Duration
40h Th
Number of credits
| Bachelor in architecture | 5 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
Learning activities take place within a course which covers various disciplinary fields which it is useful to cross over in a reflective way with techniques and sciences in order to apply these for human benefit; our technical considerations should therefore extend to a more qualitative than quantitative dynamic.
The Mathematics teaching unit aims to provide a range of tools enabling students to understand (evaluate, measure, quantify, etc.) the constructed reality of architecture, which inevitably falls within the physical world which surrounds us. The secondary issues addressed are revised and more specific concepts are introduced in direct relation to the course.
The other aim of the course is to structure students' thoughts and reasoning processes in the broadest sense of the term as well as to develop students' general ability for abstraction, through a variety of applications, principally linked to the field of architecture.
The notions that will be developed in this teaching unit make up the following chapters:
Chap 1 Introduction: reminder of basic notions (4h)
- Notions of algebra - basic vocabulary
- Numbers, their notation and in particular the number pi and the golden ratio with application to architecture
- Operations on numbers, calculation of percentages, scale, ... through concrete examples of calculation practiced in a common way to quantify surfaces, volumes, lengths from plans, quantities and transpose these data in a spreadsheet type file
- Polynomials of the first degree and the second degree
Chap 2 : Trigonometry (8h)
- The trigonometric circle, trigonometric numbers, associated angles.
- Basic trigonometric formulas with the introduction of the tangent of an angle via the notion of slope and the % of inclination. Elementary trigonometric equations.
- Trigonometric numbers in rectangles and triangles (relations to sines, relations to cosines, Pythagoras and generalized Pythagoras)
- Definitions and properties of similar triangles
- Solving trigonometry problems
Chap 3 : Study and graphic representation of functions (4h)
- Functions, properties of functions, graphical properties, operations in functions, ...
- The different modes of graphical representation (Cartesian, polar, parametric)
- Graphical interpretation and problem solving: logarithm function, exponential function
Chap 4 : Geometry (8h)
- Vector geometry : vector notation, matrix notation, change of reference frame, Cartesian equations, parametric equations of line, plane, relative positions, distance, ...)
- Architectural geometry (Different types of volume, surface, particular curve; notions of curvature, normal to a surface, ruled surfaces, developable surfaces, double curvature, links with constructed buildings and criteria of constructability, ...)
Chap 5 Statistics (4h)
Basic notions in statistics
- Frequency, quartiles, mode, mean, variance, standard deviation
- Introduction to software
Chap 6 Physics of materials (10h)
Approach of material resources by their physical and chemical characteristics
- Behavior to heat (conductivity / effusivity / diffusivity)
- Behavior to air and humidity (tightness / diffusion / absorption)
- Mechanical, thermal and chemical alterations: (density, drying and baking phenomena, setting phenomenon and notion of binder, loss of properties by corrosion, rotting...)
From a graphic syllabus, each of these chapters is directly and explicitly related to the courses taught in the bachelor program and the 4 axes of reflection developed in our faculty: art, digital, sustainability and society.
Learning outcomes of the learning unit
Connected to the competency framework : All teaching in the Sciences and Techniques area will enable students to develop specific competencies in the Faculty's competency framework by guiding them more particularly in the development of the following competences: Drafting a spatial response, Defining an architectural question, Implementing a spatial response.
More specifically, this unit provides the tools required to develop these competences to the benefit of other units, mainly in the Sudy and Research area. 1. The competences targeted are :
Defining an architectural question
- Studying the various components of the theme and context (historical, landscape, economic, legal, technological, etc.).
- Spatially reflecting the theories presented, using an analytical approach by combining different scales.
- Integrating resources and structural, technical, material and energy constraints
- Adapting structural, technical and material choices to meet the principles and values of the project
- Remembering : being able to recover knowledge received in secondary school in long-term memory, localise it and adapt it to current needs (e.g. trigonometric formulae for tangents)
- Interpreting : constructing meaning from oral, written and/or graphic information, move from one form of representation to another (verbal or written to digital for example) (e.g. problems calling upon resolution by trigonometric equations, looking for minimum costs, etc.)
- Applying : following or using a procedure in a given environment, applying a procedure to familiar and non-familiar tasks. Transferring knowledge to other teaching units (e.g. applying trigonometric formulae revised and worked on during the courses on structure and construction, etc.).
- Analysing : differentiating between pertinent and non-pertinent issues as well as significant information which is not in the material given.
- Evaluating : detecting inconsistencies or discrepancies in a process.
Prerequisite knowledge and skills
A minimum of 4 hours/week of high school math is recommended. The pre-requisite test is strongly recommended for your self-assessment. Feedback will be provided.
Planned learning activities and teaching methods
Each week, 1.5 hours of theory and 1.5 hours of exercises are given.
These exercise sessions are supervised by student monitors of the master in mathematics with didactic finality or in engineering.
They allow students to progress at their own pace with particular attention to the questions they ask themselves. A question/answer session in small groups is organized after each exercise session.
3 devices are also put in place:
- the Graphic syllabus and all the sessions are available on Ecampus
- an online pre-requisite test is organized in October
- an intermediate evaluation is organized on November 9
Mode of delivery (face to face, distance learning, hybrid learning)
Blended learning
Additional information:
Among the 10 class sessions, two of them will be given in person at the opera complex. These are the sessions of 21/09 and 09/11. The other eight sessions will be taught remotely via the virtual classroom on the Collaborate or Teams platform.
Recommended or required readings
The course notes and exercises are available on Ecampus. A syllabus required for the exercise sessions is available. In addition, high school mathematics books are available in the library on the Fonck site.
Assessment methods and criteria
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire, open-ended questions )
Additional information:
Written exam in January. A 12/20 score on the November assessment increases your January grade by 2 points.
Work placement(s)
Organizational remarks
A remediation is organized during the last two weeks of December
Contacts
All questions concerning the exercises are to be deposited on the FORUM of the course, Ecampus platform.
The address of your teacher is :
sylvie.jancart@uliege.be
The email addresses of the student-monitors will be communicated at the beginning of the school year.