2023-2024 / ARCH1107-1

Mathematics and physics for architecture


40h Th

Number of credits

 Bachelor in architecture5 crédits 


Sylvie Jancart


N..., Naïm Zenaïdi

Language(s) of instruction

French language

Organisation and examination

Teaching in the first semester, review in January


Schedule online

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 : Geometry

Chap 2 : Algebra

Chap 3 : Analysis

Chap 4 : Descriptive Statistics

Chap 5 : Physics

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.).
Drafting a spatial response
  • Spatially reflecting the theories presented, using an analytical approach by combining different scales.
  • Integrating resources and structural, technical, material and energy constraints
Implementing a spatial response
  • Adapting structural, technical and material choices to meet the principles and values of the project
The learning outcomes of the teaching unit described in operational terms :
  • 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.
Skills specifically related to the content will be given at the beginning of the course.

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

The course consists in a theoretical part and exercise session.  These are supervised by student monitors of the master in mathematics with didactic finality or in engineering. Question/answer sessions are organized during the teachinh period.

3 devices are also put in place:

  • the plan of the sessions are available on Ecampus
  • an online pre-requisite test is organized in October
  • an intermediate evaluation is organized on November 7th. A score above (or equal to) 12/20 gives rise to a bonus point on the final mark of the January exam.
Slideshows are also available for each subject.


Mode of delivery (face to face, distance learning, hybrid learning)

Blended learning

Recommended or required readings

The course notes and exercises are available on Ecampus.

Exam(s) in session

Any session

- In-person

written exam ( multiple-choice questionnaire, open-ended questions )

Out-of-session test(s)

Work placement(s)

Organisational remarks and main changes to the course



All questions concerning the exercises are to be deposited on the FORUM of the course, Ecampus platform.

The address of your teacher is :

The email addresses of the student-monitors will be communicated at the beginning of the school year.

Association of one or more MOOCs