Duration
Mathematics/Physics : 24h Th, 24h Pr
Chemistry : 24h Th
Number of credits
| Bachelor in landscape architect | 6 crédits |
Lecturer
Mathematics/Physics : Fabrizio Bucella
Chemistry : Aurore Siquet
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Mathematics/Physics
It is a question of approaching broad topics of traditional physics: by applying them to the field and while inserting the mathematical concepts essential into their modeling: light and current having in heart to associate with it applications of the everyday life, to connect applications of more specific fields and them as well by the experiments, the realization of model as the realization of numerical exercises and problems.
Learning outcomes of the learning unit
Mathematics/Physics
The general objectives take again transferable competences with various courses and situations of the everyday or professional life. They are competences known as transverse and specific . Transverse competences Dynamic: to take pleasure to learn and take part in activities of training, for the TP to conceive interventions, to understand the bonds between the matter and the practical life; Strategic: to take part in discussions, to write questions, to plan its work by respecting an adequate rhythm with a reading for the theoretical course and of the preparations; Reducing: to use its computer, a dictionary (specific vocabulary during the reading of the course paper), Internet (sites announced to the theoretical course, sending of e-mails to the professor), of the CD-ROM, to structure research of information (to solve the problems or to test and model), to bind contents (through the course or several courses: mathematics, mechanics, vegetable biology, electricity, chemistry, agro-meteorology), lira and to interpret a graph, to visualize a situation, to represent it in a diagrammatic way, to choose a scale of representation, to see in space,... * Within the framework of the training of industrial engineers and bachelors in architecture of the landscape: each meeting of theoretical course discusses an important matter item illustrated and developed at the time of the presentation and as of practical works. In each case, it is necessary to be able - to define the concepts; - to write the equations which are bound there, to interpret them, discuss them; - to give the various bonds between the various concepts; - to illustrate the concepts by real situations in multiple fields and to establish the limits of the physical model by comparing it with the illustration; - to solve exercises of application. c) Objectives of construction of professional identity Within the framework of a course of physics in first year of graduate, we can act only on the common aspects of the future activities of our students: - their faculties of listening and persuasion; - their capacities of intervention at the time of the talk of the professor or the school-fellows so as to better understand, comment on or specify a concept; - their will of installation of a constructive dialog and effective. For the futures arcitectes pysagists, other aspects are also highlighted: - their ways of assimilating a theory, of analyzing it, of exploiting it into practice and of putting it: it is not only necessary to be able to control the matter about which one speaks but also to be able to show his team that one has know-how; - their capacities to be expressed in front of a known team or to present a project to the unknown ones: indeed the capacity of team leader for an engineer will be most of the time essential. She belongs to the knowledge-being essential to the profession; - their versatility of functions: originator, technician, user; - their matter versatility: physics, data processing, biology
Prerequisite knowledge and skills
Mathematics/Physics
Elementary algebra
Planned learning activities and teaching methods
Mathematics/Physics
Experiments of optics and electricity
Mode of delivery (face-to-face ; distance-learning)
Mathematics/Physics
- 54h over second half of the year (Q2) : 24h theory + 30h practical works
Recommended or required readings
Mathematics/Physics
-Syllabus - Computer + Projector -Table - Software: Excel - Experimental Demonstrations
Assessment methods and criteria
Mathematics/Physics
1/3 Théory +2/3exercices
Work placement(s)
Organizational remarks
Mathematics/Physics
Mécanique , S.Strelkov Editions MIR 1978 Cours de physique générale (5 volumes) , D.Sivoukhine Editions MIR 1987 Physics, foundations and applications, R.M. Eisberg et L.S. Lerner Editions McGraw-Hill 1982 Physique générale, H. Brasseur et H. Sauvenier, Editions Dunod 1964 Physique , M. Balkanski et C. Sébenne, Editions Dunod 1969 Mécanique Analytique, R. Simon, Editions Derouaux 1987 Giancoli, physique appliquée tome 2 et 3 2004
Contacts
Mathematics/Physics
Aurore Siquet
aurore.siquet@hech.be
0479/794675