme Structure
The TGC portfolio is an edited A3-size bound document that includes all the assessments produced
in the module. Visual diary and process of work (packaged) are to be included as part of the portfolio
submission. Students must reflect on their learning through the TGC Portfolio Form.
For students enrolled in the 2012 Programme Structure onwards
Each students is to develop an ePortfolio, a web-based portfolio in the form of a personal academic
blog. The ePortfolio is developed progressively for all modules taken throughout Semesters 1 to 5,
and culminates with a final Portfolio in printed form produced in the final semester. The printed
Portfolio must encapsulates the acquisition of Programme Learning Outcomes and Taylor’s
Graduate Capabilities, and showcase the distinctiveness and identity of the student as a graduate of
the programme.
7. Building Materials (ARC 1513): March 2015 7 | P a g e
Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given 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 matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 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 Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in 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.
Description 1: Week 3 to week 7 (inclusive) for long semester, or week 3 to week 5 (inclusive) for short
semester. A short semester is less than 14 weeks. Not applicable for audit and internship.
Description 2: After week 7 for long semester, or after week 5 for short semester. A short semester is
less than 14 weeks. Not applicable for audit and internship.
8. Building Materials (ARC 1513): March 2015 8 | P a g e
Module Schedule
Week/Date Topics
Lecture Tutorial
Self-directed
Study
Hours Hours Hours
Week 1
23 Mar.
Orientation Week – New Intake
Week 2
30 Mar.
(End of Week 2
- Last day to
add/drop a
module)
Introduction to Module Outline
Introduction to Building Materials
Briefing of Project 1
- Solid vs Void – “Shaping Light &
Space”
Briefing of
Project 1
Info retrieval/
Case Study
2 2
1h self-study + 3h
BL
Week 3
6 Apr.
Lecture 1:Concrete and its application in
the built environment
Project 1 Info retrieval/
Case Study
2 2
( On line
discussion/forum)
Week 4
13 Apr.
Lecture 2: Stone -Igneous, Metaphoric
and Sedimentary
Project 1
Project 1
Review
2 2
1h self-study + 3h
BL
Week 5
20 Apr.
Lecture 3: Glass
Discussion Project 1
(Project Review)
Project 1
Project 1
Review
2 2
2 h self-study
+2h (BL)
Digital Upload of
document and
peer review on
draft – online
discussion )
Week 6
27 Apr.
Lecture 4: Metal
Briefing Project 2 “Materiality of
SPACE: An Experiential Exploration”
Submission Project 1
(30 Apr., 12 noon, C9 Lobby)
Project 1
Project 1
Final Review
2 2
(On line
discussion/forum)
Week 7
4 May
(End of Week 7
- Last day for
subject/ module
withdrawal with
WD grade)
Public Holiday
Project 2 Info. retrieval
2 2
2h self-study
+2h (BL)
Online discussion
following field trip)
9. Building Materials (ARC 1513): March 2015 9 | P a g e
Week/Date Topics/Readers
Lecture Tutorial
Self-directed
Study
Hours Hours Hours
Week 8
11 May
(Online
Student
Registration)
Lecture 5 : Timber
Project 2
Case study/
Info retrieval
2 2
( On line
discussion/forum)
18 – 22 May
(Non-contact
week)
Mid-semester Break - - -
Week 9
25 May
(Last day for
Online Student
Registration)
Lecture 6: Ceramics and Paint
Project 2
Case study/
Info retrieval
2 2 4h BL
Week 10
1 June
Lecture 7: Bricks Manufacturing,
properties, application and environmental
impact
Project 2
Project 2
Review
2 2 4h BL
Week 11
8 June
Lecture 8: Plastics -Application as visible
and non-visible materials
Project 2
Project 2
Review
2 2 4h BL
Week 12
15 June
Discussion on Project 2
Project 2
Project 2
Final Review
2 2
2h self-study & 2h
BL
Week 13
22 June
Submission of Project 2
(26 June., 12 noon, C9 Lobby)
Submission
of Project 2
Submission
of Project 2
e-Portfolio
2 2 4
Week 14
29 June
Revision 2 2
1h self-
study .+3h (BL)
Rewind @ TIMeS
Week 15
6 July
(study leave)
Submission: TGC portfolio
- - TGC Portfollio
Week 16 Final Examination - - -
Note: The Module Schedule above is subject to change at short notice.
10. Building Materials (ARC 1513): March 2015 10 | P a g e
Recommended Readings
Main References:
1. Lyons, Arthurs. 2004. Materials For Architects And Builders. 2nd Edition, Butterworth Heinemann.
2. Everett, Alan. 1994. Materials. 5th Edition, Longman Scientific & Technical.
3. Neveille, A. M. 1995. Properties Of Concrete. Addition Wesley, Longman.
4. Robbin, Tony. 1996. Engineering A New Architecture. Yale University Press
Additional References:
1. Mohamed Abdel Kader Ismail.et.al. 2008. Introduction to Civil Engineering Materials. McGraw-Hill
2. Jackson,Neil 1996. Civil Engineering Materials. 5th Edition, Palgrave
3. Illston, J. M. (ed). (2001). Construction materials: their nature & behaviour. (3rd ed.). London: Spon
Press.