academic guidelines - printed version (pdf)

i

ATTENTION

This book contains brief information about the Faculty of Education and the programmes offered at the Bachelor’s degree level.

Detail information on certain matters can be retrieved from two UTM official books:-

i ) UTM Prospectusii) Academic Regulations

All information in this book is correct at the time of its publication. The Faculty of Education has the right to make statutory changes and amendments when deemed necessary without prior notice.

Further information can be obtained from:-

Dean Faculty of Education Universiti Teknologi Malaysia 81310 UTM Johor Bahru JOHOR DARUL TA’ZIM

Tel : (07) 5534257/34404 Fax : (07) 5577351/5560542 Website : http://www.fp.utm.my

ii Undergraduate Handbook 2011/2012 | Faculty of Education

iii

EDUCATION PROGRAMMES

Bachelor of Science with EducationBachelor of Technology with Education

iv Undergraduate Handbook 2011/2012 | Faculty of Education 2

Foreword by the Dean Vision, Mission, Objectives, Clients’ Charter Organization Chart A Glance at the Faculty of Education List of Lecturers and Academic QualificationsSpecifications of Programmes Offered by the Faculty of Education

Bachelor of Science with Education (Islamic Studies)• Bachelor of Science with Education (Tesl)• Bachelor of Science with Education (Sports Science)• Bachelor of Technology with Education (Living Skills)• Bachelor of Technology with Education (Mechanical Engineering)• Bachelor of Technology with Education (Building Construction)• Bachelor of Technology with Education (Electric And Electronics)• Bachelor of Science with Education (Chemistry)• Bachelor of Science with Education (Physics)• Bachelor of Science with Education (Mathematics)•

Synopsis Courses Offered by the Faculty of EducationDepartment of Educational Foundations• Department of Multimedia Education• Department of Sosial Education• Department of Tecnical and Engineering Education • Department of Mathematics and Science Education• Core Subjects• University’s General Subjects•

1711

13 - 1819 - 31

36 - 5253 - 6768 - 8285 - 101102 - 119120 - 136137 - 153157 - 171172 - 186187 - 201

207 - 210213 - 219223 - 249253 - 295297 - 323327 - 329333 - 336

CONTENTS

iv Undergraduate Handbook 2010/2011 | Faculty of Education

vi Undergraduate Handbook 2011/2012 | Faculty of Education

1

Assalamualaikum, warahmattullahi wabarakatuh and good day. Praised to ALMIGHTY for allow me to have a few words in this Undergraduate Handbook.

It is with great pleasure that I welcome you to Faculty of Education (FP), Universiti Teknologi Malaysia (UTM). I would like to take this opportunity to congratulate you on your decision to undertake undergraduate studies in FP. I hope you find your time at FP, UTM rewarding, challenging and exciting.

To become a teacher is not an easy task. Teacher need to be well equipped with knowledge, softskills and ethics to face and develop the students in school. Teaching students at school levels are now very challenging task as the students nowadays are matured, influenced by positive and negative environment. At FP we try our best to inculcate the soft and hard skills via the curriculum to prepare you to be excellent teachers at school. FP

Foreword by the Dean

also gives a strong focus on teaching and research, and in state of the arts laboratory facilities to provide an excellent environment for conducting our 10 programs. Our intention is to deliver quality graduates who can contribute to the success of the nation. This handbook contains information pertaining to the academic program at FP. It will assist you as a reference related to academic affairs and contains information related to faculty administration of academic affairs. It is suggested to students to refer to the book in order to plan your studies and to make yourself familiar with the systems and requirements to undergo your studies in respective durations.

On behalf of the faculty, I wish you all the very best for your time at Universiti Teknologi Malaysia and may your time spent in UTM will be remembered as best time of your study live. Special thanks to committees involved in the publication of this Undergraduate handbook.

Undergraduate Handbook 2011/2012 | Faculty of Education

2

4 Undergraduate Handbook 2011/2012 | Faculty of Education

5

Vision, Mission, Objectives, Clients Charter

7

VISION

To become an outstanding, excellent and leader in the field of education.

MISSION

The Faculty of Education strives in the effort to develop human resources in science and technology through quality and innovative educa-tion and professional courses to educators and trainees.

OBJECTIVES

i) To produce educators in various field of study to fulfill the needs of the nation.ii) To enhance the quality of the University’s academic staff professionalism in the field of education.iii) To enhance the teaching skills of trainers for the nation’s human resource development needs.iv) To conduct research and dissemination of knowledge in various field of education .v) To provide social services in the field of education.vi) To explore new methods and materials in enhancing the effectiveness of teaching and learning. vii) To publish educational materials to upgrade the education professionalism.

CLIENTS’ CHARTER

Always ready to find and disseminate knowledge creatively through friendly, efficient and ethical services for the prosperity of the people.

9

Organization Chart

13

A Glance at theFaculty of Education

15

An Overview of The Faculty of Education

INTRODUCTION

Faculty of Education was established in August 1993. The faculty offers various educational programmes at the first degree until the post graduate levels. Every programme is designed to enable students to successfully master the courses that they have selected. In addition, student are trained to equip themselves with the knowledge and skills in Information & Communication Technology (ICT) and the use of Multimedia in Education. The faculty offers courses which specialized in Science and Mathematics Education, Social Education and Engineering Technology. The implementation of the programmes in the Faculty of Education is conducted in cooperation with other faculties in Universiti Teknologi Malaysia (UTM).

AIMS OF THE FACULTY OF EDUCATION

The aims of the Faculty Of Education are:-

- To provide specialized education in the teaching of science, information technology, multimedia in education and technical and vocational education.

- To lead and produce methods and materials in the teaching and learning in order to enhance the acquisition of knowledge.

- To provide services and consultations in different educational fields to fulfill the needs of customers.

- To inculcate the culture of life-long learning.

ADMINISTRATION

Faculty of Education is lead by the Dean and assisted by two Deputy Deans. The implementation of all programs is under the supervision of five Heads of Department. The departments are, Department of Educational Foundation, Department of Science


and Mathematics Education, Department of Social Education, Department of Educational Multimedia and Department of Technical and Engineering Education. The IT Manager is in charged of the administration and implementation of the teaching and learning process using computers. Academic matters and general administration of the faculty are lead by the Deputy Registrar (Academic) and one Assistant Registrar (Human Resource Management).

FACILITIES

In addition to lecture rooms, Faculty of Education is equipped with other facilities such as workshops, laboratories, studios and etc. as listed below :-

1. Smart Science Laboratory2. Chemistry/Physics/Science Education Laboratory3. Innovation and Creativity Workshops4. Computerised Experiments equipped with PASCO5. Computer Laboratories6. Multimedia Laboratories7. Digital Photography Laboratory.8. Audio/Video Laboratory9. Graphic Laboratory10. Information Technology Training Centre11. Counselling Laboratory12. Outward Bound (for Outdoor Education)13. Sports Science Laboratory14. Building Construction Workshop15. Electrical Engineering Workshop16. Electronic Engineering Workshop17. Cooking Laboratory18. Sewing Labrotarory19. Plastic and Fiberglass Technology Workshop20. Refrigeration and Air Conditioning Technology

Workshop21. Fabrication and Welding Technology Workshop22. Metal and Machining Workshop23. Pneumatic and Hydraulic Laboratory24. Engineering Drawing Room25. AUTOCAD Laboratory26. Automotive Workshop27. Wood Working Workshop

28. Piping Working Workshop

ADMISSION PROCEDURES

Admission for the first degree programmes is based on Sijil Tinggi Persekolahan (STP) result or its equivalent. Please refer to the detail descriptions in the UTM Prospectus Book. However, candidates who possess recognized diplomas can be considered for credit exemption.

PROGRAMMES OFFERED BY THE FACULTY OF EDUCATION

The programmes which are offered by the faculty aim at providing future teachers/trainees with the knowledge and experiences related to the teaching profession. In general, the curriculum consists of four major components; the compulsory university subjects, specialized subjects, professional and IT subjects and multimedia in education subjects. In addition, students have to undergo teaching practice which is usually held during semester 2 at year 3.

Below are the detail descriptions of each of the components:-

a. Compulsory University Subjects

The subjects are compulsory for every UTM students. They are aimed at thoroughly developing students’ cognitive, affective and psychomotor potentials. The subjects encompass these aspects:-

- Spiritual knowledge (Islamic and Asia Civilization subjects)- Subjects related to the nation and the society.- Communication (English subject)- Co-curriculum subjects (physically, socially and culturally

oriented)

b. Specialized subjects

The subjects are academically-oriented based on the fields chosen by the students. Future teachers need to study the subjects in-depth for them to master the fields. The specialized subjects

17

are:-

- Science subjects (Physics, Chemistry, Biology and Science)- Mathematics- Social Education (Islamic Studies, Sports Science, TESL)- Engineering Technology (Civil, Electrical, Mechanical)- Living Skills

c. Professional Subjects

The professional subjects will equip future teachers with the knowledge and skills that enable them to become competent and effective teachers. There are two groups of professional subjects; compulsory and elective. The categorization is as follows:-

i. Humanity and BehaviorThe subjects taught will increase students’ understanding on the aspects of humanity and behavior, philosophy of education, the use of knowledge and other matters related to education and social development. These subjects are the foundation of the teaching profession. They include Educational Psychology, Sociology of Education, Philosophy of Education and Management in Education.

ii. Teaching and LearningThe subjects focus on the process of teaching and learning. They include Learning Theory, Teaching Theory, Teaching Methodology, Micro Teaching and Laboratory and Workshop Teaching.

iii. Educational PolicyFuture teachers will get to know, understand and implement the nation’s vision and policy in order to produce Malaysians who are able to fulfill their roles and responsibilities as khalifah of Allah. The success of our system of education depends on the teachers’ capability to understand and implement every policy. The subjects are; Teaching Curriculum, School Organization and management.

iv. Planning and Evaluation in EducationFuture teachers will learn on how to effectively plan, implement, carry out and evaluate their teaching. The subject include Educational Planning and Measurement and

Evaluation.

v. Bachelor Degree Project (PSM)The subject will train future teachers in doing research specifically related to the teaching profession. For this purpose, all final year students have to conduct a project either in the form of research, software development or technological design. The students will be assisted by lecturers who are assigned by the faculty. Every student needs to undergo a viva and writes a report of the project following a specified format.

vi. Practical WorkBesides attaining knowledge and skills through the specified courses, students are also given the opportunity to carry out practical work either in a simulation or real-life situation. The experiences are gained through various training programs such as;

• Clinical Experiences and Fieldwork:-Students are expected to gain experiences through various activities such as micro teaching, observation, interview, case study, diagnostic and descriptive analysis on teachers and students and other experiences related to the teaching profession.

• Micro Teaching:- Micro teaching enables students as future teachers to apply teaching techniques and principles that need to be mastered first in order to be implemented in classroom teaching. Students are also exposed and guided to prepare lesson plan, implementation of introduction, development and conclusion of a lesson, delivery techniques, students’ assessment, use of teaching aids and communication in classroom. Students are required to prepare a mock teaching to be presented in front of fellow classmates.

• Teaching Practice:-Teaching practice aims at enabling future teachers to apply all theories and teaching methods that they have learned inside a real classroom. It is one of the requirements that need to be fulfilled before the conferment of degree in Education. The duration


of teaching practicum is at least 12 weeks and it is conducted at schools as set by the faculty.

• Industrial Training:-Industrial training is for students who specialized in Technical and Engineering Education. One of its purposes is to expose students to industrial activities and state of affairs. Students will gain working experiences in the related industry that helps them to use the knowledge gained in educational profession later on.

d. ICT and Multimedia subjects

The subjects emphasize on skills, mastery, knowledge and theoretical framework related to ICT and educational multimedia. It is especially designed to train future teachers in facing the challenges of their profession in todays’s ICT era. Future teachers will be exposed to theoretical framework as well as ICT and multimedia in the process of teaching and learning. Among the subjects offered are: ICT in Education, Teaching method in software development, Audio and Video technology, CD-Rom and web based multimedia and Programming language.

PROGRAMME MANAGEMENT

All programmes are managed through lectures, practical work and projects. Lectures are conducted every week according to schedules as determined by the faculty. Students will be exposed to practical exercises in labs or workshops or studios to gain related skill. Others than lectures and practical work, it is compulsory for all final year students to conduct a study which is either research base or software development or technological design. It is made compulsory for students to undergo practicum in school or/and industry during predetermined duration.

ASSESSMENT

Assessment of each subject is continuously conducted throughout the semester based on course work and final exam. Course work assessment is based on quizzes, assignments, presentations and test. Course work assessment and final exam comprise of not more than 50% from the whole assessment. Assessment of certain subject like practical can be conducted based on course

work. Assessment for practicum can be carried out by supervisors elected by the faculty according to procedures.

CONFERMENT OF DEGREE

Students who have completed the Bachelor of Education within the projected duration will be conferred with one of the following degrees according to their specializations:-

- Bachelor of Science with Education (Physics)- Bachelor of Science with Education (Chemistry)- Bachelor of Science with Education (Mathematics)- Bachelor of Science with Education (Sport Science)- Bachelor of Science with Education (Teaching English

as Second Language)- Bachelor of Science with Education (Islamic Studies)- Bachelor of Technology with Education

(Mechanical Engineering)- Bachelor of Technology with Education (Living Skills)- Bachelor of Technology with Education (Electric and Electronics)- Bachelor of Technology with Education (Building Construction)

19

List of Lecturers and Academic Qualifications

21

DeanMohamad bin Bilal Ali, Assoc. Prof. Dr.B. Sc. Maths. With Edu. (Hons) (UTM)M.S. (Ohio, Athens)Ph.D (Educational Technology) (UTM)* : [email protected]

Deputy Dean (Development)Zainal Abidin Zainuddin, Assoc. Prof. Dr.B.Ed (Hons) (Physical Education) (UPM)M.Ed (Sports Science) (UPM)Ph.D (Exercise Physiology) (QUT)* : [email protected]

Deputy Dean (Academic)Muhammad Sukri bin Saud, Assoc. Prof. Dr.Dip. Sc. (UiTM)B.Ed (Agric. Sciences) (Uni. Putra Malaysia)M.Sc (Industrial/Tech. Edu. (Uni. Of Wisconsin - Stout)Ph.D (Technical & Career Edu.) (Ohio State Uni.)* : [email protected]

Head of Department, Department of Educational FoundationsAbdul Rahim bin Hamdan , Assoc. Prof. Dr.B.A.Ed.(Hons) (Geography) (USM)M.Ed. (Curriculum & Instruction) (UTM)Ph.D (Profesional & Continuing Education ) (University of Surrey)* : [email protected]

Head of Department, Department of Technical and Engineering EducationMohd Safarin bin Nordin, Dr.Dip. Mech. Eng.(UTM)B.Tech. Ed. (Hons) (UTM)M.Ed (Technical & Vocational Education) (UTM)Ph.D (Technical & Vocational Education) (UTM)* : [email protected]

LIST OF LECTURERS AND ACADEMIC & PROFESIONAL QUALIFICATIONSHead of Department, Department of Science and Mathematic EducationNoor Azlan bin Ahmad Zanzali, Prof.Dr.Dip.Sc.Ed. (Mathematics Education) (UTM)B.Sc.Ed. (Hons) (Mathematics) (UTM)M.Sc. (Mathematics Education) (Winconsin-Madison)Ph.D. (Mathematics Education) (Winconsin-Madison)* : [email protected] of Department, Department of Social Science EducationZainudin bin Abu Bakar, Dr.BA Hons (History) Univ. Pandjadjaran, Bandung Indonesia.Dip. Ed.( UTM) M.A. Ed. (Educational Psychology ) (UKM) EdD (Educational Psychology) (Univ. of Bristol, U.K)Ph.D (Psychology Educational) (Uni. Of Bristol)* : [email protected]

Head of Department, Department of Educational MultimediaNoraffandy bin Yahaya, Dr.B.Sc (Hons) (Computer Education) (UTM)M.Sc (Computer Education) (UTM)Ph.D (ICT in Education) (Leeds)* : [email protected]

Head of Department, Department of External ProgrammesMohd. Zolkifli bin Abd. Hamid, Dr.B.Sc (Hons) (Food Sciences) (UKM)Dip. Ed (Biology & Science) (UKM)M.Ed (Technical & Vocational Edu) (UTM)Ph.D (Technical & Vocational Edu) (UTM)* : [email protected]

Head of Department, Department of Postgraduate StudiesYusof bin Boon, Assoc. Prof. Dr.B.A (Hons) (Uni. Hasanuddin)M.A (Uni. Hasanuddin)Dip. Ed (UKM)Ph.D (Planning & Education Management) (UM)* : [email protected]


Information Technology ManagerMegat Aman Zahiri bin Megat Zakaria B.Sc. Comp. With Edu. (Hons) (UTM)M.Sc.(Information Technology.) (USM)* : [email protected]

Laboratory ManagerAmirmudin bin Udin, Dr.Polytechnic Cert. (PUO)Dip. Mech. Eng. (UTM)B. Tech. Ed. (Hons) (UTM)M. Ed. (Technical & Vocational Education) (UTM)Ph.D (Technical & Vocational Education) (UTM)* : [email protected]

Deputy RegistrarMohd. Zaires bin Md. DarisB.P.A. (Hons) (UUM)* : [email protected]

Assistant Registrar (Human Resources Management)Yasni Nurul Huda Hj. Mohd. YasinBBA (Transport)(UiTM)MSc. (International Transport) (Wales)* : [email protected]

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

Head of DepartmentAbdul Rahim bin Hamdan , Assoc. Prof. Dr.B.A.Ed.(Hons) (Geography) (USM)M.Ed. (Curriculum & Instruction) (UTM)Ph.D (Profesional & Continuing Education ) (University of Surrey)* : [email protected]

Professor

Mohd. Tajuddin Ninggal, Professor Dr.Cert. Ed. (MPMK)Dip. Ed. (Hons) (Counseling) (UPM)M.A (Counseling) (Western Michigan)Ph.D (Counseling) (Western Michigan)* : [email protected]

Mohamed Najib bin Abd Ghafar, Professor Dr.B.S. (Biology) (Northern Illinois)Dip.Ed.(UKM) M.Sc.(Ed. Technology) (UTM) Ph.D (Higher Education) (University of Surrey)* : [email protected]

Zaitun Hj. Sidin, Profesor Dr.Dip.Ed.(UM)B.A.(Hons) (History) (UM)M.Ed. (Ohio)Ph.D (Curriculum & Instructions) (University of Iowa)* : [email protected]

Associate Professor

Abdul Rahim bin Hamdan , Assoc. Prof. Dr.B.A.Ed.(Hons) (Geography) (USM)M.Ed. (Curriculum & Instruction) (UTM)Ph.D (Profesional & Continuing Education ) (University of Surrey)* : [email protected]

Azizi bin Hj. Yahaya, Assoc. Prof. Dr.Cert. Ed. (MPTI)B.Ed.(Hons) (Agric.) (UPM)M. Ed. (Psychology) (UKM)Ph.D (Training Management) (UPM) * : [email protected]

Baharin bin Abu, Assoc. Prof. Dr.B.S. (Geography & Geology) (E. Michigan), USAM.A.Ed (Curriculum & Instruction) (E. Michigan), USAPh.D (Instruction and Cont. Professional Development in Higher Education) (Birmingham) U.K* : [email protected]

Hamdan bin Said, Assoc. Prof. Dr.Dip. Sc. Ed. (Physic & Math’s) (UTM)B.Sc. Ed (Hons) (Physic, Math’s & English) (UTM)M.Ed (Leadership & Management) (QUT – Australia)Ed.D (Higher Education Administration – Student Development) (Idaho State - USA)* : [email protected]

23

Mohd. Anuar bin Abdul Rahman, Assoc. Prof. Dr.Cert. Ed. (MPIK)B.Economy (UM)M.Ed (Management & Adminstration) (UTM)Ph.D (Management & Adminstration) (UTM)* : [email protected]

Mohamed Sharif bin Mustaffa, Assoc. Prof. Dr. Cert.Ed.(MPTI)B.Ed. (Hons) (Counseling ) (UPM)M.Ed. (Ed. Counseling) (QUT).P.hD (Education & Counseling ) (QUT)* : [email protected]

Syed Mohamed Shafeq bin Syed Mansor Alhabshi, Assoc. Prof. Dr.Cert.Ed. (MPTI)B.Ed.(Hons) (Agric Science) (UPM)M.Ed. (Guidance & Counselling) (UKM)Ph.D (Guidance & Counselling) (UTM)* : [email protected]

Yeo Kee Jiar, Assoc. Prof. Dr.B.A. (with Ed.) Hons. (BM) (USM)M.Ed. (Educational Technology) (UTM)Ph.D (Educational Psychology) (UTM)* : [email protected] [email protected]

Yusof bin Boon, Assoc. Prof. Dr..B.A (Hons) (Uni. Hasanuddin)M.A (Uni. Hasanuddin)Dip. Ed (UKM)Ph.D (Planning & Education Management) (UM)* : [email protected]

Senior Lecturer

Ahmad Johari bin Sihes, Dr.B.Sc. (Chemistry) (Univ. of Minnesota)M.Ed. (Curriculum & Instruction) (Univ. of Minnesota)Ph.D (Curriculum & Instruction) (UTM)* : [email protected]

Azlina binti Mohd. Kosnin, Dr.B. Human Sc. (Psychology) (UIAM)M.Sc in Education (Child Development) (IOE, University of Lon-don)Ph.D (Children Psychology) (Newcastle Upon-Tyne, UK)* : [email protected]

Lokman Mohd. Tahir, Dr.B.A (Linguistic) (USM)Dip. Ed (USM)M.Ed (Management & Administration) (UKM)Ph.D (Educational Management) (UKM)* : [email protected] M. Al-Muz-Zammil bin Yasin, Dr.B.Sc (Hons) (Computer Education) (UTM)M.Ed (Policy & Leadership) (Ohio State)Ph.D (Educational Leadership) (Florida Atlantic Uni.)* : [email protected] Nooraini binti Othman, Dr. B.Econs (Hons) (UIAM)M.Ed (Educational Psychology) (UTM)Ph.D (Educational Psychology) (UIAM)* : [email protected]

Zainuddin bin Abu Bakar, Dr.Dip. Ed (UTM)B.A (Hons) (Uni. Pandjajaran, Indonesia)Med (Educational Psychology) (UKM)EdD (Educational Psychology) (Uni. Of Bristol)* : [email protected] [email protected]

Bambang Sumintono, Dr.Dip.Ed. (Chemistry Education) (Institut Pertanian Bogor, Indone-sia)B.Ed. (Chemistry Education) (Universitas Terbuka, Indonesia)M.Ed (Educational Administration) (Flinders University, Australia)Ph.D (Educational Policy) (Victoria University of Wellington, New Zealand)* : [email protected]


Faizah binti Abd. Ghani, Dr.Dip. (UiTM)B.Ed (Instructional & Counseling) (UPM)M.Ed (Instructional & Counseling) (UTM)Ph.D (Instructional & Counseling) (UTM)* : [email protected]

Mehmet Ozay, DrB.Ed (English Language Education) (Republic Of Turkey Marmara University)M.A (Sociology And Anthropology) (Turkish Republic Marmara Uni)Ph.D (Religion Sociology) (Marmara University)* : [email protected] bin HushinDip. Ed (Physics) UTMB.Sc. Ed. (Hons) (Physics) (UTM)M. Ed. (Curriculum & Instruction) (Washington State)* : [email protected]

Nora binte Mislan, Dr.B.A (Education (Early Childhood Education)) (University of South Australia)M.Ed (Education Psychology) (UTM)Ph.D (Education Psychology) (UTM)* : [email protected]

Hee Jee Mei, Dr.B.Sc.Ed. (Hons) (Agric) (UPM)M.Sc (Curriculum & Instruction) (UPM)Ph.D (Profesional Educational Training) (Deakin University Aus-tralia)* : [email protected]

Jamaludin bin Ramli*B.Econ.(Hons) (Public Administration) (UM)Dip.Ed. (UIA),M.Ed. (Guidance & Counselling) (UTM)* : [email protected]

Khadijah binti Daud, Dr.B.Ec.(Hons) (Analytical Econ’s) (UM)Dip. Ed. (UM)M.Sc.(Learning Disability) (Indiana)Ph.D (Management & Education) (UTM)* : [email protected] Hamimah binti Abu Naim, Dr.Dip. Sc. Ed. (Chemistry & Physics) (UTM)B.Sc. Ed. (Physics) (UTM)M.Ed (Measurement & Evaluation) (UTM)Ph.D (Educational Psychology) (UTM)* : [email protected]

Lecturer

Adibah binti Abdul Latif*B.Sc. Ed (Islamic Studies) (UTM)M.Ed. (Measurement & Evaluation) (UTM)* : [email protected]

Hadijah binti Jaffri*B. Sc (Psychology) (UIAM)M. Ed. (Educational Psychology) (UIAM)* : [email protected]

Hartini binti Abdul Rahman*B.Sc. Ed. (Hons) (Counseling and Guidance) (UTM)M.A. (Counseling Psychology) (Western Michigan University)* : [email protected]

Mahani binti Mokhtar, Dr.B. Ed. (TESL) (Hons) (UKM)M. Ed. (Education & Development) (UTM)Ph.D (Education) (Bristol University)* : [email protected]

Narina binti A. Samah, Dr.B.H.Sc. in Psychology (Hons) (UIAM)Master of Human Sciences (Psychology) (UIAM)Ph.D (Psychology) (Bristol Uni.)* : [email protected]

25

Roslee bin Ahmad, Dr.Cert. Business Studies (UTM)B.Spc.Ed (UKM)M.Sc (Guidance & Counselling) (UPM)Ph.D (Guidance & Counselling) (UTM)* : [email protected]

Shahrin bin HashimB.B.A (Hons) (Marketing) (UUM)Dip.Ed. (UTM) M.Ed. (Education & Development) (UTM)* : [email protected]

Sanitah binti Mohd YusofB. A (Hons) (Lit. & Linguistic) (USM)M. Ed. (Curriculum & Instruction) (UTM)* : [email protected]

Zainudin bin HassanB. A. (Hons) (Linguistic) (UKM)M. Ed. (Education & Development) (UTM)* : [email protected]

Zairul Nor Deana binti Md Desa*B.Sc. (Industrial Mathematics) (UTM)M.Sc (Mathematics) (UTM)* : [email protected]

Note:* Study Leave

DEPARTMENT OF EDUCATIONAL MULTIMEDIA

Head of DepartmentNoraffandy bin Yahaya, Dr.B. Sc. Comp. With Edu. (Hons) (UTM) M.Ed. (Educational Technology) (UTM)Ph.D (Computer Based Learning) (Leeds Uni.)* : [email protected]

Professor

Baharuddin bin Aris, Professor Dr.B.Sc (Agriculture Education) (Iowa State University)M.Sc (Curriculum & Instructional Media) (Iowa State University)Ph.D (Educational Technology (Multimedia)) (UTM / Robert Gordon University)* : [email protected]

Rio Sumarni binti Hj. Shariffudin, Professor Dr.B.Sc (Chemistry Education) (UTM)M.Ed (Organometallic) (Sussex University)Ph.D (Computer Education) (UTM)* : [email protected]

Associate Professor

Mohamad bin Bilal Ali, Assoc. Prof. Dr.B. Sc. Maths. With Edu. (Hons) (UTM)M.S. (Ohio, Athens)Ph.D (Educational Technology) (UTM)* : [email protected]

Jamalludin bin Harun, Assoc. Prof. Dr.B. Sc. Comp. With Edu. (Hons) (UTM) M.Ed.(Educational Media & Computers) (Arizona State)Ph.D (Educational Technology) (UTM)* : [email protected]

Zaidatun binti Tasir, Assoc. Prof. Dr.B. Sc. Comp. With Edu. (Hons) (UTM)M.Ed.(Educational Media Computers) (Arizona State)Ph.D (Educational Technology)(UTM)* : [email protected] Senior Lecturer

Noraffandy bin Yahaya, Dr.B. Sc. Comp. With Edu. (Hons) (UTM) M.Ed. (Educational Technology) (UTM)Ph.D (Computer Based Learning) (Leeds University)* : [email protected]


Dayang Hjh Tiawa binti Awang Hj. Hamid, Dr.B.Sc. (Bahasa Malaysia) (UPM)M.Ed. (Educational Technology) (UTM)Ph.D (Educational Technology) (UTM)* : [email protected]

Abdul Razak bin IdrisB.Sc (Geology) (UKM), Post Grad. Diploma (Library Science) (UiTM)M.Sc. (Educational Technology) (UTM) * : [email protected]

Johari bin HassanDip. Agric. (UPM) B. Ed. (Agricultural Science) (Hons), (UPM)M.Sc. (Communication Development) (UPM)* : [email protected]

Lecturer

Juhazreen bin Junaidi*B.Sc. (Islamic Studies) (UTM)M.Ed. (Educational Technology) (UTM)* : [email protected]

Megat Aman Zahiri bin Megat ZakariaB. Sc. Comp. With Edu. (Hons) (UTM) M.Sc.(Information Technology.) (USM)* : [email protected]

Mohd Nihra Haruzuan bin Mohamad Said*B. Sc. Comp. With Edu. (Hons) (UTM) M.Sc (Virtual Environments) (Salford)* : [email protected]

Mohd Fadzli bin AliB. Comm (Hons) (USM)M.Sc. (Telecommunication) (Ohio)* : [email protected]

Noor Azean binti Hj. Atan*Diploma Computer Sc. (UiTM)B.Sc. (Computer Sc.) (Hons) (UTM)M.Sc. (Information Technology) (UiTM)* : [email protected]

Norah binti Md. NoorDiploma Computer Sc. (UiTM)B.Sc. (Information Technology) (UiTM)M.Sc (Computer Science) (East Anglia)* : [email protected] binti Abdullah*Bachelor of Design (Graphic Advertising ) (UiTM)Master of Design (Visual Communication) (Monash)* : [email protected]

Norasyikin binti Mohd Zaid*B.Sc. (Computer Sc.) (Hons) (UTM)M.Ed. (Educational Technology) (UTM)* : [email protected]

Shaharuddin bin Md Salleh*Bachelor of Design (Graphic) (UiTM)M.Ed. (Educational Technology) (UTM)* : [email protected]

Tutor

Noor Dayana binti Abdul Halim*B. Sc. Comp. With Edu. (Hons) (UTM) * : [email protected]

Mohd. Shafie bin Rosli*B. Sc. Comp. With Edu. (Hons) (UTM) * : [email protected]

Norazrena binti Abu Samah*B. Sc. Comp. With Edu. (Hons) (UTM) * : [email protected]

Nurbiha binti A. Shukor*B. Sc. Comp. With Edu. (Hons) (UTM) * : [email protected]

Note:* Study Leave

27

DEPARTMENT OF SOCIAL SCIENCE EDUCATION

Head of DepartmentZainuddin bin Abu Bakar, Dr.Dip. Ed (UTM)B.A (Hons) (Uni. Pandjajaran, Indonesia)Med (Educational Psychology) (UKM)EdD (Educational Psychology) (Uni. Of Bristol)* : [email protected] [email protected]

Professor

Abdul Hafidz bin Omar, Profesor Dr.Cert.Ed.(MP.Pinang)B.Edu. (Physical Edu.) (UPMM.Ed. (Leadership) (QUT)Ph.D (Health) (QUT)* : [email protected]

Associate Professor

Mohad Anizu bin Hj. Mohd Nor, Assoc. Prof. Dr.B.A. (Hons) (Sports Science) (UM)M.Sc. (Sports Science) (Ohio)Ph.D (Sports Science) (USM)* : [email protected]

Zainal Abidin bin Zainuddin, Assoc. Prof. Dr.B.Sc.Ed.(Hons) (Physical Edu.) (UPM)M.Ed. (Sports Science) (UPM)Ph.D (Exercise Physiology)(Edith Cowan University, Australia)* : [email protected]

Senior Lecturer

Halijah binti Ibrahim, Dr. B.Sc.Ed.(Hons) (Physical Edu.) (UPM)M.Sc.((Sports Science) (ITM/Uni. Of New South Wales)Ph.D ((Sports Science) (University Of Western Australia)* : [email protected]

Hafizah binti Harun, Cert.Ed.(MPRM)B.Sc.Ed (Exercise Science) (Uni. of Kansas)M.Sc.Ed (Sports Science- Biomechanics/Sports Psychology) (Uni. of Kansas)* : [email protected]

LecturerAsha Hasnimy binti Mohd. Hashim*B.Ed (Sport Science) (UTM)M.Sc (Health Science -Biomedical) (University of Wollongong)* : [email protected]

Syahrul Ridhwan bin MorazukiB.Ed (Sport Science) (UTM)M.Sc (Sport Science) (USM)* : [email protected]

Tutor

Muhammad Hafiz bin Ismail*B.Sc (Sport Science) (UTM)M.Sc (Sport Science) (UPSI)* : [email protected]

Fakhrul Anwar bin KhalilDip. (Accounting-Management Technology) (UTM)B.Sc (Sport Science) (UTM)* : [email protected]

Diyana Zulaika binti Abdul GhaniB.Sc (Sport Science) (UTM)* : [email protected]

Note:* Study Leave


DEPARTMENT OF SCIENCE AND MATHEMATIC EDUCATION

Head of DepartmentNoor Azlan bin Ahmad Zanzali, Profesor Dr.Dip.Sc.Ed. (Mathematics Education) (UTM)B.Sc.Ed. (Hons) (Mathematics) (UTM)M.Sc. (Mathematics Education) (Winconsin-Madison)Ph.D. (Mathematics Education) (Winconsin-Madison)* : [email protected]

Professor

Ismail bin Kailani, Profesor Dr.Dip.Ed. (UKM) Dip.O.R. (Southampton)B.Sc. (Hons) (Math) (UKM)M.Ed. (Mathematics Education) (Ohio)Ph.D. (Math Education) (Ohio)* : [email protected]

Mohd Salleh bin Abu, Profesor Dr.B.Sc. (Mathematics) (UKM)Dip.Ed. (UKM)M.Sc. (Mathematics) (Sheffield)Ph.D. (Mathematics Education) (West London)* : [email protected]

Noor Azlan bin Ahmad Zanzali, Profesor Dr.Dip.Sc.Ed. (Mathematics Education) (UTM)B.Sc.Ed. (Hons) (Mathematics) (UTM)M.Sc. (Mathematics Education) (Winconsin-Madison)Ph.D. (Mathematics Education) (Winconsin-Madison)* : [email protected]

Associate Professor

Aziz bin Nordin, Assoc. Prof. Dip.Ed. (UKM)B.Sc. (Hons) (Chemistry) (UKM)M.Sc. (Chemistry Education) (East Anglia)* : [email protected]

Md Nor bin Bakar, Assoc. Prof. Dr.B.Sc.Ed. (Hons) (Mathematics) (UM)M.Ed. (Mathematics Education) (Keele)Ph.D. (Mathematics Education) (Warwick)* : [email protected]

Mohammad Yusof bin Arshad, Assoc. Prof. Dr.B.Sc.Ed. (Hons) (Chemistry) (UPM)M.Sc. (Nuclear and Radiation Chemistry) (Salford)Ph.D. (Chemistry Education) (East Anglia)e-mail: [email protected]

Mohini binti Mohamed, Assoc. Prof. Dr. B.Sc. (Mathematics) (Northern Illinois)M.Sc.Ed. (Northern Illinois)Ph.D. (Mathematics Education) (Temple, USA)* : [email protected]

Zaleha binti Ismail, Assoc. Prof. Dr.B.A. (Mathematics) (Macalester College)M.A. (Education) (Eastern Michigan)Ph.D. (Mathematics Education) (UTM)* : [email protected]

Senior Lecturer

Fatin Aliah Phang, Dr.B.Sc.Comp.Ed. (Physics) (UTM)M.Ed. (Physics Education) (UTM)M.Phil. (Educational Research) (Cambridge)Ph.D (Educational Research) (Cambridge)* : [email protected]

Johari bin Surif, Dr.B.Sc. (Hons) (Environmental Science) (UKM)M.Ed. (Chemistry Education) (UTM)Ph.D. (Chemistry Education) (UTM)* : [email protected]

Meor Ibrahim bin KamaruddinDip.Sc. (ITM)B.Sc.Ed. (Hons) (UM)M.Sc. (Chemistry Education) (UTM)* : [email protected]

29

Mohd Ali bin IbrahimB.Sc.Ed. (UPM)M.Ed. (Physics Education) (UTM)* : [email protected]

Lecturer

Abdul Halim bin Abdullah*B.Sc.Comp.Ed. (Mathematics) (UTM)M.Ed. (Mathematics Education) (UTM)* : [email protected]

Marlina binti Ali*B.Sc.Ed. (Physics) (UTM)M.Ed. (Physics Education) (UTM)* : [email protected]

Nor Hasniza binti Ibrahim*B.Sc. (Hons) (Biomedical Science) (UPM)M.Ed. (Chemistry Education) (UTM)* : [email protected]

Rohani binti Mohamed*B.A (Mathematics General & English Minor) (University Of Arizon)M.Phil (Teaching & Learning) (University Of Ottawa)* : [email protected]

Tutor

Muhammad Abd. Hadi bin BunyaminB.Sc. Ed. (Physics) (UTM)M. Ed. (Physics Education) (UTM)* : [email protected]

Nurolhuda binti IsmailB.Sc.Ed. (Mathematics) (UTM)M.Ed. (Mathematics Education) (UTM)* : [email protected] Note:* Study Leave

DEPARTMENT OF TECHNICAL AND ENGINEERING EDUCATION

Head of DepartmentMohd Safarin bin Nordin, Dr.Dip.Mech. Eng.(UTM)B.Tech. Ed.(Hons) (UTM)M.Ed.(Technical & Vocational Education) (UTM)Ph.D (Technical & Vocational Education) (UTM)* : [email protected]

Professor

Muhammad Rashid bin Hj. Rajuddin, Professor Dr. Cert. Ed. (MPT)B.A (Industrial Arts) (San Diego State)M.Sc (Industrial Studies) (San Diego State)Ph.D (Curriculum & Instruction (Edu.)) (USIU San Diego)* : [email protected]

Associate Professor

Wilfredo Herrera Libunao, Assoc. Prof. Dr.B.Sc (Crop Science (Agriculture - Agronomy) (CLSU)M.Phil (Crop Science (Agriculture) (CLSU)Ph.D (Extension Edu.; Cognate-Develop. Management) (Uni. Of The Philippines Los Banos)* : [email protected]

Yahya bin Buntat, Assoc. Prof. Dr.Cert. Ed. (MPTI)B.Ed (Hons) (Agro Sciences) (UPM)M.Ed (Technical & Vocational Edu) (UTM)Ph.D (Technical & Vocational Edu) (UTM)* : [email protected]

Muhammad Sukri bin Saud, Assoc. Prof. Dr.Dip. Sc. (UiTM)B.Ed (Agric. Sciences) (Uni. Putra Malaysia)M.Sc (Industrial/Tech. Edu. (Uni. Of Wisconsin - Stout)Ph.D (Technical & Career Edu.) (Ohio State Uni.)* : [email protected]


Senior Lecturer

Mohd. Safarin bin Nordin, Dr.Dip.Mech. Eng.(UTM)B.Tech. Ed.(Hons) (UTM)M.Ed.(Technical & Vocational Education) (UTM)Ph.D (Technical & Vocational Education) (UTM)* : [email protected]

Rohana binti Hamzah, Dr.B.Ed. (Hons)(Home Science) (UPM)M.Ed (Technical & Vocational Education) (UTM)Ph.D (Art & Design Education) (UiTM)* : [email protected]

Mohd. Zolkifli bin Abd. Hamid, Dr.B.Sc (Hons) (Food Science and Nutrition) (UKM)PGDip. Ed (Biology & Science) (UKM)M.Ed (Technical & Vocational Edu) (UTM)Ph.D (Technical & Vocational Edu) (UTM)* : [email protected]

Norani binti Mohd. Nor. Dr.Cert. Ed. (MPTI)Dip. (Fashion & Design) (Granville College, UK)B.Ed (Curtin Uni.)M.Ed (Technical & Vocational Edu) (UTM)Ph.D (Technical & Vocational Edu) (UTM)* : [email protected]

Aede Hatib Bin Musta’amal @ Jamal,DrDip.Mech.Eng (UTM)B.Sc (Hons)(Manufacturing)(UTM)M.Ed(Technical and Vocational Education)Ph.D(Design & Technology)(Loughborough Uni. UK)* : [email protected]

Amirmudin bin Udin, Dr.Polytechnic Cert. (PUO)Dip. Mech. Eng. (UTM)B. Tech. Ed. (Hons) (UTM)M. Ed. (Technical & Vocational Education) (UTM)Ph.D (Technical & Vocational Education) (UTM)* : [email protected]

Mohd Khata bin Jabor, Dr.B.A (Business Economics) (University of Michigan)M.B.A (Management) (West Virginia University)Ph.D. (Business and Technical Education) (Louisiana State University)* : [email protected]

Lecturer

Azlan bin Abdul Latib, Dr.Dip. Agr. Eng (UPM)B. Tech. Ed (Hons) (UTM) M.Ed (Technical & Vocational Education) (UTM)Ph.D (Technical & Vocational Education) (UTM)* : [email protected]

Adnan bin AhmadCert. Ed. (MPT)B. Tech. Ed. (Hons)(UTM)M.Ed. (Technical & Vocational Education) (UTM)* : [email protected]

Asnul Dahar bin Minghat*Cert. Ed. (MPT)B. Tech. Ed.(Hons) (UTM)M.Sc. (Technical & Vocational Education)(UPM)* : [email protected]

Christina Andin @ Nur Qistina binti AbdullahB. Edu (Hons) UPMM.Ed. (Technical & Vocational Education) (UTM)* : [email protected]

Kamalulariffin bin SubariCert.Ed.(MPT)B.Tech.Ed. (Hons) (UTM)M.Ed (Technical & Vocational Education) (UTM)* : [email protected]

Mahyudin bin Arsat*B. Tech (Kejuruteraan Elektrik - Telekomunikasi) (UTM)M.Ed. (Kejuruteraan (Elek.-Elektronik Telekom)) (UTM)* : [email protected]

31

Mohd. Abdillah bin Royo*B.A (Bachelor of Business In Business Administration) (St. Louis Uni)M.A (Pentadbiran Perniagaan) (UiTM)* : [email protected]

Mohd Rizal bin Mohd SaidDip.F.S.Mgmt.(ITM)B.Sc.(Purdue) M.Ed. (Technical & Vocational Education) (UTM)* : [email protected]

Nor Fadila binti Mohd AminB.Tech.Ed.(Hons)(UTM) M.Ed (Technical & Vocational Education) (UTM)* : [email protected]

Sarimah binti IsmailDip. in Sc. (ITM)B.Edu. (Hons) (Home Economics) (UPM)M. Sc. in Ed. (Home Economics) (Queensland University Technol-ogy, Aus)* : [email protected] Yusri bin Kamin*Cert. Ed.(MPT)B.Tech.Ed. (Hons) (UTM)M.Ed. (Technical & Vocational Education) (UTM)* : [email protected]

Tutor

Ahmad Nabil bin Md. Nasir*B. Sc. (Electric Engineering (Electronic)) (UTM)* : [email protected]

Dayana Farzeeha binti Ali*B.Tech. (Education (Civil Engineering)) (UTM)* : [email protected]. Fa’iz bin Ahmad

B. Tech. (Education (Mechanical Engineering)) (UTM)M.Ed (Technical & Vocational Education) (UTM)* : [email protected]

Muhammad Khair bin Noordin*B. Sc. (Electric Engineering (Electronic)) (UTM)* : [email protected]

Nornazira binti SuhairomB. Sc. (Food Service) (UPM)* : [email protected]

Nur Husna bte Abd. WahidB. Sc. (Hons) (Microbiology) (UPM)M. Sc. (Tecnical & Vocational Education) (UPM)* : [email protected]

Rafeizah binti Mohd. ZolkifliB. Tech. (Education (Electrical Engineering)) (UTM)M.Ed (Technical & Vocational Education) (UTM)* : [email protected]

Note:* Study Leave

33

Specification of Programmes


34

SP

PI

-Bac

hel

or o

f Sc

ien

ce w

ith

Ed

uca

tion

(Is

lam

ic S

tud

ies)

35

Department of Sosial Science Education


36

SP

PI

-Bac

hel

or o

f Sc

ien

ce w

ith

Ed

uca

tion

(Is

lam

ic S

tud

ies)

37

BACHELOR OF SCIENCE WITH EDUCATION (ISLAMIC STUDIES)PROGRAMME SPECIFICATIONS

1. Programme Name Bachelor of Science with Education (Islamic Studies)

2. Final Award Bachelor of Science with Education (Islamic Studies)

3. Awarding Institution Universiti Teknologi Malaysia

4. Teaching Institution Universiti Teknologi Malaysia

5. Professional or Statutory Body of Accreditation Ministry of EducationMinistry of Higher Education

6. Language(s) of Instruction English & Malay

7. Mode of Study Conventional

8. Mode of Operation Self-Govern

9. Study Scheme Full Time

10. Study Duration 4 - 6 years (8 - 12 Semesters)

11. Entry Requirements Malaysian Matriculation Certificate/IPTA Foundation Course:i) University Basic Requirements

- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in Malaysian Matriculation Certificate or recognized IPTA Foundation Course with

minimum CGPA of 2.00.- Attained a minimum Band 1 in Malaysian University English Test (MUET).

ii) Specific Requirements of Programme- A pass with credit in Bahasa Melayu/Bahasa Malaysia and Mathematics and a grade 3B in

any of these subjects including High Arabic Language;o Arabic Language & Communication / High Arabic Languageo Islamic Education / Islamic aspiration / Education of Syariah Islamiyyah / Education of

Al-Quran and Al-Sunnah- Good pass in MEdSI test and interview.

Malaysian Higher School Certificate (STPM):i) University Basic Requirements

- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in Malaysian Higher School Certification with minimum CGPA of 2.00.- Attained a minimum Band 1 in Malaysian University English Test (MUET).


38

ii) Specific Requirements of Programme A pass with at least Grade C (a grade point of 2.00) in Shariah / UsuluddinAnd- Pass with at least Grade C (CGPA 2.00) in any one (1) other subject.- A credit in Mathematics at SPM level or equivalent.- A credit in Arabic High Language SPM level or equivalent. Pass Certificate of Thanawi could

be considered as equilvallent.- Good pass in MEdSI test and interview.Or- Passed at least jayyid STAM and get at least jayyid jiddan in the following subjects:

o Balaghaho Nahu & Sarfo Hadis & Mustholaho Tafsir Wa Ulumo Mantiq & Tauhido Fiqh and Usul Fiqh

And- A credit in Arabic High Language SPM level or equivalent. Pass Certificate of Thanawi could

be considered as equilvallent.- Good pass in MEdSI test and interview.

Diploma: i) University Basic Requirements- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- Hold a certified diploma recognised by the Malaysian government and approved by the

University Senate or recognised IPTA Foundation Course with minimal CGPA 2.00.- Attained a minimum Band 1 in Malaysian University English Test (MUET).

ii) Specific Requirements of Programme - Holds a Diploma in Islamic Studies or equivalent from any recognized institution and related to

the course applied for and passed with a minimum CGPA 2:50Or- Other qualifications recognized by the government and related to the course applied for and

approved by the UTM Senate with a minimum CGPA 2:50Or- Candidates who obtain a minimum CGPA 2.50 but have at least 2 (two) years working

experience in applied are also eligible to apply.- A credit in Mathematics at SPM or equivalent with at least Grade C in one of Mathematics at

Diploma level.- Good pass in MEdSI test and interview.

SP

PI

-Bac

hel

or o

f Sc

ien

ce w

ith

Ed

uca

tion

(Is

lam

ic S

tud

ies)

39

Note: a. Candidatesarerequiredtosubmitcertifiedcopiesofdiplomatogetherwiththefulltranscripts

andaletterconfirmingthecompletionofstudybyauthorityoftheawardinginstitution.b. Theactualdurationofstudywillbedeterminedbythenumberofcredittransferapprovedby

theUniversity.

12. Programme Objectives

At the end of the programme, graduate teachers should be able to: a. Relate and manipulate knowledge and applications of the Islamic Studies principles especially those related with the teaching &

learning (T&L) of Islamic Studies at secondary and tertiary levels of education.b. Integrate and demonstrate knowledge and skills of pedagogy, psychology, philosophy, assessment and other learning-related

areas in the T&L of Islamic Studies.c. Apply and demonstrate knowledge and skills in ICT and multimedia creatively, innovatively and effectively to produce effective

T&L and education-related activities. d. Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Islamic Studies Education

either in written or oral form across a wide range of contexts and stakeholders (students, parents, colleagues and community).e. Demonstrate the ability to think and solve problems critically, creatively and innovatively. f. Work collaboratively as part of a team undertaking a range of different team roles.g. Respond and adapt readily to changing situations and to continue learning independently in the acquisition of new knowledge

and skills.h. Explore the basics of business and job opportunities. i. Demonstrate exemplary leadership skills as educator and leader of community. j. Practice high ethics and integrity.k. Demonstrate knowledge and skills related to humanities and other fields not stated in (a), (b) and (c) essentials for the development

of a holistic educator.


40

13. Programme Outcomes (PO)

Programme Outcomes (PO) Intended Learning Outcomes Teaching and Learning Methods Assessment

PO1Knowledge & Applications of Islamic Studies

Relate and manipulate knowledge and applications of the principles of Islamic Studies.

Lectures, tutorials, seminars, laboratory works, directed reading, independent research, problem-based learning.

Examinations, tests, quizzes, reports, seminar presentations, essay, observation, disertation, assignments, practicum, industrial training, portfolio.

PO2Knowledge & Applications of Education

Integrate and demonstrate knowledge of pedagogy, psychology, philosophy, assessment and other fields related to the profession of teaching.

Microteaching, teaching practicum, lectures, tutorials, seminars, laboratory works, directed reading, independent research, problem-based learning.

Microteaching presentations, teaching practicum, examinations, tests, quizzes, laboratory reports, seminar presentations, discussions, problem-based exercises, individual/group projects/assignments.

PO3Knowledge & Skills in ICT & Multimedia

Apply and demonstrate knowledge and skills in ICT and multimedia creatively, innovatively and effectively

Lectures, seminars, laboratory works, independent research, problem-based learning

Examinations, tests, quizzes, laboratory reports, seminar presentations, discussions, individual/group projects/assignments.

PO4Communication Skills

Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Islamic Education either in written or oral form to appropriate audience.

Discussions, project work, seminars, dialogs, independent research, group project.

Oral presentations, group reports, learning log/ diaries, teaching assessment, written assignment, laboratory reports, thesis

PO5Critical Thinking & Problem Solving

Demonstrate the ability to think and solve problems critically, creatively and innovatively.

Independent research projects, group research projects, discussions, teaching practices

Lesson plan, teaching portfolio, individual/group projects/assignments.

PO6Team Working

Work collaboratively as part of a team undertaking a range of different team roles

Project works and group discussions

Group projects/assignments, presentations and reports

PO7Life-long Learning




SP

PI

-Bac

hel

or o

f Sc

ien

ce w

ith

Ed

uca

tion

(Is

lam

ic S

tud

ies)

41

PO8Entrepreneurship Skills

Respond and adapt readily to changing situations and to continue learning independently in the acquisition of new knowledge and skills

Tutorials, laboratory works, group assignments

Group reports, learning logs/diaries

PO9Leaderships Skills

Demonstrate exemplary leadership skills as educator and leader of community.

Laboratory works, group assignments, tutorials

Peer evaluation, learning logs, group reports, independent reports

PO10Ethics & Integrity

Practice high ethics and integrity Independent research projects, group research projects, practicum, microteaching

Lesson plans, independent project reports, learning portfolios, presentations, peer evaluations

PO11General Knowledge

Demonstrate knowledge and skills related to humanities and other fields not stated in PO1, PO2 and PO3.

Lectures, discussions, seminars, presentations, independent research, group projects

Presentations, examinations, individual/group projects/assignments

14. Classification of Subjects

No. Classification Credit Hours Percentage MPTN Percentage Standard

i. Core Courses 77 57.4% 50-60%

ii. Elective Courses 37 27.6% 25-30%

iii. Compulsory University Courses 20 15% 15-20%

Total 134 100%

15. Total Credit Hours to Graduate: 134

16. Programme Structures and Features, Curriculum and Award Requirements

Programme Structure & Features:This programme is offered on full-time mode and is based on a two-semester academic session with several subjects being conducted and assessed in each semester. In most cases, assessments are made using a combination of various methods namely course works, final examinations and a final year project.

This programme offers several optional academic activities that would enhance ones' professional character. These may take form in one or combination of the following:

o A two-credit service learning courseo Student spends a full semester in selected countries to participate in a study abroad programme (which normally carries a eight-

credit equivalent workload). o Student spends a two weeks period (or shorter) abroad to participate in the Global Outreach Programme (GOP).


42

The programme consists of three main capstones namely Teaching Practice, Undergraduate Project and Multimedia-Based Project. Each capstone is made of a combination of several corner stones which are to be taken in specific sequence.

Capstones Corner Stones (Courses)

Teaching Practice i. Philosophy of Educationii. Psychology of Educationiii. Fundamental of Pedagogyiv. Teaching Methodsv. Micro-Teaching

Undergraduate Project i. Measurement & Evaluation in Educationii. Research Methods in Educationiii. Islamic Education

Multimedia-Based Project i. Multimedia Software Designii. Authoring Languageiii. Creative Multimedia Technologyiv. Programming Elective

Assessment: Comprises of single component or combination of course work, final examination and a final year project. In most cases, course work would carry no more than 50% of the total assessment mark except for the laboratory, workshop and practical courses at which assessment is fully based on the coursework.

Award Requirements: A candidate will be awarded with a degree of Bachelor of Science with Education (Islamic Studies) upon succesful completion of all courses prescribed in the programme structure within a permitted study duration with a Cummulative Grade Point Average (CGPA) not less than 2.00 .

SP

PI

-Bac

hel

or o

f Sc

ien

ce w

ith

Ed

uca

tion

(Is

lam

ic S

tud

ies)

43

YEAR 1

Semester 1 Semester 2

SICI 1022 Aqidah Islamiyyah I 2 SICI ---2 Elektif Pengajian Islam I 2

SICI 1202 Qawaid Lughah Arabiyyah I 2 SICI 2312 Fiqh Ibadah II 2

SICI 1013 Al-Quran Wa Hifzuh 3 SICI 1322 Usul Fiqh I 2

SICI 1302 Fiqh Ibadah I 2 SPPM 1013 Telecommunication and Networking 3

SPPM 1002 Teaching And Learning Technology 2 SPPM 1702 Multimedia and Web Applications Design 2

UICI 1012 Islam and Asian Civilization 2 SPPP 1012 Psychology in Education 2

UPPP 1002 Introduction to Teaching Profession 2 SPPP 1002 Philosophy Education 2

ULAB 1112 English for Academic Communication 2 UHAS 1172 @

UHAS 1162

Dinamika Malaysia (Pelajar Tempatan)@

Arts, Custom & Beliefs (Pelajar Antarabangsa)

2

UKQP 1881 Sport Management & Skills 1 UQ ---1 Uniform Unit 1 1

TOTAL 18 TOTAL 18

YEAR 2


SICI 2112 Manhaj Tafsir 2 SICI 2102 Akhlak dan Tasawuf 2

SICI 2212 Qawaid Lughah Arabiyyah II 2 SICI 2412 Kaedah Mengajar Bahasa Arab 2

SICI 2402 Asas Pedagogi Bahasa Arab 2 SICI 2432 Kaedah Mengajar Pendidikan Islam II 2

SICI 2422 Kaedah Mengajar Pendidikan Islam I 2 SPPM 2332 Multimedia Authoring Language 2

SPPM 1303 Computer System and Multimedia 3 SPPP 2032 Measurement and Evaluation in Education 2

SPPM 2342 Management Information System in Education

2 SICI ---2 Elektif Pengajian Islam III 2

SICI ---2 Elektif Pengajian Islam II 2 ULAB 2112 Advanced English for Academic Communication

2

SPPR 2862 Co-Curriculum Management 2

SPPA 2001 Micro Teaching 1 UXXX 2XX2 Elektif Pembangunan Insaniah/ Globalisasi 2

UICI 2022 Science, Technology & Mankind 2

TOTAL 18 TOTAL 18


44

YEAR 3


SICI ---2 Elektif Pengajian Islam IV 2 SPPA 3008 Teaching Practice 8

SICI 2032 Aqidah Islamiyyah II 2

SICI 2242 Balaghah 2

SICI 3332 Usul Fiqh II 2

SICI 2342 Ekonomi Islam 2

SICI 3222 Qawaid Lughah Arabiyyah III 2

SICI 3342 Qawaid Fiqhiyyah 2

SPPP 3042 Research Methods in Education 2

UXXX XXX2 Elektif Inovasi & Kreatif 2

TOTAL 18 TOTAL 8

YEAR 4


SICI 4042 Ulum Quran 2 SICI 4052 Ulum Hadis 2

SICI 4072 Sirah Nabawiyyah 2 SICI 4092 Pemikiran Islam 2

SICI ---2 Elektif Pengajian Islam V 2 UHAS 3102 Enterpreneurship 2

SPPM 4303 Multimedia Software Development 3 SPPM 4712 Teaching Methods in Computer Science 2

SPPP 4052 Sociology and Professionalism 2 SPPP 4502 Counseling and Guidance 2

SPPU 4902 Undergraduate Project I 2 SPPP 4043 Teacher Development (BIG) 3

ULAB 3--2 English Language Elective (Communication)

2 SPPU 4904 Undergraduate Project II 4

UQ ---1 Uniform Unit II 1 UKQP1891 Athletic Management & Skills 1

SPPP 2002 Fundamental of Pedagogy 2

TOTAL 18 TOTAL 18

Total Credit = 134 Counted Credit = 134

SP

PI

-Bac

hel

or o

f Sc

ien

ce w

ith

Ed

uca

tion

(Is

lam

ic S

tud

ies)

45

17a. Mapping of Subjects onto Programme Learning Outcomes

PROGRAMME OUTCOMES

SUBJECTS OFFERED

Know

ledg

e &

Appl

icatio

ns o

f Is

lam

ic St

udie

s

Know

ledg

e &

Appl

icatio

ns o

f Ed

ucat

ion

Know

ledg

e &

Skills

in IC

T &

Mul

timed

ia

Com

mun

icatio

n Sk

ills

Critic

al T

hink

ing

& Pr

oble

m

Solvi

ng

Team

Wor

king

Life

-long

Lea

rnin

g

Entre

puer

nesh

ip S

kills

Lead

ersh

ip S

kills

Ethi

cs &

Inte

grity

Gen

eral

Kno

wled

ge

Code Subject PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11

Core Subjects

SPPA 2001 Microteaching a a c 1 - - 2 - - 2 -

SPPA 3008 Teaching Practice a a c 1 1 2 1 2 1 1 2

SPPM 1002 Teaching & Learning Technology c a a 1 2 1 2 2 2 - -

SPPM 1013 Telecommunication & Networking - c a 1 2 - 1 2 - 1 -

SPPP 1002 Philosophy of Education - a - - 1 2 2 - - 2 -

SPPP 1012 Psychology of Education - a - 1 2 2 1 - - 2 -

SPPP 2002 Fundamental of Pedagogy - a - 1 1 - 2 - - 2 -

SPPP 2032 Measurement & Evaluation in Education - a c 2 2 - 1 - - - -

SPPP 3042 Research Methods in Education - a c 1 1 2 2 - - 1 -

SPPP 4043 Teacher Development - a - 1 2 1 2 2 1 1 2

SPPP 4052 Sociology & Professionalism - a - 2 2 1 2 1 2 2 -

SPPP 4502 Counselling & Guidance - a - 1 2 - 2 - 1 2 -

SPPR 2862 Co-curriculum Management - a - - 1 1 2 2 2 1 -

SPPU 4902 Undergraduate Project I a a c 2 1 - 1 - - 1 c

SPPU 4904 Undergraduate Project II a a c 1 1 - 1 2 - 1 c

UPPP 1002 Introduction to Teaching Profession - a - 2 - 1 2 - 2 1 -


46

SICI 1202 Qawaid Lughah Arabiyyah I a a c 1 1 2 2 - - -

SICI 2212 Qawaid Lughah Arabiyyah II a a c 1 - 2 2 - 1 -

SICI 3222 Qawaid Lughah Arabiyyah III a a c 1 - 2 2 - 1 -

SICI 2422 Methods of Teaching Islamic Education I a a c 1 1 2 2 - - -

SICI 2432 Methods of Teaching Islamic Education II a a c 1 1 2 2 - - -

SICI 2412 Arabic Teaching Methods a a c 1 1 2 2 - - - -

SICI 2402 Basic Arabic Language Pedagogy a a c 2 1 1 - - 1 1 -

SICI 1013 Al-Quran Wa Hifzuh a c - 2 2 1 2 - 2 1 -

SICI 4072 Sirah Nabawiyyah a c - 1 - 1 2 - 1 2 -

SICI 1022 Aqidah Islamiyyah I a c - 1 - 2 2 - - 1 -

SICI 2032 Aqidah Islamiyyah II a c - 2 1 2 2 - - 1 -

SICI 1322 Usul Fiqh I a c - 2 1 2 2 - - 1 -

SICI 1302 Fiqh Ibadah I a c - 2 1 2 1 - - 2 -

SICI 2312 Fiqh Ibadah II a c - 1 1 2 2 - - 1 -

SICI 4042 Ulum Quran a c - 1 1 2 - - 1 1 -

SICI 4052 Ulum Hadis a c - 1 - 2 - - 1 1 -

Elective Subjects

SPPM 1303 Computer System and Multimedia - c a 1 1 - 2 - - 2 -

SPPM 1702 Multimedia Software Design - a a 2 1 1 2 2 2 - -

SPPM 2332 Authoring Language - c a 2 1 - 2 - - - -

SPPM 2342 Information System Management in Education - c a 1 2 1 2 2 2 2 -

SPPM 4303 Multimedia Software Development - c a 1 2 1 2 2 2 2 -

SPPM 4712 Teaching Methods in Computer Science - a a 1 2 1 2 - 2 2 -

SICI 4092 Pemikiran Islam a - - 1 1 2 - - 1 2 -

SICI 2112 Manhaj Tafsir a - - 1 - 1 2 - - - -

SP

PI

-Bac

hel

or o

f Sc

ien

ce w

ith

Ed

uca

tion

(Is

lam

ic S

tud

ies)

47

SICI 2242 Balaghah a - - 1 2 - - - - 2 -

SICI 2342 Ekonomi Islam a - c 1 2 - - 1 2 - -

SICI 3332 Usul Fiqh II a - - 1 2 - - - 2 2 -

SICI 3342 Qawaid Fiqhiyyah a - - 1 - 1 - - 2 - -

SICI 2102 Akhlak dan Tasawuf a - - 1 2 - - - 1 2 -

University Compulsory Subjects

ULAB 1112 English for Academic Communication - - - 1 - - 1 - - - a

ULAB 2122 Advanced English for Academic Communication - - - 1 - - - - - - a

ULAB 3-- 2 English Language Elective - - - 1 - - - - - - a

UHAS 1152 Ethnics Relations - - - - - 1 - - - 1 a

UHAS 2052 (Effective Communication) - - - 1 - 1 1 - - - a

UHAS 3102 Entrepreneurship - - - 1 - 1 - 1 - - a

UICI 1012 Islamic and Asian Civilization - - - - 1 - - - - 1 a

UHAS 2122 Critical and Creative Thinking - - - 1 1 - - - - - 1

UKQP 1881 Sports Skills & Management - - - 1 - - 1 - - - a

UKQP 1891 Athletics Skills & Management - - - 1 - - 1 - - - a

UQ- - - - 1 Uniform Unit I - - a 1 1 1 - - 1 - a

UQ- - - - 1 Uniform Unit II - - a 1 1 1 - - 1 - a

Key: Technical Skills: a = major contribution to outcome (Final Exam/Test/Quiz) b = moderate contribution to outcome (Assignment only) c = minor contribution to outcome

Generic Skills: 1 = substantial (with assessment) 2 = not substantial (introduce)


48

17b. Mapping of Programme Learning Outcomes onto MQA/MOHE's Requirements

MQA/MOHE'S PROGRAMME OUTCOMES

PROGRAMME OUTCOMES

Know

ledg

e

Tech

nica

l Skil

l/ pr

actic

al/

psyc

hom

otor

Thin

king

Skill

and

Scie

ntific

Ap

proa

ch

Com

mun

icatio

n S

kill

Socia

l Skil

l and

Res

pon-

sibilit

ies

Prof

essio

nalis

me,

val

ues,

at

titud

e an

d et

hics

Life

-long

Lea

rnin

g an

d In

form

atio

n M

anag

emen

t

Man

agem

ent S

kill a

nd

Entre

pren

eurs

hip

Lead

ersh

ip S

kill

P1 P2 P3 P4 P5 P6 P7 P8 P9

PO1 Knowledge & Applications of Islamic Studies √ √

PO2 Knowledge & Applications of Education √ √

PO3 Knowledge & Skills in ICT & Multimedia √ √

PO4 Communication Skills √

PO5 Critical Thinking & Problem Solving √

PO6 Team Working √

PO7 Life-long Learning √

PO8 Entrepreneurship Skills √

PO9 Leadership Skills √

PO10 Ethics & Integrity √ √

PO11 General Knowledge √

18. Our Uniqueness

This programme is designed with a very notable characteristics that it would equip teachers-to-be with adequate knowledge and skills which enable them to function as Islamic Studies teachers who are capable to fully utilize ICT to produce effective T&L as well as to perform the essential tasks commonly associated with teaching professionals.

SP

PI

-Bac

hel

or o

f Sc

ien

ce w

ith

Ed

uca

tion

(Is

lam

ic S

tud

ies)

49

19. Career Prospects and Career Paths

Graduates of the programme are expected to work as:

a) Teachers in government or private schools, and matriculation centres.b) Teaching staff at Community Colleagues.c) Teaching assistants, tutors or research assistants in higher learning institutions.

20. Cross Campus Program

Students are given opportunities to enroll courses in the local and foreign universities participating in the Cross Campus Programme.

21. UTM Degree ++ Programme

Students are encouraged to take up selected short courses designed to help them enhancing their professional character building. Upon completion of the course, the students will be given a due recognition stated in their transcripts (called UTM Degree++). Some of the short courses are:

a. A Hands-on Course to Develop Multimedia Learning Materials for Selected Science and Maths Topicsb. A Practical Approach on How to Manage Students with Behavioural Problems and Special Educational Needsc. A Short Course on Management of Co-Curricular Activities for Non-Specialist Teachersd. Advance Approach on Promoting Creativity and Innovative Thinking in Science and Mathematics for School Studentse. Comprehensive Course on MIS for New Teachersf. Enhancement Course for Non-Prescriptive Educational Softwareg. Specialised Video Production

22. Learning Facilities

In addition to the conducive lecture halls, tutorial rooms, seminar rooms and science laboratories, the Faculty of Education is well equipped with:

- Computer Laboratory- Multimedia Laboratory- Photography Laboratory- Audio / Video Laboratory- Graphic Laboratory- Information Technology Training Centre- Counselling Laboratory- Chemistry Laboratory (Faculty of Science)- Outward bound (for Outdoor Education)


50

23. Supports for Students and Their LearningA. Personal Supports

- Academic Advisor- Counselling- Induction programme for orientation and introducing study skills- Students academic handbook (CD-ROM included)

B. Infrastructure Supports- Internet access- e-learning- Digital library- Email and personal web for students- Health care and Recreational

C. Financial Supports- Scholarships from the Ministry of Education- Loans from Perbadanan Tabung Pendidikan Tinggi Negara (PTPTN)

24. Methods for Evaluating and Improving the Quality and Standards of Teaching and Learning

1. Students performance in terms of:- KB (Good Standing)- KS (Conditional Standing)- KG (Failure Standing)- GPA (Grade Point Average)- CGPA (Cummulative Grade Point Average)- GOT (Graduating on Time)- CR (Completion Rate)

2. Employability- Exit survey - Alumni survey- Market survey

3. Lecturer's performance- Teaching evaluation by students (e-PPP)- Annual staff appraisal (e-LPPT)- Faculty teaching & learning committee- FP Quality Award- UTM Teaching & Learning Award- Courses & Workshops for Lecturers

4. Curriculum Review- Faculty academic committee- Laboratory attachment training survey- External examiner reports- Advisory reports- Students e-Portfolio- CRR (Course Review Report)- PRR (Programme Review Report)- Generic Skills Evaluation (Performance Criteria

Report)

5. Delivery system- Academic Quality Assurance Committee- CSI (Customer Satisfaction Index)- SSI (Student Satisfaction Index)- AKNC (Vice Chancellor Quality Award) audit report- MQA standard

SP

PI

-Bac

hel

or o

f Sc

ien

ce w

ith

Ed

uca

tion

(Is

lam

ic S

tud

ies)

51

25. Regulation of Assessment

a. Summary of grades, marks and their interpretation

Marks Grade Evaluation Point

90-100 A+ 4.00

80-89 A 4.00

75-79 A- 3.67

70-74 B+ 3.33

65-69 B 3.00

60-64 B- 2.67

55-59 C+ 2.33

50-54 C 2.00

45-49 C- 1.67

40-44 D+ 1.33

35-39 D 1.00

30-34 D- 0.67

00-29 E 0.00

b. Role of External Examiners (Visiting Examiners)Visiting Examiners are appointed by the Faculty Academic Committee to

- review and evaluate program curriculum,- review and evaluate assessment procedure and methods,- make necessary recommendations to the Academic Committee.


52

26. Assessment Tools

Measurement Tools

Learning Outcomes

Duration Action by

PO1

PO2

PO3

PO4

PO 5

PO6

PO7

PO8

PO9

PO10

PO11

Course Review Report (CRR) √ √ √ √ √ √ √ √ √ √ √ End of sem. Lecturers

Programme Review Report (PRR) √ √ √ √ √ √ √ √ √ √ √ End of sem. Programme

owner

Undergraduate Project report √ √ √ √ √ √

End of Undergraduate

Project

UGP (Undergraduate

Project) Committee

Practicum Survey √ √ √ √ √ √ √ √ Once/4 Year Practicum Committee

Exam √ √ √ End of sem. Student

Portfolio √ √ √ Continuous Students

Quiz √ √ √ Continuous Student

Project √ √ √ √ √ √ √ √ √ √ √ Continuous Student

Lab Report √ √ √ Continuous Student

Seminar √ √ √ √ √ √ √ √ √ √ √ Once/ 4 year Student

Learning Log √ √ √ √ √ √ √ √ √ √ √ Continuous Student

Peer Evaluation √ √ √ √ √ √ √ Continuous Student

Assignment √ √ √ √ √ √ √ √ √ √ √ Continuous Student

Alumni Survey √ √ √ √ √ √ √ √ √ √ √ Once/3 years Faculty

Employer Survey √ √ √ √ √ √ √ √ √ √ √ Once/3 years Faculty

Exit Survey √ √ √ √ √ √ √ √ √ √ √ Every year Faculty

SP

PL

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

TE

SL)

53

BACHELOR OF SCIENCE WITH EDUCATION (TESL) PROGRAMME SPECIFICATIONS

1. Programme Name Bachelor of Science with Education (TESL)

2. Final Award Bachelor of Science with Education (TESL)










- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in Malaysian Matriculation Certificate or recognized IPTA Foundation Course with


Or- Attained a minimum Band 3 in Malaysian University English Test (MUET) and minimum of

Grade 2A/A- in English Language at SPM level.

ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in at least One (1) of the following

subjects:-o Chemistry o Physics o Biology

- A minimum of grade 3B in English Language at SPM level/equivalent - A credit in Mathematics at SPM level or equivalent.- Good pass in MEdSI test and interview.


- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- Passed STPM with a minimum of:

o Grade C (NGMP 2.00) in Pengajian Am o Grade C (NGMP 2.00) in TWO (2) other subjects

54


- Attained a minimum Band 4 in Malaysian University English Test (MUET). Or

- Attained a minimum Band 3 in Malaysian University English Test (MUET) and minimum of Grade 2A/A- in English Language at SPM level.

ii) Specific Requirements of Programme- Minimum of Grade C (NGMP 2.00) in Mathematics T and- Minimum of Grade C (2.00) in at least ONE (1) of the following subjects:

o Advanced Mathematics T o Chemistry o Physics o Biology

- Minimum of grade 3B in English Language at SPM level/equivalent- A credit in Mathematics at SPM level or equivalent.- Good pass in MEdSI test and interview.

Diploma: i) University Basic Requirements- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- Holds a certified diploma recognised by Malaysian government and approved by the Univer-

sity Senate.- Attained a minimum Band 4 in Malaysian University English Test (MUET).

Or- Attained a minimum Band 3 in Malaysian University English Test (MUET) and minimum of

Grade 2A/A- in English Language at SPM level.

ii) Specific Requirements of Programme - Attained a minimum CGPA of 2.50 (without recognized prior working experience) or a mini-

mum of CGPA of 2.30 (with recognized prior working experience).- Minimum of grade 3B in English Language at SPM level/equivalent.- A pass with credit in Mathematics at SPM level or equivalent or a minimum Grade C in any

core mathematics subject at diploma level.- Good pass in MEdSI test and interview.



theUniversity.

SP

PL

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

TE

SL)

55

12. Programme Objectives At the end of the programme, graduate teachers should be able to:

a. Relate and manipulate knowledge and applications of the TESL principles especially those related with the teaching & learning (T&L) of TESL at secondary and tertiary levels of education.

b. Integrate and demonstrate knowledge and skills of pedagogy, psychology, philosophy, assessment and other learning-related areas in the T&L of TESL.

c. Apply and demonstrate knowledge and skills in ICT and multimedia creatively, innovatively and effectively to produce effective T&L and education-related activities.

d. Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of TESL Education either in written or oral form across a wide range of contexts and stakeholders (students, parents, colleagues and community).

e. Demonstrate the ability to think and solve problems critically, creatively and innovatively. f. Work collaboratively as part of a team undertaking a range of different team roles.g. Respond and adapt readily to changing situations and to continue learning independently in the acquisition of new knowledge





PO1Knowledge & Applications of TESL

Relate and manipulate knowledge and applications of the principles of TESL.












Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of TESL Education either in written or oral form to appropriate audience.



56






PO6Team Working









Explore the basics of business and job opportunities.

Project based learning, presentations, seminars

Product competition, project report and group project presentation














i. Core Courses 76 56.7% 50-60%



Total 134 100%

15. Total Credit Hours to Graduate: 13416. Programme Structures and Features, Curriculum and Award Requirements

SP

PL

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

TE

SL)

57








Undergraduate Project i. Measurement & Evaluation in Educationii. Research Methods in Educationiii. TESL Education



Award Requirements: A candidate will be awarded with a degree of Bachelor of Science with Education (TESL) upon succesful completion of all courses prescribed in the programme structure within a permitted study duration with a Cummulative Grade Point Average (CGPA) not less than 2.00

58


YEAR 1


SPPM 1002 Teaching & Learning Technology 2 SPPM 1013 Telecommunication & Networking 3

SPPM 1303 Computer System and Multimedia 3 S---2 Free Elective Cluster 2 (Japanese 2/Mandarin 2/ French2/ Arabic2)

2

SPPP 1002 Educational Philosophy 2 SLAE 1023 Stuctures of English 3

SLAE 1012 Fundamentals of Grammar 2 SPPP 1012 Educational Psychology 2

SLAE 1112 Introduction to Literature 2 SLAE 1122 Literary Appreciation 2

UICI 1012 Islamic and Asian Civilisation 2 S---2 Free Elective Cluster 3 (Effective Writing Skills/ Issues in Literacy)

2

UPPP 1002 Introduction to Teaching Profession 2 ULAB 1112 English for Academic Communication 2

UKQP 1891 Athletic Management and Skills 1 UHAS 1172 @

UHAS 1162



2

S---2 Free Elective Cluster 1 (Japanese 1/Mandarin 1/French 1/Arabic 1)

2

TOTAL 18 TOTAL 18

YEAR 2


SPPM 1702 Multimedia Software Design 2 SPPM 2322 Authoring Language 2

S---2 Free Elective Cluster 4Oral Communication Skills orInteractive Skills for Academic Purposes 2

2 SPPM 2342 Information Management System in Education

2

SLAE 2132 Academic Skills for Teachers of ESL 2 UXXX 2XX2 Elektif Pembangunan Insaniah & Globalisasi

2

SPPP 2002 Fundamental of Pedagogy 2 SLAE 2042 Linguistics II 2

SLAE 2013 Linguistics I 3 SPPR 2862 Co-curriculum Management 2

SLAE 2022 Language Learning Theories 2 SPPP 2032 Measurement & Evaluation in Education 2

UXXX XXX2 Elektif Inovasi & Kreatif 2 SLAE 2052 Methodology in TESL II 2

UQ - - - -1 Uniform Unit I 1 ULAB 2122 Advanced English for Academic Communication

2

SLAE 2032 Methodology in TESL I 2 SLAE 2062 Classroom Observation 2

TOTAL 18 TOTAL 18

SP

PL

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

TE

SL)

59

YEAR 3


ULAB 3--2 English Language Elective (Communication)

2 SPPA 3008 Teaching Practice 8

SLAE 3122 Literature in ELT 2

SLAE 3112 Sociolinguistics 2


SLAE 3022 Curriculum Studies in English 2

SLAE 3012 Computer Assisted Language Learning I 2

SLAE 4112 Teaching Macro Skills in TESL 2

UKQP 1881 Sports Management and Skills 1

UICI 2022 Sains, Teknologi & Manusia 2

SPPA 2001 Micro Teaching 1

TOTAL 18 TOTAL 8

YEAR 4


SPPM 4303 Multimedia Software Development 3 SLAE 4043 Language Testing and Evaluation 3

SPPP 4052 Sociology & Professionalism 2 SPPM 4712 Teaching Methods in Computer Science 2

SPPU 4902 Undergraduate Project I 2 SPPP 4502 Counselling & Guidance 2

SLAE 4012 English for Specific Purposes 2 SPPP 4043 Teacher Development (BIG) 3

SLAE 4022 Materials Adaptation and Design 2 SLAE 4052 Computer Assisted Language Learning II 2

SLAE 4032 Discourse Analysis 2 SPPU 4904 Undergraduate Project II 4

SLAE 4122 Teaching English for Science and Technology

2 UHAS 3102 Entrepreneurship 2

S---2 Free Elective Cluster 5 (Language Games/ Drama in ELT/Service Learning)

2

UQ- - - - 1 Uniform Unit II 1

TOTAL 18 TOTAL 18


60



PROGRAMME OUTCOMES

SUBJECTS OFFERED

Know

ledg

e &

Appl

icatio

ns

of T

ESL

Know

ledg

e &

Appl

icatio

ns o

f Ed

ucat

ion

Know

ledg

e &

Skills

in IC

T &

Mul

timed

ia

Com

mun

icatio

n Sk

ills

Critic

al T

hink

ing

& Pr

oble

m

Solvi

ng

Team

Wor

king

Life

-long

Lea

rnin

g

Entre

puer

nesh

ip S

kills

Lead

ersh

ip S

kills

Ethi

cs &

Inte

grity

Gen

eral

Kno

wled

ge


Core Subjects

















SLAE1012 Fundamentals of Grammar a c c 1 - 2 1 2 - 2 -

SP

PL

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

TE

SL)

61

SLAE 1023 Structures of English a c c 1 2 1 2 2 - 2 -

SLAE 2013 Linguistics I a c c 1 2 1 2 2 - 2 -

SLAE 2042 Linguistics II a - c 1 2 1 2 - 2 - -

SLAE 2022 Language Learning Theories a a c 1 - 1 - - 2 - -

SLAE 3012 Computer Assisted Language Learning I a a a 1 2 2 - 2 - - -

SLAE 4012 English for Specific Purposes a a c 2 1 1 - 2 - - -

SLAE 4043 Language Testing and Evaluation a c - 1 - 1 2 - 2 - -

SLAE 4052 Computer Assisted Language Learning II a a a 1 2 2 2 - 2 2 -

SLAE 2032 Methodology in TESL I a a c 2 1 1 2 - 2 2 -

SLAE 2052 Methodology in TESL II a a c 1 - 1 2 - 2 - -

SLAE 4022 Materials Adaptation and Design a a c 1 - 1 2 2 - - -

SLAE 3022 Curriculum Studies in English a a c 1 - 1 2 2 - 2 -

SLAE 2062 Classroom Observation a c c 1 - 1 - - - 2 -

SLAE 4032 Discourse Analysis a a - 1 1 - 2 - - -

Elective Subjects




SPPM 2342 Information Management System in Education - c a 1 2 1 2 2 2 2 -



SLAE 1112 Introduction to Literature a - - 1 1 2 - 2 - 2 -

SLAE 1122 Literary Appreciation a - - 1 1 2 - 2 - 2 -

SLAE 3122 Literature in ELT a a - 1 2 1 - 2 - 2 -

62


SLAE 2132 Academic Skills for Teachers of ESL a c c 1 - 1 - - 2 - -

SLAE 4122 Teaching English for Science and Technology c a c 1 1 2 2 - 2 - -

SLAE 3112 Sociolinguistics a - c 1 - 1 2 - 2 - -

SLAE 4112 Teaching Macro Skills in TESL c a - 1 2 2 1 - 2 - -

S---2 Free Elective Cluster 1 a c - 1 - - 2 - - - -




















SP

PL

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

TE

SL)

63



PROGRAMME OUTCOMES

Know

ledg

e

Tech

nica

l Skil

l/ pr

actic

al/

psyc

hom

otor

Thin

king

Skill

and

Scie

ntific

Ap

proa

ch

Com

mun

icatio

n S

kill

Socia

l Skil

l and

Res

pon-

sibilit

ies

Prof

essio

nalis

me,

val

ues,

at

titud

e an

d et

hics

Life

-long

Lea

rnin

g an

d In

form

atio

n M

anag

emen

t

Man

agem

ent S

kill a

nd

Entre

pren

eurs

hip

Lead

ersh

ip S

kill

P1 P2 P3 P4 P5 P6 P7 P8 P9

PO1 Knowledge & Applications of TESL √ √











18. Our Uniqueness

This programme is designed with a very notable characteristics that it would equip teachers-to-be with adequate knowledge and skills which enable them to function as English teachers who are capable to fully utilise ICT to produce effective T&L as well as to perform the essential tasks commonly associated with teaching professionals.

64












- Computer Laboratory- Multimedia Laboratory- Photography Laboratory- Audio / Video Laboratory- Graphic Laboratory- Information Technology Training Centre- Counselling Laboratory- Chemistry Laboratory (Faculty of Science)- Outward bound (for Outdoor Education)- Language Lab

SP

PL

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

TE

SL)

65










Report)


66





90-100 A+ 4.00

80-89 A 4.00

75-79 A- 3.67

70-74 B+ 3.33

65-69 B 3.00

60-64 B- 2.67

55-59 C+ 2.33

50-54 C 2.00

45-49 C- 1.67

40-44 D+ 1.33

35-39 D 1.00

30-34 D- 0.67

00-29 E 0.00



SP

PL

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

TE

SL)

67


Measurement Tools

Learning Outcomes

Duration Action by

PO1

PO2

PO3

PO4

PO 5

PO6

PO7

PO8

PO9

PO10

PO11



owner



Project

UGP (Undergraduate

Project) Committee















68

BACHELOR OF SCIENCE WITH EDUCATION (SPORTS SCIENCE)PROGRAMME SPECIFICATIONS

1. Programme Name Bachelor of Science with Education (Sports Science)

2. Final Award Bachelor of Science with Education (Sports Science)









11. Entry Requirements MalaysianMatriculationCertificate/IPTAFoundationCourse:i) University Basic Requirements

- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in Malaysian Matriculation Certificate or recognised IPTA Foundation Course with


ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in any TWO (2) of the following subjects:-

o Mathematicso Physics o Chemistry o Biologyo Geographyo Economy o Accountingo Historyo Business Management

- A credit in Mathematics at SPM level or equivalent.- Good pass in MEdSI test and interview.

MalaysianHigherSchoolCertificate(STPM):i) University Basic Requirements

- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in Malaysian Higher School Certificate with minimum CGPA of 2.00.- Attained a minimum Band 1 in Malaysian University English Test (MUET).

SP

PS

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Spor

ts S

cien

ce)

69

ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in any TWO (2) of the following sub-

jects:-o Mathematics So Mathematics T o Advance Mathematics T o Physics o Chemistry o Biology o Economy o Accountingo Business Management

- A credit in Mathematics at SPM level or equivalent.- Good pass in MEdSI test and interview.


University Senate.- Attained a minimum Band 1 in Malaysian University English Test (MUET ).

ii) Specific Requirements of Programme - Attained a minimum CGPA of 2.50 (without recognised prior working experience) or a

minimum of CGPA of 2.30 (with recognised prior working experience).- A pass with credit in Mathematics at SPM level or equivalent or a minimum Grade C in any

core Mathematics subject at diploma level.- Good pass in MEdSI test and interview.

Note: a. Candidatesarerequiredtosubmitcertifiedcopiesofdiplomatogetherwiththefulltran-

scriptsandaletterconfirmingthecompletionofstudybyauthorityoftheawardinginstitu-tion.

b. TheactualdurationofstudywillbedeterminedbythenumberofcredittransferapprovedbytheUniversity.

c. Prioritywillbegiventothecandidatewhoparticipatedatdistrictorhigherlevelsinsportscompetitions


70

12. Programme Objectives At the end of the programme, graduate teachers should be able to:

a. Relate and manipulate knowledge and applications of the Sports Science principles especially those related with the teaching & learning (T&L) of Sports Science at secondary and tertiary levels of education.

b. Integrate and demonstrate knowledge and skills of pedagogy, psychology, philosophy, assessment and other learning-related areas in the T&L of Sports Science.


d. Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Sports Science Education either in written or oral form across a wide range of contexts and stakeholders (students, parents, colleagues and community).

e. Demonstrate the ability to think and solve problems critically, creatively and innovatively. f. Work collaboratively as part of a team undertaking a range of different team roles.g. Respond and adapt readily to changing situations and to continue learning independently in the acquisition of new knowledge and

skills.h. Explore the basics of business and job opportunities. i. Demonstrate exemplary leadership skills as educator and leader of community. j. Practice high ethics and integrity.k. Demonstrate knowledge and skills related to humanities and other fields not stated in (a), (b) and (c) essentials for the development




PO1Knowledge & Applications of Sports Science

Relate and manipulate knowledge and applications of the principles of Sports Science.












Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Sports Science Education either in written or oral form to appropriate audience.



SP

PS

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Spor

ts S

cien

ce)

71






PO6Team Working

























i. Core Courses 75 56.4% 50-60%


iii. Compulsory University Courses

20 15% 15-20%

Total 133 100%



72




a. A two-credit service learning courseb. Student spends a full semester in selected countries to participate in a study abroad programme (which normally carries a eight-

credit equivalent workload). c. Student spends a two weeks period (or shorter) abroad to participate in the Global Outreach Programme (GOP).




Undergraduate Project i. Measurement & Evaluation in Educationii. Research Methods in Educationiii. Sports Science Education

Multimedia-Based Project i. Computer System Multimediaii. Authoring Languageiii. Multimedia Software Design iv. Multimedia Software Development


Award Requirements: A candidate will be awarded with a degree of Bachelor of Science with Education (Sports Science) upon succesful completion of all courses prescribed in the programme structure within a permitted study duration with a Cummulative Grade Point Average (CGPA) not less than 2.00

SP

PS

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Spor

ts S

cien

ce)

73

YEAR 1



SPPM 1303 Computer System and Multimedia 3 S-- ---2 Free Electives (Sports Science 1) 2

SPPP 1002 Educational Philosophy 2 SPPR 1942 Swimming 2

SPPR 1852 Human Anatomy 2 SPPP 1012 Educational Psychology 2

SPPR 1922 Athletics 2 SPPR 1822 Motor Learning 2

UICI 1012 Islam and Asian Civilisation 2 SPPR 1832 Outdoor Education 2

UPPP 1002 Introduction to Teaching Profession 2 ULAB 1112 English for Academic Communication 2

UQ- - - -1 Co-Curriculum I 1 UHAS 1172 @

UHAS 1162



2

TOTAL 16 TOTAL 17

YEAR 2



S-- ---2 Free Elective (Health Education 1) 2 SPPM 2342 Information Management System in Education

2

SPPR 2813 Exercise Physiology 3 SPPR 2803 Teaching Methods in Physical Education and Sports Science

3

SPPP 2002 Fundamental of Pedagogy 2 SPPR 2862 Co-curriculum Management 2

SPPR 2832 Sports Coaching 2 SPPP 2032 Measurement & Evaluation in Education 2

SPPR 2872 Adapted Sports Education 2 SPPR 2912 Soccer and Sepak Takraw 2

SPPR 2932 Basketball and Handball 2 ULAB 2122 Advanced English for Academic Communication

2

UICI 2022 Science, Technology & Mankind 2 UXXX 2XX2 Elektif Pembangunan Inovasi & Globalisasi 2

UQ - - - -1 Uniform Unit I 1 SPPA 2001 Micro Teaching 1

TOTAL 18 TOTAL 18


74

YEAR 3


S-- ---2 Free Elective (Health Education 2) 2 SPPA 3008 Teaching Practice 8

SPPR 3802 Sports Injury 2

SPPR 3813 Biomechanics in Sports 3


SPPR 3822 Measurement and Evaluation in Sports 2

SPPR 3922 Field Hockey & Tennis 2

S-- ---2 Free Elective (Sports Science 2) 2

UQ - - - -1 Co-Curriculum II 1

ULAB 3-- 2 English Language Elective (Communication)

2

TOTAL 18 TOTAL 8

YEAR 4


SPPM 4303 Multimedia Software Development 3 SPPM 4712 Teaching Methods in Computer Science 2

SPPP 4052 Sociology & Professionalism 2 SPPP 4502 Counselling & Guidance 2

SPPU 4902 Undergraduate Project I 2 SPPP 4043 Teacher Development 3

SPPR 4832 Sports Psychology 2 SPPA 3113* Industrial Training 3

SPPR 4842 Training Methods 2 SPPU 4904 Undergraduate Project II 4

SPPR 4882 Nutrition in Sports 2 UHAS 3102 Entrepreneurship 2

SPPR 4922 Rugby and Netball 2 SPPR 4912 Gymnastics and Volleyball 2

UXXX XXX2 Elektif, Inovasi & Kreatif 2 S--- ---2 Free Elective Foreign Language / Service Learning

2


TOTAL 18 TOTAL 20

Total Credit = 133 Counted Credit = 128*offer in short semester

SP

PS

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Spor

ts S

cien

ce)

75


PROGRAMME OUTCOMES

SUBJECTS OFFERED

Know

ledg

e &

Appl

icatio

ns o

f Sp

orts

Scie

nce

Know

ledg

e &

Appl

icatio

ns o

f Ed

ucat

ion

Know

ledg

e &

Skills

in IC

T &

Mul

timed

ia

Com

mun

icatio

n Sk

ills

Critic

al T

hink

ing

& Pr

oble

m

Solvi

ng

Team

Wor

king

Life

-long

Lea

rnin

g

Entre

puer

nesh

ip S

kills

Lead

ersh

ip S

kills

Ethi

cs &

Inte

grity

Gen

eral

Kno

wled

ge


Core Subjects

















SPPA 3113 Industrial Training a - - - 2 2 1 - 2 - -


76

SPPR 1822 Motor Learning a - - - 1 2 1 - - - -

SPPR 1832 Outdoor Education a - - 2 2 2 1 - 1 2 -

SPPR 1852 Human Anatomy a - - - 1 1 - - - 2 -

SPPR 2803 Teaching Methods in Physical Education and Sports Science a a - 1 - 2 1 - 2 2 -

SPPR 2813 Exercise Physiology a - - - 1 - 1 - - 2 -

SPPR 2832 Sports Coaching a - - 1 - 2 - - 2 1 -

SPPR 2872 Adapted Sports Education a - - - - 1 1 - 2 2 -

SPPR 3802 Sports Injury a - - - 1 2 1 - - 2 -

SPPR 3813 Biomechanics in Sports a - c - 1 1 2 - - - -

SPPR 3822 Measurement and Evaluation in Sports a - - - 1 1 - - 2 2 -

SPPR 4832 Sports Psychology a - - 1 2 - - - 2 2 -

SPPR 4842 Trainning Methods a - - - 1 1 1 - 2 2 -

SPPR 4882 Nutrition in Sports a - - - 1 2 2 - - 1 -

Elective Subjects







SPPR 1922 Athletics a c - 1 1 - 2 - 2 1 -

SPPR 1942 Swimming a c - - 1 1 1 - 2 2 -

SPPR 2932 Basketball and Handball a c - - 1 1 1 - 2 2 -

SPPR 2912 Soccer and Sepak Takraw a c - - 1 1 2 - 2 2 -

SPPR 3922 Field Hokey and Tennis a c - - 1 1 1 - 2 2 -

SPPR 4912 Gymnastics & Volleyball a c - 1 1 1 1 - 2 2 -

SP

PS

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Spor

ts S

cien

ce)

77

SPPR 4922 Rugby and Netball a c - - 1 1 1 - 2 2 -

S-- ---2 Free Electives (Sports Science 1) a - - - 1 2 1 - - - -

S-- ---2 Free Electives (Sports Science 2) a - - - 1 2 1 - - - -

S-- ---2 Free Electives (Health Education 1) a - - - 1 2 1 - - - -

S-- ---2 Free Electives(Health Education 2) a - - - 1 2 1 - - - -

S-- ---2 Free Elective Foreign Language/ Service Learning a c - - 1 2 1 - - - -

















78



PROGRAMME OUTCOMES

Know

ledg

e

Tech

nica

l Skil

l/ pr

actic

al/

psyc

hom

otor

Thin

king

Skill

and

Scie

ntific

Ap

proa

ch

Com

mun

icatio

n S

kill

Socia

l Skil

l and

Res

pon-

sibilit

ies

Prof

essio

nalis

me,

val

ues,

at

titud

e an

d et

hics

Life

-long

Lea

rnin

g an

d In

form

atio

n M

anag

emen

t

Man

agem

ent S

kill a

nd

Entre

pren

eurs

hip

Lead

ersh

ip S

kill

P1 P2 P3 P4 P5 P6 P7 P8 P9

PO1 Knowledge & Applications of Sports Science √ √




PO5 Critical Thinking √







18. Our Uniqueness

This programme is designed with a very notable characteristics that it would equip teachers-to-be with adequate knowledge and skills which enable them to function as Sports Science teachers who are capable to fully utilize ICT to produce effective T&L as well as to perform the es-sential tasks commonly associated with teaching professionals.

SP

PS

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Spor

ts S

cien

ce)

79








a. A Hands-on Course to Develop Multimedia Learning Materials for Selected Sport Science Topicsb. A Practical Approach on How to Manage Students with Behavioural Problems and Special Educational Needsc. A Short Course on Management of Co-Curricular Activities for Non-Specialist Teachersd. Advance Approach on Promoting Creativity and Innovative Thinking in Science and Mathematics for School Studentse. Comprehensive Course on MIS for New Teachersf. Enhancement Course for Non-Prescriptive Educational Softwareg. Specialised Video Production



- Computer Laboratory- Multimedia Laboratory- Photography Laboratory- Audio / Video Laboratory- Graphic Laboratory- Information Technology Training Centre- Counseling Laboratory- Chemistry Laboratory (Faculty of Science)- Outward Bound (for Outdoor Education)- Sports Science Laboratory- Language Laboratory


80


- Academic Advisor- Counselling- Induction programme for orientation and introducing study skills- Students' academic handbook (CD-ROM included)


C. Financial Supports- Scholarships from the Ministry of Education- Loans from Perbadanan Tabung Pendidikan Tinggi Negara (PTPTN)- Ministry Of Youth & Sports Scholarships- Scholarships/loans from various State Governments


1. Student's Performance Indices:- KB (Good Standing)- KS (Conditional Standing)- KG (Failure Standing)- GPA (Grade Point Average)- CGPA (Cumulative Grade Point Average)- GOT (Graduating on Time)- CR (Completion Rate)

2. Graduate Employability- Exit survey - Alumni survey- Market survey

3. Lecturer's Teaching Performance- Teaching evaluation by students (e-PPP)- Annual staff appraisal (e-LPPT)- Faculty teaching & learning committee- FP Quality Award- UTM Teaching & Learning Award- Courses & Workshops for Lecturers

4. Curriculum Review- Faculty academic committee- Laboratory attachment training survey- External examiner reports- Advisory reports- Students e-Portfolio- CRR (Course Review Report) - PRR (Programme Review Report)- Generic Skills Evaluation (Performance Criteria

Report)

5. Delivery System- Academic Quality Assurance Committee- CSI (Customer Satisfaction Index)- SSI (Student Satisfaction Index)- AKNC (Vice Chancellor Quality Award) Audit Report- MQA Standard

SP

PS

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Spor

ts S

cien

ce)

81




90-100 A+ 4.00

80-89 A 4.00

75-79 A- 3.67

70-74 B+ 3.33

65-69 B 3.00

60-64 B- 2.67

55-59 C+ 2.33

50-54 C 2.00

45-49 C- 1.67

40-44 D+ 1.33

35-39 D 1.00

30-34 D- 0.67

00-29 E 0.00




82


Measurement Tools

Learning Outcomes

Duration Action by

PO1

PO2

PO3

PO4

PO 5

PO6

PO7

PO8

PO9

PO10

PO11



owner



Project

UGP (Undergraduate

Project) Committee














SP

PS

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Spor

ts S

cien

ce)

83

Department of Technical and Engineering Education


84

SP

PH

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(L

ivin

g Sk

ills

)

85

BACHELOR OF TECHNOLOGY WITH EDUCATION (LIVING SKILLS)PROGRAMME SPECIFICATIONS

1. Programme Name Bachelor of Technology with Education (Living Skills)

2. Final Award Bachelor of Technology with Education (Living Skills)










- A pass with credit in Bahasa Melayu/Bahasa Malaysia at Malaysia Certificate of Educa-tion (SPM) level or equivalent.

- A pass in Malaysian Matriculation Certificate or recognized IPTA Foundation Course with minimum CGPA of 2.00.

- Attained a minimum Band 1 in Malaysian University English Test (MUET).

ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in any TWO (2) of the following

subjects:o Mathematicso Physicso Living skillso Biologyo Economyo Accountingo Business Management

- A pass with credit in Mathematics at SPM level or equivalent.- Good pass in MEdSI test and interview.

Malaysian Higher School Certificate (STPM):i) University Basic Requirements- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in STPM with minimum CGPA of 2.00.- Attained a minimum Band 1 in Malaysian University English Test (MUET).


86

ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in any TWO (2) combination subjects:

o Further Mathematics To Mathematics So Mathematics To Physics o Biologyo Geographyo Economyo Accountingo Business Studies- A credit in Mathematics at SPM level or equivalent.

- Good pass in MEdSI test and interview.



ii) Specific Requirements of Programme - Diploma or an equivalent diploma holder from UTM or any recognized institution with a

minimum CGPA 2.50 or other diploma recognized by Malaysian Government which is related to the program and approved by the UTM Senate.

- Candidates with a minimum CGPA 2.50; or candidates with CGPA less than 2.50 but more than 2.30 with two years of relevant working experience may apply.

- Passed with a credit in Mathematics at the SPM or equivalent or a minimum of C Grade in one of the Mathematics subjects taken at diploma level.



andaletterthatconfirmingthecompletionofstudybyauthorityoftheawardinginstitution.b. Theactualdurationofstudywillbedeterminedbythenumberofcredittransferapprovedby

theUniversity.

SP

PH

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(L

ivin

g Sk

ills

)

87


At the end of the programme, graduate teachers should be able to: a. Relate and manipulate knowledge and applications of the Living Skills principles especially those related with the teaching &

learning (T&L) of Living Skills at secondary and tertiary levels of education.b. Integrate and demonstrate knowledge and skills of pedagogy, psychology, philosophy, assessment and other learning-related

areas in the T&L of Living Skills.c. Apply and demonstrate knowledge and skills in ICT and multimedia creatively, innovatively and effectively to produce effective

T&L and education-related activities. d. Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Living Skills either in

written or oral form across a wide range of contexts and stakeholders (students, parents, colleagues and community).e. Demonstrate ability to think and solve problems critically, creatively and innovatively. f. Work collaboratively as part of a team undertaking a range of different team roles.g. Respond and adapt readily to changing situations and to continue learning independently in the acquisition of new knowledge





PO1Knowledge & Applications of Living Skills

Relate and manipulate knowledge and applications of the principles of Living Skills.








Apply skills in ICT and multimedia creatively, innovatively and effectively




88


Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Living Skills Education either in written or oral form to appropriate audience.







PO6Team Working

























i. Core Courses 75 57% 50-60%

ii. Elective Courses 36 27% 25-30%


Total 131 100%

SP

PH

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(L

ivin

g Sk

ills

)

89



This programme offers several optional academic activities that would enhance ones professional character. These may take form in one or combination of the following:



.The programme consist of three main capstones namely Teaching Practice, Undergraduate Project and Industrial Training. Each capstone is made of a combination of several corner stones which are to be taken in specific sequence. The details of corner stones courses that together make up each of the capstone are as follows:



Undergraduate Project i. Measurement & Evaluation in Educationii. Research Methods in Educationiii. Living Skills Courses

Industrial Training i. Programme Core Coursesii. Programme Elective Courses

Assessment: Comprises of single component or combination of course work, final examination and a final year project. In most cases, course work would carry not more than 50% of the total assessment mark except for the laboratory, workshop and practical courses at which assessment is fully based on the coursework.

Award Requirements: A candidate will be awarded with a degree of Bachelor of Technology with Education (Living Skills) upon successful completion of all courses prescribed in the programme structure within a permitted study duration with a Cummulative Grade Point Average (CGPA) not less than 2.00.


90

YEAR 1


SPPL 1002 Wood Technology 2 SPPL 1022 Single Phase Electrical Wiring 2

SPPL 1112 Basic Food Preparation and Nutrition 2 SPPL 1122 Fabric and Clothing 2

SPPM 1002 Teaching and Learning Technology 2 SPPL 1302 Basic Commerce 2

SPPP 1002 Philosophy of Education 2 SPPM 1013 Telecommunication and Networking 3

UPPP 1002 Introduction to Teachers Profession 2 SPPP 1012 Psychology of Education 2

SPPE 1002 Basic Engineering Drawing 2 SPPE 1022 Engineering Drawing I 2

SPPE 1033 Workshop Safety and Management 3 ULAB 1112 English for Academic Communication 2

UICI 1012 Islamic and Asian Civilization 2 UHAS 1172 @

UHAS 1162



2

UKQP 1881 Sports Skills and Management 1

TOTAL 17 TOTAL 18

YEAR 2


SPPL 2112 Clothing Studies 2 SPPL 2142 Food Service Operation 2

SPPP- ---2 Elective I 2 SPPP- ---2 Elective 2 2

SPPP 2002 Fundamental of Pedagogy 2 SPPA 2001 Micro Teaching 1

SPPR 2862 Co-curriculum Management 2 SPPP 2032 Measurement and Evaluation in Education 2

SPPE 2022 Fundamental of Technical and Vocational Education

2 SPPE 2012 Teaching Method in Technical and Vocational Education

2

SPPE 2032 Basic Invention 2 SPPL 2012 Welding and Fabrication 2

SPPE 2112 Computer Assisted Engineering Drawing 2 ULAB 2122 Advanced English for Academic Communication

2

UXXX XXX2 Elektif, Inovasi & Kreatif 2 UXXX 2XX2 Elektif Pembangunan Insaniah & Globalisasi

2

UICI 2022 Sains, Teknologi & Manusia 2 UKQP 1891 Athletics Skills and Management 1

TOTAL 18 TOTAL 16

SP

PH

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(L

ivin

g Sk

ills

)

91

YEAR 3


SPPL 3002 Building Services: Piping 2 SPPA 3008 Teaching Practice 8

SPPL 3212 Decorative Horticulture 2

SPPL 3422 Consumer Study and Practices 2

SPPP- ---2 Elective 3 2

SPPP 3042 Research Method in Education 2

SPPE 3022 Industry and Technical and Vocational Education

2

SPPE 4173 Assessment and Measurement Based on Job Competencies

3

UHAS 3102 Entrepreneurship 2

UQ- - - - 1 Uniform Unit I 1

TOTAL 18 TOTAL 8

YEAR 4


SPPL1212 Propagation and Plant Management 2 SPPL 4222 Principles of Livestock Production 2

SPPL1332 Electronic and Measurement Laboratory 2 SP- ---2 Elective 5 2

SPP - ---2 Elective 4 2 SPPP 4043 Teacher Development 3

SPPP4052 Sociology and Professionalism 2 SPPP 4502 Counseling and Guidance 2

SPPU4902 Undergraduate Project I 2 SPPU 4904 Undergraduate Project II 4

SPPE4612 Basic Pneumatic and Hydraulic 2 SPPA 3113* Industrial Training 3

SPPL4403 Invention 3 SPPL 4002 Automotive Technology 2

ULAB3- - 2 English Language Elective (Communication)

2


TOTAL 18 TOTAL 18



92


PROGRAMME OUTCOMES

SUBJECTS OFFERED

Know

ledg

e &

Appl

icatio

ns o

f Li

ving

Skills

Know

ledg

e &

Appl

icatio

ns o

f Ed

ucat

ion

Know

ledg

e &

Skills

in IC

T &

Mul

timed

ia

Com

mun

icatio

n Sk

ills

Critic

al T

hink

ing

& Pr

oble

m

Solvi

ng

Team

Wor

king

Life

-long

Lea

rnin

g

Entre

puer

nesh

ip S

kills

Lead

ersh

ip S

kills

Ethi

cs &

Inte

grity

Gen

eral

Kno

wled

ge


Core Subjects












SPPP 4502 Counseling & Guidance - a - 1 2 - 2 - 1 2 -





SP

PH

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(L

ivin

g Sk

ills

)

93

SPPA 3113 Industrial Training a - c 1 2 2 1 2 1 2 c

SPPE 1002 Basic Engineering Drawing a - c 1 1 2 - - - - -

SPPE 1012 Basic Trade a c - 1 2 1 - 2 2 2 c

SPPE 1022 Engineering Drawing I a - c - 1 2 - - - - -

SPPE 1033 Workshop Safety and Management a c c 1 1 2 2 - 2 1 c

SPPE 2012 Teaching Methods in VTE c a c 1 - 2 2 - 2 1 c

SPPE 2022 Fundamentals of VTE a a c 1 2 2 2 - 2 2 c

SPPE 2032 Basic Invention a - - 1 1 1 - 2 2 - -

SPPE 2112 Computer Assisted Engineering Drawing a - c 1 1 2 - - - - -

SPPE 3022 Industry and VTE a - c 2 2 1 1 - 2 2 c

SPPE 4173 Assessment and Measurement Based on Job Competency - a c 2 2 1 - - 2 2 c

SPPL 1302 Basic Commerce a c - - - 2 - 1 - 1 c

SPPL 3422 Consumer Study & Practice a - - - 2 2 - - - 1 c

SPPL 4403 Invention a c - 1 1 - - 2 2 2 c

Elective Cluster 1 ( Choose 26 credits only)

SPPE 1102 Wood Working Practice a - - - 1 2 - - - - c

SPPE 4612 Basic Pneumatic and Hydraulic a - c - 1 1 - - 2 - -

SPPL 1002 Wood Technology a - c - - 1 - 2 - - c

SPPL 1012 Basic Electric and Electronic a - c - 1 - - - 2 - c

SPPL 1022 Single Phase Electrical Wiring a - c - 1 2 - 2 - 1 -

SPPL 1112 Basic Food Preparation & Nutrition a c - 2 - 1 - 2 - 2 c

SPPL 1122 Fabric & Clothing a - - 1 1 1 - 2 - 1 -

SPPL 1212 Propagation & Plant Management a - c - 2 1 - - 2 - c

SPPL 2012 Welding and Fabrication a - c 1 - - - - - 2 -

SPPL 2112 Clothing Studies a - - 1 1 1 - - - 1 c

SPPL 2142 Food Service Operation a c - 2 - 1 - 1 1 - c

SPPL 3002 Building Services: Piping a - c 2 1 - - - 2 - -

SPPL 3212 Decorative Horticulture a c - 2 - 1 - 2 - 2 -*VTE - TechnicalofVocationalEducation


94

SPPL 4222 Principle of Livestock Production a c - 2 1 1 - 2 - 1 c

SPPL 4312 Ergonomic a - c 2 2 - 1 - 2 - -

USPP 3222 Workshop & Laboratory School Management - a c 2 2 1 2 - 2 2 c

Elective Cluster 2 ( 6 credits ) : Choose One (1) course from each group of Elective 1, 2 and 3 Elective 1 : ERT

SPPL 1312 Family Recourse Management a - c 1 - 1 - 2 - 1 -

SPPL 2122 Food Preparation a c - 1 1 1 - 2 - 2 c

SPPL 3122 Community Nutrition a - c 1 1 1 2 - 2 2 -

Elective 2 : Agricultural

SPPL 1222 Principle of Plant Protection a - c 1 - 2 - 2 - 1 c

SPPL 2212 Soil Science a - - - 1 - - - - 1 -

SPPL 2232 Plant Production a - - - - 1 2 - 2 - c

Elective 3 : Technical

SPPL 1332 Electronic & Measurement Laboratory a - c - 1 - 2 - 2 - -

SPPL 2132 Construction Material a - c - 1 - - 2 - - c

SPPL 4002 Automotive Technology a - - - 1 1 - - - - c

Elective Cluster 3 ( 4 credits ) : Choose any Two (2) courses for Elective 4 and 5

Elective 1 : ERT

SPPL 4122 Fashion Drafting a - c 1 1 1 - 2 - - -

SPPL 4132 Food Processing Technology a - c 1 1 - 2 - - 2 c

SPPL 4202 Agro Technology a - c - 2 1 - - 2 - -

SPPL 4232 Building Drawing a - c - - 1 - 2 - 2 c

SPPL 4322 Landscape a c - 2 - 1 - 1 - - c






SP

PH

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(L

ivin

g Sk

ills

)

95












96



PROGRAMME OUTCOMES

Know

ledg

e

Tech

nica

l Skil

l/ pr

actic

al/

psyc

hom

otor

Thin

king

Skill

and

Scie

ntific

Ap

proa

ch

Com

mun

icatio

n S

kill

Socia

l Skil

l and

Res

pon-

sibilit

ies

Prof

essio

nalis

me,

val

ues,

at

titud

e an

d et

hics

Life

-long

Lea

rnin

g an

d In

form

atio

n M

anag

emen

t

Man

agem

ent S

kill a

nd

Entre

pren

eurs

hip

Lead

ersh

ip S

kill

P1 P2 P3 P4 P5 P6 P7 P8 P9

PO1 Knowledge & Applications of Living Skills √ √




PO5 Critical Thinking & Problem Solving Skills √

PO6 Team Working Skills √

PO7 Life-long Learning & Information Management √





SP

PH

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(L

ivin

g Sk

ills

)

97

18. Our Uniqueness

This programme is designed with a very notable characteristics that it would equip teachers-to-be with adequate knowledge and skills. The knowledge and skills enable them to function as Living Skills teachers who are capable to fully utilize current technology in Living Skills field in an attempt to produce effective T&L as well as to perform the essential tasks commonly associated with teaching profession.


Graduates of the programme are expected to work as:a) Teachers in government or private schools, and matriculation centres.b) Teaching staff at Community Colleagues.c) Teaching assistants, tutors or research assistants in higher learning institutions.




Students are encouraged to take up selected short courses designed to help them enhancing their professional character building. Upon completion of the programme, the students will be given a due recognition stated in their transcripts (called UTM Degree++). Some of the short programme are:


22. Learning FacilitiesIn addition to the conducive lecture halls, tutorial rooms, and seminar rooms, the Faculty of Education is well equipped with:

a. Innovation and Creativity Workshopb. Computer Laboratoryc. Multimedia Laboratoryd. Photography Laboratorye. Audio / Video Laboratoryf. Graphic Laboratoryg. Information Technology Training Centreh. Counseling Laboratoryi. Wood Working Workshop


98

j. Electrical Engineering Workshopk. Electronic Engineering Workshopl. Building Construction Workshopm. Plastic and Fiberglass Technology Workshopn. Refrigeration and Air Conditioning Technology Workshopo. Fabrication and Welding Technology Workshopp. Cooking Laboratoryq. Bunga Lawang Restaurantr. Metal and Machining Workshops. Pneumatic Laboratoryt. Engineering Drawing Room





SP

PH

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(L

ivin

g Sk

ills

)

99






Report)



100




90-100 A+ 4.00

80-89 A 4.00

75-79 A- 3.67

70-74 B+ 3.33

65-69 B 3.00

60-64 B- 2.67

55-59 C+ 2.33

50-54 C 2.00

45-49 C- 1.67

40-44 D+ 1.33

35-39 D 1.00

30-34 D- 0.67

00-29 E 0.00



SP

PH

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(L

ivin

g Sk

ills

)

101


Measurement Tools

Learning Outcomes

Duration Action by

PO1

PO2

PO3

PO4

PO 5

PO6

PO7

PO8

PO9

PO10

PO11



owner



Project

UGP (Undergraduate

Project) Committee















102

BACHELOR OF TECHNOLOGY WITH EDUCATION (MECHANICAL ENGINEERING)PROGRAMME SPECIFICATIONS

1. Programme Name Bachelor of Technology with Education (Mechanical Engineering)

2. Final Award Bachelor of Technology with Education (Mechanical Engineering)










- A pass with credit in Bahasa Melayu/Bahasa Malaysia at Malaysia Certificate of Education (SPM) level or equivalent.

- A pass in Malaysian Matriculation Certificate or recognised IPTA Foundation Course with minimum CGPA of 2.00.

- Attained a minimum Band 1 in Malaysian University English Test (MUET ).

ii) Specific Requirements of ProgrammeA pass with at least Grade C (a grade point of 2.00) in any TWO (2) of the following subjects:

o Mathematicso Physicso Chemistryo Engineering Mathematics

- A pass in Mathematics- A credit in Mathematics at SPM level or equivalent.- Good pass in MEdSI test and interview.


- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in Malaysian Higher School Certificate (STPM) with at least:

C Grade (CGPA 2.00) in General Paper; andC Grade (CGPA 2.00) in any TWO (2) of the taken subjects in the STPM.


SP

PJ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(M

ech

anic

al E

ngi

nee

rin

g)

103


subjects:- o Mathematics T o Advanced Mathematics T o Physics o Chemistry

- A pass in Mathematics T- A credit in Mathematics at SPM level or equivalent.- Good pass in MEdSI test and interview.



ii) Specific Requirements of Programme - Attained Mechanical Engineering Diploma or equivalent diploma holders from UTM or any

recognized institution with a minimum CGPA of 2.50 (without recognised prior working experience) or a minimum of CGPA of 2.30 (with recognised prior working experience).

- A pass with credit in Mathematics at SPM level or equivalent or a minimum Grade C in any core mathematics subject at diploma level.




theUniversity.c. Forallapplications,prioritywillbegiventocandidateswhopasswithacreditinMechanical

Engineering, Electrical/ Electronic Engineering and Civil Engineering Studies at the SPMlevel.


At the end of the programme, graduate teachers should be able to: a. Relate and manipulate knowledge and applications of the Mechanical Engineering principles especially those related with the

teaching & learning (T&L) of Mechanical Engineering at secondary and tertiary levels of education.b. Integrate and demonstrate knowledge and skills of pedagogy, psychology, philosophy, assessment and other learning-related

areas in the T&L of Mechanical Engineering.


104


d. Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Mechanical Engineering Education either in written or oral form across a wide range of contexts and stakeholders (students, parents, colleagues and community).






PO1Knowledge & Applications of Mechanical Enginering

Relate and manipulate knowledge and applications of the principles of Mechanical Engineering








Apply skills in ICT and multimedia creatively, innovatively and effectively




Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Mechanical Engineering Education either in written or oral form to appropriate audience.



SP

PJ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(M

ech

anic

al E

ngi

nee

rin

g)

105





PO6Team Working
























No. Classification Credit Hours Percentage Standard (QA)



iii. Compulsory University Courses 20 15.3% 15-20%

Total 131 100%



106


This programme is offered on full-time mode and is based on a two-semester academic session with several subjects being conducted and assessed in each semester. In most cases, assessments are made using a combination of various methods namely course works, final examinations and a final year project.




The programme consist of three main capstones namely Teaching Practice, Undergraduate Project and Industrial Training. Each capstone is made of a combination of several corner stones which are to be taken in specific sequence. The details of corner stones courses that together make up each of the capstone are as follows:



Undergraduate Project i. Measurement & Evaluation in Educationii. Research Methods in Educationiii. Mechanical Engineering Courses



Award Requirements: A candidate will be awarded with a degree of Bachelor of Technology with Education (Mechanical Engineering) upon successful completion of all courses prescribed in the programme structure within a permitted study duration with a Cummulative Grade Point Average (CGPA) not less than 2.00.

SP

PJ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(M

ech

anic

al E

ngi

nee

rin

g)

107

YEAR 1


SPPE 1033 Workshop Safety and Management 3 SPPE 1022 Engineering Drawing I 2

SPPM 1002 Teaching and Learning Technology 2 SPPM 1013 Telecommunication and Networking 3

SPPP 1002 Philosophy of Education 2 SPPP 1012 Psychology of Education 2

UPPP 1002 Introduction to Teaching Profession 2 SKEU 1003 Basic Electrical Engineering 3

SSCC 1693 Engineering Mathematics 3 SKMU 1212 Statics 2

SPPE 1002 Basic Engineering Drawing 2 ULAB 1112 English for Academic Communication 2

UKQP 1881 Sports Skills and Management 1 UHAS 1172 @

UHAS 1162


Arts, Custom & Belief (Pelajar Antarabangsa)

2

UICI 1012 Islamic and Asian Civilization 2 SPPE 1012 Basic Trade 2

TOTAL 17 TOTAL 18

YEAR 2



2 SPPE 2012 Teaching Method in VTE 2

SPPE 2032 Basic Invention 2 SPPE ----2 Elective 1 2

SPPE 2112 Computer Assisted Engineering Drawing 2 SPPP 2032 Measurement & Evaluation in Education 2

UKQP 1891 Athletics Skills and Management 1 SPPR 2862 Co-curriculum Management 2

SPPP 2002 Fundamental of Pedagogy 2 SKMU 2212 Dynamics 2

SKMU 2112 Mechanic of Solid 2 ULAB 2122 Advanced English for Academic Communication

2

SKMU 2712 Basic Production Technology 2 SPPE ----2 Elective 2 2

SPPE 2122 Basic Welding and Metal Fabrication 2 UXXX 2XX2 Elektif Pembangunan Insaniah & Globalisasi

2

UXXX XXX2 Elektif, Inovasi & Kreatif 2 UICI 2022 Science, Technology & Mankind 2

TOTAL 17 TOTAL 18


108

YEAR 3


SPPE 3022 Industry and VTE 2 SPPA 3008 Teaching Practice 8

SPPE 3512 Basic Robotics and mechatronics 2

SPPE 4173 Assessment and Measurement Based on Job Competency

3

SPPE ----2 Elective 3 2

SPPE ----2 Elective 4 2


SKMU 2412 Thermodynamics 2

UQ - - - - 1 Uniform Unit I 1

SPPA 2001 Micro Teaching 1

TOTAL 17 TOTAL 8

YEAR 4


SPPL 4403 Invention 3 SPPE ----2 Elective 6 2

SPPE ----2 Elective 5 2 SPPP 4043 Teacher Development (BIG) 3

SPPP 4052 Sociology & Professionalism 2 SPPP 4502 Guidance and Counseling 2

SPPU 4902 Undergraduate Project I 2 SPPU 4904 Undergraduate Project II 4

SKMU 3612 Material Science 2 SKMU 2312 Fluid Mechanics 2

SKMU 3812 Industrial Engineering 2 SPPA 3113* Industry Training 3

SPPE 4612 Basic Pneumatic and Hydraulic 2 UHAS 3012 Entrepreneurship 2

ULAB 3 - - 2 English Language Elective (Communication)

2

UQ- - - - 1 Uniform II 1

TOTAL 18 TOTAL 18


SP

PJ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(M

ech

anic

al E

ngi

nee

rin

g)

109


PROGRAMME OUTCOMES

SUBJECTS OFFERED

Know

ledg

e &

Appl

icatio

ns o

f M

echn

ical E

ngin

eerin

g

Know

ledg

e &

Appl

icatio

ns o

f Ed

ucat

ion

Know

ledg

e &

Skills

in IC

T &

Mul

timed

ia

Com

mun

icatio

n Sk

ills

Critic

al T

hink

ing

& Pr

oble

m

Solvi

ng

Team

Wor

king

Life

-long

Lea

rnin

g

Entre

puer

nesh

ip S

kills

Lead

ersh

ip S

kills

Ethi

cs &

Inte

grity

Gen

eral

Kno

wled

ge

Code Subjects PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11

Core Subjects












SPPP 4502 Guidance & Counseling - a - 1 2 - 2 - 1 2 -





SSCE 1693 Engineering Mathematics a - - - 1 - 2 - - 2 c


110

SKEU 1003 Basic Electrical Engineering a - - - 1 2 - - - - c

SKMU 1212 Statics a - - - 1 - 2 - 2 - -

SKMU 2112 Mechanics of Solid a - - - 1 - 2 - 2 - -

SKMU 2212 Dynamics a - - - 1 - 2 - 2 - -

SKMU 2312 Fluid Mechanics a - - - - - 1 - 2 - -

SKMU 2412 Thermodynamics a - - - 1 - 2 - 2 - -

SKMU 2712 Basic Production Technology a - c 1 - 1 2 2 2 2 -

SKMU 3612 Materials Science a - - - 1 - - - - - -

SKMU 3812 Industrial Engineering a - - 1 1 2 - - - 2 -

SPPA 3113 Industrial Training a - c 1 2 2 1 2 1 2 c


SPPE 1012 Basic Trade a c - 1 2 1 - 2 2 2 c

SPPE 2122 Basic Welding and Metal Fabrication a - - 1 1 2 - - - - -

SPPE 4612 Basic Pneumatic & Hydraulic a - c - 1 1 - - 2 - -

Elective Subjects

Elective Cluster 1 ( Choose 23 credits only)

SPPE 1033 Workshop Safety and Management a c c 1 1 2 2 - 2 1 c

SPPE 1022 Engineering Drawing I a - c - 1 2 - - - - -

SPPE 2022 Fundamental of Technical and Vocational Education a a c 1 2 2 2 - 2 2 c

SPPE 2012 Teaching Method in VTE c a c 1 - 2 2 - 2 1 c

SPPE 2032 Basic Invention a - - 1 1 1 - 2 2 - -

SPPE 2112 Computer Assisted Engineering Drawing a - c 1 1 2 - - - - -

SPPE 3022 Industry and VTE a - c 2 2 1 1 - 2 2 c

SPPE 3512 Basic Robotics and Mechatronics a - c 2 2 1 - - - - -

SPPE 4173 Assessment and Measurement Based on Job Competency - a c 2 2 1 - - 2 2 c

SPPL 4312 Ergonomics a - c 2 2 - 1 - - 2 -

SP

PJ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(M

ech

anic

al E

ngi

nee

rin

g)

111


SPPE 2622 Industrial Design a - c 2 1 2 - - - 2 -

Elective Cluster 2 ( Choose 6 credits only based on your minor)

Minor : Welding

SPPE 2322 TIG Welding a - - 1 1 1 - - - - -

SPPE 2342 MIG Welding a - - 1 1 1 - - - - -

SPPE 3242 Arc Welding a - - - 1 2 - - - - -

SPPE 4632 Welding Equipment Maintenance a - - - 1 2 - - 2 2 -

Minor : Machining

SPPE 1132 Metal Machinery-Lathe Operation a - - - 1 2 - - - - -

SPPE 1452 Metal Machinery-Milling Operation a - - - 1 2 - - - - -

SPPE 2232 CNC Machinery a - c - 1 - - - - - -

SPPL 2402 Computer Aided Design a - c - 1 - - - - - -

Minor : Refrigeration and Air Conditioning

SPPE 1212 Metal Fabrication Practice a - - - 1 2 - - - - -

SPPE 2242 Refrigeration and Air Conditioning Domestic Practice a - - - 1 2 - - - - -


SPPE 3122 Automotive Electric and Electronics System a - - - 1 2 - - - - -

Minor : Automotive


SPPE 1332 Automotive I: Petrol Engine a - - 1 1 2 - - - - -

SPPE 1432 Automotive II: Diesel Engine a - - - 1 2 - - - - -

SPPE 2222 Motorcycle and Small Engine Maintenance a - - 1 1 - 1 - - - -

Elective Cluster 3 ( Choose 6 credits only based on your minor)

Minor : Welding

SPPE 2292 Welding Inspection a - - - 1 - - - 2 2 -


112

SPPE 3222 Gas Welding a - - 1 1 2 - - - - -

USPP 3222 Workshop and School Laboratory Management - a c 2 2 1 2 - 2 2 c


SPPE 1212 Metal Fabrication Practice a - - - 1 2 - - - - -

Minor : Machining

SPPE 2142 Metal Machinery-Grinding Operation a - - - 1 2 - - - - -

SPPE 4712 Machine and Equipment Maintenance a - - - 1 2 - - 2 2 -

SPPE 4732 Jig Production a - - - 1 2 - - - - -

SPPE 2252 Machine Drawing a - - 2 1 2 - - - - -


Minor : Refrigeration and Air Conditioning

SPPE 1142 Refrigeration and Air Conditioning Technology a - - - 1 2 - - - - -

SPPE 3252 Geometrical Drawing for Refrigeration and Air Conditioning

a - c - 1 - - - - - -

SPPE 2422 Industry Air Conditioning a - - - 1 - 2 - - - -

SPPE 1242 Refrigeration and Air Conditioning Equipment Service

a - - - 1 1 - - - - -


Minor : Automotive

SPPE 3542 Petrol and Diesel Engine Maintenance a - - - 1 2 - - - - -

SPPE 3142 Electric and Electronics System a - - - 1 2 - - - - -

SPPE 2432 Automotive Cooling System a - - - 1 2 2 - - - -

SPPE 3262 Geometrical Drawing for Automotive a - c - 1 - - - - - -


SP

PJ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(M

ech

anic

al E

ngi

nee

rin

g)

113

















114



PROGRAMME OUTCOMES

Know

ledg

e

Tech

nica

l Skil

l/ pr

actic

al/

psyc

hom

otor

Thin

king

Skill

and

Scie

ntific

Ap

proa

ch

Com

mun

icatio

n S

kill

Socia

l Skil

l and

Res

pon-

sibilit

ies

Prof

essio

nalis

me,

val

ues,

at

titud

e an

d et

hics

Life

-long

Lea

rnin

g an

d In

form

atio

n M

anag

emen

t

Man

agem

ent S

kill a

nd

Entre

pren

eurs

hip

Lead

ersh

ip S

kill

P1 P2 P3 P4 P5 P6 P7 P8 P9

PO1 Knowledge & Applications of Mechanical Engineering √ √











18. Our Uniqueness

This programme is designed with a very notable characteristics that it would equip teachers-to-be with adequate knowledge and skills which enable them to function as Mechanical Engineering teachers who are capable to fully utilize current technology in mechanical engineering field to produce effective T&L as well as to perform the essential tasks commonly associated with teaching professionals.

SP

PJ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(M

ech

anic

al E

ngi

nee

rin

g)

115



a) Teachers in government or private schools, and matriculation centres.b) Teaching staff at Community Colleges.c) Teaching assistants, tutors or research assistants in higher learning institutions.





a. A Hands-on Course to Develop Multimedia Learning Materials for Selected Mechanical Engineering Topicsb. Advance Approach on Promoting Creativity and Innovative Thinking for School Studentsc. A Practical Approach on How to Manage Students with Behavioural Problems and Special Educational Needsd. A Short Course on Management of Co-Curricular Activities for Non-Specialist Teacherse. Comprehensive Course on MIS for New Teachersf. Enhancement Course for Non-Prescriptive Educational Softwareg. Specialised Video Production



a. Innovation and Creativity Workshopb. Computer Laboratoryc. Multimedia Laboratoryd. Photography Laboratorye. Audio / Video Laboratoryf. Graphic Laboratoryg. Information Technology Training Centreh. Counseling Laboratoryi. Wood Working Workshopj. Electrical Engineering Workshop


116

k. Electronic Engineering Workshopl. Building Construction Workshopm. Plastic and Fiberglass Technology Workshopn. Refrigeration and Air Conditioning Technology Workshopo. Fabrication and Welding Technology Workshopp. Metal and Machining Workshopq. Pneumatic Laboratoryr. Engineering Drawing Room

23. Supports for Students and Their Learning

A. Personal Supports- Academic Advisor- Counselling- Induction programme for orientation and introducing study skills- Students academic handbook (CD-ROM included)



SP

PJ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(M

ech

anic

al E

ngi

nee

rin

g)

117





4. Curriculum Review- Faculty academic committee- Laboratory attachment training survey- External examiner reports- Advisory reports- Students e-Portfolio- CRR (Course Review Report) - PRR (Programme Review Report)- Generic Skills Evaluation (Performance Criteria Report)



118




90-100 A+ 4.00

80-89 A 4.00

75-79 A- 3.67

70-74 B+ 3.33

65-69 B 3.00

60-64 B- 2.67

55-59 C+ 2.33

50-54 C 2.00

45-49 C- 1.67

40-44 D+ 1.33

35-39 D 1.00

30-34 D- 0.67

00-29 E 0.00

b. Role of External Examiners (Visiting Examiners)Visiting Examiners are appointed by the Faculty Academic Committee to - review and evaluate program curriculum,- review and evaluate assessment procedure and methods,- make necessary recommendations to the Academic Committee.

SP

PJ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(M

ech

anic

al E

ngi

nee

rin

g)

119


Measurement Tools

Learning Outcomes

Duration Action by

PO1

PO2

PO3

PO4

PO 5

PO6

PO7

PO8

PO9

PO10

PO11



owner



Project

UGP (Undergraduate

Project) Committee















120

BACHELOR OF TECHNOLOGY WITH EDUCATION (BUILDING CONSTRUCTION)PROGRAMME SPECIFICATIONS

1. Programme Name Bachelor of Technology with Education (Building Construction)

2. Final Award Bachelor of Technology with Education (Building Construction)










- A pass with credit in Bahasa Melayu/Bahasa Malaysia at Certificate of Education (SPM) level or equivalent.

- A pass in Malaysian Matriculation Certificate or recognised IPTA Foundation Course with minimum CGPA of 2.00.



subjects:o Mathematicso Physicso Chemistry



- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in Malaysian Higher School Certificate (STPM) with minimum :

o C Grade (CGPA of 2.00) in General Paper; ando C Grade (CGPA of 2.00) in any TWO (2) of the taken subjects in the STPM


SP

PQ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(B

uil

din

g C

onst

ruct

ion

)

121

ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in any TWO (2) and of the following

subjects:o Mathematics To Advanced Mathematics To Physicso Chemistry




ii) Specific Requirements of Programme - Attained Civil Engineering Diploma or equivalent diploma holders from UTM or any recognized

institution with a minimum CGPA of 2.50 (without recognized prior working experience) or a minimum of CGPA of 2.30 (with recognized prior working experience).





theUniversity.


At the end of the programme, graduate teachers should be able to: a. Substantially knowledgeable and competent in the area of Building Construction.b. Substantially knowledgeable in learning-related and pedagogy-related areas and highly competent to apply his/her pedagogical

knowledge and skills in the teaching & learning (T&L) of Building Construction education-related activities of school curriculum and co-curriculum at secondary level.


122


d. Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Building Construction Education either in written or oral form across a wide range of contexts and stakeholders (students, parents, colleagues and community).

e. Demonstrate ability to think and solve problems critically, creatively and innovatively. f. Work collaboratively as part of a team undertaking a range of different team roles.g. Respond and adapt readily to changing situations and to continue learning independently in the acquisition of new knowledge





PO1Knowledge & Applications of Building Construction

Demonstrate knowledge of the principles of Building Construction.


Examinations, tests, quizzes, laboratory reports, seminar presentations, discussions, problem-based exercises, individual/group projects/assignments.


Demonstrate knowledge of pedagogy, psychology, philosophy, assessment and other fields related to the profession of teaching




To apply and to demonstrate knowledge skills in ICT and Multimedia creatively, innovatively and effectively




To demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Building Construction either in written or oral form to appropriate audience.



SP

PQ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(B

uil

din

g C

onst

ruct

ion

)

123


To demonstrate the ability to learn independently, creatively and innovatively. Actively involved in teaching and learning process.

Independent research projects, group research projects, discussions, industrial training and teaching practices

Lesson plan, industrial training report, teaching portfolio, individual/group projects/assignments.

PO6Team Working


Project work, and group discussion



Adaptable in a variety of situation and play appropriate role according to the demands of the profession

Tutorials, laboratory works, group assignment



Ability to identify, develops and explore business and job opportunities. Ability to draft business plan and create self employment.

Project based learning, presentations and seminar



Knowledgeable in basic leadership theories and be able to lead project and supervise team members.




Ability to develop and practices positive attitude in the learning and teaching process

Independent research projects, group research projects, practicum, microteaching





Lesson plan, independent project report, learning portfolio, presentation, peer evaluation






Total 130 100%


124


This programme is offered on full-time mode and is based on a 2-Semester Academic Session with several subjects being delivered and assessed in each semester. Assessment is based on course works, final examinations and a final year project.

The students can choose to register a Service Learning course no earlier than the sixth semester. They can also choose to participate the study abroad programme during the sixth semester either in Australia or Indonesia. Additionally, they can join the Global Outreach Programme (GOP) to any one selected country.

During the whole programme, three capstones are laid out, which are: Teaching Practice, Undergraduate Project and Industrial Training. In order to achieve the first capstone (Teaching Practice), several cornerstones are placed from the first to the fifth semester. The courses are:

a. Philosophy of Educationb. Psychology of Educationc. Fundamental of Pedagogyd. Teaching Methodse. Microteaching

For the second capstone (Undergraduate Project), the cornerstones are:a. Measurement & Evaluation in Educationb. Research Methods in Educationc. Building Construction Courses

As for the last capstone (Industrial Training), the following are the cornerstones laid out:a. Programme core coursesb. Programme elective courses

Assessment: comprises of examinations and course works whereby the percentage of the examinations should not exceed 50%.

Note: Laboratory, workshop and practical courses are assessed 100% by course work.

Award requirements:A student should:

- Achieve a total of 128 credit hours with minimum CPA of 2.0.- Pass teaching practice and complete the final year project at year four


SP

PQ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(B

uil

din

g C

onst

ruct

ion

)

125


Undergraduate Project i. Measurement & Evaluation in Educationii. Research Methods in Educationiii. Building Construction Courses

Industrial Training i. Programme Construction Coursesii. Programme Elective Courses


Award Requirements: A candidate will be awarded with a degree of Bachelor of Technology with Education (Building Construction) upon successful completion of all courses prescribed in the programme structure within a permitted study duration with a Cummulative Grade Point Average (CGPA) not less than 2.00.


126

YEAR 1


UICI 1012 Islamic and Asian Civilisation 2 UHAS 1172 @

UHAS 1162



2

SPPM 1002 Teaching and Learning Technology 2 ULAB 1112 English for Academic Communication 2

SPPE 1002 Basic Engineering Drawing 2 SPPM 1012 Telecommunication and Networking 2

SPPE 1012 Basic Trade 2 SPPP 1012 Psychology of Education 2

SPPE 1032 Workshop Safety 2 SPPE 1022 Engineering Drawing 1 2

SPPE 1322 Construction Materials 2 SPPE 1102 Woodworking Practices 2

SSCE 1693 Engineering Mathematic 3 SPPE 1622 Construction Technology 2

SPPP 1002 Philosophy of Education 2 UKQP 1881 Sport Skills and Management 1

UKQP 1891 Athletics Skills and Management 1

TOTAL 18 TOTAL 15

YEAR 2


UQ - -- - 1 Uniform Unit I 1 UXXX 2XX2 Elektif Pembangunan Insaniah & Globalisasi

2

UICI 2022 Sains, Teknologi & Manusia 2 ULAB 2122 Advanced English for Academic Communication

2

SPPP 2002 Fundamental of Pedagogy 2 SPPE 2032 Basic Invention 2


2 SPPE 2212 Brickworking Practices 2

SPPP 2032 Measurement and Evaluation in Education 2 SPPA 2001 Micro Teaching 1

SPPE 2112 Computer Aided Engineering Drawing 2 SPPE 2012 Teaching Methods in Technical and Vocational Education

2

SPPE 2052 Basic Furniture Making 2 SKAU 2212 Mechanics of Materials and Structures 2

SKAU 2012 Fundamentals of Engineering Surveying 2 SPPP 2043 Teacher Development (BIG) 3

UXXX XXX2 Elektif, Inovasi & Kreatif 2 SPPR 2862 Co-Curriculum Management 2

TOTAL 17 TOTAL 18

YEAR 3

SP

PQ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(B

uil

din

g C

onst

ruct

ion

)

127


SPPP 3042 Research Methods in Education 2 SPPA 3008 Teaching Practice 8

SPPE 4172 Assessment and Management Based on Job Competency

2 SPPA 3002 School Orientation Programme 2

SPPE 3022 Industry and TVE 2

SPPE 3102 Domestic Plumbing 2

SPPE 3032 Building Drawing 2

SPPE 3512 Basic Robotic and Mechatronic 2

SKAU 3222 Theory of Structures 2

SKAU 2512 Basic Water Resources 2

SKAU 3712 Soil Mechanics 2

TOTAL 18 TOTAL 10

YEAR 4


UQ- -- -1 Uniform Unit II 1 SPPE 3112 Building Services 2

ULAB 3---2 English Language Electives (Communication)

2 SPPL 4412 Invention 2

SPPP 4052 Educational Sociology and Professionalisme

2 SPPP 4502 Guidance and Counseling 2

SPPE 4052 Organisation and Workshop Management 2 SPPE 4332 Entrepreneurship 2

SKAU 4422 Basic Structural Design 2 SKAU 3052 Civil Engineering Laboratory 2

SKAU 4812 Basic Principle of Highway and Traffic Engineering

2 SKAU 4112 Contracts Procedures and Estimation 2

SKAU 4912 Principle of Enviromental Engineering 2 SPPU 4904 Undergraduate Project II 4

SPPU 4902 Undergraduate Project I 2 SPPA 3113* Industrial Training 3

TOTAL 15 TOTAL 19



128


PROGRAMME OUTCOMES

SUBJECTS OFFERED

Know

ledg

e &

Appl

icatio

ns o

f Bu

ildin

g Co

nstru

ctio

n

Know

ledg

e &

Appl

icatio

ns o

f Ed

ucat

ion

Know

ledg

e &

Skills

in IC

T &

Mul

timed

ia

Com

mun

icatio

n Sk

ills

Critic

al T

hink

ing

& Pr

oble

m

Solvi

ng

Team

Wor

king

Life

-long

Lea

rnin

g

Entre

puer

nesh

ip S

kills

Lead

ersh

ip S

kills

Ethi

cs &

Inte

grity

Gen

eral

Kno

wled

ge


Core Subjects

SPPA 2001 Microteaching a a c 1 2 - 2 - - 2 -

SPPA 3002 School Orientation Programme - - c 1 1 2 2 - 1 1 2

SPPA 3008 Teaching Practice a a c 1 1 1 1 2 1 1 c

SPPM 1002 Teaching & Learning Technology - a a 1 2 1 2 - - 2 -

SPPM 1012 Telecommunication & Networking - c a 1 - 2 1 2 - 2 -

SPPP 1002 Philosophy of Education - a c 2 1 2 - - - 2 -

SPPP 1012 Psychology of Education - a c 1 2 2 1 - - 2 -

SPPP 2002 Fundamental of Pedagogy - a c 1 1 2 2 - 2 2 -

SPPP 2032 Measurement & Evaluation in Education - a c 2 2 - 1 - - 2 -

SPPP 3042 Research Methods in Education - a c 1 1 2 2 - 2 2 -

SPPP 4052 Sociology & Professionalism - a c 2 2 1 2 1 2 2 -

SPPP 4502 Guidance and Counselling - a c 1 2 2 - - 1 2 -

SPPP 2043 Teacher Development - a c 2 2 1 2 2 1 1 c

SPPR 2862 Co-curriculum Management - a c - 2 1 2 2 1 1 -

SPPU 4902 Undergraduate Project I a a c 2 1 - 1 2 - 1 c


UKQP 1881 Sports Skills and Management - c c 1 2 2 1 - 2 2 a

SP

PQ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(B

uil

din

g C

onst

ruct

ion

)

129

UKQP 1891 Athletics Skills and Management - c c 1 2 2 1 - 2 2 a

SKAU 2012 Fundamentals of Engineering Surveying a - - 1 - - - - - - -

SKAU 2212 Mechanics of Materials and Structures a - - - 1 - - - - - -

SKAU 3052 Civil Engineering Laboratory a - - 1 - 1 - - - - -

SKAU 3222 Theory of Structures a - - 1 - - - - - - -

SKAU 3712 Soil Mechanics a - - 1 - - - - - - -

SKAU 4422 Basic Structural Design a - - 1 - - - - - - -


SPPE 1012 Basic Trade a - - 1 2 1 - - - - -

SPPE 1022 Engineering Drawing 1 a - c 1 1 2 - - - - -

SPPE 1102 Woodworking Practices a - - 1 2 1 - - - - -

SPPE 1322 Construction Materials a - - 1 - 2 - - - - -

SPPE 1622 Construction Technology a - - 1 - 2 - - - - -

SPPE 2052 Basic Furniture Making a - - 1 - 1 - - - 1 -

SPPE 2112 Computer Aided Engineering Drawing a - c 1 1 2 - - - - -

SPPE 3032 Building Drawing a - a 1 1 1 - - - 1 -

SPPE 3112 Building Services a - - 1 - 2 - - - - -

SSCE 1693 Engineering Mathematics a - - - 1 - - - - - -

SPPA 3113 Industrial Training a - c 1 2 2 1 - 1 2 -

Elective Subjects

SPPE 1032 Workshop Safety a - c 1 1 2 - - - 1 -

SPPE 2012 Teaching Methods in Technical and Vocational Education b a - 1 - 2 - - - 1 -

SPPE 2022 Fundamental of Technical and Vocational Education a a - 1 - 2 - - - - -

SPPE 2032 Basic Invention a - a 1 1 1 - - - 1 -

SPPE 3022 Industry and Technical and Vocational Education a a - 2 - 1 1 - - - -


130

SPPE 4052 Organization and Workshop Management a - c 1 1 2 - - - 1 -

SPPE 3512 Basic Robotic and Mechatronic a - - 2 2 1 - - - - -

SPPE 4172 Assessment and Measurement Based on Job Competency - a - 2 2 1 - - - - -


SKAU 2512 Basic Water Resources a - - 1 - - - - - - -

SKAU 4812 Basic Principle of Highway and Traffic Engineering a - - 1 - - - - - - -

SKAU 4112 Contract Procedures and Estimation a - - 1 1 - - - - - -

SKAU 4912 Principle of Environmental Engineering a - - 1 - - - - - - -

SPPE 2212 Brickworking Practices a - - 1 - 1 - - - 1 -

SPPE 3102 Domestic Plumbing a - - 1 - 1 - - - 1 -

SPPE 4332 Entrepreneurship - - c 2 1 2 2 1 1 2 a


ULAB 1112 English for Academic Communication - - c 1 - 2 1 - 2 - a

ULAB 2122 Advanced English for Academic Communication - - c 1 - 2 2 - 2 - a

ULAB3-- 2 English Language Elective - - c 1 - 2 2 - 2 - a

UHAS 1152 Ethnics Relations - - - 2 - 1 2 - 2 1 a

UHAS2- -2 Nationality Effective - - c 1 2 1 1 - 2 - a

UICI 1012 Islamic and Asian Civilization - - c 1 1 2 1 - 2 2 a

UICI 3032 Islam and Current Issues - - c 2 1 2 1 2 2 - a

UQ- - - - 1 Uniform Unit I - a c 2 2 2 1 - 2 2 a

UQ- - - - 1 Uniform Unit II - a c 2 2 2 1 - 2 2 a



SP

PQ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(B

uil

din

g C

onst

ruct

ion

)

131



PROGRAMME OUTCOMES

Know

ledg

e

Tech

nica

l Skil

l/ pr

actic

al/

psyc

hom

otor

Thin

king

Skill

and

Scie

ntific

Ap

proa

ch

Com

mun

icatio

n S

kill

Socia

l Skil

l and

Res

pon-

sibilit

ies

Prof

essio

nalis

me,

val

ues,

at

titud

e an

d et

hics

Life

-long

Lea

rnin

g an

d In

form

atio

n M

anag

emen

t

Man

agem

ent S

kill a

nd

Entre

pren

eurs

hip

Lead

ersh

ip S

kill

P1 P2 P3 P4 P5 P6 P7 P8 P9

PO1 Knowledge & Applications of Building & Construction √ √











18. Our Uniqueness

This programme is designed with a very notable characteristics that it would equip teachers-to-be with adequate knowledge and skills which enable them to function as Building Construction teachers who are capable to fully utilize current technology in Building Construction field to produce effective T&L as well as to perform the essential tasks commonly associated with teaching professionals.


132











a. Innovation and Creativity Workshopb. Computer Laboratoryc. Multimedia Laboratoryd. Photography Laboratorye. Audio / Video Laboratoryf. Graphic Laboratoryg. Information Technology Training Centreh. Counseling Laboratoryi. Wood Working Workshopj. Electrical Engineering Workshopk. Electronic Engineering Workshop

SP

PQ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(B

uil

din

g C

onst

ruct

ion

)

133

l. Building Construction Workshopm. Plastic and Fiberglass Technology Workshopn. Refrigeration and Air Conditioning Technology Workshopo. Fabrication and Welding Technology Workshopp. Metal and Machining Workshopq. Pneumatic Laboratoryr. Engineering Drawing Room






134







SP

PQ

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(B

uil

din

g C

onst

ruct

ion

)

135




90-100 A+ 4.00

80-89 A 4.00

75-79 A- 3.67

70-74 B+ 3.33

65-69 B 3.00

60-64 B- 2.67

55-59 C+ 2.33

50-54 C 2.00

45-49 C- 1.67

40-44 D+ 1.33

35-39 D 1.00

30-34 D- 0.67

00-29 E 0.00




136


Measurement Tools

Learning Outcomes

Duration Action by

PO1

PO2

PO3

PO4

PO 5

PO6

PO7

PO8

PO9

PO10

PO11



owner



Project

UGP (Undergraduate

Project) Committee














SP

PR

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(E

lect

ric

An

d E

lect

ron

ic)

137

BACHELOR OF TECHNOLOGY WITH EDUCATION (ELECTRIC AND ELECTRONIC)PROGRAMME SPECIFICATIONS

1. Programme Name Bachelor of Technology with Education (Electric And Electronic)

2. Final Award Bachelor of Technology with Education (Electric And Electronic)










- A pass with credit in Bahasa Melayu/Bahasa Malaysia at Malaysia Certificate of Education (SPM) level or equivalent.

- A pass in Malaysian Matriculation Certificate or recognized IPTA Foundation Course with minimum CGPA of 2.00.



subjects:o Mathematicso Physicso Chemistry



- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in Malaysian Higher School Certificate (STPM) with at least:

C Grade (CGPA 2.00) in General Paper; andC Grade (CGPA 2.00) in any TWO (2) of the taken subjects in the STPM.



138


subjects:- o Mathematics T o Advanced Mathematics T o Physics o Chemistry




ii) Specific Requirements of Programme - Attained Electrical Engineering Diploma or equivalent diploma holders from UTM or any

recognized institutation with a minimum CGPA of 2.50 (without recognised prior working experience) or a minimum of CGPA of 2.30 (with recognised prior working experience).




andaletterthatconfirmingthecompletionofstudybyauthorityoftheawardinginstitution.b. Theactualthatdurationofstudywillbedeterminedbythenumberofcredittransferapproved

bytheUniversity.


At the end of the programme, graduate teachers should be able to: a. Relate and manipulate knowledge and applications of the Electric And Electronic principles especially those related with the

teaching & learning (T&L) of Electric And Electronic at secondary and tertiary levels of education.b. Integrate and demonstrate knowledge and skills of pedagogy, psychology, philosophy, assessment and other learning-related

areas in the T&L of Electric And Electronic.

SP

PR

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(E

lect

ric

An

d E

lect

ron

ic)

139


d. Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Electric And Electronic Education either in written or oral form across a wide range of contexts and stakeholders (students, parents, colleagues and community).






PO1Knowledge & Applications of Electric and Electronic

Demonstrate knowledge of the principles of Electric and Electronic.


Examinations, tests, quizzes, laboratory reports, seminar presentations, discussions, problem-based exercises, individual/group projects/assignments.


Demonstrate knowledge of pedagogy, psychology, philosophy, assessment and other fields related to the profession of teaching




To apply and to demonstrate knowledge skills in ICT and Multimedia creatively, innovatively and effectively




To demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Electric and Electronic either in written or oral form to appropriate audience.




140


To demonstrate the ability to learn independently, creatively and innovatively. Actively involved in teaching and learning process.

Independent research projects, group research projects, discussions, industrial training and teaching practices

Lesson plan, industrial training report, teaching portfolio, individual/group projects/assignments.

PO6Team Working


Project work, and group discussion



Adaptable in a variety of situation and play appropriate role according to the demands of the profession

Tutorials, laboratory works, group assignment



Ability to identify, develops and explore business and job opportunities. Ability to draft business plan and create self employment.

Project based learning, presentations and seminar



Knowledgeable in basic leadership theories and be able to lead project and supervise team members.








Demonstrate general knowledge and skills besides Building Construction, education and ICT








Total 131 100%


SP

PR

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(E

lect

ric

An

d E

lect

ron

ic)

141


This programme is offered on full-time mode and is based on a 2-Semester Academic Session with several subjects being delivered and assessed in each semester. Assessment is based on course works, final examinations and a final year project.

The students can choose to register a Service Learning course no earlier than the sixth semester. They can also choose to participate the study abroad programme during the sixth semester either in Australia or Indonesia. Additionally, they can join the Global Outreach Programme (GOP) to any one selected country.

During the whole programme, three capstones are laid out, which are: Teaching Practice, Undergraduate Project and Industrial Training. In order to achieve the first capstone (Teaching Practice), several cornerstones are placed from the first to the fifth semester. The courses are:

a. Philosophy of Educationb. Psychology of Educationc. Fundamental of Pedagogyd. Teaching Methodse. Microteaching

For the second capstone (Undergraduate Project), the cornerstones are:a. Measurement & Evaluation in Educationb. Research Methods in Educationc. Electrical & Electronic Courses

As for the last capstone (Industrial Training), the following are the cornerstones laid out:a. Programme core coursesb. Programme elective courses

Assessment: comprises of examinations and course works whereby the percentage of the examinations should not exceed 50%.

Note: Laboratory, workshop and practical courses are assessed 100% by course work.

Award requirements:A student should:

- Achieve a total of 128 credit hours with minimum CPA of 2.0.- Pass teaching practice and complete the final year project at year four.


142



Undergraduate Project i. Measurement & Evaluation in Educationii. Research Methods in Educationiii. Electrical & Electronic Courses


Assessment: Comprises of single component or combination of course work, final examination and a final year project. In most cases, course work would carry not more than 50% of the total assessment mark except for the laboratory, workshop and practical courses at which assessment is fully based on the coursework.

Award Requirements: A candidate will be awarded with a degree of Bachelor of Technology with Education (Electric & Electronic) upon successful completion of all courses prescribed in the programme structure within a permitted study duration with a Cummulative Grade Point Average (CGPA) not less than 2.00.

SP

PR

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(E

lect

ric

An

d E

lect

ron

ic)

143

YEAR 1


UICI 1012 Islamic and Asian Civilistion 2 UHAS 1172 @

UHAS 1162



2

SSCE 1693 Engineering Mathematic I 3 ULAB 1112 English for Academic Communication 2

SKEU 1003 Basic Electrical Engineering 3 SPPP 1012 Psychology of Education 2

SPPE 1002 Basic Engineering Drawing 2 SPPE 1022 Engineering Drawing 1 2

SPPM 1002 Teaching and Learning Technology 2 SPPE 1332 Basic Electronic Technology 2

SPPE 1012 Basic Trade 2 SKEU 2033 Circuit Theory 3

SPPE 1032 Workshop Safety 2 SPPE 2202 Domestic Wiring Practice 2

SPPP 1002 Philosophy of Education 2 UKQP 1881 Sports Skills and Management 1

SPPM 1012 Telecommunication & Networking 2

TOTAL 18 TOTAL 18

YEAR 2


UQ - -- - 1 Uniform Unit I 1 ULAB 2122 Advanced English for Academic Communication

2

UICI 2022 Science, Technology & Mankind 2 SPPA 2001 Micro Teaching 1

SPPP 2002 Fundamental of Pedagogy 2 SPPE 2012 Teaching Methods in VTE 2

SPPP 2043 Teacher Development (BIG) 3 SPPE 2032 Basic Invention 2


2 SKEU 2123 Instrumentation & Control 3

SPPP 2032 Measurement & Evaluation in Education 2 SPPE 2422 Industrial Wiring Practice 2

SPPE 2112 Computer Aided Engineering Drawing 2 SPPR 2862 Co-Curriculum Management 2

SKEU 1212 Digital Logic 2 UXXX 2XX2 Elektif Pembangunan Insaniah & Globalisasi

2

UKQP 1891 Athletics Skills and Management 2

TOTAL 18 TOTAL 16

YEAR 3


144


SPPP 3042 Research Methods in Education 2 SPPA 3008 Teaching Practice 8

SPPE 4212 Eelctrical Applicance and Maintenance 2 SPPA 3002 School Orientation Programme 2

SPPE 3022 Industry and TVE 2

SPPE 3232 Basic of Electrial & Electronic Control 2

SPPE 3242 Geometric Drawing for Electrical and Electronic

2

UXXX XXX2 Elektif, Inovasi & Kreatif 2

SPPE 3512 Basic Robotic and Mechatronic 2

SKEU 3003 Electronic 3

TOTAL 17 TOTAL 10

YEAR 4


UQ- -- -1 Uniform Unit II 1 SPPP 4502 Guidance and Counseling 2

ULAB 3 -- 2 English Language Elective (Communication)

2 SPPE 4512 Comunications Technology lab 2

SPPP 4052 Sociology & Professionalism 2 SKEU 3053 Electrical Technology 3

SPPE 4052 Organisation and Workshop Management 2 SPPU 4904 Undergraduate Project II 4

SPPL 4412 Invention 2 SPPA 3113* Industrial Training 3

SPPU 4902 Undergraduate Project I 2 SPPE 4332 Entrepreneurship 2

SPPE 4702 Radio and TV Repair and Maintenance 2

SKEU 3043 Network and Signal 3

SPPE 4172 Assessment & Measurement Based on the Competency

2

TOTAL 18 TOTAL 16


SP

PR

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(E

lect

ric

An

d E

lect

ron

ic)

145


PROGRAMME OUTCOMES

SUBJECTS OFFERED

Know

ledg

e &

Appl

icatio

ns o

f El

ectri

c &

Elec

troni

c

Know

ledg

e &

Appl

icatio

ns o

f Ed

ucat

ion

Know

ledg

e &

Skills

in IC

T &

Mul

timed

ia

Com

mun

icatio

n Sk

ills

Critic

al T

hink

ing

& Pr

oble

m

Solvi

ng

Team

Wor

king

Life

-long

Lea

rnin

g

Entre

puer

nesh

ip S

kills

Lead

ersh

ip S

kills

Ethi

cs &

Inte

grity

Gen

eral

Kno

wled

ge


Core Subjects

SPPA 2001 Microteaching a a c 1 2 - 2 - - 2 -

SPPA 3002 School Orientation Programme - - c 1 1 2 2 - 1 1 2

SPPA 3008 Teaching Practice a a c 1 1 1 1 2 1 1 c

SPPM 1002 Teaching & Learning Technology - a a 1 2 1 2 - - 2 -

SPPM 1012 Telecommunication & Networking - c a 1 - 2 1 2 - 2 -

SPPP 1002 Philosophy of Education - a c 2 1 2 - - - 2 -

SPPP 1012 Psychology of Education - a c 1 2 2 1 - - 2 -

SPPP 2002 Fundamental of Pedagogy - a c 1 1 2 2 - 2 2 -

SPPP 2032 Measurement and Evaluation in Education - a c 2 2 - 1 - - 2 -

SPPP 3042 Research Methods in Education - a c 1 1 2 2 - 2 2 -

SPPP 2043 Teacher Development - a c 2 2 1 2 2 1 1 c

SPPP 4052 Educational Sociology & Professionalism - a c 2 2 1 2 1 2 2 -

SPPP 4502 Guidance and Counselling - a c 1 2 2 - - 1 2 -

SPPR 2862 Co-curriculum Management - a c - 2 1 2 2 1 1 -

SPPU 4902 Undergraduate Project I a a c 2 1 - 1 2 - 1 c


SKEU 1003 Basic Electrical Engineering a - - - 1 - - - - - -

SKEU 1212 Digital Logic a - - - 1 - - - - - -

SKEU 2033 Circuit Theory a - - - 1 - - - - - -


146

SKEU 2123 Instrumentation and Control a - - - 1 1 - - - - -

SKEU 3003 Electronic a - - - 1 - - - - - -

SKEU 3043 Network and Signal a - - - 1 1 - - - - -

SKEU 3053 Electrical Technology a - - - 1 - - - - - -

SPPA 3113 Industrial Training a - c 1 2 2 1 - 1 2 -


SPPE 1012 Basic Trade a - - 1 2 1 - - - - -

SPPE 1022 Engineering Drawing 1 a - c 1 1 2 - - - - -

SPPE 1332 Basic Electronic Technology a - - 1 - 1 - - 1 - -

SPPE 2112 Computer Aided Engineering Drawing a - c 1 1 2 - - - - -

SSCE1693 Engineering Mathematics a - - - 1 - - - - - -

UKQP 1881 Sports Skills and Management - c c 1 2 2 1 - 2 2 a

UKQP 1891 Athletics Skills and Management - c c 1 2 2 1 - 2 2 a

Elective Subjects

SPPE 1032 Workshop Safety a - c 1 1 2 - - - 1 -

SPPE 2012 Teaching Methods in Technical and Vocational Education b a - 1 - 2 - - - 1 -

SPPE 2022 Fundamental of Technical and Vocational Education a a - 1 - 2 - - - - -

SPPE 2032 Basic Invention a - a 1 1 1 - - - 1 -

SPPE 2202 Domestic Wiring Practice a - - 1 1 1 - - 1 1 -

SPPE 2422 Industrial Wiring Practice a - - 1 1 1 - - 1 1 -

SPPE 3022 Industry and Technical and Vocational Education a a - 2 - 1 1 - - - -

SPPE 3232 Basic of Electric and Electronic Control a - - 1 - 1 - - 1 - -

SPPE 3242 Geometric Drawing for Electrical and Electronic a - - 1 1 2 - - - - -

SPPE 3512 Basic Robotic and Mechatronics a - - 2 2 1 - - - - -

SPPE 4052 Organisation and Workshop Management a - c 1 1 2 - - - 1 -

SPPE 4172 Assessment and Measurement Based on Job Competency - a - 2 2 1 - - - - -

SP

PR

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(E

lect

ric

An

d E

lect

ron

ic)

147

SPPE 4212 Electrical Appliance and Maintenance a - - 1 1 1 - - 1 1 -

SPPE 4512 Communication Technology Laboratory a - a 1 1 1 1 - 1 - -

SPPE 4702 Radio and TV Repair and Maintenance a - 1 1 1 - - - - -

SPPE 4332 Entrepreneurship - - c 2 1 2 2 1 1 2 a



ULAB 1112 English for Academic Communication - - c 1 - 2 1 - 2 - a

ULAB 2122 Advanced English for Academic Communication - - c 1 - 2 2 - 2 - a

ULAB 3-- 2 English Language Elective - - c 1 - 2 2 - 2 - a

UHAS 1152 Ethnics Relations - - - 2 - 1 2 - 2 1 a

UHAS 2- -2 Nationality Effective - - c 1 2 1 1 - 2 - a

UICI 1012 Islamic and Asian Civilization - - c 1 1 2 1 - 2 2 a

UICI 3032 Islam and Current Issues - - c 2 1 2 1 2 2 - a

UQ- - - - 1 Uniform Unit I - a c 2 2 2 1 - 2 2 a

UQ- - - - 1 Uniform Unit II - a c 2 2 2 1 - 2 2 a




148



PROGRAMME OUTCOMES

Know

ledg

e &

Appl

icatio

ns

of E

lect

ric &

Ele

ctro

nic

Tech

nica

l Skil

l/ pr

actic

al/

psyc

hom

otor

Thin

king

Skill

and

Scie

ntific

Ap

proa

ch

Com

mun

icatio

n S

kill

Socia

l Skil

l and

Re

spon

sibilit

ies

Prof

essio

nalis

me,

val

ues,

at

titud

e an

d et

hics

Life

-long

Lea

rnin

g an

d In

form

atio

n M

anag

emen

t

Man

agem

ent S

kill a

nd

Entre

pren

eurs

hip

Lead

ersh

ip S

kill

P1 P2 P3 P4 P5 P6 P7 P8 P9

PO1 Knowledge of Electric and Electronic √

PO2 Aspect of Educational Knowledge √ √



PO5 Critical Thinking & Problem Solving Skills √

PO6 Team Working Skills √

PO7 Life-long Learning & Information Management √





18. Our Uniqueness

This programme is designed with a very notable characteristics that it would equip teachers-to-be with adequate knowledge and skills which enable them to function as Electric and Electronic teachers who are capable to fully utilize current technology in Electronic & Electronic field to produce effective T&L as well as to perform the essential tasks commonly associated with teaching professionals.

SP

PR

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(E

lect

ric

An

d E

lect

ron

ic)

149



a) teachers in government or private schools, and matriculation centres.b) teaching assistants, tutors or research assistants in higher learning institutions.


Students are given the opportunity to enroll a few courses in participating universities and the grades and credits (up to 1/3 of the total credits of the curriculum) are transferable. At the moment, there are four participating universities i.e. Universiti Teknologi Malaysia, Universiti Sains Malaysia, Universiti Malaya and Universiti Malaysia Sarawak.






a. Wood Working Workshopb. Computer Laboratoryc. Agriculture Science Laboratoryd. Farming Plote. Electrical Engineering Workshopf. Electronic Engineering Workshopg. Food Service Laboratoryh. Fabric and Clothing Laboratoryi. Building Construction Workshopj. Plastic and Fiberglass Technology Workshop


150

k. Refrigeration and Air Conditioning Technology Workshopl. Fabrication and Welding Technology Workshopm. Metal and Machining Workshopn. Pneumatic Laboratoryo. Engineering Drawing Roomp. Automotive Workshopq. Invention Room Studio





SP

PR

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(E

lect

ric

An

d E

lect

ron

ic)

151








152




90-100 A+ 4.00

80-89 A 4.00

75-79 A- 3.67

70-74 B+ 3.33

65-69 B 3.00

60-64 B- 2.67

55-59 C+ 2.33

50-54 C 2.00

45-49 C- 1.67

40-44 D+ 1.33

35-39 D 1.00

30-34 D- 0.67

00-29 E 0.00



SP

PR

-B

ach

elor

of

Tec

hn

olog

y w

ith

Ed

uca

tion

(E

lect

ric

An

d E

lect

ron

ic)

153


Measurement Tools

Learning Outcomes

Duration Action by

PO1

PO2

PO3

PO4

PO 5

PO6

PO7

PO8

PO9

PO10

PO11



owner



Project

UGP (Undergraduate

Project) Committee















154

SP

PC

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ch

emis

try)

155

Department of Mathematics and Science Education


156

SP

PC

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ch

emis

try)

157

BACHELOR OF SCIENCE WITH EDUCATION (CHEMISTRY)PROGRAMME SPECIFICATIONS

1. Programme Name Bachelor of Science with Education (Chemistry)

2. Final Award Bachelor of Science with Education (Chemistry)









11. Entry Requirements MalaysianMatriculationCertificate/IPTAFoundationCourse:i) University Basic Requirements



ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in Chemistry and at least Grade C in

ONE (1) of the following subjects:o Mathematicso Physicso Biology


MalaysianHigherSchoolCertificate(STPM):i) University Basic Requirements

- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in Malaysian Higher School Certificate with minimum CGPA of 2.00.- Attained a minimum Band 1 in Malaysian University English Test (MUET).


158

ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in Mathematics and at least Grade C in

ONE (1) of the following subjects:o Advanced Mathematics To Physicso Biology- A pass in Advanced Mathematics T- A credit in Mathematics at SPM level or equivalent.- Good pass in MEdSI test and interview.








theUniversity.


At the end of the programme, graduate teachers should be able to: a. Relate and manipulate knowledge and applications of the Chemistry principles especially those related with the teaching &

learning (T&L) of Chemistry at secondary and tertiary levels of education.b. Integrate and demonstrate knowledge and skills of pedagogy, psychology, philosophy, assessment and other learning-related

areas in the T&L of Chemistry.c. Apply and demonstrate knowledge and skills in ICT and multimedia creatively, innovatively and effectively to produce effective

T&L and education-related activities. d. Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Chemistry Education

SP

PC

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ch

emis

try)

159

either in written or oral form across a wide range of contexts and stakeholders (students, parents, colleagues and community).e. Demonstrate the ability to think and solve problems critically, creatively and innovatively. f. Work collaboratively as part of a team undertaking a range of different team roles.g. Respond and adapt readily to changing situations and to continue learning independently in the acquisition of new knowledge





PO1Knowledge & Applications of Chemistry

Relate and manipulate knowledge and applications of the principles of Chemistry.












Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Chemistry Education either in written or oral form to appropriate audience.




160






PO6Team Working




























20 15% 15-20%

Total 132 100%


SP

PC

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ch

emis

try)

161



This programme offers several optional academic activities that would enhance ones’ professional character. These may take form in one or combination of the following:

o A two-credit service learning courseo The student spends a full semester in selected countries to participate in a study abroad programme (which normally carries a

eight-credit equivalent workload). o The student spends a two weeks period (or shorter) abroad to participate in the Global Outreach Programme (GOP).

The programme consists of three main capstones namely Teaching Practice, Undergraduate Project and Multimedia-Based Project. Each capstone is made of a combination of several corner stones which are to be taken in specific sequence. The details of corner stones courses that together make up each of the capstone are as follows:



Undergraduate Project i. Measurement & Evaluation in Educationii. Research Methods in Educationiii. Chemistry Education



Award Requirements: A candidate will be awarded with a degree of Bachelor of Science with Education (Chemistry) upon successful completion of all courses prescribed in the programme structure within a permitted study duration with a Cummulative Grade Point Average (CGPA) not less than 2.00.


162

YEAR 1



SPPN 1012 Science & Mathematics Curriculum 2 SPPN 1022 Learning Science & Mathematics 2

SPPP 1002 Educational Philosophy 2 SPPN 2121 Chemistry Education Laboratory I 1

SSCM 1023 Mathematical Methods I 3 SPPP 1012 Educational Psychology 2

SSCC 1603 Organic Chemistry - Functional Groups 3 SSCC 1703 Inorganic Chemistry 3

SSCC 1821 Organic Chemistry Practical I 1 SSCC 1851 Inorganic Chemistry Practical I 1

UICI 1012 Islamic and Asian Civilization 2 ULAB 1112 English for Academic Communication 2

UPPP1002 Introduction to Teaching Profession 2 UHAS 1172 @

UHAS 1162



2

UKQP 1881 Sports Skills & Management 1 UXXX XXX2 Elektif, Inovatif & Kreatif 2

TOTAL 18 TOTAL 18

YEAR 2


SPPP 1702 Multimedia Software Design 2 SPPM 2332 Authoring Language 2

SPPM 2102 Programming Language 2 SPPM 2342 Information Management System in Education

2

SPPN 2052 Laboratory Safety & Management 2 SPPM 3303 Creative Multimedia Technology 3

SPPP 2002 Fundamental of Pedagogy 2 SPPN 2112 Teaching Methods in Chemistry 2

SSCC 2243 Principles of Analytical Chemistry 3 SPPP 2032 Measurement & Evaluation in Education 2

SSCC 2861 Analytical Chemistry Practical I 1 SSCC 1413 Chemical Thermodynamics 3

SSCM 1103 Statistics 3 ULAB 2122 Advanced English for Academic Communication

2

UICI 2022 Sains, Teknologi & Manusia 2 UXXX 2XX2 Elektif, Pembangunan Insaniah & Globalisasi

2

UQ- - - -1 Unit Uniform I 1

TOTAL 18 TOTAL 18

YEAR 3

SP

PC

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ch

emis

try)

163


SPPA 2001 Microteaching 1 SPPA 3008 Teaching Practice 8

SPPM 31-2 (Programming Elective) 2

SPPN 3131 Chemistry Education Laboratory II 1


SPPR 2862 Co-curriculum Management 2

SSCC 1841 Physical Chemistry Practical I 1

SSCC 2453 Chemical Kinetics & Electrochemistry 3

SSCC 2613 Biomolecules 3

UKQP 1891 Athletics Skills & Management 1

TOTAL 16 TOTAL 8

YEAR 4


SPPN 4142 Chemistry Education 2 SPPM 43 - 3 (Development Elective) 3



SSCC 2713 Coordination Chemistry 3 SPPP 4043 Teacher Development (BIG) 3

SSCC 4223 Environmental Science 3 SPPU 4904 Undergraudate Project II 4

SSCC - - - 3 Chemistry Elective 3 UHAS 3102 Entrepreneurship 2


2 - - - - - -2 Free Elective 2

UQ- - - -1 Unit Uniform II 1

TOTAL 18 TOTAL 18



164


PROGRAMME OUTCOMES

SUBJECTS OFFERED

Know

ledg

e &

Appl

icatio

ns o

f Ch

emist

ry

Know

ledg

e &

Appl

icatio

ns o

f Ed

ucat

ion

Know

ledg

e &

Skills

in IC

T &

Mul

timed

ia

Com

mun

icatio

n Sk

ills

Critic

al T

hink

ing

& Pr

oble

m

Solvi

ng

Team

Wor

king

Life

-long

Lea

rnin

g

Entre

puer

nesh

ip S

kills

Lead

ersh

ip S

kills

Ethi

cs &

Inte

grity

Gen

eral

Kno

wled

ge


Core Subjects

















SP

PC

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ch

emis

try)

165

SPPN 1012 Science & Mathematics Curriculum a a c 2 2 1 2 - - 2 -

SPPN 1022 Learning Science & Mathematics a a a 1 2 2 1 - 2 - -

SPPN 2052 Laboratory Safety & Management a a c 2 2 1 2 2 2 1 -

SPPN 2112 Teaching Methods in Chemistry a a c 1 2 - 2 - - 2 -

SPPN 2121 Chemistry Education Laboratory I a a a 2 2 1 - 2 2 2 -

SPPN 3131 Chemistry Education Laboratory II a a a 2 1 1 2 - 2 2 -

SPPN 4142 Chemistry Education c a a 2 1 2 1 - - 2 -

SSCC 1703 Inorganic Chemistry a c c - 2 2 1 2 - - -

SSCC 1603 Organic Chemistry -Functional Groups a c c 1 2 2 - 2 - - -

SSCC 1413 Chemical Thermodynamics a c c - 1 2 - 2 - - -

SSCC 2243 Principles of Analytical Chemistry a c c - 2 2 1 2 - - -

SSCC 2713 Coordination Chemistry a c c - 2 2 2 - 1 - -

SSCC 2453 Chemical Kinetics & Electrochemistry a c c - 2 2 2 - 1 - -

SSCC 2613 Biomolecules a c c - 2 2 1 - 2 -

SSCC 1851 Inorganic Chemistry Practical I a c c 2 1 2 - - 2 2 -

SSCC 1821 Organic Chemistry Practical I a c c 2 1 1 - - 2 2 -

SSCC 2861 Analytical Chemistry Practical I a c c 2 1 1 - - 1 2 -

SSCC 1841 Physical Chemistry Practical I a c c 2 1 1 - - 2 2 -

Elective Subjects

SPPM1702 Multimedia Software Design - a a 2 1 1 2 2 2 - -

SPPM2332 Authoring Language - c a 2 1 - 2 - - - -

SPPM4712 Teaching Methods in Computer Science - a a 1 2 1 2 - 2 2 -

SPPM2342 Information System Management in Education - c a 1 2 1 2 2 2 2 -


166

SPPM2102 Programming Language - - a 2 1 - 2 - - - -

SPPM3303 Creative Multimedia Technology - c a 2 1 1 2 2 2 - c

SSCC 4223 Environmental Science a c - 2 2 - - - 1 2 -

SSCM 1023 Mathematical Methods I a - - 1 2 2 - - 2 - -

SSCM 1103 Statistics a - - 2 2 1 - - 2 - -

SPPM 31 -2 Programming Elective c c a 2 1 1 2 2 2 2 -

SPPM 43 -3 Development Elective c c a 1 1 1 2 2 2 2 -

SSCC - - -3 Chemistry Elective a c - 2 2 2 - 2 - 1 -

Free elective ---2

Free Elective - c c 2 2 2 1 2 2 1 a












UQ- - - -1 Unit Uniform I - - a 1 1 1 - - 1 - a

UQ- - - -1 Unit Uniform II - - a 1 1 1 - - 1 - a



SP

PC

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ch

emis

try)

167



PROGRAMME OUTCOMES

Know

ledg

e

Tech

nica

l Skil

l/ pr

actic

al/

psyc

hom

otor

Thin

king

Skill

and

Scie

ntific

Ap

proa

ch

Com

mun

icatio

n S

kill

Socia

l Skil

l and

Res

pon-

sibilit

ies

Prof

essio

nalis

me,

val

ues,

at

titud

e an

d et

hics

Life

-long

Lea

rnin

g an

d In

form

atio

n M

anag

emen

t

Man

agem

ent S

kill a

nd

Entre

pren

eurs

hip

Lead

ersh

ip S

kill

P1 P2 P3 P4 P5 P6 P7 P8 P9

PO1 Knowledge & Applications of Chemistry √ √











18. Our Uniqueness

This programme is designed with a very notable characteristics that it would equip teachers-to-be with adequate knowledge and skills which enable them to function as Chemistry teachers who are capable to fully utilise ICT to produce effective T&L as well as to perform the essential tasks commonly associated with teaching professionals.


168










In addition to the conducive lecture halls, tutorial rooms, seminar rooms and science laboratories, the Faculty of Education is well equipped with:- Smart Science Laboratory- Chemistry/Physics/Science Education Laboratory- Innovation and Creativity Workshops- Computerised Experiments equipped with PASCO- Computer Laboratories- Multimedia Laboratories- Digital Photography Laboratory.- Audio/Video Laboratory- Graphic Laboratory- Information Technology Training Centre- Counselling Laboratory

SP

PC

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ch

emis

try)

169


- Academic Advisor- Counselling- Induction programme for orientation and introducing study skills- Students' academic handbook (CD-ROM included)







4. Curriculum Review- Faculty academic committee- Laboratory attachment training survey- External examiner reports- Advisory reports- Students e-Portfolio- CRR (Course Review Report) - PRR (Programme Review Report)- Generic Skills Evaluation (Performance Criteria

Report)



170




90-100 A+ 4.00

80-89 A 4.00

75-79 A- 3.67

70-74 B+ 3.33

65-69 B 3.00

60-64 B- 2.67

55-59 C+ 2.33

50-54 C 2.00

45-49 C- 1.67

40-44 D+ 1.33

35-39 D 1.00

30-34 D- 0.67

00-29 E 0.00



SP

PC

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ch

emis

try)

171


Measurement Tools

Learning Outcomes

Duration Action by

PO1

PO2

PO3

PO4

PO 5

PO6

PO7

PO8

PO9

PO10

PO11



owner



Project

UGP (Undergraduate

Project) Committee















172

BACHELOR OF SCIENCE WITH EDUCATION (PHYSICS)PROGRAMME SPECIFICATIONS

1. Programme Name Bachelor of Science with Education (Physics)

2. Final Award Bachelor of Science with Education (Physics)












ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in Physics and at least Grade C in ONE

(1) of the following subjects:o Mathematicso Chemistryo Biology



- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in STPM with minimum CGPA of 2.00.- Attained a minimum Band 1 in Malaysian University English Test (MUET).

SP

PF

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ph

ysic

s)173

ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in Physics and at least Grade C in ONE

(1) of the following subjects:o Advanced Mathematics To Chemistryo Biology

- A pass in Advanced Mathematics T- A credit in Mathematics at SPM level or equivalent.- Good pass in MEdSI test and interview.


University Senate.- Attained a minimum Band 1 in Malaysian University English Test (MUET).






theUniversity.


At the end of the programme, graduate teachers should be able to:

a. Relate and manipulate knowledge and applications of the principles of Physics especially those related with the teaching & learning (T&L) of Physics at secondary and tertiary levels of education.

b. Integrate and demonstrate knowledge and skills of pedagogy, psychology, philosophy, assessment and other learning-related areas in the T&L of Physics.


174


d. Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Physics Education either in written or oral form across a wide range of contexts and stakeholders (students, parents, colleagues and community).

e. Demonstrate the ability to think and solve problems critically, creatively and innovatively. f. Work collaboratively as part of a team undertaking a range of different team roles.g. Respond and adapt readily to changing situations and to continue learning independently in the acquisition of new knowledge and

skills.h. Explore the basics of business and job opportunities. i. Demonstrate exemplary leadership skills as educator and leader of community. j. Practice high ethics and integrity.k. Demonstrate knowledge and skills related to humanities and other fields not stated in (a), (b) and (c) essentials for the development




PO1Knowledge & Applications of Physics

Relate and manipulate knowledge and applications of the principles of Physics.












Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Physics Education either in written or oral form to appropriate audience.



SP

PF

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ph

ysic

s)175





PO6Team Working

























i. Core Courses 80 60% 50 - 60%

ii. Elective Courses 32 25% 25 - 30%


20 15% 15 - 20%

Total 132 100%



176




a. A two-credit service learning courseb. The student spends a full semester in selected countries to participate in a study abroad programme (which normally carries a

eight-credit equivalent workload). c. The student spends a two weeks period (or shorter) abroad to participate in the Global Outreach Programme (GOP).




Undergraduate Project i. Measurement & Evaluation in Educationii. Research Methods in Educationiii. Physics Education



Award Requirements: A candidate will be awarded with a degree of Bachelor of Science with Education (Physics) upon successful completion of all courses prescribed in the programme structure within a permitted study duration with a Cummulative Grade Point Average (CGPA) not less than 2.00.

SP

PF

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ph

ysic

s)177

YEAR 1




SPPP 1002 Educational Philosophy 2 SPPN 2221 Physics Education Laboratory I 1

SSCM 1023 Mathematical Methods I 3 SSH 1103 Statistics 3

SSCP 1811 Physics Practical I 1 SPPP 1012 Educational Psychology 2

SSCP 1223 Modern Physics 3 SSP 1143 Mechanics 3


UPPP 1002 Introduction to Teaching Profession 2 UHAS 1172 @

UHAS 1162



2

UKQP 1881 Sports Skills & Management 1

TOTAL 18 TOTAL 18

YEAR 2




2


SPPP 2002 Fundamental of Pedagogy 2 SPPN 2212 Teaching Methods in Physics 2

SSCP 1153 Electricity & Magnetism 3 SPPP 2032 Measurement & Evaluation in Education 2

SSCP 1163 Sound, Wave & Optics 3 SSCM 1523 Linear Algebra 3

SSCP 1821 Physics Practical II 1 ULAB 2122 Advanced English for Academic Communication

2

UICI 2022 Sains, Teknologi & Manusia 2 UXXX 2XX2 Elektif Pembangunan Insaniah & Globalisasi

2

UQ- - - -1 Unit Uniform I 1

TOTAL 18 TOTAL 18


178

YEAR 3




SPPN 3231 Physics Education Laboratory II 1



SSCP 2113 Thermodynamics 3

SSCP 2313 Basic of Electronics 3

SSCP 2811 Physics Practical III 1



TOTAL 18 TOTAL 8

YEAR 4


SPPN 4242 Physics Education 2 SPPM 43 - 3 (Development Elective) 3



SSCP 2213 Nuclear Physics 3 SPPP 4043 Teacher Development (BIG) 3

SSCP 2821 Physics Practical IV 1 SPPU 4904 Undergraudate Project II 4

SSCP - - - 3 Physics Elective 3 UHAS 3102 Entrepreneurship 2


2 - - - - - -2 Free Elective 2


TOTAL 16 TOTAL 18


SP

PF

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ph

ysic

s)179


PROGRAMME OUTCOMES

SUBJECTS OFFERED

Know

ledg

e &

Appl

icatio

ns o

f Ph

ysics

Know

ledg

e &

Appl

icatio

ns o

f Ed

ucat

ion

Know

ledg

e &

Skills

in IC

T &

Mul

timed

ia

Com

mun

icatio

n Sk

ills

Critic

al T

hink

ing

& Pr

oble

m

Solvi

ng

Team

Wor

king

Life

-long

Lea

rnin

g

Entre

puer

nesh

ip S

kills

Lead

ersh

ip S

kills

Ethi

cs &

Inte

grity

Gen

eral

Kno

wled

ge


Core Subjects



















180



SPPN 2212 Teaching Methods in Physics a a c 1 2 - 2 - - 2 -

SPPN 2221 Physics Education Laboratory I a a c 2 1 1 - 2 2 2 -

SPPN 3231 Physics Education Laboratory II a a a 2 1 1 2 - 2 2 -

SPPN 4242 Physics Education c a a 2 1 2 1 - - 2 -

SSCP 1143 Mechanics a c - - 2 1 2 - 2 - -

SSCP 1153 Electricity & Magnetism a c - 1 2 2 - - 2 - -

SSCP 1163 Sound, Wave & Optics a c - 1 2 2 - - 2 - -

SSCP 1223 Modern Physics a c - - 2 1 2 - 2 - -

SSCP 2313 Basic of Electronics a c - - 1 2 2 - 2 - -

SSCP 2213 Nuclear Physics a c - - 2 1 - - 2 2 -

SSCP 2113 Thermodynamics a c - - 2 1 - - 2 2 -

SSCP 1811 Physics Practical I a c c 2 1 2 - - 2 1 -

SSCP 1821 Physics Practical II a c c 2 1 2 - - 2 1 -

SSCP 2811 Physics Practical III a c c 2 1 2 - - 2 1 -

SSCP 2821 Physics Practical IV a c c 2 1 2 - - 1 2 -

Elective Subjects


SPPM 2102 Programming Language - - a 2 1 - 2 - - - -




SPPM 3303 Creative Multimedia Technology - c a 2 1 1 2 2 2 - c



SSCM 1523 Linear Algebra a - - 1 2 2 - - 2 - -

SP

PF

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ph

ysic

s)181



SSCP - - -3 Physics Elective a - - - 2 2 - 2 1 - -

Free elective Service Learning / Japanese / Islamic Study - c c 2 2 2 1 2 2 1 a

















182



PROGRAMME OUTCOMES

Know

ledg

e &

Appl

icatio

ns

of P

hysic

s

Tech

nica

l Skil

l/ pr

actic

al/

psyc

hom

otor

Thin

king

Skill

and

Scie

ntific

Ap

proa

ch

Com

mun

icatio

n S

kill

Socia

l Skil

l and

Res

pon-

sibilit

ies

Prof

essio

nalis

me,

val

ues,

at

titud

e an

d et

hics

Life

-long

Lea

rnin

g an

d In

form

atio

n M

anag

emen

t

Man

agem

ent S

kill a

nd

Entre

pren

eurs

hip

Lead

ersh

ip S

kill

P1 P2 P3 P4 P5 P6 P7 P8 P9

PO1 Knowledge & Applications of Physics √ √











18. Our Uniqueness

This programme is designed with a very notable characteristics that it would equip teachers-to-be with adequate knowledge and skills which enable them to function as Physics teachers who are capable to fully utilise ICT to produce effective T&L as well as to perform the essential tasks commonly associated with teaching professionals.

SP

PF

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ph

ysic

s)183








a. A Hands-on Course to Develop Multimedia Learning Materials for Selected Science and Physics Topicsb. A Practical Approach on How to Manage Students with Behavioural Problems and Special Educational Needsc. A Short Course on Management of Co-Curricular Activities for Non-Specialist Teachersd. Advance Approach on Promoting Creativity and Innovative Thinking in Science and Physics for School Studentse. Comprehensive Course on MIS for New Teachersf. Enhancement Course for Non-Prescriptive Educational Softwareg. Specialised Video Production



- Smart Science Laboratory- Innovation and Creativity Workshops- Computerised Experiments equipped with PASCO- Computer Laboratories- Multimedia Laboratories- Digital Photography Laboratory.- Audio/Video Laboratory- Graphic Laboratory- Information Technology Training Centre- Counselling Laboratory


184










Report)


SP

PF

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Ph

ysic

s)185




90-100 A+ 4.00

80-89 A 4.00

75-79 A- 3.67

70-74 B+ 3.33

65-69 B 3.00

60-64 B- 2.67

55-59 C+ 2.33

50-54 C 2.00

45-49 C- 1.67

40-44 D+ 1.33

35-39 D 1.00

30-34 D- 0.67

00-29 E 0.00




186


Measurement Tools

Learning Outcomes

Duration Action by

PO1

PO2

PO3

PO4

PO 5

PO6

PO7

PO8

PO9

PO10

PO11



owner



Project

UGP (Undergraduate

Project) Committee














SP

PM

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Mat

hem

atic

s)187

BACHELOR OF SCIENCE WITH EDUCATION (MATHEMATICS)PROGRAMME SPECIFICATIONS

1. Programme Name Bachelor of Science with Education (Mathematics)

2. Final Award Bachelor of Science with Education (Mathematics)











minimum CGPA of 2.00.- Attained a minimum Band 1 in Malaysian University English Test (MUET ).

ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in Mathematics and at least Grade C

in ONE (1) of the following subjects:o Chemistryo Physicso Biology



- A pass with credit in Bahasa Melayu/Bahasa Malaysia at SPM level or equivalent.- A pass in STPM with minimum CGPA of 2.00.- Attained a minimum Band 1 in Malaysian University English Test (MUET ).


188

ii) Specific Requirements of Programme- A pass with at least Grade C (a grade point of 2.00) in Mathematics and at least Grade C in

ONE (1) of the following subjects:o Advanced Mathematics To Physicso Biologyo Chemistry- A pass in Advanced Mathematics T- A credit in Mathematics at SPM level or equivalent.- Good pass in MEdSI test and interview.



ii) Specific Requirements of Programme - Attained a minimum CGPA of 2.50 (without recognised prior working experience) or a mini-

mum of CGPA of 2.30 (with recognised prior working experience).- A pass with credit in Mathematics at SPM level or equivalent or a minimum Grade C in any




theUniversity.


At the end of the programme, graduate teachers should be able to: a. Relate and manipulate knowledge and applications of the Mathematics principles especially those related with the teaching &

learning (T&L) of Mathematics at secondary and tertiary levels of education.b. Integrate and demonstrate knowledge and skills of pedagogy, psychology, philosophy, assessment and other learning-related

areas in the T&L of Mathematics.c. Apply and demonstrate knowledge and skills in ICT and multimedia creatively, innovatively and effectively to produce effective

T&L and education-related activities.

SP

PM

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Mat

hem

atic

s)189

d. Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Mathematics Education either in written or oral form across a wide range of contexts and stakeholders (students, parents, colleagues and community).






PO1Knowledge & Applications of Mathematics

Relate and manipulate knowledge and applications of the principles of Mathematics.












Demonstrate skills and competencies in communicating knowledge, theories, concepts and practices of Mathematics Education either in written or oral form to appropriate audience.




190


Relate and manipulate knowledge and applications of the principles of Mathematics.


Examinations, tests, quizzes, reports, seminar presentations, Essay, observation, disertation, assignments, practicum, industrial training, portfolio.

PO6Team Working




























20 15% 15-20%

Total 131 100%


SP

PM

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Mat

hem

atic

s)191




o A two-credit service learning courseo The student spends a full semester in selected countries to participate in a study abroad programme (which normally carries a

eight-credit equivalent workload). o The student spends a two weeks period (or shorter) abroad to participate in the Global Outreach Programme (GOP).




Undergraduate Project i. Measurement & Evaluation in Educationii. Research Methods in Educationiii. Mathematics Education



Award Requirements: A candidate will be awarded with a degree of Bachelor of Science with Education (Mathematics) upon successful completion of all courses prescribed in the programme structure within a permitted study duration with a Cummulative Grade Point Average (CGPA) not less than 2.00.


192

YEAR 1




SPPP 1002 Educational Philosophy 2 SPPP 1012 Psychology of Education 2

SSCM 1023 Mathematical Methods I 3 SSCM 1033 Mathematical Methods II 3

SSCP 1143 Mechanics 3 SSCM 1103 Statistics 3


UPPP 1002 Introduction to Teaching Profession 2 UHAS 1172 @

UHAS 1162



2

UKQP 1881 Sports Skills & Management 1

TOTAL 17 TOTAL 17

YEAR 2




2


SPPP 2002 Fundamental of Pedagogy 2 SPPN 2312 Teaching Methods in Mathematics 2

SSCM 1523 Linear Algebra 3 SPPP 2032 Measurement & Evaluation in Education 2

SSCM 2673 Discrete Mathematics 3 SSCM 2793 Vector Calculus 3

UICI 2022 Sains, Teknologi & Manusia 2 ULAB 2122 Advanced English for Academic Communication

2

UQ- - - -1 Unit Uniform I 1 UXXX 2XX2 Elektif Pembangunan Insaniah & Globalisasi

2

TOTAL 17 TOTAL 18

SP

PM

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Mat

hem

atic

s)193

YEAR 3




SPPN 2332 Mathematics Education Laboratory 2



SSCM 2103 Statistical Mathematics 3

SSCM 2423 Numerical Methods I 3



TOTAL 18 TOTAL 8

YEAR 4


SPPN 4342 Mathematics Education 2 SPPM 43 - 3 (Development Elective) 3



SSCM 1703 Differential Equations I 3 SPPP 4043 Teacher Development (BIG) 3

SSCM 2613 Advanced Calculus 3 SPPU 4904 Undergraudate Project II 4

SSCM- - - 3 Mathematics Elective 3 UHAS 3102 Entrepreneurship 2

ULAB 3-- 2 English Language Elective ( Communication) 2 - - - - - -2 Free Elective 2


TOTAL 18 TOTAL 18



194


PROGRAMME OUTCOMES

SUBJECTS OFFERED

Know

ledg

e &

Appl

icatio

ns o

f M

athe

mat

ics

Know

ledg

e &

Appl

icatio

ns o

f Ed

ucat

ion

Know

ledg

e &

Skills

in IC

T &

Mul

timed

ia

Com

mun

icatio

n Sk

ills

Critic

al T

hink

ing

& Pr

oble

m

Solvi

ng

Team

Wor

king

Life

-long

Lea

rnin

g

Entre

puer

nesh

ip S

kills

Lead

ersh

ip S

kills

Ethi

cs &

Inte

grity

Gen

eral

Kno

wled

ge


Core Subjects


















SP

PM

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Mat

hem

atic

s)195



SPPN 2312 Teaching Methods in Mathematics a a c 1 2 - 2 - - 2 -

SPPN 2332 Mathematics Education Laboratory a a a 1 2 2 - 2 2 1 -

SPPN 4342 Mathematics Education c a a 2 1 2 1 - - 2 -



SSCM 1033 Mathematical Methods II a - - 1 2 2 2 - - - -

SSCM 2793 Vector Calculus a - - - 1 2 2 - 2 - -

SSCM 2103 Statistical Mathematics a - - - 2 1 2 - 2 - -

SSCM 2673 Discrete Mathematics a - - - 2 1 2 - 2 - -

SSCM 1523 Linear Algebra a - - 1 2 2 - - 2 - -

SSCM 2613 Advanced Calculus a - - 1 2 2 2 - - - -

Elective Subjects




SPPM 2342 Information System Management in Education - c a 1 2 1 2 2 2 2 -

SPPM 2102 Programming Language - - a 2 1 - 2 - - - -

SPPM 3303 Creative Multimedia Technology - c a 2 1 1 2 2 2 - c

SSCM 1703 Differential Equation I a - - - 1 2 2 - 2 - -

SSCM 2423 Numerical Methods I a - - - 1 2 2 - 2 - -

SSCP 1143 Mechanics a c - - 2 1 2 - 2 - -




196

SSCM - - -3 Mathematics Elective a - - - 1 2 - 2 2 - -

Free elective Service Learning / Japanese / Islamic Study - c c 2 2 2 1 2 2 1 a
















SP

PM

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Mat

hem

atic

s)197



PROGRAMME OUTCOMES

Know

ledg

e

Tech

nica

l Skil

l/ pr

actic

al/

psyc

hom

otor

Thin

king

Skill

and

Scie

ntific

Ap

proa

ch

Com

mun

icatio

n S

kill

Socia

l Skil

l and

Res

pon-

sibilit

ies

Prof

essio

nalis

me,

val

ues,

at

titud

e an

d et

hics

Life

-long

Lea

rnin

g an

d In

form

atio

n M

anag

emen

t

Man

agem

ent S

kill a

nd

Entre

pren

eurs

hip

Lead

ersh

ip S

kill

P1 P2 P3 P4 P5 P6 P7 P8 P9

PO1 Knowledge & Applications of Mathematics √ √











18. Our Uniqueness

This programme is designed with a very notable characteristics that it would equip teachers-to-be with adequate knowledge and skills which enable them to function as Mathematics teachers who are capable to fully utilise ICT to produce effective T&L as well as to perform the es-sential tasks commonly associated with teaching professionals.


198











- Smart Science Laboratory- Innovation and Creativity Workshops- Computerised Experiments equipped with PASCO- Computer Laboratories- Multimedia Laboratories- Digital Photography Laboratory.- Audio/Video Laboratory- Graphic Laboratory- Information Technology Training Centre- Counselling Laboratory

SP

PM

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Mat

hem

atic

s)199










Report)



200




90-100 A+ 4.00

80-89 A 4.00

75-79 A- 3.67

70-74 B+ 3.33

65-69 B 3.00

60-64 B- 2.67

55-59 C+ 2.33

50-54 C 2.00

45-49 C- 1.67

40-44 D+ 1.33

35-39 D 1.00

30-34 D- 0.67

00-29 E 0.00



SP

PM

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Mat

hem

atic

s)201


Measurement Tools

Learning Outcomes

Duration Action by

PO1

PO2

PO3

PO4

PO 5

PO6

PO7

PO8

PO9

PO10

PO11



owner



Project

UGP (Undergraduate

Project) Committee















202

SP

PM

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Mat

hem

atic

s)203

Synopsis Course


204

SP

PM

-B

ach

elor

of

Scie

nce

wit

h E

du

cati

on (

Mat

hem

atic

s)205

Synopsis Course:Department of Educational

Foundations


206

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Ed

uca

tion

al F

oun

dat

ion

s

207

SPPP 1002 PHILOSOPHY OF EDUCATION

This course introduces students the foundation of education that serves as a guideline for teachers in their teaching and learning processes. By exposing students with the concepts and philosophy of education, it is hope that they would be able to carry out their responsibilities effectively. This course covers the concept of philosophy in general, the concept of philosophy of education in specific, the various philosophical schools of thought as well as the National Philosophy of Education. Students should be able to differentiate the ideas of western, national and Islamic philosophy of education as a basis of teaching and learning effectively.

References1. Lecture notes in power point slides uploaded in e-learning. 2. Hassan Hushin. et. al. (2009). FalsafahPendidikan. Skudai: UTM3. Keow, C. L. (2008). PhilosophyandEducationinMalaysia. Kuala Lumpur : Kumpulan Budiman Sdn Bhd.4. Jacobsen, D. A. (2003). PhilosophyinClassroomTeaching:BridgingtheGap (2nd ed.). New Jersey: Prentice Hall5. Dunn, S. G. (2005). PhilosophicalFoundationsofEducation:ConnectingPhilosophytoTheoryandPractice.NewJersey: Pearson Education.6. Gutek, G. L. (1997). PhilosophicalandIdeologicalPerspectivesonEducation. Boston: Allyn & Bacon.7. Rosnani Hashim (2004). DualisminEducation. Boston: Allyn & Bacon.

SPPP 1012 EDUCATIONAL PSYCHOLOGY

This course introduces students to the definition of several areas of psychology as well as the importance of educational psychology in education. Discussion will be focused on development, learning and motivation. Topics discussed include individual differences, learner diversity, memory, motivating students to learn, thinking and creativity. This course equips students with the knowledge and competency to evaluate the practicability of various theories of learning and their applications in teaching and learning practices.

References1. Moreno, R. (2010). EducationalPsychology. USA: John Wiley & Sons2. Eggen, P. & Kauchak, D. (2010). EducationalPsychology:WindowsonClassrooms. Eight edition. New Jersey: Mrrill.3. Kalat, J. W. (2008).) IntroductiontoPsychology. Australia: Thomson Learning, Inc.4. O'Donnell, R. & Smith, D. (2008). EducationalPsychology:ReflectionforAction.USA: John Wiley & Sons, Inc.5. Ormrod, J. E. (2008). EducationalPsychology.SixthEdition.New Jersey: Pearson Education.6. Plotnik, R., & Kouyoumdjian (2008). IntroductiontoPsychology(8th ed). Australia: Thomson Learning, Inc.7. Santrock, J. W. (2009). Educational Psychology. Fourth Edition. New York: McGraw Hill.8. Slavin, R. E. (2009). EducationalPsychology:TheoryandPractice. (9th ed.). Boston: Pearson Education Inc. 9. Woolfolk, A. E. (2007). EducationalPsychology (9th ed.). Boston: Allyn & Bacon.

COURSE SYNOPSIS (DEPARTMENT OF EDUCATIONAL FOUNDATIONS)


208

SPPP 2002 BASIC PEDAGOGY

This course introuduces students to the knowledge and basic skills in various teaching and learning aspects. Discussion will be focussed on teaching models, strategies and teaching methods as well as aspects related to classroom management. In addition, students are required to understand and internalize the philosophy and implemention of KBSM. Other topics include knowledge and skills in evaluation, writing lesson plans and micro teaching. This course equip students with knowledge and skills to cooperate and solve problems, communicate effectively, think critically and creatively.

References: 1. Burden, P. R. & Byrd, D. M. (2010). MethodsforEffectiveTeaching.FifthEdition. Boston: Allyn & Bacon.2. Borich, G. D. (2004). EffectiveTeachingMethods. 5th Edition. New Jersey: Pearson Prentice Hall. 3. Burden, P. R. & Byrd, D. M. (2010). MethodsforEffectiveTeaching. Fifth Edition. Boston: Allyn & Bacon.4. Brown, G. (1975). Microteaching. USA: Allyn & Bacon.5. Cohen, L. (1996). AguidetoTeachingPractice. London: Routledge6. Freiberg, H.J. & Driscoll, A. (2005). UniversalTeachingStrategies. 4th Edition. Boston: Pearson Education, Inc.7. Jacobsen, D. A., Eggen, P. & Kauchak, D. (2006). TeachingMethods, 7th Edition. New Jersey: Pearson Prentice Hall. Joyce, B. & Weil, M. (1996).

ModelsofTeaching.Boston: Allyn and Bacon.8. Jeane, O. & Lipton, M. (2007). TeachingtoChangeTheWorld. Boston: McGraw-Hill. 9. Lever-Duffy, J., McDonald, J. B. & Mizell, Al. P. (2005). TeachingandLearningwithTechnology. Second Edition. Boston: Pearson education.10. Moore, K.D. (2009). EffectiveInstructionalStrategies:FromTheorytoPractice. London: Sage. 11. Moore, K. D. (2007). ClassroomTeachingSkills. Sixth Edition. Boston: McGraw-Hill. 12. Orlich, Harder, Callahan, Trevisan & Brown (2010). TeachingStrategies. Ninth Edition. Australia: Wadsworth.13. Parkay, F. W. & Stanford, B. H. (2007). BecomingaTeacher. Boston: Pearson Education, Inc.14. Pugach, M.C. (2006). BecauseTeachingMatters. USA: John Wiley & Sons, Inc15. Slavin, R.E. (2009). EducationalPsychology:TheoryandPractice. (9th ed.). Boston: Pearson Education Inc.

SPPP 2032 EDUCATIONAL MEASUREMENT AND EVALUATION

The course discusses the principles of measurement, testing and assessment in instructional process and formal educational activities. It outlines procedures for designing or selecting, administering and interpreting a variety of assessment measures typically used in classrooms and schools. Topics covered include concepts and types of tests, types of evaluation, principles of test construction, test scores and items analysis, and interpretation and reporting of test information. The course is designed to facilitate student teachers acquiring knowledge and understanding on concepts, principles and techniques of educational measurement and classroom assessment. Student teachers will also acquire competence in the planning and development of classroom assessment and analysing test scores, to enable them to use test results appropriately and effectively. In addition, student teachers will learn skills on how to construct well-designed tests that yield valid and reliable measures of how well they teach and how well the students learnt.

References 1. Earl, L. M. (2003). AssessmentasLearning:UsingClassroomAssessmentforStudentLearning. Thousand Oaks: Sage2. Linn, R.L. (1995). MeasurementandAssessmentinTeaching. Upper Saddle River: Prentice Hall3. Stiggins, R. J., Arter, J. A., Chappius, J., & Chappius, S. (2004).ClassroomAssessmentforStudentLearning:DoingItRight,UsingItWell. Portland,

OR: Assessment Training Institute.4. Wiggins, G. (1998). EducativeAssessment:DesigningAssessmentstoInformandImproveStudentPerformance. San Fransisco, CA.: Jossey-Bass.5. Wilson, L. K. (2005). WhatEveryTeachersNeedsToKnowAboutAssessment(2nd ed.). Larchmont, NY; Eye on Education.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Ed

uca

tion

al F

oun

dat

ion

s

209

SPPP 3042 RESEARCH METHODOLOGY IN EDUCATION

The course exposes students to various methods of conducting research. The main topics discussed are concepts and criteria of scientific research in education, procedures in conducting research activities including selecting topic, defining research background, formulating problem statements, research objectives, research questions and hypotheses. Topics related to procedures such as literature search, constructing research methodology, sampling, conducting pilot study, and data processing are also discussed. Students should be able to work in groups to construct a research proposal relevant to their respective field of study.

References1. Cohen, L., Manion, L., & Morrison, K. (2003). ResearchMethodsInEducation. London: Routledge/Falmer.2. Cresswell, J. W. (2003). ResearchDesign:Qualitative,Quantitative,AndMixedMethodsApproaches. Thousand Oaks: Sage Publications.3. Denscombe, M. (2004). TheGoodResearchGuide:ForSmall-ScaleSocialResearchProjects. London: Open University Press.4. Goodwin, C.J. (2008). ResearchInPsychology:MethodsAndDesign. Hoboken, NJ: John Wiley & Sons.5. Krejcie, R. V., & Morgan, D. W. (1970). Determiningsamplesizeforresearchactivity.EducationalandPsychologicalMeasurement, 30, 607-610.6. Kvale, S. (1996). InterViews:AnIntroductionToQualitativeResearchInterviewing. Thousand Oaks, CA: Sage.7. Lodico, M. G., Spaulding, D. T., and Voegtle, K. H. (2006). Methods InEducationalResearch:FromTheoryToPractice. San Francisco: Jossey -

Bass. 8. McMillan, J. H. (2008). EducationalResearch:FundamentalsForTheConsumer. Boston: Pearson, Allyn and Bacon.9. Mohd Majid Konting. (1994). KaedahPenyelidikanPendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka.10. Mohd Najib Ghafar. (1999). PenyelidikanPendidikan. Skudai: Penerbit UTM.

SPPP 2043 TEACHER DEVELOPMENT

This course consists of 10 modules in developing teachers as human capitals. The main elements in this course include training skill on resume writing and interview skills as well as various indoor and outdoor activities to promote studentsprofessional skills. The course enhances students affective, cognitive, and psychomotor self-development, and nurtures their softskills. Students should be able to prepare a good resume and delegate tasks to group members fairly.

References1. Ahmad Marzuki Ismail (2007). PenyediaanDiriKearahPembentukanModalInsan. Kuala Lumpur: Karisma Publication.2. Burke, R. J. Cooper, C. L. (2005). ReinventingHumanResourceManagement:ChallengesandNewDirections. Park Square, NY: Routledge Press3. Dato' Seri Abdullah Ahmad Badawi (2006). PembangunanModalInsan:KoleksiUcapanDato'SeriAbdullahAhmadBadawi. Kuala Lumpur: INTAN.4. Curtis, R. and Simmons, W. (2004). Theresume.comGuidetoWritingUnbeatableResume. New York, NY: McGraw-Hill.5. Jay, R. (2008). Brilliant Interview: WhatEmployersWanttoHearandHowtoSayIt (2nd ed.). Harlow: Pearson/Prentice Hall.6. Williams, L. (2005). TheUltimateInterviewBook:MakeaGreatImpressionandGettheJobDone. London: Kogan Page.

SPPP 4052 SOCIOLOGY AND PROFESSIONALISM IN EDUCATION

This course is designed to expose students to sociology and professionalism in education. It emphasizes the definitions of sociology and sociology in education. It also discusses education through the perspective of sociology, basic concepts of sociology related to social structure, social pattern and socialization process in society. The students will also be exposed to the socialization agents in Malaysia, social stratification, social institution, family and school as social institutions, function of school, school culture, school organization, school bureaucracy, school relationship and society, education and social changes and social mobility through education. Other topics include issues in professionalism in education. Students are expected to synthesize the knowledge in relation to professionalism in education based on various references.


210

References1. Ballantine, J. H., & Spade, J. Z. (2007). SchoolsandSociety. Belmont: Wadsworth.2. Amir Hasan Dawi (2002). PenteorianSosiologidanPendidikan. Tanjung Malim: Quantum Books.3. Esah Sulaiman (2003). AmalanProfesionalismePerguruan. Skudai: UTM.4. Mohd Salleh Lebar (2007). PengenalanRingkas:SosiologiSekolahdanPendidikan. Kuala Lumpur: Thinkers Library 5. Cress, M., Christine, M., Collier, P. J., Reitenaur, V. L. And Associates. (2005). LearningThroughServing:AStudentGuidebookforServiceLearning

AcrosstheDisciplines. Virginia: Stylus.6. Parkay, F. W. (2006). SocialFoundationsforBecomingaTeacher. New York, NY: Pearson Education.

SPPP 4502 GUIDANCE AND COUNSELLING

This course will expose students to the history, background, definitions, concepts, goals and the different between guidance and counselling service. Students will learn the techniques, and appropriate approach to address problems in schools and community settings. They will also be exposed to individual and group counseling. Some basic counselling theories will be described including the difference counselling of Western and Islamic counselling.

References1. Amla Mohd Salleh, Zuria Mahmud & Salleh Amat. (2009). BimbingandanKaunselingSekolah. Bangi : Penerbit UKM.2. Claring, Norman. (2010). WhatisCounsellingandPschotheraphy?. Exter : Learning Matters.3. Gibson, RL and Mitchell, MH. (1981). IntroductiontoGuidance. New York : Mac Millan Publishing Co.4. Mohamed Sharif Mustaffa, Roslee Ahmad & Hamdan Abdul Kadir. (2006). TeoridanPraktisKaunselingKelompokKotemporari. (2005). Penerbit UTM,

Skudai, Johor.5. Seligman, Linda. (2006). TheoriesofCounselingandPschotheraphy?:Systems,Strategies,andSkills 2nd Ed. Upper Saddle River, New Jersey :

Pearson/Merrill Prentice Hall Publisher.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Ed

uca

tion

al F

oun

dat

ion

s

211

Synopsis Course:Department of Multimedia

Education


212

213

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mu

ltim

edia

Ed

uca

tion

COURSE SYNOPSIS (DEPARTMENT OF MULTIMEDIA EDUCATION)

SPM 1002 Instructional and Learning Technology

This course presents the principles and the concept of Educational Technology, Instructional and Learning Technology as well as the teaching and learning process. It also deals with the utilization of Instructional Media from the conventional to the most up-to-date digital media. The basic concept of communication, Instructional design, model and approaches also being discuss to bring about more effective instruction. The use of computer technology, internet, teleconferencing, photography, video, audio and graphic in education also being exposed apart from appreciating the role played by the resource and teacher activity centres as well as the other related agencies. The course features extensive use and the production of instructional materials through group as well as individual project works.

References1. Baharuddin Aris et.al (2000) ModulPengajaranTeknologiPendidikan, Fakulti Pendidikan, UTM, Skudai, Johor.2. Smaldino, S.E. Lowther, D.L. and Russell, J.D.(2008).InstructionalTechnologyandMediaforLearning. 9th. ed. New Jersey, USA: Prantice

Hall, Inc.3. Dick, W. and Carey, L. (1990) TheSystematicDesignofInstuction. 3rd. ed. United State of America: Harper Collins Publishers.4. Ellington, H.I., Percival, F. and Race, P. (1993). HandbookofEducationalTechnology. 3rd.ed. London: Kogan Page5. Smaldino, S.E. Russell, J.D. Heinich, R. and Molenda, M. (2005). InstructionalTechnologyandMediaforLearning. 8th. ed. New Jersey, USA:

Prantice Hall, Inc.6. Romiszowski, A.J. (1984). ProducingInstructionalSystems. London: Kogan Page Ltd.7. Yusuf Hashim (1998). TeknologiPengajaran. Petaling Jaya, Selangor: Fajar Bakti.8. Roblyer, M.D. (2006). IntegratingEducationalTechnologyintoTeaching. 4th ed. New Jersey, USA: Pearson Education, Inc9. Rozinah Jamaludin. (2003). TeknologiPengajaran. Pusat Pengajian Pendidikan Jarak Jauh, USM: Utusan Publications & Distributors Sdn

Bhd.10. Timothy J. Newby-(et.al) (2006). EducationalTechnologyforTeachingandLearning. 3rd.ed. New Jersey, USA: Pearson Prantice Hall, Inc.

SPPM 1013 Telecommunication and Networking

This course will expose the students to the technologies and devises for computer networking and internet access and applications. It will cover fundamentals of data communication, telecommunication facilities and network topology. Students will be introduced to the Internet technology and its applications, and also social and ethical issues related to web resources. At the end of the course students should be able to demonstrate their understandings by using Internet applications for teaching and learning, able to evaluate web resources, awareness of ethical, social and legal issues related to web resources. Students also should be able to develop web pages using web tools.

References1. Morley, D., Parker C.S.(2008) Understandingcomputers: New York. Cengage2. Rio Sumarni Sharifuddin. et. al (2006). TelecommunicationinEducationModule (UTM) 3. Comer, D. (2004). Computernetworksandinternets : withInternetapplications. 4th ed. Upper Saddle River, NJ : Pearson/Prentice Hall. 4. Kasera, S., Narang, N., Narang, S. (2007). Communicationnetworks:principlesandpractice. New York: McGraw-Hill.5. Michael A.G.& William M. H. (2002). Computercommunicationsandnetworkingtechnologies. Pacific Grove, CA : Brooks


214

6. Mansfield, K.C (2002).Anintroductiontocomputernetworking Upper Saddle River, N.J.: Prentice Hall.7. Pankaj, S (2004). Computernetworking. APH Publishing Corporation. New Delhi, India.8. Shelly, Gary B., Cashman, T. J., Forsythe, S. G. (2006). Introductiontotheworldwideweb. Boston, MA : Thomson/Course Technology.9. Singh, Brijendra. (2006). Datacommunicationsandcomputernetworks. 2nd ed. New Delhi : Prentice-Hall of India10. Stallings, W (2004). Computernetworkingwithinternetprotocolsandtechnology Upper Saddle River, NJ: Prentice Hall

SPPM 1702 Multimedia Software Design

This course introduces the principles and method in designing of multimedia materials. The course will discuss the basic elements such as pedagogy, technology and instructional design required in creating multimedia materials. For the aspect on pedagogy, learning theories, teaching strategies and models will be included. Instructional design will guide the learners in designing the multimedia materials by applying theories into practice. The learners will also be exposed to the latest technology to be incorporated into the design. Also they will be given insights into innovations in teaching and learning that could be integrated into the design of multimedia materials.

References1. HowtodesignMultimediawebapplications-Baharuddin Aris, Rio Sumarni Shariffudin,Manimegalai Subramaniam, Noor Azean Atan, Shahruddin

Md Salleh, Norasykin Mohd Said, Zaleha Abdullah

SPPM2102 Basics of Programming

This course introduces students to basic programming language and problem solving technique. At the beginning of the course, student will be exposed to programming terminology, followed by a few phase of programming development and programming concept (such as compiling, translating and editing). This course will provide practice in designing program using design tools (pseudo-code or flowchart). A few ways of solving problems will also be discussed. Advanced programming concepts (such as selection, looping, function and array) will be explained using high level programming syntax. At the end of the course, student should be able to apply the knowledge and skill by developing program selective programming software.

References1. Nasly Mohamed Ali (2010) StructuredprogrammingusingC++ insimplestepswithengineeringapplications. Skudai, Johor :Penerbit UTM

Press2. Malik, D.S. (2009), C++programming:programdesignincludingdatastructures, 4th ed. Boston, MA : Course Technology,3. Deitel, Paul J. (2009) C++forProgrammers:contains240examples, New Jersey :Pearson Education4. Collopy, D. M. (2003). IntroductiontoC++Programming–AModularApproach. 2nd ed. USA: Prentice Hall5. Harold J. R. (2001). LogicandStructuredDesignforComputerProgrammers. 3rd Edition. USA: Cole Publishers6. Burkhard, W.A. (2000) Cuntukpengaturcara. Malaysia : Penerbit UTM7. Emeraal, L. (2000). C++forProgrammers : Third Edition. USA: John Wiley & Sons. Inc8. Kruse, Robert L. and Ryba, Alexandra J. (1999). DatastructuresandprogramdesigninC++. USA: Prentice-Hall

SPPM 2332 Multimedia Authoring Language

This course will give a thorough overview of basic concept of authoring language, authoring process and types of authoring language for a standalone application development. It will also expose students with basic concept of web-based development that integrates multimedia elements through an appropriate software. Through this course, students will intensively learn skills in developing educational courseware,

215

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mu

ltim

edia

Ed

uca

tion

digital learning object applications, and also web-based applications by using appropriate authoring language and web-based development software. This course will also emphasize on other aspects such as basic programming concept in Authoring Language, differences between developing a standalone application and web-based application, and packaging and distributing standalone and web-based applications.

References1. Jamalludin Harun and Zaidatun Tasir (2004). MultimediaMenerusiMacromediaFlashMX2004, Kuala Lumpur: Venton Publishings.2. Shuman, J. (2008). AdobeFlashCS3Revealed, Boston, MASS: Thomson/Course Technology.3. Webster, S. (2008). FoundationActionScript3.0withFlashCS3andFlex, New York, NY: friends of ED.4. Reinhardt, R. (2007). AdobeFlashCS3ProfessionalBible, Hoboken, NJ: Wiley Publishing.5. Anderson, A. (2007). BrilliantFlashCS3Professional:Whatyouneedtoknowandhowtodoit, Harlow, England: Pearson Education.6. Jamalludin Harun and Zaidatun Tasir (2002). MacromediaDreamweaverMX:AsasPembangunanHalamanWeb(Siri1), Kuala Lumpur: Venton

Publishings.7. Shelly, G. B. (2008). Adobe Dreamweaver CS3 : IntroductoryConceptsandTechniques, Australia, AT: Thomson.8. Bishop, S. (2008). AdobeDreamweaverCS3Revealed, Boston, MA: Thomson Course Technology

SPPM 2342 Sistem Pengurusan Maklumat dalam Pendidikan

Kursus ini membincangkan tentang konsep pengurusan data yang berkaitan dengan bidang pendidikan samada di peringkat sekolah, jabatan atau kementerian. Pelajar akan didedahkan dengan aplikasi pangkalan data di sekolah terutamanya bagi aplikasi pentadbiran, pengurusan data pelajar dan dalam pengajaran dan pembelajaran. Dalam kursus ini juga, pelajar akan didedahkan tentang konsep pangkalan data berasaskan sumber terbuka yang digunakan untuk tujuan pendidikan. Pelajar yang mengikuti kursus ini juga berpeluang untuk membangunkan aplikasi pangkalan data yang berkaitan dengan bidang pendidikan d akhir kursus ini.

Rujukan1. Nor Bahiah Ahmad, Dayang Norhayati Abang Jawawi, Norazah Yusof, Shahliza Halim, Azah Kamilah Muda, Zuraini Ali Shah, Ismail Mat Amin,

Rolina Mohamed, StrukturData&AlgoritmaMenggunakanC++, Penerbit UTM, UTM.2. Mohd Shahizan Othman, Lizawati Mi Yusof, Suraya Miskon dan Syed Norris Hikmi Syed Abdullah (2006), PengaturcaraanWebHypertext

Preprocessor(PHP), Penerbit UTM, UTM. 3. Mohd. Shahizan Othman, Suraya Miskon, Syed Norris Hikmi Syed Abdullah, Norasnita Ahmad dan Roliana Ibrahim, (2004), MicrosoftSQL

Server2000:TeoridanAmali, Penerbit UTM, UTM.4. Jamalludin Harun & Zaidatun Tasir (2006), Microsoft Access XP - Siri 2 Menguasai Perisian Pangkalan Data, Venton Publishing, Kuala

Lumpur. 5. Bahagian Teknologi Pendidikan, available online : http://www.moe.edu.my.6. Halaman Web Cikgunet, available online : http://www.cikgu.net.my/7. Halaman web PHPnuke, available online : http://phpnuke.org/8. Halaman web Phpnuke Malaysia, available online : http://www.phpnuke.com.my/

SPPM 3112 Visual Programming

This course introduces students to the basic aspects of visual programming based on objects. It will emphasize on the interface development with the implementation of programming techniques. At the beginning of the course, students will be exposed to visual programming environments, working with visual objects, and visual programming techniques with the integration of database. At the end of the course, the students should be able to apply the knowledge and skill of visual programming by developing


216

References1. Deitel, P. J. (2008). VisualC++2008howtoprogram2nded.. Upper Saddle River, NJ : Pearson /Prentice Hall2. Bradley, Julia Case (2010). ProgramminginvisualC#2008. New York :McGraw-Hill Companies3. Liang, Y. Daniel (2007). MicrosoftvisualC++2005 : express edition. Upper Saddle River, NJ :Pearson / Prentice Hall4. Horton, Ivor (2008). IvorHorton'sbeginningvisualC++2008. Indianapolis, IN :Wiley Publishing5. Gill, T. Grandon (2005). IntroductiontoprogrammingusingvisualC++ .net. Hoboken, N.J. :John Wiley & Sons

SPPM 3122 Web Based ProgrammingThis course discusses the basic concepts, design and development of interactive programming application through web for teaching and learning. At the beginning of this course, students will be exposed to the concepts of interactive applications using client-side scripts and server-side script and its integration in the development of learning objects. At the end of this course, students can develop interactive applications in teaching and learning through web. This course is a course requirement for SPPM 4353 (System Development Course).

References1. Matthews, Martin S.(2010), Dynamicwebprogramming:abeginner'sguide, New York :McGraw-Hill2. Welling, Luke (2009), PHPandMySQLWebDevelopment(4thEdition), Upper Saddle River, NJ : Pearson Education, 3. Valade, Janet(2008), PHPandMySQLwebdevelopment:all-in-onedeskreferencefordummies, Hoboken, NJ :Wiley Publishing,4. Bardzell, J (2007), AdobeDreamweaverCS3withASP,ColdFusion,andPHP, Berkeley, CA : Peachpit.5. Stanek, William (2006), Webguruguidetojavascript, Upper Saddle River, NJ :Prentice Hall6. Cogswell, J.M (2004), Apache,MySQL,andPHPWebdevelopment:all-in-onedeskreferencefordummies, Indianapolis, Ind. : Wiley Publishing,

2004

SPPM 3303 Creative Multimedia Technology

This course giving exposure to students about theory and basic concept of digital graphic, animation, audio and video . Students will learn about the main concept for each elements and how to use it appropriately in developing multimedia applications and websites. Students will be guided on how to use various techniques to create high quality multimedia elements using current digital graphic, animation, audio and video software. This course also stress on combination of multimedia elements in creating effective and high quality teaching materials.

References1. Adobe Creative Team (2007). AdobeFlashCS3ProfessionalClassroominaBook 2. Alten, S. (2002). AudioinMedia. 6th ed. Belmont, CA: Wadsworth3. Alesso, H.P. (2000). e-Video : ProducingInternetVideoasBroadbandTechnologies Converge, San Francisco : Addison Wesley4. Coorough, C. (2001). MultimediaandtheWeb, Orlando, Florida : Harcourt College Publishers5. Green T , Stiller , D. (2007). FoundationFlashCS3forDesigners(Foundation)6. Hofstetter, F.T. (2001), MultimediaLiteracy, 3rd Edition, San Francisco : McGraw Hill/Irwin7. Jamalludin Harun & Zaidatun Tasir (2006), Multimedia:KonsepdanPraktis, Kuala Lumpur: Venton Publishing. Jamalludin Harun & Zaidatun

Tasir (2005). Multimedia: Konsep dan Praktis, Kuala Lumpur: Venton Publishing (M) Sdn. Bhd.8. Jamalludin Harun & Zaidatun Tasir (2005). TeknologidanRekabentukGrafikDigital, Kuala Lumpur: Venton Publishing (M) Sdn. Bhd9. Lozano, J.M. (1997). Multimedia:SoundandVideo, Indianapolis: QUE Education and Training.10. McGloughlin, S. (1997), MultimediaontheWeb, Indianapolis: QUE Education and Training.11. McGloughlin, S. (2001), Multimedia:ConceptsandPractice, New Jersey : Prentice Hall

217

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mu

ltim

edia

Ed

uca

tion

12. Ozer, J. (2004), PC Magazine : GuidetoDigitalVideo, Indianapolis : Wiley Publising, Inc.13. Perkins, T, (2007). AdobeFlashCS3ProfessionalHands-OnTraining 14. Schuman, J. E. (1998), MultimediainAction. Belmont, California : Wadsworth.15. Vaughan, T. (1998). Multimedia:MakingItWork. Berkeley, California: Timestream.

SPPM 4303 Pembangunan Multimedia

Kursus ini bertujuan memberi pengalaman kepada pelajar untuk membangunkan perisian multimedia berdasarkan satu tajuk atau mata pelajaran untuk kegunaan pengajaran dan pembelajaran di sekolah. Projek multimedia yang dibangunkan memberi penekanan kepada rekabentuk antara muka pengguna, isi kandungan reka bentuk dengan menggunakan papan cerita atau script, penghasilan grafik, animasi, suara dan bahan dalam bentuk video yang dibangunkan dengan mennggunakan perisian seperti perisian Flash. Pembangunan adalah berberdasarkan kepada gabungan teori dan kemahiran pelajar dalam kursus-kursus terdahulu.

Rujukan1. Elaine England & Andy Finney (1996), ManagingMultimedia, Addison Wesley, Cambridge.2. Dix, Alan et. al. (2004), Human_ComputerInteraction. 3rd ed. London: Prentice Hall.3. James E. Shuman (1998), MultimediaInAction, Wadsworth Publishing Company, California. 4. Gershenfeld, Neil (1999). WhenThingsStarttoThink. New York: Henry Holt.5. Gershenfeld, Neil (2005). FAB New York: BasicBooks.6. Graham, Lisa (2005). BasicofDesign. Thompson Delmar Learning. 7. Gary Olsen (1998), GettingStartedinMultimediaDesign, North Light Books, Cincinnati, Ohio.8. Isabel Pedersen (2008) MultimediaDesignBooks. New York: 9. Michael J. Hannafin & Kyle L. Peck (1988), TheDesign,DevelopmentandEvaluationofInstructionalSoftware, Macmillan Publishing Company,

New York.10. Preece, Jennifer, Yvonne Rogers and Helen Sharp (2007). InteractionDesign: BeyondHuman-Computer Interaction. York: John Wiley &

Sons. 11. Wan Salihin, Mohamad & Rio Sumarni (1998), PengenalanMultimediaPendidikan, Jabatan Multimedia Pendidikan, Fakulti Pendidikan, UTM

Skudai.12. Tay Vaughan, (1995), Multimedia :MakingItWork, Timestream Inc, California.13. Villamil Casanova & Louis Molina (1997), Multimedia:Production,PlanningandDelivery, Que E&T, Indianapolis.

SPPM 4353 System Development

This course offers students with a comprehensive experience in developing an educational computer application system. The development of this system requires students to utilise their previous knowledge and skills which they have acquired from the pre-requisite course. The standard and compatibility of system will be highlighted. This course also stresses on the project management, technical issues (concerning design, testing and distribution), database integration, the end format and the system evaluation. After completing the course, the students are expected to apply their knowledge, skills and experiences in developing a highly-presentable educational computer application system.

References1. Hobart,J (1995). Computer Principles of good GUI Design. http://www.classicsys.com/css06/cfm/article.cfm?articleid=202. Kossiakoff , A. & Sweet, (2003). SystemsEngineeringPrinciplesandPractice. New Jersey, USA: John Wiley & Sons.3. Leventhal, L M., Barnes, J A. (2008). Usabilityengineering:process,products,andexamples. Upper Saddle River, NJ : Pearson/Prentice


218

Hall4. Wasson , C S. (2006). SystemAnalysis,Design,andDevelopment:Concepts,Principles,andPractices. New Jersey, USA: John Wiley &

Sons.5. Weaver, Philip (2003). SuccessinYourProject:AGuidetoStudentSystemDevelopmentProjects. Pearson Prentice Hall

SPPM 4363 Interactive Application Development

This course offers students with a comprehensive experience in developing an interactive application especially for teaching and learning purposes. The development of this interactive application requires students to utilize their previous knowledge and skills which they have acquired from the pre-requisite course. The standard and compatibility of each multimedia component in developing the interactive application will be highlighted. This course also put emphasis on the project management, technical issues (concerning design, testing and distribution), the end format and the evaluation process. After completing the course, the students are expected to apply their knowledge, skills and experiences in developing a highly-presentable interactive multimedia application especially for teaching and learning.

References1. Baumgardt M. (1998). CreativeWebDesign:TipsandTricksStepbyStep.Germany: Springer.2. Beaird J. (2007) ThePrinciplesofBeautifulWebDesign. Australia: Site Point.3. Gatlin C. & Toot M. (2002). MasterVisuallyWebDesign. New York: Hungry Minds.4. Jamalludin Harun & Zaidatun Tasir. (2007). AsasRekabentukLamanWeb. Kuala Lumpur: Venton Publishing.5. Nor Azean Atan, Juhazren Junaidi, Shaharuddin Md. Salleh, Zaleha Abdullah & Baharuddin Aris (2007). PembangunanWebInteraktif: Satu

PendekatanSistematik. Kuala Lumpur: Venton Publishing.6. Lynch, P. & Horton, S. (1997). Web style manual, 2nd ed. Yale Center for Advanced Instructional Media. [Online]. Available: http://info.med.yale.

edu/caim/manual/contents.html7. Shelly, Gary B. (2002). WebDesign:IntroductoryConcepts&Techniques. Boston, Mass.: Course Technology / Thomson Learning.8. Sklar J. (2003). PrinciplesofWebDesign(2nd Ed.). Massachusetts: Course Technology ’ Thompson Learning, Inc.9. Stubs S., Barksdale K. & Crispen P. (2000). WebPageDesign. Ohio: South-Western Educational Publishing.

SPPM 4712 Kaedah Mengajar Sains Komputer

Kursus ini akan membincangkan peranan komputer dan aplikasinya dalam proses pengajaran dan pembelajaran menggunakan pelbagai teknik dan k aedah penyampaian dalam kumpulan besar,kecil atau individu melalui pendekatan-pendekatan yang menarik seperti pendekatan secara aktif, kolaboratif, koperatif dan PBK. Di antara topik utama yang akan ditekankan adalah merekabentuk makmal sains komputer, penggunaan teknologi telekomunikasi terkini dalam pengajaran dan pembelajaran, perlaksanaan sekolah bestari, konsep bilik darjah tanpa sempadan dan penulisan persediaan mengajar . Di akhir kursus, pelajar perlu menghasilkan persediaan rancangan mengajar serta modul pembelajaran dan menjalankan proses pengajaran mikro dalam tajuk sains komputer yang dipilih. Nilai murni kerjasama secara berkumpulan juga dipupuk sepanjang menjalani kursus ini.

Rujukan1. Baharuddin Aris et al. (2003). SainsKomputer-TeknikdanTeknologi. Kuala Lumpur: Ventton Publishing.2. Baharuddin Aris (1999). TheUseofInformationTechnologyinEducation:UsingAnInteractiveMultimediaCoursewarePackagetoUpgrade

Teachers-KnowledgeandChangeTheirAttitudes. Unpublished Ph.D Thesis at The Robert Gordon University, Aberdeen, Scotland.3. Ellington, H. I. and Race, P. (1993). ProducingTeachingMaterials. 2nd. ed. London : Kogan Page.4. Ellington, H. I., Percival, F. and Race, P. (1993). HandbookofEducationalTechnology. 3rd. ed. London : Kogan Page.

219

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mu

ltim

edia

Ed

uca

tion

5. Ellington, H. I. and Bahruddin Aris (2000). APracticalGuidetoInstructionalDesign. Johor Bahru: Penerbit UTM.6. Lawrence A. Tomei (2003), Challengesof teachingwith technologyacross thecurriculum: issuesandsolutions. Hershey, PA : Information

Science Pub.

SPPM 1303 Computer System and Multimedia

This is an introductory computer course on basic knowledge in computer and multimedia. Student will be introduced to the fundamental elements of multimedia which include text, animation, graphics, video and audio. They will be exposed to computer hardware and software. The computer hardware is divided into 6 important devices comprising input, processing, output, storage and communication. It also looks at the internal components of computer hardware that operates a computer system. The computer software is categorised into operating system, applications and utilities. Students will understand the way computer hardware and software interact at various levels. Students will also learn the technical aspects of using the application software for each multimedia element and work in team developing simple multimedia application by integrating all these elements.

References 1. Deborah M., and Chales, S.P. (2010). Understandingcomputers,todayandtomorrow (14th Ed.). Boston, MA: Course Technology.2. Laberta, C. (2010). Computersareyourfuture (11th Ed.). Upper Saddle River, NJ:Prentice Hall.3. Morley, D. & Parker, C. (2010). Understandingcomputers,todayandtomorrow (14thEd.). Boston, MA: Course Technology.4. Shelly, G. & Vermaat, M. (2011). Discoveringcomputers2011:Complete. Boston, MA: Course Technology5. Savage, T. M. & Vogel, K. E. (2009). Anintroductiontodigitalmultimedia. London: Jones and Bartlett Publishers6. McGraw-Hill, G. (2010) IntroductiontoMultimedia (Student Edition), New York: McGraw Hill Companies, Inc.7. Vaughan, T. (2010). MultimediaMakingItWork, 8th Edition. New York: McGraw Hill Companies, Inc.


220

221

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mu

ltim

edia

Ed

uca

tion

Synopsis Course:Department of Sosial Education


222

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

223

COURSE SYNOPSIS (DEPARTMENT OF SOSIAL EDUCATION

SPPR 1822 MOTOR LEARNING

The course includes two sub-disciplines: Motor Development and Motor Learning. In the Motor Development, students analyze the physical growth and motor development according to physical development phase from infants, children, adolescents, adults and elderly. Students also will be exposed to the factors that influence individual differences in motor development phase. In Motor Learning, students analyze the involvement of human nervous system in the learning and application of the basic motor skills in the sport skills. Students will be exposed to the concepts, principles and learning theories in motor skills and movement in sports. Students explain the skills classification and other factors such as psychological, individual differences, knowledge and transfer of learning that influence individual motor learning process and motor development. At the end of the course, students can analyze the movement phase and sport skills from the perspectives of Motor Development and Motor Learning.

References1. Magill, R. A. (2006). MotorLearningandControlConceptsandApplications. McGraw Hill Publishers.2. Payne, V. G., Isaacs, L. D. (2007) HumanMotorDevelopment:ALifespanApproach. McGraw Hill Publishers. 3. Schmidt R. A. & Lee T. D. (2011). MotorControlandLearning. Human Kinetics.4. Schmidt, R. A., Wrisberg, C. A. (2008). MotorLearningandPerformance:ASituation-BasedLearningApproach. Human Kinetics5. Schmidt, R. A., Lee, T. D. (2005) MotorControlandLearning:ABehavioralEmphasis. Human Kinetics6. Williams, A. M., Hodges, N. J. (2004). SkillAcquisitioninSport:Research,TheoryandPractice. Human Kinetics7. McMorris, T. (2004). AcquisitionandPerformanceofSportsSkills. Human Kinetics

SPPR 1832 OUTDOOR EDUCATION

The course is to introduce students to the outdoor education activities. Students involve in outdoor education activities like camping, hiking, and kayaking and survivor skills in order to train themselves to adapt to different life situations as well as their personality and self-esteem. This course also can develop and enhance students skills technically in managing the activities, equipment and safety. Students are also exposed to the various styles of teaching and learning skills related to outdoor education, individually or in group. In addition, students are encouraged to participate in Recreation Coaching Level 1 course and outdoor expeditions.

References1. Gilbertson, K, Bates, T, McLaughlin, T., Ewert, A. (2006) OutdoorEducation:MethodsandStrategies,Champaign,IL: Human Kinetics.2. Tawrell, G (2008), WildernessCampingandHiking, Florid:Falcon Distribution3. McGivney, A. (2003) LeaveNoTrace:APracticalGuidetotheNewWildernessEtiquette, 2nd ed. Seattle, Mountaineers Books, 4. Bunting, C.J. (2005), InterdisciplinaryTeachingThroughOutdoorEducation,Champaign, IL: Human Kinetics.5. Froude C. & Polley S. (2011). OutdoorEducation:FoundationsforTertiaryandSecondaryEducation .Impact Publishing.

SYNOPSIS SPORT SCIENCE


224

SPPR 1852 HUMAN ANATOMY

The course aims is to introduce the students about the structure and anatomy of human body and how the systems produce movement. This includes skeletal system, skeletal muscle, cardiovascular, nervous system, endocrine, urinary, respiratory and digestive system. Students also learn the term used in anatomy during daily activities as well as analyzing the body systems especially in sports and physical fitness.

References1. Shier, D., Butler, J. & Lewis, R. (2006), Hole'sEssentialsofHumanAnatomyandPhysiology, McGraw Hill, New York.2. Hole, (1995), EssentialsofHumanAnatomy&Physiology, W.M. C. Brown Publishers, Dubuque.3. Rizzo, D.C. (2001), Delmar'sFundamentalsofAnatomy&Physiology, Thomson Learning, Stamford.4. Sealey, R.R., Stephens, T.D., & Tate, P. (2006). Anatomy&Physiology, McGraw Hill, New York5. McKinley M. & O, Loughlin V. (2011) HumanAnatomy. McGraw Hill Company Inc.

SPPR 2803 TEACHING METHODS IN PHYSICAL EDUCATION AND SPORTS SCIENCE

The course introduces various method and approaches of teaching in Physical Education and Sports Science at the school. Students will be exposed to both theoretical and practical in teaching application, writing objectives, teaching preparation and the latest information on teaching practical programs organized by Faculty of Education.

References1. Bunker, D.(1986). RethinkingGamesTeaching. UK: Loughborough University of Technology.2. Kauchak, D.(1998). Learning&Learning:ResearchBasedMethods. Singapore: Allyn & Bacon. 3. Mood, Musker & Rink. (1995). SportsandRecreationalActivities. Bostan: WCB Mc Graw-Hall.4. Seaton, D. (1995). PhysicalEducationHandbook. N.Jersey : Prentice Hall.5. Troster, C.(1996). PhysicalEducationforSchoolStudents. New York: AAHPERD.6. National Association for Sport and Physical Education, an association of the American Alliance for Health, (2005) Physical Education, Recreationand

DanceMovingIntoTheFuture:NationalStandardsforPhysicalEducation. McGraw Hill7. Griffey, D. C., Housner, L. (2007). DesigningEffectiveInstructionalTasksforPhysicalEducationandSports. Illinios: Human Kinetics 8. Veal M. L. & Anderson W. G. (2010).AnalysisofTeachingandLearninginPhysicalEducation. Jones & Bartlett Learning.

SPPR 2813 EXERCISE PHYSIOLOGY

This course introduces in detail about human body system responses to the physical stimuli and environment. This course will emphasize on the principles of movement, bioenergetics, cardiovascular, respiratory, digestive, productive and endocrine system. Students also will be exposed to the function and connection between joints, muscles, bones, ligament, tendons, blood circulation and hormones during physical activities based on certain environmental conditions.

References 1. Gunstream, Benson & Talaro (1997). AnatomyandPhysiology. New York: WCB Mc Graw Hill.2. Guyton, A.C.(1995). HumanPhysiologyMechanismsofDisease. Philadelphia: W.B. Saunders. 3. Margaria, R.(1992). TheSourceofMuscularEnergy. New York: Scientific American.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

225

SPPR 2832 SPORTS COACHING

The course provides opportunity to the students to explore and enhance various aspects in sports coaching including the coaching ethics. Students are also exposed to the duties and roles of the coaches and the characteristics of the successful coach. Students will also learn the appropriate coaching style practiced in order to form an athlete or to develop a strong team. In addition, students are also exposed other approaches that can influence the coaching successful achievement such as nutrition, psychology, injuries and treatments, communications and team management.

References 1. Nakamura, M. R. (1996).ThePowerofPositiveCoaching. Massachusetts: Jones and Bartlett Publishers.2. Robyn L. Jones, Mike Hughes, and Kieran Kingston (2007). AnIntroductiontoSportsCoaching:FromScienceandTheorytoPractice. UK: Routledge3. Dan A Gordon . (2009) CoachingScience(ActiveLearninginSport). UK: Learning Matters Ltd4. Kidman L. & Hanrahan S. J. (2011). TheCoachingProcess:APracticalGuidetoBecominganEffectiveSportsCoach. Taylor & Francis.

SPPR 2872 ADAPTED SPORTS EDUCATION

In this course, students are required to analyze the needs and capabilities of the individual with special needs and modified the physical activities and sports to adapt with the specific needs of each individual. Many individuals with special needs involved with physical activities and sports achieved many goals that maybe seem impossible. Special planned programs according to the special needs of each individual very important to achieve each and every desired objective. Therefore, the characteristics of individual with special needs should be identified and understood so that the special program planned is consistent with individuals capabilities. Current issues and the relationship with sports performance of individual with special needs also discussed.

References 1. Winnick, J. P. (2010).AdaptedPhysicalEducationandSport (5th Ed) IL: Human kinetics.2. Sherill, C. (2004). AdaptedPhysicalActivity,Recreation,AndSport:CrossDisciplinaryAndLifespan (6th Ed.). Boston: McGraw-Hill.3. Gallahue, D. L., Ozmun, J. C. (2002). UnderstandingMotorDevelopment (5th Ed.) Dubuque, IA: McGraw Hill 4. Horvat, M. & Kalakian, L. (1996). AssesmentinAdaptedPhysicalEducationandTherapeuticRecreation. Sydney : Brown & Benchmark Publisher.5. Shazryl, E. & Hanks, J. (1994). SportsandStressTheraphy. Oklahama : Eskay Inc.

SPPR 3802 SPORTS INJURY

The course focused on basic principles of prevention and treatment of injury of the athletes. Students are exposed to the important information when dealing with injured athletes. This includes types of injury, factors contribute to the injuries and the steps to be taken if the injury situation occurs. This course also will expose the students practical aspects of basic treatment and rehabilitation of sports injury. Students will apply the knowledge using the therapy and rehabilitation equipment during laboratory activities. This are also encouraged students to think critically and creatively while practice the knowledge as a preparation to deal with sport injury situations in the future.

References1. Prentice, W.E and Arnheim, D.D. (2005) Essential of Athletic Injury Management 6th edition, New York: Mc-Graw Hill.2. Anderson, M.K., Hall, S.J., Martin, M. (2000) Sports Injury Management 2nd edition, Philadelphia: Lippincott Williams & Wilkins3. Bahr, R. M., Bolic, S.T., (2004) Clinical Guide to Sports Injuries, Champaign, IL: Human Kinetics.


226

4. Delforge, G. (2002) MusculoskeletalTrauma:ImplicationforSportsInjuryManagement,Champaign, IL: Human Kinetics.5. Flegel, M.J. (2004) SportFirstAid3rdedition,Champaign, IL: Human Kinetics.6. Howe, P.D. (2004) Sport,ProfessionalismandPain:ethnographiesofinjuryandrisk, London: Routledge.7. Karantanas A. H. (2011). SportsInjuriesinChildrenandAdolescents. Springer.8. Massey, P. (2004) SportsPilates:HowtoPreventandOvercomeSportsInjuries, London: Cico.

SPPR 3813 BIOMECHANICS IN SPORTS

The course introduces students to the application of the principles of mechanics and human biology in sports. Based on the Newtonian mechanics, this course explain the concepts and components in movement (motion) in sports. The practical and laboratory practices gives experiece to the students to solve problems in sports from the biomechanics aspects. Students are also manage to complete the projects that analyze the movement in sports using Silicon Coach software to fullfill the required objectives.

References1. Blazevich A. J. (2010). SportsBiomechanics:TheBasics:OptimizingHumanPerformance. A&C Black.2. Hay, J.G. (1993) TheBiomechanicsofSportsTechniques. New Jersey: Prentice Hall3. Susan, J.H. (1991) BasicBiomechanics. St. Louis: Mosby Year Book4. Kreighbaum, E and Barthels ((1996). Biomechanics:AQualitativeApproachForStudyingHumanMovement. 4th Ed. Pearson Education5. David Winter's (2009). BiomechanicsandMotorControlofHumanMovement. UK: John Wiley and Sons6. William C. Whiting, Ronald F. Zernicke. (2008).BiomechanicsOfMusculoskeletalInjury. Illinois: Human Kinetics

SPPR 3822 MEASUREMENT AND EVALUATION IN SPORTS

This course is an introduction to the measurement and evaluation in sports related to the concepts, theories, testing principles, measurements and evaluation. Students will be exposed to the history and purpose of measurement and evaluation in Sports Science and discuss the importance of implementing measurement and evaluation procedures and related issues. Students analyse the rationale for item/tests selection, practicality of the items, scores and norms and develop testing instruments, reliability, validity, objectivity, and learn basic statistics related to sports.. In addition, students will conducting test to measure the performance of motor skills, fitness and health, sport skills, body mechanics, nutrition, somatotyping and knowlegde. At the end of the course, student able to organize a testing procedure and analyse the score.

References 1. Nieman, David C (1999). ExerciseTestingandPrescription:AHealth-relatedApproach. 4th ed. Mountain View, Ca, Mayfield Pub. 2. Johnson, B. R., & Nelson, J. K. (1986). PracticalmeasurementsforevaluationinPhysicalEducation. New York: Macmillan Publishing Company. 3. Morrow J. R. & Jackson & Disch & Mood, (2010). MeasurementAndEvaluationInHumanPerformance (4th Ed). Illinios: Human Kinetics

SPPR 4832 SPORTS PSYCHOLOGY

This course discusses the scope, concepts and development of sports psychology to determine the achievement of the athlete and coach. It includes two main aspects; psychological factors and other factors that influence the involvement and performance in sports. As a

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

227

future teacher as well as an athlete and coach, students will learn various aspects of sports psychology such as motivation, personality, aggressiveness, violence, leadership, dynamic group, anxiety, teamwork, team spirits and so on. All this aspects will be discussed so that students can be prepared for the future.

References 1. Gould, D. & Weinberg, R. S. (2000) FoundationofSportandExercisePsychology. Champaign, IL: Human Kinetics 2. Martens, R. (1987) CoachesGuidetoSportPsychology. Champaign, IL: Human Kinetics 3. Mohd. Sofian Omar Fauzi (2002), PsikologiSukan:KonsepdalamLatihandanPengajaranSukan. Kuala Lumpur: Utusan Publications & Distributors

Sdn Bhd.4. Weinberg, R., Weinberg, R. S. & Gould, D. (2010). FoundationofSportamdExercisePsychology. United States: Human Kinetics.5. Williams, J. M (1993) AppliedSportsPsychology:PersonalGrowthtoPeakPerformance. California: Mayfield Publishing Company 6. Hockey, R.V. (1993), SportsPsychology:ThePathwaysHealthfulSportsApproach 7th Edition, Missouri : Mosby-Year Book Inc.

SPPR 4842 TRAINING METHODS

The course exposes the students to apply Sports Science disciplinary such as physiology, biomechanics, psychomotor and pedagogy in sports training sessions. This course emphasizes in the aspects of season training schemes, macro and micro, managing training session systematically and scientifically based on sports science approaches including annual training or long-term training program for certain skills. At the end of this course, students are able to design a well-planned and systematic training program that can achieve desired objectives and goals.

References 1. Bompa, T. O. (1996). TheoryandMethodologyofTraining,theKeytoAthletePerformance. Iowa : Kendall/Hunt Publishing Company2. Clark, R. (2010). Evidence-BasedTrainingMethods. United States of America: American Society for Training and Development.3. Bompa, T. O. (1983). TheoryandMethodologyofTraining. Iowa : Kendall/Hunt Publishing Company4. Bompa, T. O. (1994). PeriodizationofStrength,theNewWaveinStrengthTraining, Toronto : Veritas Publishing Company 5. Vasco, D. E. (1994). SupercompositioninTraining, Iowa : Prentice Hall6. Tudor O Bompa, G Gregory Haff (2009) Periodization:TheoryandMethodologyofTraining. Illinois:Human Kinetics 7. Vladimir M. Zatsiorsky and William J. Kraemer (2009). ScienceandPracticeofStrengthTraining. Illinois: Human Kinetics

SPPR 4882 NUTRITION IN SPORTS

The course introduces students to the basic theory and applications in sports nutrition and the effects on the athlete’s performance. Knowledge gained from this course can also give clearer view of implementation method of sports nutrition to the athlete according to the diverse sporting events.

References 1. Dunford, M., & Doyle, A. (2011). NutritionforSportandExercises. USA: Cengage Learning.2. Seeley, R.R., Stephens, T.D. & Tate, P. (2006). AnatomyandPhysiology (7th ed.). McGraw-Hill Companies.3. Reilly, T. & Waterhouse, J. (2000). Sport,ExerciseandEnvironmentalPhysiology. Elsevier Ltd.4. Astrand, P., Rodahl, K., Dahl, H.A. & Stromme, S.B. (2003). TextbookofWorkPhysiology:PhysiologicalBasesofExercise (4th ed.). Human Kinetics

Publishers, Inc.5. Powers, S.K., Howlet, E.T. (2001). ExercisePhysiology:TheoryandApplicationtoFitnessandPerformance (4th ed.). McGraw-Hill Companies.6. Battineli, T. (2000).Physique,FitnessandPerformance. CRC Press


228

7. McArdle, W.D., Katch, F.I., & Katch, V.L. (2007). ExercisePhysiology:Energy,NutritionandHumanPerformance (6th Ed.). Lippincott Williams & Wilkins

SPPR 1922 ATHLETICS

The course will be in theoretical and practical where the students are exposed to the general knowledge of athletic including the training method and organizing the athletic competition. Besides learning the athletics basic skills, sports science knowledge are also applied to some specific sports events. Students also attend the basic course of Athletic Coaching to enhance the understanding of sport events in athletic and also to apply good training method for the athlete.

References 1. Ahlawat, R. P. (2009). Skills&Rules,Athletics. New Delhi: Khelsahitya Kendra.2. IAAF (1992). BasicCoachingManual. International Amateur Athletic Federation.3. IAAF (1990). TechniquesofAthleticsandTeachingProgressions4. Hoffman, J. (2002). PhysiologicalAspectsofSportTrainingandPerformance. Human Kinetics Publishers, Inc. 5. Gore, C.J. (2000). PhysiologicalTestsforEliteAthletes. Human Kinetics Publishers, Inc.

SPPR 1942 SWIMMING

The aims of this course is to exposed the students to the basic skills of swimming including the water activities and water rescue. Student will learn the techniques of self-confidence in the water during swimming and prioritize the self-safety and others and also cooperate with others to enhance the skills. At the end of this course, several swimming styles such as Freestyle, Breast stroke, Back stroke and Butterfly stroke and also techniques of water-rescue will be learned by the students.

References 1. Baker, A. (1995). FitnessforSwimming. London. London : Phoenix Sports Books.2. Bory, E. (1991). TeachYourChildtoSwim. Boston : Paul Hamlyn.3. Juba, A. (1988). TheTechniquesofSwimmingStrokes. Norwich : Jarrold and Sons.4. Keegan, N. (2010). Swimming. Random House Publishers India Pvt. Ltd.5. Mood, Musker and Rink, (1995). SportsandRecreationalActivities. Dubuque : WCB & McGraw Hill.6. Ruben J. Guzman (2007). TheSwimmingDrillBook, IL: Human Kinetics 7. Skip Kenny, Dick Hannula (2003). CoachingSwimmingSuccessfully. IL: Human Kinetics8. David G. Thomas (2005). Swimming:StepstoSuccess. IL: Human Kinetics

SPPR 2932 BASKETBALL AND HANDBALL

This course expected the student to be able acquire in the basic skills of Basketball and Handball such as the rules, tactical, techniques and the movement in the court. For basketball, it will be emphasized in teaching and learning which includes movements according to the position of the players such as guards, forwards and centre. Other skills that the students will learn such as passing, shooting, pivot and dribbling techniques. For handball, students will learn passing and receiving the ball, dribbling, shooting, Piston movement, checking, shielding and other tactical techniques during game. At the end of this course, students expected to be playing the basic game in basketball and handball using knowledge learned.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

229

References 1. John P. McCarthy, Jr (2006). CoachingYouthBasketball. Betterway Books2. American Sports Education Program (1996) CoachingYouthBasketball 2nd Edition Champaign: Human Kinetics3. Gibney, S. & Gibney, E. (2011). Handball!. Dufour Editions.4. Reita E. Clanton dan Mary Phyl Dwight (1997). TeamHandball:StepstoSuccess. Human Kinetics Publishers, Inc5. Simmons, B. (2009). TheBookofBasketball:TheNBAAccordingtoTheSportsGuy. New York: ESPN Inc.11. Slade, S. (2010). Basketball:HowItWorks. Capstone PR.12. Phillips, B. E. (2007) FundamentalHandball. Whitefish, MT: Kessinger Publishing

SPPR 2912 SOCCER AND SEPAK TAKRAW

The course introduces the students to the basic skills of teaching and learning in Soccer and Sepak Takraw game. Besides technical aspects of the game, students also will learn basic tactical skills and application of sports science related to the game. At the end of this course, students are able to perform basic skills in Soccer and Sepak Takraw using correct techniques based on the rules of the game.

References 1. Ahmad Wafi Mohamad (1991). SepakTakraw. Shah Alam. Fajar Bakti Sdn. Bhd.2. Aziz Mohamad (1993). SepakTakraw. Amiza Publisher.3. Bazemore, S. (2010). Soccer:HowItWorks. Capstone PR.4. Hanlon, T. (2005). Absolutebeginnersguidetocoachingyouthsoccer. Indianapolis.5. Schmidt, C.E. (1997). Advancedsoccerdrills. Champaign, III, Human Kinetics6. Prestigiacomo, L. (2004). Coachingsoccer:matchstrategyandtactics. Panama: Redswain.7. Engel, R. F. (2003). Takraw 101 - TheCompleteInstructional/CoachingManualforSepakTakraw. Regina Canada: Asian Sport, Education & Culture

(ASEC) International 8. Koger, R. (2005). 101 GreatYouthSoccerDrills:SkillsandDrillsforBetterFundamentalPlay. McGraw-Hill Contemporary.

SPPR 3922 HOCKEY AND TENNIS

The course introduces the students to the teaching and learning basic skills in Hockey and Tennis. Besides the technical aspects of the game, students also learn the basic aspects of tactical and application of sports science that related to the game. At the end of this course, students will be able to perform basic skills in Hockey and Tennis with the accurate and correct techniques.

References 1. Biskup, A. (2010) Hockey:HowItWorks. Capstone PR.2. USTA, RulesofTennis (2004). USTA Rules Committee c/o Officials Department, White Plains, New York, USA3. Claxton, David (1999). Tennis. McGraw-Hill Companies, Inc., USA.4. Braden & Arthur (1982). TheScienceofTennis. Winter Publishing Co., Inc., Tucson, USA.5. Flichbeil, R. (2006). GoTennis. Dorling Kindersley Limited.6. Gifford, C. (2010). Tennis. Evans Brothers.7. Matsuzaki, C. (2004). TennisFundamentals. Human Kinetics Publishers, Inc.8. Mitchell-Taverner, C. (2005). FieldHockeyTechniques&Tactics. Human Kinetics Publishers, Inc.9. Driver, B., Wharton, C. (2005). TheBaffledParent'sGuideToCoachingYouthHockey, Camden, Me : Ragged Mountain Press


230

SPPR 4912 GYMNASTICS & VOLLEYBALL

This course aims to enhance students knowledge in both gymnastic and volleyball. For gymnastic, students will learn various movement in artistic gymnastic. Gymnastic is a sport that involve coordination of movement that requires the ability of all the fitness component and motor skills especially physical strength, flexibility, kinestetic awareness and spaces. Safety aspect during training will emphasize and also the creativity while performing the movement. For volleyball game, students are exposed to the basic skills and game situation. Students are expected to acquire the skills and apply it to the real game situation. This course will focus on teaching and learning the skills, rules and how to train and teach others; students as a player, coach, teacher and referee. Students are also exposed to the training program.

References 1. Goeller, K.M (2004) GymnasticsDrillsandConditioningExercises, U.S: Booklocker Inc2. Gifford, C. (2010). Gymnastics. Evans Brothers.3. Miller, B (2005)TheVolleyballHandbook(Paperback), Human Kinetics Publishers4. Lo, Joo Sim (1995). Gimrama, Shah Alam: Fajar Bakti.5. Mitchell, D (2002). TeachingFundamentalGymnasticSkill, Champaign: Human Kinetics6. Palmer, H.C (2003). TeachingRhythmicGymnastics:ADevelopmentallyAppropriateApproach, Champaign: Human Kinetics.7. Schlegel, E., Dunn, C. R. (2001). TheGymnasticsBook:TheYoungPerformer'sGuidetoGymnastics, Firefly Books Ltd.8. Dearing, J (2003) VolleyballFundamentals(SportsFundamentalsSeries). Human Kinetics Publishers

SPPR 4922 RUGBY AND NETBALL

The course is designed to give opportunity to the students to learn and apply scientific knowledge and practical that is required in a game of Rugby and Netball. Students have the chance to work as a team or individually in acquiring important skills in both Rugby and Netball sports. Students are also having the opportunity to apply and evaluate their game skills in Rugby and Netball according to their own capabilities. Playing in real game situation and small game can expose the students to the rules and regulations of the game. Students will be able to apply the referee and umpire skills while organizing the Rugby and Netball game among themselves.

References1. Persatuan Bola Jaring Malaysia (1997). Undang-undangRasmiPersekutuanPersatuanBolaJaringAntarabangsa. Persatuan Bola Jaring Malaysia:

Kuala Lumpur2. Official IRB 2008 LawsoftheGame, Rugby Union3. Shakespear, W. (1997). NetballStepstoSuccess. Human Kinetics: Illiniois4. Aminah Mohd Salleh (1989). BolaJaring. Penerbit Fajar Bakti Sdn. Bhd: Petaling Jaya 5. Derek Robinson (2006) RugbyAPlayer'sGuidetotheLaws, HarperCollinsWillow6. Anita Navin (2008). Netball:Skills,Techniques,Tactics. The Crowood Press Ltd7. Way, E. (2011). Netball. Hodder Childrens Divison.

SPPR 2862 CO-CURRICULUM MANAGEMENT

The course expose the students to the roles of teacher, manager and coach in managing the co-curiculum activities at all level - school, state and national. Students will encompass the skills in sports and games, uniform units and clubs at the school by participate in the planned activities throughout the course. In addition, students are also involve in planning and organizing co-curicular activities based on the assignment given. Through this assignment, students are able to communicate effectively, responsibility and apply the appropriate management skills

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

231

that needed in managing the program and co-curicular activities in the aspect of public relationship, liability and security, facilities, finance, purchasing and manintaining the equipments, evaluation and program management and also office and staff management. At the end of this course, students able to conduct a succesful sports activities that has high quality in all aspects either in or outside the campus. Students are also expected to work well in group especially during organizing the program.

References 1. Temtime, M. C. (2010).SecretesofExtracurricularActivities. VDM Verlag.2. Ismail Zamzam (1993) OrganisasidanKepimpinanUntukPersatuandanKelabSekolah. Selangor: Fajar Bakti3. Rubin, R.S., Bommer, W.H. & Baldwin, T.T. (2002) Usingextracurricularactivityasanindicatorofinterpersonalskill:prudentevaluationorrecruiting

malpractice, Human Resource Management. Volume 41, Issue 4 , Pages 441 - 4544. Kaufman, J., Gabler, J. (2004) Culturalcapitalandtheextracurricularactivitiesofgirlsandboysinthecollegeattainmentprocess, Poetics 32 145-

1685. Fredricks, J. A., Eccles, J. S. (2006) ExtracurricularInvolvementandAdolescentAdjustment:ImpactofDuration,NumberofActivities,andBreadthof

Participation. Applied Developmental Science, Vol. 10, No. 3, Pages 132-1466. Alva, S. , Elmore, A. , Nord, C. W. and Zill, N. (2004) HighSchoolParticipationinExtracurricularActivities:ImplicationsforPositiveOutcomesLater

inLife? Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, http://www.allacademic.com/meta/p110208_index.html

7. Fredricks, J. A., Eccles, J. S. (2005). Developmental Benefits ofExtracurricular Involvement:DoPeerCharacteristicsMediate the LinkBetweenActivitiesandYouthOutcomes?Journal of Youth and Adolescence Volume 34, Number 6

SPPA 3113 INDUSTRIAL TRAINING

The course gives the opportunities for the student to undergo practical training in institutions or industries related to the sports science field. Students are able to practice their knowledge in the real situations and also gain new knowledge, skills and technology from the industry. At the end of the course, beside preparing the daily report during practical training, students will also have to provide the report and reflection of the practical training that has been implemented at the industry.

References 1. Field, S. (2009). CareerOpportunitiesintheSportsIndustry. Infobase Publishing.2. Poon Wai Chiang (2004)."TheDevelopmentofMalaysiaEconomy". Prentice Hall3. Mohd Rosli Mohamad & Mohamed Aslam Gulam Hassan, Penyunting (2000). "PembangunanEkonomiMalaysiaEraGlobalisasi". Penerbit Universiti

Malaya4. Mohd Khairuddin Hashim & Syed Azizi Wafa (2002). "SmallandMediumSizedEntreprisesinMalaysia; Development Issues". Prentice Hall5. Duane Brown (2003)."Careerinformation,CareerCounseling,andCareerDevelopment (8th ed)". Boston, Pearson Education, Inc 6. David C. Watt (2003) Sportsmanagementandadministration: Routledge

SLAE 1012 FUNDAMENTALS OF GRAMMAR

The course aims to introduce to students the elements of grammar of the English language. It also aims to consolidate students’ knowledge and understanding of the various grammatical features of the English Language through review and analysis of sentences and short texts from various sources. Practice in accurate use of grammatical items to enhance students grammatical accuracy and proficiency also forms an essential component of this course.

SYNOPSIS TESL


232

References1. Chalker, S. (1984). CurrentEnglishGrammar. London: Macmillan Publishers Ltd2. Collins Cobuild. (2000). EnglishGrammar. Glasgow: Harper Collins Publishers3. Eastwood, J. (1994). OxfordGuidetoEnglishGrammar. Oxford: Oxford University Press4. Evelyn P. Altenberg, Robert M. Vago. (2010), EnglishGrammar: Understanding the Basics. New York: Cambridge University Press.5. Greenbaum, S. (1991). AnIntroductiontoEnglishGrammar. Essex, England: Longman6. Huddleston, R and Pullum, G.K. (2002). TheCambridgeGrammaroftheEnglishLanguage. Esex, England: Longman7. Leech, G. and Svartvik, J. (1975).ACommunicativeGrammarofEnglish. Essex, England: Longman8. Quirk, R. and Greenbaum, S. (1973). AUniversityGrammarofEnglish. London: Longman.9. Sanford, S. V. (2011). EnglishGrammar. BiblioLife

SLAE 1023 STRUCTURES OF ENGLISH

The course is designed to introduce and familiarize students with the structure of English word, phrases, clauses and sentences. The course aims to provide exposure to different approaches and analyses of the structure of the English language at the various levels. The course also provides students with the opportunity to explore and investigate structural patterns of the language with a view of more practical ways of teaching the language in the classroom. Among the topics included are brief description of the English language and language learning, elements that make up language and grammar, analyses of the structure of language at different levels: word, phrase, clause, sentence, some rules of sentence formation based on transformational grammar, and basic functional description and analyses of sentences. At the end of the course, students should be able to discuss the different structures of English(at the different levels of analysis), analyse different structures, apply the analyses to other structures and present analyses of different structures.

References 1. Downing, A. and Locke, P. (1992). AUniversityCourseinEnglishGrammar. London: Prentice Hall International.2. Eastwood, J. (1994). OxfordGuidetoEnglishGrammar. Oxford: Oxford University Press.3. Fabb, N. (1997). SentenceStructure. London: Routledge.4. Fromkin, V. and Rodman, R. (1988). AnIntroductiontoLanguage. New York: Holt, Rinehart and Winston, Inc.5. Huddleston, R.D. (1976). AnIntroductiontoEnglishTransformationalSysntax. London: Longman.6. Jespersen O. (2010). GrowthandStructureoftheEnglishLanguage. Nabu Press7. Laurel J. Brinton, Donna Brinton. (2010). TheLinguisticStructureofModernEnglish. John Benjamins Publishing Company8. Radford, A. D. (1981). TransformationalSyntax. London: Arnold.9. Tailerman, M. (1998). UnderstandingSyntax. London: Arnold.10. Thomas, A.J. and Martinet, A.V. (1986). APracticalEnglishGrammar. Oxford: Oxford University Press.

SLAE 1112 INTRODUCTION TO LITERATURE

This course is offered to first year students majoring in TESL. Students who register for this course should already have some knowledge about the various elements and types of literary works. In this course, a variety of literary texts, written by various writers of different backgrounds, will be analyzed for their structure, style, approaches and also underlying values, moral and truths. Exposure to the different approaches to the study of literary criticisms and styles of writing by different writers will enhance students appreciation and views of well known literary works.

References 1. Barnet, Sylvan. (1985). AShortGuidetoWritingaboutLiterature (5th ed.). Toronto: Little, Brown And Company.2. Booth A. & Mays K. J. (2010). TheNortonIntroductiontoLiterature. W. W. Norton & Company, Incorporated3. Bronte, C. (1994). JaneEyre. England: Penguin Popular Classics.4. Bronte, E. (1994). WutheringHeights. England: Penguin Popular Classics.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

233

5. Meyer M. (2010). BedfordIntroductiontoLiterature:Reading,Thinking,Writing. Bedford/St. Martin's6. Tan, A. (1988). TheJoyLuckClub. United States: GP Putnam and Sons.

SLAE 1122 LITERARY APPRECIATION

This course will expose the students to a number of well-known literary texts of authors of different backgrounds. Discussions will be based on the different forms and styles of these authors. Exposure to several approaches of literary criticism will enhance and expand students appreciation and views of literary works.

References 1. Boardman, R. & J. McRae (1984) ReadingBetweentheLines. Cambridge: CUP2. Gower, R. & M. Pearson (1986) ReadingLiterature. London: Longman 3. Johnson, C. D. (1994) UnderstandingtoKillaMockingbird:AStudentCasebooktoIssues,Sources,andHistoricDocuments. New York: Greenwood

Press4. Lee, H. (1989) ToKillaMockingbird. Arrow (Publisher)5. Rogers, P. (ed) (2001) TheOxfordIllustratedHistoryofEnglishLiterature. Oxford: OUP6. Spurr, B. (2006) StudyingPoetry. Melbourne: Macmillan

SLAE 2013 LINGUISTICS I

This course provides a useful introduction to the field of linguistics as intended for beginning students with no previous knowledge or training in the subject. Specifically, the course is designed to introduce basic concepts in linguistics to students who are preparing for a career in the teaching of English as a second language. The course explores the universal nature of language and its aims, and general methods and principles of linguistic theory. We will survey the fundamental linguistic concepts in phonetics, phonology, morphology, syntax and semantics. After having exposed to the basic principles in these core linguistic sub-fields, students will, hopefully have a sharper ear for language, a deeper understanding of its nature, and a healthier interest in all its manifestations.

References 1. Fromkin, V, R. Rodman and N. Hymes. (2007).AnIntroductionToLanguage. 8th edition. Boston: Thompson Wadsworth. 2. Finegan, E. (2011). Language:ItsStructureAndUse. International edition. Cengage Heinl3. Frommer, P.R. and E. Finegan. (2003). LookingAtLanguages:AWorkbookInElementaryLinguistics. 3rd edition. Heinle.4. Hudson, G. (2000). EssentialIntroductoryLinguistics. Oxford: Blackwell.5. Justice, P.W. (2004). RelevantLinguistics. Stanford: CSLI.6. Finch, G. (1998). HowToStudyLinguistics. London: Mcmillan.7. Pinker, S. (1994). TheLanguageInstinct:HowTheMindCreatesLanguage. New York: Harper Collins.

SLAE 2042 LINGUISTICS II

The course is a continuation of topics discussed in Linguistics I. having been introduced to theoretical fundamentals of core linguistics areas, students will now explore the applied areas of language variations, language change/decay, language and the society, language and power, and language planning. At the end of the course, students will be able to write short analytical paper consisting of their own observation of a linguistic phenomenon and discuss its relations with the relevant linguistic reasoning/theory that lies behind it.

References 1. Fromlin, V., R. Rodman and N.Hyams. (2007). AnIntroductionToLanguage. 8th Edition. Boston: Thomas Heinle. 2. Finegan, E. (2011). Language:ItsStructureAndUse. International edition. Cengage Heinl3. Hudson, G. (2000). EssentialIntroductoryLinguistics. Oxford: Blackwell.4. Pinker, S. (1994). TheLanguageInstinct;HowTheMindCreatesLanguage. New York: Harper Collins5. Wardhaugh, R. (1998). AnintroductiontoSociolinguistics. 3rd Edition. Oxford: Blackwell.


234

SLAE 2032 METHODOLOGY IN TESL I

This course encourages learners to examine how theories and beliefs of language teaching/ learning are put into practice. Learners will be introduced to major trends and developments in second/ foreign language teaching/ learning. Each trend will be discussed and analysed so that learners will be better informed about its nature, strengths and weaknesses. Having gained insights into the theoretical and practical aspects of second/ foreign language teaching and learning, learners should thus be able to make informed choices when entering the teaching profession.

References1. Bateman B. & Lago B. (2011). MethodsofLanguageTeaching. Routledge2. Brown, H. Douglas. (1994). TeachingbyPrinciples:AnInteractiveApproachtoLanguagePedagogy. Prentice Hall.3. Chitravelu, N., Sithamparam, S. and Choon, T.S. (1995). ELTMethodology:PrinciplesandPractice. Shah Alam: Penerbit Fajar Bakti Sdn Bhd.4. Krashen, Stephen D. (1981). PrinciplesAndPractice InSecondLanguageAcquisition.EnglishLanguageTeachingseries. London: Prentice-Hall

International (UK) Ltd.5. Larsen-Freeman, Dianne. (1986). TechniquesandPrinciplesinLanguageTeaching. New York: Oxford University Press.6. Nunan, David. (1991). LanguageTeachingMethodology:ATextbookforTeachers. Prentice Hall. 7. Prator, Clifford H. & Celce-Murcia, Marianne. (1979). "Anoutlineoflanguageteachingapproaches." In Celce-Murcia, Marianne & McIntosh, Lois (Ed.),

TeachingEnglishasaSecondorForeignLanguage. Newbury House.8. Richards, Jack & Rodgers, Theodore. (1986). ApproachesandMethodsinLanguageTeaching. New York: Cambridge University Press.

SLAE 2022 LANGUAGE LEARNING THEORIES

The course introduces students to some major views and theories in the area of language learning with emphasis on second language acquisition. It will examine some key issues in second language acquisition with special focus on the role of input and interaction in promoting learning or acquisition. The course will also provide practice in carrying out a small-scale project to investigate the nature of interaction in the classroom and their possible effects on second language development

References1. Brown, H.D. (2007). PrinciplesofLanguageLearningandTeaching (4th Edition). Pearson Longman.2. Ellis, R. (1985).UnderstandingSecondLanguageAcquisition. Oxford: Oxford University Press.3. Ellis, R. (1997). SecondLanguageAcquisition. Oxford: Oxford University Press.4. Gass, S.M. and Selinker, L. (1994). SecondLanguageAcquisition: An Introductory Course. Hillsdale, NJ: Erlbaum.5. Lightbown, P.M. and Spada, N. (1999). HowLanguageareLearned. Oxford: Oxford University Press.6. McLaughlin, B. (1987). TheoriesofSecondLanguageAcquisition. London: Edward Arnorl.

SLAE 2052 METHODOLOGY IN TESL II

This course introduces students to some major trends in methods, approaches, assumptions and issues on the nature of language and how languages can be acquired and taught. It examines the notion of Communicative Language Teaching (CLT) of which the emphasis is on the teaching of integrated skills: listening, reading, speaking and writing. The course also provides opportunities for students to plan and practice an effective second language lesson based on the various theories, principles and methods of ELT methodology. The ELT issues discussed in this course include student-centred versus teacher-centred, learner autonomy, authenticity, process versus product, fluency versus accuracy and form versus meaning.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

235

References 1. Bateman B. & Lago B. (2011). MethodsofLanguageTeaching. Routledge2. Celce-Murcia, M. (2001). TeachingEnglishasaSecondorForeignLanguage (3RD Edition). USA: Heinle&Heinle Publishers.3. Chitravelu, N. S. Sithampara and S.C, Teh. (1995). ELTMethodology-PrinciplesandPractice. Kuala Lumpur: Penerbit Fajar Bakti.4. Coleman J.A. and J. Klapper (eds.). (2005). EffectiveLearningandTeachinginModernLanguages. London: Routledge.5. Johnson, K. (1982). CommunicativeSyllabusDesignandMethodology. Oxford: Pergamon Press6. Mc Donough, J. and C. Shaw. (2003).MaterialsandMethodsinELT (2nd Edition). UK: Blackwell.7. Nunan, D (editor). (2003). PracticalEnglishLanguageTeaching. New York: McGraw Hill.8. Richards, J.S. and T.S. Rodgers. (2001). ApproachesandMethodsinLanguageTeaching. Cambridge: CUP.

SLAE 2132 ACADEMIC SKILLS FOR TEACHERS OF ESL

This course is designed to further enhance and consolidate students language learning skills. It adopts the project-based approach where students are expected to incorporate the four language skills and academic skills towards the completion of their project. Input/data for the project are derived from both primary and secondary sources. The output of the project will be presented on a seminar presentation both in oral and written forms.

References 1. Westbrook, J. and Clarke, S. (2009). TheCompleteGuideToBecomingAnEnglishTeacher. London: SAGE Publication Ltd.2. Evans, C., Midgley, A., Rigby, P., Warham, L., and P. Woolnough. (2009). TeachingEnglish. London: SAGE Publication Ltd.3. Elizabeth, M. E. S. (2010). MethodsOfTeachingEnglish. New Delhi: Discovery Publishing House.4. Doff, A. (1998). TeachEnglish:ATrainingCourseforTeacher. Cambridge University Press.5. Dulay, H. and Krashen, S. (1982). Language Two. New York: Oxford University Press.6. Nunan, D. (1992). MethodsinLanguageLearning. USA: Cambridge University Press.

SLAE 2062 CLASSROOM OBSERVATION

The course introduces students to some basics of the language teaching profession which includes approaches to teaching practice, classroom management and teaching strategies. In addition, it will also provide students with knowledge on approaches to classroom observation and research. This will equip them with the skills of investigating a language-learning classroom. Amongst the research methods and techniques that will be introduced are the use of case studies, questionnaires, observation schedules, diaries, interviews and think-aloud in classroom investigation. This will provide students with the knowledge and skills to work through, either individually or collaboratively, the various steps involved in planning, conducting, evaluating and reporting a research project.

References 1. Dunn, Rita. (1998). TheCompleteGuidetotheLearningStylesIn-serviceSystem. Allyn & Bacon.2. Emmer, Edmund T. (1999). (5th. Edition) ClassroomManagementforsecondaryteachers. Allyn & Bacon.3. Eyster, R H., and Martin, C. (2010). SuccessfulClassroomManagement:Real-World,Time-TestedTechniquesfortheMostImportantSkillSetEvery

TeacherNeeds. Illinois: Sourcebook, Inc.4. Greenlaw, Jim. (2000). EnglishLanguageArtsandReadingontheInternet:aResourceforK-12Teachers. Prentice-Hall. 5. Gower, R. & Walters, S. (1985). TeachingPracticeHandbook:AReferenceBookForEFLTeachersInTraining. Heinemann Educational Books.6. Ming-Tak, H., Wai-Shing, L. (2008). ClassroomManagement:CreatingaPositiveLearningEnvironment. Hong Kong: Hong Kong University Press.7. Nunan, D. (1989). UnderstandingLanguageClassrooms;AGuideForTeacher-InitiatedAction. Prentice Hall8. Popham, W. James. (1998). (2nd. Edition) ClassroomAssessment:WhatTeachersNeedToKnow. Allyn & Bacon.9. Savage, T. V., and Savage, M. K. (2009). SuccessfulClassroomManagementAndDiscipline:TeachingSelf-ControlAndResponsibility. California:

SAGE Publications Inc.10. Walker, B.J. (1999). DiagnosticTeachingofReading:TechniquesforInstructionandAssessment. Prentice-Hall.


236

SLAE 3112 SOCIOLINGUISTICS

The course will examine theories, research, and topics discussed in various readings in sociolinguistics. It central focus is on language learning and teaching in relation to social and cultural contexts. Some topics which will be looked into include language and society, language and variations, and sociolinguistics in language teaching. For each topic there is an overview of central issues in sociolinguistics and a discussion of implications for the language classroom. As an introductory course in a teacher training programme, it addresses the curricular and pedagogical implications of current theories and research in sociolinguistics. This will equip the teacher-trainees with the necessary knowledge to effectively teach culturally diverse classrooms and optimize their students’ learning.

References 1. Abdullah Hassan (1994). LanguagePlanninginSoutheastAsia. Kuala Lumpur: DBP.2. Awang Sariyan. (2000). WarnadanSuasana:PerancanganBahasaMelayudiMalaysia. Kuala Lumpur: DBP.3. Holmes, J. (2000). AnIntroductiontoSociolinguistic. New York: Longman.4. Hornberger, N. H. (2010). SociolinguisticsAndLanguageEducation. UK: Multilingual Matters.5. McKay, S. & N. Hornberger (eds.) (1996). SociolinguisticsandLanguageTeaching. Cambridge: Cambridge University Press.6. Spolsky, B. (1998). Sociolinguistics. Oxford: Oxford University Press.7. Wardhaugh, R. (2009). AnIntroductionToSociolinguistics. United Kingdom: John Wiley and Sons.8. Wolfson, N. (1989). Perspectives:SociolinguisticsandTESOL. Philadelphia: Newbury House.

SLAE 3022 CURRICULUM STUDIES IN TESL

The course introduces participants to issues in curriculum studies with special focus on TESL and the national English language curriculum. At macro level analysis, several broader philosophical and theoretical considerations in language-in-education planning, curriculum planning and curriculum decision making will be discussed. The micro level analysis will include planning processes and classroom implementation. Participants will be required to make critical analysis of selected readings or issues through classroom discussion and writing assignments to show their understanding of key issues.

References 1. Burke, J. (2003). TheEnglishTeacher'sCompanion:GuidetoClassroom,CurriculumandtheProfession. Heinemann.2. Henson, K.T. (2000). CurriculumPlanning:IntegratingMulticulturalism,Constructivism,andEducationReform. McGraw-Hill Higher Education.3. Gutek, G. (1988).PhilosophicalandIdeologicalPerspectivesonEducation. Boston: Allyn & Bacon.4. Johnson, R. (Ed.) (1989). TheSecondLanguageCurriculum. Cambridge: Cambridge University Press.5. Kamaruddin Hj. Husin. (1994). KBSMdanStrategiPengajaranBahasa. Kuala Lumpur: Season.6. Kelly, A.V. (1989). TheCurriculum:TheoryandPractice. London: Paul Chapman.7. Melles G. (2009). NegotiatingCurriculumWorkinESL. Lambert Academic Publishing8. Nation I. S. P. & Macalister J. (2009). LangugeCurriculumDesign. Taylor & Francis.9. Richards, J.C. (2001). CurriculumDevelopmentInLanguageTeaching. Cambridge:Cambridge University Press.

SLAE 3122 LITERATURE IN ELT

The course is designed to expose students to various teaching approaches suitable for the teaching of English through literature. It will emphasize on preparing students to generate own materials for their literature lessons based on the approaches introduced. Initially, students will go through some hands-on activities after lectures on the approaches. These activities will be based on different types of literary texts such as short stories, novels and poems. After the activities are conducted, discussions will be held to get students’ responses on the activities conducted and to discuss issues and concerns related to the use of literature in the ESL classroom. At the end of the course, students should be able to develop materials and activities using literary texts for the teaching of the English language.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

237

References 1. Carter, R. and Long, M. (1991). TeachingLiterature. London: Longman.2. Collie, J. & Slater, S. (2005). LiteratureintheLanguageClassroom. Cambridge: Cambridge University Press3. Chitravelu, N. et. al. (2002).ELTMethodology:PrinciplesandPractice. Selangor: Penerbit Fajar Bakti Sdn. Bhd.4. Frey O. (2010). TeachingLiterature:CharlieandtheChocolateFactory. GRIN Verlag.5. Lazar, G. (1999). LiteratureandLanguageTeaching:AGuideforTeachersandTrainers. Cambridge:Cambridge University Press6. Sell, R.D. & Brumfit, C. (Ed.) (1995). LiteratureThroughoutForeignLanguageEducation: The Implications of Pragmatics. Southhampton: Phoenix

ELT7. Subramaniam, G. & Vethamani, M.E. (2003). TeachingofLiteratureinESL/EFLContexts. Petaling Jaya: Sasbadi Sdn. Bhd.8. Talif, R. (1995). TeachingLiteratureinESL:TheMalaysianContext. Kuala Lumpur: Penerbit Universiti Pertanian Malaysia9. Thaler E. (2008). TeachingEnglishLiterature. UTB10. Yancey, K.B. (2004). TeachingLiteratureasReflectivePractice. Urbana, IL:National Council of Teachers of English

SLAE3012 COMPUTER ASSISTED LANGUAGE LEARNING I

This course introduces students to Computer Assisted Language Learning (CALL) with specific focus on the early CALL and its relevance to a language learning classroom in Malaysia. Students will be introduced to the different definitions of CALL, the interdisciplinary perspective and theoretical background of CALL, the roles of the computer and teachers in a language classroom, and language learning software and its relevance in language teaching and learning. Part of the training involves giving students the opportunity to explore and evaluate different types of language learning and teaching software currently in the market. Also, students will be exposed to the different tools available on MSWord to enhance language teaching and learning. At the end of the course, students should be able to review and evaluate language learning software, prepare lesson plans and relevant teaching aids using tools available on MSWord so that classroom teaching and learning will be more effective.

References 1. Kenning, M. M. and Kenning, M.M. (1990). ComputersInLanguageClassroom. Essex: Longman Group, UK Limited.2. Levy, M. (1997). ComputerAssistedLanguageLearning:ContextandConceptualization. New York: Oxford University Press.3. Phil H. (2009). ComputerAssistedLanguageLearning. Routledge4. Saad Al Kahtani. (2009). ComputerAssistedLanguageLearning. VDM Verlag5. Sperling, D. (1997). TheInternetGuidetoEnglishLanguageTeachers. New Jersey: Prentice Hall Inc.6. Uschi, F. (1998). VirtualLanguageLearning:Findingthegemsamongthepebbles. Melbourne, Australia.7. Warschauer, M. (1995). (ed.) TheVirtualConnections:On-lineActivitiesandProjectsforNetworkingLanguageLearners. Honolulu: Hawaii, Univ. of

Hawaii Press.

SLAE 4032 DISCOURSE ANALYSIS

This course will introduce students to the basic principles of analysing a unit beyond the sentence which is discourse. The course will first focus on the meaning of discourse analysis and survey theories of discourse. Students will then be given practice in examining both spoken and written forms of language as used in particular socio cultural contexts in which they function and analyse the meaning they construe. In addition, practical applications of discourse analysis in second language teaching and learning will be explored. Students will also be guided to investigate and analyse both spoken and written texts of their choice from any conversational context or written genre.

References 1. Celce-Murcia, M and Olshtain, E. (2000). DiscourseAndContextInLanguageTeaching. Cambridge.2. Gee J. P. (2010). AnIntroductiontoDiscourseAnalysis:TheoryandMethod. Taylor & Francis3. Goffman, E. (1981). FormsofTalk. Oxford: Blackwell.


238

4. Hutchby, I & Wooffitt, R. (1998). ConversationAnalysis.Principles,PracticesAndApplications. Cambridge: Polity Press/ Blackwells.5. Jaworski, A. And Coupland, N. (eds) (1999). TheDiscourseReader. London: Routledge.6. Levinson, S. (1979). ActivityTypesAndLanguage. Linguistics 17, 365-399.7. McCarthy, M. (1991). DiscourseAnalysisforLanguageTeachers. Cambridge: CUP8. Swales, J. (1990). GenreAnalysis:EnglishInAcademicAndResearchSettings. Cambridge: CUP9. Van Leeuwen, T. (2005). IntroducingSocialSemiotics. London: Routledge.10. Yan X. (2010). DiscourseAnalysis. Lap Lambert Academic Publishing.

SLAE 4012 ENGLISH FOR SPECIFIC PURPOSES

The course introduces students to the theory and practice of teaching English in specific contexts. Students will be introduced to the nature of teaching English for Specific Purposes (ESP), with special focus on the practical aspects of conducting a target situation analysis, designing instructional materials and implementing the materials in an ESP class. Students are expected to draw from their knowledge especially of language learning theories, methodology, curriculum studies, materials adaptation and design and discourse analysis for this course. At the end of the course, students should be able to conduct a target needs analysis on a specific group of learners and prepare some sample instructional materials for the target group.

References 1. Basturkmen H. (2010). DevelopingCoursesinEnglishforSpecificPurposes. Palgrave Macmillan.2. Belcher D. D. (2009). EnglishForSpecificPurposesInTheoryAndPractice. University of Michigan Press.3. Dudley-Evans, T. and St.John, M.J. (1998). Developments inEnglish forSpecificPurposes:AMultiDisciplinaryApproach. Cambridge: Cambridge

University Press.4. Hutchinson, T. and Waters, A. (1987).EnglishforSpecificPurposes:Alearning-CentredApproach. Cambridge: Cambridge University Press.5. Khairi Izwan Abdullah, Louis, A.F., Abdul Halim Abdul Raof and Masputeriah Hamzah. (1995). TowardsaFrameworkforCurriculumDesigninESP. ESP

Malaysia, 3/1:13-26.6. Martin, I. (1992). AnInvitationToESP. Singapore: SEAMEO Regional Language Centre.7. Richterich, R. and Chancerel, J-L. (1987). Identifying the Needs of Adults Learning a Foreign Language. Eagelwood Cliffs. N.J.: Prentice-Hall

International.8. Robinson, P.C. (1991). ESPToday:APractitioner'sGuide. New York: Prentice Hall.9. Strevens, P. (1988). ESPAfterTwentyYears:ARe-Appraisal. In M.M. Tickoo (ed.), ESP: State of the Art. Anthology Series 21. Singapore: SEAMEO

Regional Language Centre. Pp. 1-13.

SLAE 4022 MATERIALS ADAPTATION AND DESIGN

The course incorporates four major areas of language learning materials development; i.e. materials selection, evaluation, adaptation, and design. The course will cover the roles of language learning materials and language teachers, the criteria of good teaching and learning materials, and the principles and theories relating to selecting, evaluating, adapting and designing materials.

References1. Cunningworth, A. (1995). ChoosingYourCoursebook. Oxford: Heinemann English Language Teaching.2. Harmer, 1. (2001). ThePractiseofEnglishLanguageTeaching. Essex: Pearson Education Limited.3. Tomlinson, B. (2011). MaterialsDevelopmentinLanguageTeaching. Cambridge: Cambridge University Press.4. Tomlinson, B. & Masuhara, H. (2004). DevelopingLanguageCourseMaterials. Singapore: SEAMEO Regional Language Centre.5. Ur, P. (2002). ACourseInLanguageTeaching. Cambridge: Cambridge University Press.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

239

SLAE 4112 TEACHING MACRO SKILLS IN TESL

This course is designed to expose the students to the detail principles and practise of teaching reading, writing, speaking and listening skills introduced in Methodology in TESL II. It will emphasise on a wide range of techniques and activities in teaching the four skills and explores ways of integrating the skills in ESL. At the end of the course, students should be able to apply the techniques and activities in form-focused instruction.

References1. Aslam M. (2006). TeachingofEnglish. Foundation Book2. Langer, J. & Filhan, S. (2004). WritingAndReadingRelationships:ConstructiveTasks. http://cela.albany.edu/publication/article/writeread.htm3. Kennedy, B. L. (1994). The role of topic and the reading/writing connection. TESL-EJTeachingEnglishasaSecondorForeignLanguage, 1 (1), 1-16.

http://www-writing.berkeley.edu/TESL-EJ/ej01/a.3.html4. Rose Tunku Ismail. (1999). AGuideToListeningForSpecificPurposes. Utusan Publications & Distributors Sdn. Bhd.5. Freeman, Diane-Larsen. (2000). Techniques AndPrinciplesInLanguageTeaching. Oxford: Oxford University Press.

SLAE 4043 LANGUAGE TESTING AND EVALUATION

The course is a comprehensive introduction to language testing and evaluation for language practitioners. It discusses theoretical issues and testing problems, particularly those related to the question of how, when and what to test. Topics covered include definitions of concepts of testing, functions and types of tests, item building and analysis, and construction of tests to meet the needs of language practitioners. To this end, there will be hands-on experience on test construction and test result analysis.

References1. Alderson, J.C., Clapham, C. & Wall, D. (1999). LanguageTestConstructionandEvaluation. Cambridge: Cambridge University Press2. Bachman, L.F. (1990). FundamentalConsiderationsinLanguageTesting. Oxford: Oxford University Press.3. Bachman, L.F. & Palmer, A. S. (1996). LanguageTesting inPractice:DesigningandDevelopingUsefulLanguageTests. Oxford: Oxford University

Press.4. Heaton, J.B. (1990). ClassroomTesting. Harlow: Longman.5. Henning, G. (1987).AGuidetoLanguageTesting. Rowley: Newbury House Publishers.6. Hornberger N. H & Shohamy E. (2008). LanguageTestingandAssessment. Springer7. Hughes, A. (1989). TestingforLanguageTeachers. Cambridge: Cambridge University Press.8. Weir, C.J. (1993). UnderstandingandDevelopingLanguageTests. Prentice Hall International.9. Röver, C. (2005). TestingESLPragmatics.DevelopmentandValidationofaWeb-BasedAssessmentBattery. New York

SLAE 4122 TEACHING ENGLISH FOR SCIENCE AND TECHNOLOGY

This course is designed to expose the students to the theoretical and practical aspects of teaching English for Science and Technology (EST). It will emphasise on the nature of scientific and technical English in comparison with general English and the role of the English teacher in teaching EST. At the end of the course, students should be able to examine ways of applying general TESL methodologies in the teaching of EST and explore techniques in integrating the teaching of English into the students mainstream science and technical subjects.

References 1. Erben T., Ban R., Castenada M. E. (2008). TeachingEnglishLanguageLearnersThroughTechnology. Taylor & Francis2. Hudson, T. (1991).AContentComprehensionApproachToReadingEnglishForScienceAndTechnology. TESOL Quarterly, 25, 1, pp. 77-100.3. Dudley-Evans, T & St John, M.J. (1998). Developments In English For Specific Purposes: AMulti-Disciplinary Approach. Cambridge: Cambridge

University Press.4. Hutchinson, T. & Waters, A. (1987). EnglishForSpecificPurposes:ALearner-CentredApproach. Cambridge: Cambridge University Press.


240

6. Snow, M. A. & Brinton, D. M. (1997). TheContent-BasedClassroom:PerspectivesOnIntegratingLanguageAndContent. New York: Longman.7. McNamara, T. (2000). LanguageTesting. Oxford: Oxford University Press.8. Rank T, Warren C & Milium T. (2011). TeachingEnglishUsingICT:APracticalGuideforSecondarySchoolTeachers. Continuum International Publishing

Group

SLAE 4052 COMPUTER ASSISTED LANGUAGE LEARNING II

This course introduces students to the roles that computers, specifically, the Internet, play in a language teaching and learning classroom. Students will be introduced to the tools available on the Internet that can be used in the classroom to enhance language teaching and learning. As such students will be required to use electronic communication, on-line resources and materials on the web. To maximize the effectiveness of using the Internet in the classroom, students will be exposed to the skills of reviewing and evaluating language learning websites, using communication tools in creating and maintaining specific interest group and developing relevant language teaching and learning materials for classroom use. Students are expected to draw from their knowledge of language learning theories, methodology, AuthorWare development, web page design, materials adaptation and design for this course. At the end of the course students should be able to review, evaluate and adapt the content of a language learning/ teaching web page relevant to the KBSM syllabus and design a simple language teaching/ learning web page to be incorporated in their language teaching classroom.

References 1. Kenning, M. M. and Kenning, M.M. (19900. ComputersInLanguageClassroom. Essex: Longman Group, UK Limited.2. Levy, M. (1997). ComputerAssistedLanguageLearning:ContextandConceptualization. New York: Oxford University Press.3. Phil H. (2009). ComputerAssistedLanguageLearning. Routledge4. Saad Al Kahtani. (2009). ComputerAssistedLanguageLearning. VDM Verlag5. Sperling, D. (1997). TheInternetGuidetoEnglishLanguageTeachers. New Jersey: Prentice Hall Inc.6. Uschi, F. (1998). VirtualLanguageLearning:FindingTheGemsAmongThePebbles. Melbourne, Australia.7. Warschauer, M. (1995). (ed.) TheVirtualConnections:On-lineActivitiesandProjectsforNetworkingLanguageLearners. Honolulu: Hawaii, Univ. of

Hawaii Press.

SICI 1013 AL-QUR'AN WA HIFZUH

Menghafaz dan membaca dengan qira'ah serta mengaplikasikan hukum tajwid ayat dari surah-surah berikut: al-Fatihah, al-Sajadah, Yasin, al-Waqi'ah dan al-Jumu'ah. Kaedah membaca dan menghafal al-Qur'an, asas hukum Tajwid; makhraj dan sifat huruf, hukum Nun Sakinah, Tanwin, Mim Sakinah, bahagian-bahagian Idgham, bahagian-bahagian Idzhar bahagian-bahagian Mad, Waqaf dan Ibtida'. Pengenalan kepada Rasm Uthmani dan Imlai', Pengenalan kepada Qira'ah al-Sab'ah dan ilmu Qira'at al-Quran

Rujukan1. Al-Qur'an al-Karim, Mashaf al-Qira'at wa al-Tajwid bi al-Rasm al-'Uthmani (1981) Beirut: Mu'assasat al-Iman.2. Abdul Hafiz bin Haji Abdullah & Hasimah bt. Haji Muda (2004) Tajwid al-Qur'an, Skudai: PPIPS, UTM.3. Abu al-Farh, Sayyid Lashin. Al-Hafiz, Khalid Muhammad (1992) Taqrib al-Ma'ani fi Sharh Hizru al-Amani fi al-Qira'at al-Sab', Madinah: Maktabat Dar

al-Zaman li al-Nashr wa al-Tauzi'.4. Al-Azhari, Abdul Qadir Leong (2001) Tajwid al-Qur'an Rasm Uthmani, Kuala Lumpur: Pustaka Salam.5. Al-'Aqrabawi, Zaidan Mahmud Salamah (1992) al-Murshid fi 'Ilm al-Tajwid. Misr: Dar al-Furqan.6. Al-Diba','Ali Muhammad (t.t) Sharh al-Shatibiyyah al-Musamma Irshad al-Murid ila Maqsud al-Qasid, Qaherah: Maktabat wa Matba'at Muhammad 'Ali

Sabih wa Auladuhu.7. cAbd al-cAlim, Muhammad Mahmud (1986) Ahkam al-Tajwid wa Fada'il al-Qur'an, Qaherah: Maktabat al-Mujallad al-cArabiyyah.8. cUthman, Husni Sheikh (1994) Haq al-Tilawah, Jeddah: Dar al-Manarah li al-Nashr wa al-Tauzic. 9. Mahmud, cAbd al-Ghafur (1994) al-Madkhal ila Fan al-Ada'. Misr: Dar al-Tibacah al-Muhammadiyyah.

SYNOPSIS ISLAMIC STUDIES

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

241

10. Mohd Ali bin Abu Bakar (1997) Seni Lagu al-Qur'an di Malaysia. Kuala Lumpur: Darulfikir.11. Mohd Rahim Jusoh (2001) Pengenalan Ilmu Qira'at, Selangor: Mahsuri Timur Sdn. Bhd.12. Nik Ja'afar bin Nik Ismail (1995) Panduan Tartil al-Qur'an 1-2, Kuala Lumpur: Dar al-Fikr.

SICI 1022 AKIDAH ISLAMIYAH I

Kursus ini membincangkan rukun akidah menurut Quran dan Sunnah. Tauhid Uluhiyyah, Rububiyyah dan Asma' wa sifat. Maratib Tauhid. Nubuwwah dan Sam'iyyah. Syirik. Bid'ah. Khurafat dan Ajaran Sesat. Perkara-perkara yang membatalkan syahadah. Perbezaan antara akidah, falsafah dan ilmu kalam. Cara Quran dalam menanamkan akidah. Keistimewaan akidah Islam. Ciri-ciri masyarakat berakidah. Konsep wala' dan barra' dalam akidah. Ahli Kiblat; Pengertian dan Sikap Mukmin Terhadap Ahli Kiblat.

Rujukan1. Abu Hanifah, al-Nu'man (1979). Fiqh al-Akbar. Beirut: Dar al-kutub al-Ilmiyyah.2. al-Hadi, Ja'far (1984). Ma'alim al-Tauhid fi al-Quran al-Karim. Beirut. Dar al-Adwa'.3. Ibn Abi al-'Izz. (t.th.) Syarh al-Aqidah al-Tahawiyyah fi al-Aqidah al-Salafiyyah. Sunt. Abd.al-Rahman Umairah. 2 Juz. Riyadh. Maktabah al-Ma'arif. 4. al-Qahtani, Muhammad ibn Sa'id, (1409 H). Al-Wala' wa al-Barra' fi al-Islam. Mekah: t.p.5. al-Tusi, Muhammad ibn al-Hasan. (1984). Al-Iqtisad fi ma Yata'allaq bi al-I'tiqad. Beirut: Dar al-Adwa'.

SICI 1202 QAWAID LUGHAH ARABIYYAH I

Kursus ini membincangkan pembahagian kalimah: ism, fi'l, dan harf, pembahagian ism dan fi'l: al-Mu'rabah, al-Mabniyyah dan alamat al-I'rab.Marfu'at al-Asma': al-Mubtada', al-Khabar, Ism Kana wa Akhawatuha, Khabar Inna wa Akhawatuha, al-Fa'il, Na'ib al-Fa'il dan al-Tawabi'. Kalimah mengikut al-Mizan al-Sarfiyy: al-Ism al-Sahih wa ghair al-Sahih al-Akhir, al-Nakirah wa al-Ma'rifah, al-Jamid wa al-Mutasarrif, Mufrad, Muthanna dan Jama'.

Rujukan1. Abduh al-Rajihi, (1988). Al-Tatbiq al-Nahwiyy. Beirut: Dar al-Nahdah al-Arabiyyah.2. ____________________ . Al-Tatbiq al-Sorf . Beirut: Dar al-Nahdah al- 'Arabiyyah.3. Ali al-Jarim, & Mustafa Amin. (1956). Al-Nahw al-Wadih fi Qawa'id al-Lughah al- 'Arabiyyah. (3 juzuk). Mesir: Dar al-Ma'arif.4. Fuad Ni'mah. (t.t). Mulakhas Qawa 'id al-Lughah al- 'Arabiyyah, Dimasq: Mansyurat Dar al-Hikmah.5. Mustafa al-Ghalayini (1989). Jami' al-Durus al-Arabiyyah. Beirut: al-Maktabah al-Asriyyah.

SICI 1302 FIQH IBADAH I

Kursus ini membincangkan konsep dan falsafah ibadah dalam Islam serta dua topik fiqh ibadah iaitu toharah dan solat; berdasarkan fiqh Mazhab Syafii. Bab toharah membincangkan konsep toharah; najis; air; wudhuk; istinjak; mandi; darah wanita; menyapu khuf; tayammum. Manakala bab solat pula membincangkan konsep solat; menutup aurat; mengadap kiblat; rukun solat; perkara wajib dalam solat; perkara sunat dalam solat; perkara makruh dalam solat; perkara yang membatalkan solat; azan dan iqamah; solat sunat; solat Jumaat; imam dan makmum

Rujukan1. al-Khatib, Muhammad al-Syarbini (2000). Mughni al-Muhtaj. Misr: Matbaah Mustafa al-Babi al-Halabi.2. Al-Khin, Mustafa, Mustafa al-Bugha dan Ali asy-Syarbaji (2005) al-Fiqh al-manhaji. Kuala Lumpur: Pustaka Salam.3. Musa, Kamil (1998). Ahkam al-Ibadat. Beirut: Muassasah al-Risalah.4. al-Zuhaili, Wahbah (1989). Al-Fiqh al-Islami Wa Adillatuhu. Damsyik: Dar al-Fikri.


242

SICI 1322 USUL FIQH I

Kursus ini akan memperkenalkan pelajar kepada bab-bab awal dalam perbahasan Usul Fiqh. Ia akan membincangkan tentang pengenalan kepada Usul Fiqh: pendahuluan, pengertian, kemunculan, sejarah penyusunan; Hukum Syarak: pengertian, pembahagian: taklifi dan wad'iy, al-Hakim, al-mahkum fihi, al-mahkum 'alayhi, al-ahliyah; Dalil dalil Syarak: Kehujahan al-Quran: Qat'iyah al-thubut al-wurud, dilalah nusus al-Quran, qat'iyah dan zanniyah; Hadis: kehujahan, pembahagian daripada sudut sanad dan wurud, qat'iyah dan zanniyah, fungsi hadis terhadap al-Quran; Ijma': pengertian dan penghujahannya; Qiyas: penghujahannya; serta mengenai dalil-dalil yang tidak disepakati.

Rujukan1. Al-Bugha, Mustafa Dib. 1999. Athar al-adillah al-mukhtalaf fiha fi al-fiqh al Islami. Dimashq: Dar al-Qalam.2. Khallaf, Abd al-Wahhab. 1978. Ilm usul al-fiqh. Kuwait: Dar al-Qalam.3. Al-Khin, Mustafa Sa'id. 1982. Athar al-ikhtilaf fi al-qawa'id al-usuliyah fi ikhtilaf al-fuqaha'. Beirut: Mu'assasah al-Risalah.4. Zaidan, Abd al-Karim. 1993. Al-Wajiz fi usul al-fiqh. Qaherah: Dar al-Tauzi' wa an-Nashr al-Islami.5. Zuhaili, Wahbah. 1986. Usul al-Fiqh al-Islami. Dimashq: Dar al-Fikr.

SICI 1542 DIRASAH NUSUS FI AL-TAUHID

Kursus ini memberi pendedahan kepada pelajar untuk mempelajari kitab-kitab turath yang muktabar: Kitab Sharh al-Tahawiyyah oleh Ibn Abi al-`Izz, al-Shamil fi Usul al-Din oleh al-Juwaini, aI-Risalah al-Tadmuriyyah oleh Ibn Taimiyyah, Sharh al-Usul al-Khamsah oleh al-Qadi Abd al-Jabbar, al-Milal wa al-Nihal oleh al-Shahrastani, Ihya Ulum al-Din oleh al-Ghazali. Manahij al-Adillah oleh Ibn Rushd, al-Ruh oleh Ibn al-Qayyim. Tamhid al-Awa'il wa Talkhis al-Dala'il oleh al-Baqillani, al-Farq bain al-Firaq oleh al-Baghdadi. Asas Taqdis fi Ilm al-Kalam oleh Fakhr al-Razi.

Rujukan1. Ibn Abi al-`Izz (1396H). Sharh al-Tahawiyyah. Riyadh: Matba'ah al-Jami'ah.2. al-Juwaini (t.th.). al-Shamil fi Usul al-Din. al-Iskandariyah: al-Ma'arif. 3. al-Shahrastani (t.th.). al-Milal wa al-Nihal, Lubnan: Dar al-Ma'rifah.4. al-Taftazani (1974). Syarh al-Aqidah al-Nasafiyah. Damsyiq, Mansyurat Wizarat al-Saqafah wa al-Irsyad al-Qaumi.5. al-Bazdawi (1963). Usul al-Din. Sunt. Hans Peter Lens. Al-Qahirah: t.p.

SICI 1572 DIRASAH NUSUS FIQHIYYAH

Kursus ini memberi tumpuan kepada kajian teks kitab-kitab fiqh yang utama dan klasik sebagai panduan kepada kaedah penulisan fiqh dan perbincangan masalahnya. Tajuk-tajuk yang dibincangkan meliputi sejarah penulisan kitab-kitab fiqh hingga kemunculan empat mazhab fiqh yang utama,.pengenalan kepada nama kitab-kitab turath yang muktabar dalam bidang fiqh dan pengkelasannya kepada kepada matan, syarh, mazhab tertentu, pelbagai mazhab dan risalah fiqhiyyah. Pengenalan kepada istilah-istilah yang sering diguna dalam penulisan bidang fiqh. Kajian terhadap teks fiqh dan perbandingan mazhab menerusi beberapa bab iaitu Bab al-Bai' (Jualbeli), Bab al-Salam (Tempahan), Bab al-Rahn (Gadaian), Bab al-Nikah, Bab al-Khulu' (Tebus Cerai), Bab al-Talaq, Bab al-Raj'ah (Rujuk Nikah) dan Bab al-Nafaqat (Nafkah).

Rujukan1. al-Dimashqi, Abu Abd Allah Muhammad bin Abd al-Rahman al-Dimashqi al-Uthmani al-Shafi'i, Rahmat al-Ummah fi Ikhtilaf al-A'immah, Beirut: Dar al-

Kutub al-Ilmiyyah, 1416/1995.2. al-Sharbini, Shams al-Din Muhammad bin Muhammad al-Khatib, Mughni al-Muhtaj ila Ma'rifat Ma'ani Alfaz al-Minhaj, Beirut: Dar al-Kutub al-Ilmiyyah,

1415/1994.3. Zaydan, Abd al-Karim, al-Madkhal li Dirasat al-Shari'at al-Islamiyyah, ed. 12, Beirut: Mu'assasat al-Risalah, 1995. 4. Ibn Rushd, Muhammad bin Ahmad bin Muhammad bin Rushd, Bidayat al-Mujtahid wa Nihayat al-Muqtasid. Kaherah: Maktabat Ibn Taymiyyah, 1415

H.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

243

5. al-Kasani, 'Ala' al-Din Abu Bakr bin Su'ud al-Kasani al-Hanafi, Beirut: Dar Ihya'6. al-Turath al-'Arabi, 1997.al-Khattab, Abu 'Abd Allah Muhammad bin Abd al-Rahman al-Maghribi, Mawahib al-Jalil li Sharh Mukhtasar al-Khalil, Beirut:

Dar al-Kutub al-'Ilmiyyah, 1995.7. Mahmood Zuhdi Abdul Majid, Sejarah Pembinaan Hukum Islam, ed. 2, Kuala Lumpur: Jabatan Penerbitan Universiti Malaya, 1992.8. Musa Fathullah Harun, Pengantar Syariat Islamiyah, t.tp: Syarikat Meza, 1996.9. al-Nawawi, Muhyi al-Din Abu Zakariya Yahya bin Sharaf, Minhaj al-Talibin, Beirut: Dar al-Ma'rifah,1994.10. Qal'aji, Muhammad Rawwas & Qunaybi, Hamid Sadiq, Mu'jam Lughat al-Fuqaha', Beirut: Dar al-Nafa'is, 1985.

SICI 3032AKIDAH ISLAMIYAH II

Kursus ini membahaskan secara terperinci dan komparatif tentang pegangan dan pemikiran akidah para ulama Ahli Sunnah wal Jamaah dari aspek ketuhanan, af'al al-ibad dan keakhiratan seperti Abu al-Hasan al-Asy'ari, Al-Baqillani, Abu Mansur al-Maturidi, Al-Bazdawi, Al-Juwaini, Al-Ghazali, Ibn Taimiyyah, Muhammad ibn Abdul Wahhab dan Muhammad Abduh. Isu-isu Ayat-ayat Mutasyabihat. Takwil dan Tasybih

Rujukan1. Al-Ghazali, Muhammad (t.th.). Aqidah al-Muslim. Kaherah: Matba'ah Dar at Kitab al Arabi.2. Ibn Abi al-'Izz (t.th.). Syarh al-Aqidah Al-Tahawiyyah fi al-Aqidah al-Salafiyyah. Sunt. Abd.al-Rahman Umairah. 2 Juz. Riyadh: Maktabah al-Ma’arif. 3. Ibn Qudamah al-Maqdisi (1975). Luma'at I'tiqadi al-Hadi ila Sabil al-Rasyad. Syarh oleh Muhammad Salih al-Asimin. Riyadh: Maktabah al-Tabariyyah.4. 'Irfan, Abd al-Hamid (t.th.). Dirasat fi al-'Aqaid wal Firaq. Baghdad.5. Al-Nasyar, Ali Sami (1947). Manahij al-Bahs inda Mufakkiri al-Islam. Dar al-Fan al-'Arabi.6. Al-Nasyar, Ali Sami (1953). Nasy'ah al-Tafkir al-Falsafi fi al-Islam. al-Qahirah: t.p.7. Al-Tusi, Muhammad ibn al-Hasan (1984). Al-Iqtisad fi ma Yata'allq bi al-I'tiqad. Beirut: Dar al-Adwa.

SICI 2102AKHLAK DAN TASAWUF

Kursus ini membincangkan konsep akhlak menurut perspektif ilmu dan amalan tasawwuf. Tasawwuf sebagai satu disiplin ilmu. Sejarah, perkembangan dan kedudukan tasawwuf dalam Islam. Prinsip ilmu tasawwuf. Pembentukan akhlak melalui peningkatan rohani. Mujahadah, muraqabah, dan musyahadah. Konsep Ahwal dan Maqamat untuk mencapai akhlak mulia. Ahwal: Bast, Qabd, dan Wajd. Maqamat: Tawbat, Zuhud, Sabar, Syukur, Khawf wa Raja' , Reda dan Tawakal, dan maqam Mahabbah.

Rujukan1. Abd Halim Mahmud (1982). Qadiyyat al-Munqidh min al-Dalal. Kaherah: Dar al-Ma'arif.2. al-Tusi (1960). al-Luma'. Mesir: Dar al-Kutub al-Hadith.3. H. Aboebakar Atjeh (1980). Pengantar Ilmu Tarekat dan Tasawuf. Kota Bahru: Pustaka Aman Press Sdn. Bhd.4. Othman bin Napiah (2001). Pengantar Ilmu Tasawuf. Skudai: Universiti Teknologi Malaysia.5. ________________ (2001), Ahwal dan Maqamat Dalam Ilmu Tasawuf , Skudai: Universiti Teknologi Malaysia.

SICI 2112 MANHAJ TAFSIR

Kursus ini membincangkan konsep manhaj al-tafsir, sejarah manhaj al-tafsir , aspek manhaj al-tafsir, pendekatan kaedah hermeneutik, pendekatan kaedah tekstual dan kontekstual, pendekatan kaedah interdisiplin dan multidisiplin, pendekatan kaedah positivistik dan rasionalistik dan pendekatan kaedah fenominologik realisme metafisik

Rujukan1. Al-Farmawiy, Abd al-Hayy (1977). Al-Bidayah fi al-Tafsir al-Maudu'iy. Misr: Matba'ah al-Hadarah al-Garbiyyah, Cet. Ke-2.2. Rahman, Fazlur (1980). Major Themes of the Qur'an. Chicago: Biblioleca Islamica.


244

3. Runes, D. Dagobert (1976). Dictionary of Philosophy. New Jersey: Littlefield, Adams & Co.4. Muhammad Quraish Shihab (1989). Posisi Sentral al-Quran dalam Studi Islam. Taufik Abdullah (ed.) Metodologi Penelitian Agama, Yogyakarta:

Tiarawacana.5. Yahaya Jusoh (2004). Konsep Al-Quran Mengenai Harta, Sains dan Pemikiran. Pusat Pengajian Islam & Pembangunan Sosial

SICI 2112 QAWAID LUGHAH ARABIYYAH II

Kursus ini akan mendedahkan pelajar kepada hubungan antara kata dalam frasa, klausa dan ayat; bentuk kata serta golongan kata bahasa Arab secara teori dan amali. Perbincangan merangkumi Mansubat al-Asma': Khabar Kana wa Akhawatuha, Ism Inna wa Akhawatuha, al-Maf'ul bih, al-Maf'ul al-Mutlaq, al-Maf'ul li Ajlih, al-Maf'ul Fih, al-Maf'ul Ma'ah, al-Hal dan al-Mustathna'. Kursus ini juga membincangkan al-Fi'l: al-Sahih wa al-Mu'tall, al-Fi'l al-Lazim wa al-Fi'l al-Muta'addi, al-Ism al-Mujarrad wa al-Mazid, al-Fi'l al-Madi, al-Mudari' dan al-Amr, al-Fi'l al-Mabni li al-Ma'lum wa al-Mabni li al-Majhul, al-Hamzah; dan al-I'lal wa al-Ibdal

Rujukan. 1. 'Amir, Muhammad Marsi et al. Taysir al-Sarf. (2 juzuk). Kaherah: al-Hay'ah al-'mmah li Shu'un al-Mat'bi' al-Amiriyyah.2. Fu'ad Ni'mah, Mulakhkhas Qawa'id al-Lughah al-'Arabiyyah. t.th. Kaherah: al-Maktabah al-'Ilmiyy.3. al-Ghal'yini, al-Shaykh Mustaf'. (1989). J'mi' al-Durus al-'Arabiyyah. Beirut: al-Maktabah al-'Asriyyah.4. al-J'rim, 'Ali & Mustaf- Amin. (1956). Al-Nahw al-W'dih fi Qaw'id al-Lughah al-'Arabiyyah. (3 juzuk). Mesir: D'r al-Ma'rif.5. al-R'jihi, 'Abduh. (1988). Al-Tatbiq al-Nahwi. Beirut: D'r al-Nahdah al-'Arabiyyah.

SICI 2242 BALAGHAH

Kursus ini memperkenalkan al-Fasahah dan al-Balaghah serta kaitan antara keduanya. Pendedahan kepada ilmu al-Bayan: al-Tasybih, al-Haqiqat dan al-Majaz dan al-Kinayah. Ilmu al-Ma'ani: khabar, al-Insya`, al-Qasr, al-Ijaz wa al-Itnab wa al-Musawat, al-Fasl wa al-Wasl. Ilmu al-Badi': al-Muhsinat al-Lafziyyah dan al-Muhsinat al-Ma'anawiyyah

Rujukan.1. Abdul Aziz 'Atiq (1985), Fi al-Balaghah al-'Arabiyyah: Ilmu Ma'ani, Beirut: Dar al-Nahhah al-'Arabiyyah2. Abdul Aziz Abdul Mu 'ti 'Arafah (1984), Min Balaghat al-Nazmi al-'Arabiy, Juz 1&2, Beirut: 'Alam al-Kutub.3. Ali Jarim & Mustapha Amin (1984), al-Balaghah al-Wadihah, Mesir: Dar al-Ma'arif.4. Ali Muhammad Hasan (1994), Asrar al-Bayan, Kaherah : Al-Haiah al- 'Ammah Li Syu'un al-Matabi - al-Amiriyyah.5. Sayyid Ahmad al-Hasyimi (t.t), Jawahir al-Balaghah, Beirut: Dar al-Nahdah al-'Arabiyyah.

SICI 2312 FIQH IBADAH II

Kursus ini membincangkan asas-asas perundangan Islam berteraskan Ilmu Naqli dan Aqli. Hukum-hukum jenayah Hudud, Qisas, Ta'zir dan Diyat. Perbincangan berdasarkan kepada empat mazhab yang utama.

Rujukan1. Mahfodz Mohamad (t.th.) Jinayah dalam Islam: Satu kajian ilmiah mengenai hukum-hukum hudud. Kuala Lumpur: Persatuan Ulama Malaysia.2. al-Khin, Mustofa et.al. (2005) al-Fiqh al-manhaji: Kitab fekah mazhab Syafie. Kuala Lumpur: Pustaka Salam.3. al-Zuhaili, Wahbah (1989). al-Fiqh al-Islami wa adillatuhu. Damsyik: Dar al-Fikr.

SICI 2342 EKONOMI ISLAM

Kursus ini membincangkan pengenalan ilmu ekonomi dan kelahiran sistem ekonomi konvensional serta kritikan ke atasnya, Islam dan tuntutan berekonomi, prinsip-prinsip dan ciri-ciri sistem ekonomi Islam, kepentingan akhlak dalam ekonomi Islam, prinsip-prinsip perniagaan serta kelebihan sistem ekonomi Islam berbanding sistem konvensional, institusi-institusi ekonomi seperti bank, insurans dan pasaran saham.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

245

Rujukan1. Qaradawy, Yusof (1988), Peranan Akhlak Dalam Ekonomi Islam . Kuala Lumpur: ABIM.2. Mannan, M.A (1993), Ekonomi Islam: Teori dan Praktis . Kuala Lumpur: A.S. Nordeen.3. Afzalur Rahman (1990), Doktrin Ekonomi Islam . Jld. 1-4. Kuala Lumpur: Dewan Bahasa dan Pustaka.4. Umar Chapra (1992). Islam and The Economic Challenge. UK: Islamic Foundation.5. Hussin Salamon (1998). Speculation in The Stock Market From The Islamic Perspective. Unpublished Ph.D Thesis. UK: Univ.of Wales.

SICI 2402 ASAS PEDAGOGI BAHASA ARAB

Kursus ini membincangkan asas-asas pedagogi bahasa Arab dari segi definisi, bentuk dan cara-cara mengaplikasikan teori-teorinya dalam pengajaran. Kursus ini memberi pendedahan tentang kaedah dan metode pengajaran fonetik, struktur bahasa, perbendaharaan kata, pembacaan dan penulisan Arab. Kaedah-kaedah ini dibincangkan secara menyeluruh yang merangkumi teori, bentuk dan pelaksanaannya dalam proses pengajaran dan pembelajaran bahasa Arab.

Rujukan1. Al-Bugha, Mustafa Dib. 1999. Athar al-adillah al-mukhtalaf fiha fi al-fiqh al Islami. Dimashq: Dar al-Qalam.2. Khallaf, Abd al-Wahhab. 1978. Ilm usul al-fiqh. Kuwait: Dar al-Qalam.3. Al-Khin, Mustafa Sa'id. 1982. Athar al-ikhtilaf fi al-qawa'id al-usuliyah fi ikhtilaf al-fuqaha'. Beirut: Mu'assasah al-Risalah.4. Zaidan, Abd al-Karim. 1993. Al-Wajiz fi usul al-fiqh. Qaherah: Dar al-Tauzi' wa an-Nashr al-Islami.5. Zuhaili, Wahbah. 1986. Usul al-Fiqh al-Islami. Dimashq: Dar al-Fikr.

SICI 2412 KAEDAH MENGAJAR BAHASA ARAB

Kursus ini membincangkan tentang kepentingan Bahasa Arab, kesediaan dan kelebihan mempelajari Bahasa Arab, kelebihan dan kekurangan kaedah nahu dan terjemah, kaedah langsung, kaedah dengar dan tutur, kaedah elektik, Faktor-faktor berkesan dalam pengajaran, penggunaan buku teks dan makmal bahasa, Pembinaan Alat Bantu Mengajar dan penilaian bahasa. Pengajaran Mikro.

Rujukan1. Al-Khuliey, Muhammad Ali (1982). Asalib al-Tadris. Riyadh: Dar al-Ulum.2. Al-Khuliey, Muhammad Ali (1982). Dirasat Lughawiyyah. Riyadh: Dar al-Ulum.3. Buku-buku lain berkaitan bahasa

SICI 24222 KAEDAH MENGAJAR PENDIDIKAN ISLAM I

Kursus ini akan memperkenalkan pelajar kepada Pengenalan Pendidikan Islam dari segi asas falsafah, matlamat dan bidang. Sejarah Perkembangan Pendidikan Islam, Pendekatan Pengajaran Rasulullah dan Para Sahabat, Perkembangan Pendidikan Islam di Malaysia, Pendidikan Islam Dalam Kurikulum Baru Sekolah Rendah (KBSR) dan Kurikulum Bersepadu Sekolah Menengah (KBSM), Pengenalan Program J-QAF, Penerapan nilai murni, merentas kurikulum dan gabung jalin. Pendekatan Penilaian Fardhu Ain (PAFA), Pengujian, Pengukuran dan Penilaian Pendidikan Islam.

Rujukan1. Abdul Ghafar Md.Din. 2003. Prinsip dan Amalan Pengajaran. Kuala Lumpur: Utusan Publication & Distributors.2. Abdul Ghani Samsuddin (1994). Falsafah Pendidikan Islam: Satu Perspektif Baru Dalam Pendidikan Islam. Kuala Lumpur: Persatuan Bekas Pelajar

Timur Tengah3. Abdullah Ishak (1989). Sejarah Perkembangan Pelajaran dan Pendidikan Islam. Kuala Lumpur: Al-Rahmaniah, Badan Dakwah dan Kebajikan

Malaysia.4. Ahmad Mohd Salleh (1997). Pendidikan Islam: Falsafah, Pedagogi dan Metodologi, Kuala Lumpur: Fajar Bakti Sdn. Bhd.5. Ahmad Mohd. Salleh. 2008. Pengajian Agama Islam & J-Qaf; Metodologi dan Pedagogi Pendidikan. Selangor: Oxford Fajar Sdn. Bhd.


246

6. Al-Khuliey, Muhammad Ali. 1982. Asalib al-tadris, Riyadh: Dar al-Ulum.7. Al-Khuliey, Muhammad Ali. 1982. Dirasat Lughawiyyah, Riyadh: Dar al-Ulum.8. Al-Shaibani, Omar Mohammad al-Toumy (1979), Falsafah Pendidikan Islam (terj.), Jakarta: Bulan Bintang.9. Atan Long, Pedagogi Kaedah Am Mengajar, Amiza Publishing Sdn. Bhd. Kuala Lumpur.10. Ee Ah Meng. 1988. Pedagogi Untuk Bakal Guru. Kuala Lumpur: Penerbit Fajar Bakti Sdn. Bhd.11. Kamarul Azmi Jasni, Ab. Halim Tamuri. 2007.Pendidikan Islam; Kaedah Pengajaran dan Pembelajaran. Skudai: Universiti Teknologi Malaysia.12. Mok Soon Sang. 2003. Pendidikan Di Malaysia: Kuala Lumpur: Kumpulan Budiman Sd. Bhd.13. Sufean Hussin. 2000. Dasar Pendidikan Progresif; Perspektif MAKRO dan MIKRO. Kuala Lumpur: Utusan Publication & Distributors.

SICI 2432 KAEDAH MENGAJAR PENDIDIKAN ISLAM II

Kursus ini akan memperkenalkan pelajar kepada Kaedah Pengajaran & Pembelajaran Pendidikan Islam, Strategi Pengajaran Tilawah Al-Qur'an ; Bacaan, Kefahaman dan Hafazan, Strategi Pengajaran Ulum Syariah; Akidah, Ibadah, Sirah dan Tamadun Islam dan Strategi Pengajaran Adab dan Akhlak Islamiyah. Kemahiran Asas Dalam Pengajaran dan Pembelajaran, Penulisan Persediaan Mengajar; Pengaplikasian Multimedia Sebagai Bahan Bantu Mengajar (BBM) dalam Pengajaran dan Pembelajaran Pendidikan Islam.

Rujukan1. Sufean Hussin. 2000. Dasar Pendidikan Progresif; Perspektif MAKRO dan MIKRO. Kuala Lumpur: Utusan Publication & Distributors.2. Mok Soon Sang. 2003. Pendidikan Di Malaysia: Kuala Lumpur: Kumpulan Budiman Sd. Bhd.3. Abdul Ghafar Md.Din. 2003. Prinsip dan Amalan Pengajaran. Kuala Lumpur: Utusan Publication & Distributors.4. Ee Ah Meng. 1988. Pedagogi Untuk Bakal Guru. Kuala Lumpur: Penerbit Fajar Bakti Sdn. Bhd.5. Kamarul Azmi Jasni, Ab. Halim Tamuri. 2007.Pendidikan Islam; Kaedah Pengajaran dan Pembelajaran. Skudai: Universiti TeknologiMalaysia.6. Ahmad Mohd. Salleh. 2008. Pengajian Agama Islam & J-Qaf; Metodologi dan Pedagogi Pendidikan. Selangor: Oxford Fajar Sdn. Bhd.7. Al-Khuliey, Muhammad Ali. 1982. Asalib al-tadris, Riyadh: Dar al-Ulum.8. Al-Khuliey, Muhammad Ali. 1982. Dirasat Lughawiyyah, Riyadh: Dar al-Ulum.9. Abdul Ghani Samsuddin (1994). Falsafah Pendidikan Islam: Satu Perspektif Baru Dalam Pendidikan Islam. Kuala Lumpur: Persatuan Bekas Pelajar

Timur Tengah10. Abdullah Ishak (1989). Sejarah Perkembangan Pelajaran dan Pendidikan Islam. Kuala Lumpur: Al-Rahmaniah, Badan Dakwah dan Kebajikan

Malaysia.11. Ahmad Mohd Salleh (1997). Pendidikan Islam: Falsafah, Pedagogi dan Metodologi, Kuala Lumpur: Fajar Bakti Sdn. Bhd.

SICI 3222 QAWAID LUGHAH ARABIYYAH III

Kursus ini membincangkan beberapa Mansubat al-Asma': al-Munada, al-Tamyiz dan al-Tawabi'. Majrurat al-Asma': Harf Jar, al-Idafah dan al-Tawabi'. Jenis-jenis al-Asalib: Uslub al-Qasam, Uslub al-Madh wa al-Zamm, Uslub al-Ta'ajjub, Uslub al-Ikhtisas, Uslub al-Syart dan Uslub al-Istifham. Al-Tasghir dan al-Nasab.

Rujukan1. Abduh al-Rajihi, (1988). Al-Tatbiq al-Nahwiyy. Beirut: Dar al-Nahdah al-Arabiyyah.2. _____________. Al-Tatbiq al-Sorf . Beirut: Dar al-Nahdah al- 'Arabiyyah.Ali al-Jarim, & Mustafa Amin. (1956). Al-Nahw al-Wadih fi Qawa'id al-Lughah

al- 'Arabiyyah. (3 juzuk). Mesir: Dar al-Ma'arif.3. Fuad Ni'mah. (t.t). Mulakhas Qawa 'id al-Lughah al-'Arabiyyah, Dimasq: Mansyurat Dar al-Hikmah.4. Mustafa al-Ghalayini (1989). Jami'al-Durus al-Arabiyyah. Beirut: al-Maktabah al-Asriyyah.

SICI 3332 USUL FIQH II

Kursus ini merupakan lanjutan kepada Usul Fiqh I. Ia membahaskan tentang Maqasid al-Shari'ah, al-Ta'arudh wa al-Tarjih, al-Ijtihad, al-Taqlid, al-Talfiq dan al-Ifta`.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

247

Rujukan 1. Abd. Latif Muda dan Rosmawati Ali. 2001. Perbahasan usul al-ahkam. Kuala Lumpur: Pustaka Salam.2. Al-Amidi, Abu al-Hasan Ali bin Muhammad. 1404H. al-Ihkam. Beirut: Dar al-Kitab al-'Arabi.3. Al-Bugha, Mustafa Dib. 1999. Athar al-adillah al-mukhtalaf fiha fi al-fiqh al-Islami. Dimashq: Dar al-Qalam.4. Khallaf, Abd al-Wahhab. 1978. Ilm usul al-fiqh. Kuwait: Dar al-Qalam.5. Al-Khin, Mustafa Sa'id. 1982. Athar al-ikhtilaf fi al-qawa'id al-usuliyah fi ikhtilaf al-fuqaha'. Beirut: Mu'assasah al-Risalah.6. Al-Syaukani, Muhammad bin Ali bin Muhammad. 1992. Irsyad al-fuhul. Beirut: Dar al-Fikr.7. Zaidan, Abd al-Karim. 1993. Al-Wajiz fi usul al-fiqh. Qaherah: Dar al-Tauzi' wa an-Nashr al-Islami.8. Zuhaili, Wahbah. 1986. Usul al-Fiqh al-Islami. Jil. 2. Dimashq: Dar al-Fikr

SICI 3342 QAWAID FIQHIYYAH

Kursus ini akan memperkenalkan pelajar kepada penggunaan kaedah-kaedah fiqhiyyah dalam mengeluarkan hukum-hukum fiqh. Ia membincangkan tentang pengenalan Qawa'id Fiqhiyyah: sejarah perkembangan Qawa'id Fiqhiyyah, peranannya, kedudukan serta kepentingannya; Perbezaan antara Usul Fiqh dengan Qawa'id Fiqhiyyah; Kemunculan tokoh-tokoh perundangan Islam; peranan Qawa'id Fiqhiyyah sebagai dalil istinbat hukum, kedudukannya dalam berfatwa dan memutuskan hukum di mahkamah dan pembahagian Qawa'id Fiqhiyyah ditinjau dari kaedah asasiah dan bukan asasiah

Rujukan1. al-Duraini, Fathi (1975). al-Manahij al-usuliyyah fi ijtihadi bi al-ra`yi fi al-tasyri` al-Islam. Damsyiq: Dar al-Kitab al-Hadith.2. al-Nadawi, Ali Ahmad (1994). al-Qawaid al-fiqhiyyah. Damssyiq: Dar al-Qalam.3. al-Sayuti, Jalaluddin Abdul Rahman (1987). al-Ashbah wa al-naza'ir fi qawaìd wa furu` fiqh al-shafiìyyah. Beirut: Dar al-Kitab.4. Hassan Salleh (1975). al-Qawaiìd al-fiqhiyyah (Prinsip-prinsip fiqh Islam). Kelantan: Pustaka Aman Press.

SICI 4042 ULUM QURAN

Kursus ini membincangkan definisi ulum Quran, sejarah pengumpulan al-Quran di zaman Rasululllah s.a.w. dan para sahabat, pengertian ayat makkiyyah dan madaniyyah, ayat-ayat muhkamat dan mutashabihat serta perbincangan para ulama mengenainya,ayat-ayat aqsam dan amthal, i'jaz al-Qur'an, munasabat, asbab al-nuzul, ayat-ayat umum dan khusus serta ayat-ayat nasikh dan mansukh.

Rujukan1. al-Qattan, Manna' (1992). Mabahith fi 'Ulum al-Qur'an. Riyadh: Maktabah al-Ma'arif.2. al-Suyuti, Jalaluddin (1987). al-Itqan fi 'Ulum al-Qur'an. Kaherah: Maktabah al-Ma'had al-Husaini. 3. al-Salih, Subhi (1973). Mabahith fi 'Ulum al-Qur'an .Beirut: Dar al-Ìlm li al-Malayin. 4. Usmaini, Muhammad Taqi (2000), An Approach to the Quranic Sciences. Karachi: Darul Ishaat.5. al-Zarqani, Muhammad Abd al-Azim (1988), Manahil al-'Irfan. Beirut: Dar al-Fikr.

SICI 4052 ULUM HADIS

Kursus ini membincangkan pengenalan hadis: Pembahagian, Himpunan hadis, Peranan hadis terhadap al-Qur'an, Kedudukan hadis dalam Perundangan Islam, Cara Penerimaan dan Penyampaian hadis,Perbezaan al-Qur'an, hadis qudsi dan hadis nabawi, Ilmu jarh dan ta'dil, Sejarah penulisan hadis, Hadis maudhu' dan penciptaannya, serta kajian beberapa Hadis maudhu', faktor yang menjamin kesenambungan hadis, Kedudukan hadis: Sahih , hasan, dhaif, Kondisi hadis secara rasmi, keraguan orentalis, Sekitar pembukuan hadis sahih Bukhari dan Muslim.

Rujukan1. Abdul Ghani Azmi bin Haji Idris, Kedudukan As Sunnah / Al Hadith dalam Syariat Islam. Terbitan Al- Ikhsan Enterprise.2. Al- Khatib, Muhammad al- Ajjaj (1963). Al- Sunnah Qabl al- Tadwin. Mesir : Maktabab Wahbah


248

3. Al- Khatib, Muhammad al- Ajjaj( 1971). Usul Hadis: Ulumuhu waMustalahu. Beirut: Dar al- Fikr.4. Al Salih, Subhi( 1971). Ulum alHadis wa Mustalahu, Beirut: Dar al - Ilm li al- Malayin.5. Dar Ibnu Zaidun, Al Hadis Qudsi, Beirut.6. H. Zainal Abidin Ahmad, (1975), Imam Bukhari Pemuncak Ilmu Hadis , Bulan Bintang Jakarta.7. Habsi Ash Shiddiqiey.(1956) Pokok Pihak Ilmu Dirrayah Hadis, Jakarta8. Hashim Hj. Yahya 1975) Sejarah Penulisan Hadis, Pustaka Aman Press Kelantan.9. Huda Mohsin ( 1995), Ulum al Hadis, Kuala Lumpur, DBP.10. Ibrahim Ismail dan Abdul Ghani Shamsudin,( 1987) Kedudukan Hadis dalam Islam, Terbitan persatuan Ulama Malaysia.11. K.H.M. Ali Usman. (1982), Pola Pembinaan Akhlak Muslim , Bandung.12. M.Syuhudi Ismail Dr. (1987) Kaedah Kesahihan Sanad Hadis, Kuala Lumpur.Thinkers Library.13. M. Ajaj al- Khatib (1999)Keutamaam Ilmu-ilmu Hadis, terbitan badan Cemerlang Johor. 14. Mustafa Assibai, Al Hadis sebagai Sumber Hukum, Changi Road Singapura.15. Muhammad Musatafa Azmi,(1989), Kajian Metodologi hadis dan Penulisan, DBP, Kuala Lumpur.

SICI 4072 SIRAH NABAWIYAH

Kursus ini akan mendedahkan pelajar tentang kepentingan pengetahuan tentang sirah nabawiyyah dalam memahami Islam. Ia membincangkan tentang suasana masyarakat Arab Jahiliyyah, Nabi Muhammad s.a.w. sebagai ikutan terbaik yang menjadi pembentuk akhlak, ketua keluarga, pemimpin negara, panglima perang, kaunselor, pakar psikologi, pengurus dan sebagainya. Perbincangan turut mencakupi kerasulan, dakwah, hijrah dan signifikannya dalam membentuk masyarakat serta isu-isu semasa daripada perspektif sirah nabawiyyah

Rujukan1. M.A.Anees & A.N.Athar, Guide to sira and Hadith Literature. London: Mansell Pub. Ltd., 19862. Afzalur Rahman, Encyclopaedia of Seerah. London: Muslim School Trust, 19843. Ibn Ishaq, The Life of Muhammad. Translation of Sirat Rasul Allah (introduction by Ibn Hisham), London: Oxford Univ. Press, 19554. M.H Haykel, The Life of Muhammad. London: Shorouk International, 19835. Ibn Saad. Tabaqat al-Kabir. Karachi: Pakistan Historical Society, 19676. Akram Diya' al-Umari, Madinan Society at the Time of Prophet. 2 vol. Virginia: IIIT, 19917. Martin Lings, Muhammad his life based on earliest sources. Cambridge: Islamic Text Society, 19958. Shibli Nu'mani, Sirat al-Nabi. Karachi: Pakistan Historical Society, 19709. K.H.Munawwar Chalil, Kelengkapan Tarikh Nabi Muhammad saw. Jakarta: Bulan bintang, 198710. M.N. Ripin. - Muhammad as a manager', Unpublished M Phil. Thesis, Wales, 2000.

SICI 4082 KAEDAH DAKWAH & PENGURUSAN

Kursus ini membincangkan tentang pengertian dan konsep dakwah, sejarah awal perkembangan dakwah, prinsip-prinsip asas dakwah, rukun-rukun dakwah, sasaran dakwah, kepentingan dakwah, sifat dan kualiti pendakwah, metodologi dakwah, konsep dan prinsip pengurusan, kepentingan pengurusan dakwah, konsep amal jama'i, ciri-ciri organisasi dakwah berencana, perkembangan dan sumbangan dakwah Islamiah di Malaysia.

Rujukan1. Abu Zahrah, Muhammad (t.t). Al-Da'wah ila al-Islam. Mesir: Dar al-Fikr al-'Arabi. 2. al-Bayanuni, Muhammad Abu Al-Fath (1993). Al-Madkhal ila 'Ilm al-Da'wah. Beirut: Maktabah al-Risalah.3. Zaidan, Abdul Karim (1976), Usul al-Da'wah. Beirut: Muassasah Al-Risalah.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

249

SICI 4092 PEMIKIRAN ISLAM

Kursus ini membincangkan sejarah awal pemikiran-pemikiran Islam, aliran-aliran pemikiran Qadariah, Jabariah, Murjiah, Mu'tazilah, Ahlu Sunnah, Salafiah, Syiah, Pemikiran falsafah dari tokoh-tokoh Islam, Pemikiran: Tasawuf dan tokoh Tasawuf Islam.

Rujukan1. Abdulrahman Abdulkhaliq (1991). Prinsip-prinsip Dakwah Salafiyyah. [terj]. Kuala Lumpur: Angkatan Belia Islam Malaysia.2. Abdulrahman Hj. Abdullah (1997). Pemikiran Islam Di Malaysia Sejarah dan Aliran. Jakarta: Gema Insani Press.3. Husayn bin Muhsin bin Ali Jabir (1984). Al-Tariq ila Jamaah al-Muslimin. Kuwait: Dar al-Dakwah.4. Mat Saad Abdulrahman & Mohd Akhir Yaacob (1985). Penentangan Islam Terhadap Aliran Pemikiran Perosak. Shah Alam: Penerbitan Hizbi.5. Mohamad Kamil Hj. Ab. Majid (1990). Tokoh-tokoh Pemikir Dakwah. Kuala Lumpur: Angkatan Belia Islam Malaysia.6. Ramli Awang (1997). Tasawwur Rabbani Menurut Al-Quran dan Al-Sunnah. Shah Alam: Penerbitan Hizbi Sdn.Bhd.7. S.A.Mutahhari (1983). Menghidupkan Pemikiran dalam Islam, Kuala Lumpur: Islamic Media Communications.8. Siba'i Mustaffa (1968). Al-Istisyraq wa al-Mustasyriqin ma lahum wa ma `alayhim. Kuwait: Maktabah Dar al-Bayan.9. Taha Jabir al-Alwani (1995). Krisis Pemikiran Moden, Petaling Jaya: The International Institute & Islamic Thought.10. Wahiduddin Khan (1985). Revolusi Pemikiran Islam, [terj]. Jakarta: Media Dakwah.11. Wan Muhammad Ali (2000). Islam & Fitnah Modenisasi. Kuala Lumpur: Pustaka Syuhada.12. Wan Jaffree Wan Sulaiman (1992). Mutiara yang hilang. Shah Alam: Ummah Media Sdn Bhd


250

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Sos

ial E

du

cati

on

251

Synopsis Course:Department of

Tecnical and EngineeringEducation


252

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

253

COURSE SYNOPSIS (DEPARTMENT OF TECNICAL AND ENGINEERINGEDUCATION)

SPPE 1002 BASIC OF ENGINEERING DRAWING

This course, a foundation for any advanced engineering courses, gives exposure to students with the basics of drawing methods in engineering drawing. Emphasis will be given on the construction and interpretation of geometrical drawing, lines, writing techniques and lettering, dimensioning, orthographic projection, isometric drawing, oblique drawing, auxiliary and revolved view and the skills of using drawing instruments appropriately.

References1. Besterfield, D. H dan Hagan, R. E. (1990). TechnicalSketchingForEngineers,TechnologistandTechnician. (2nd ed.). New Jersey: Prentice Hall.2. Bethune, J. D. (1987). EssentialofDrafting. (2nd ed.). New Jersey: Prentice Hall.3. Earle, J. H. (1995). GraphicsTechnology. Massachussetts: Addison-Wesley Pub. Co.4. Jensen, C. dan Helsel, J. D. (1990). FundamentalsofEngineeringDrawing. (3rd ed.). New York: Mc Graw Hill.5. Kementerian Pendidikan Malaysia (1993). SukatanPelajaranKurikulumBersepaduSekolahMenengah:LukisanKejuruteraanTingkatan4

dan5. Kuala Lumpur: Dewan Bahasa dan Pustaka.6. Sadamatsu, J. dan Sadamatsu, S. (1985). Design Drafting. New York: Van Nostrand Reinhold Co.

SPPE 1012 BASIC TRADE

This course will give emphasis on practical work to the fundamentals of craft work across the areas of building construction, electrical and electronic technology as well as mechanical engineering.

References1. Corbett, S. (2007). TheCompleteIllustratedGuidetoWoodworking. London: Lorenz Books.2. Ibrahim Che Muda dan N. Ramudran (1995).TeknologiBengkelMesin. K. Lumpur: Dewan Bahasa dan Pustaka.3. Koel, L. (2004). Carpentary. (4th ed.). United States of America: American Technical Publisher. 4. Abdul Samad Hanif (1988). PemasangandanPenyenggaraanElektrik. K. Lumpur: Dewan Bahasa dan Pustaka.

SPPE 1022 ENGINEERING DRAWING 1

This course is a continuation of the Basic Engineering Drawing course. Students will be taught various topics of geometrical constructions namely development, intersection, perspective drawing, and sectional drawing. Students will also learn the application of engineering drawings in the real-life contexts such as in the area of architecture, electric and electronic engineering, mechanical engineering and the piping systems.

References1. Besterfield, D. H. and Hagan R. E. (1990).TechnicalSketchingforEngineers,TechnologistandTechnician. (2nd ed.). New Jersey: Prentice

Hall.


254

2. Boundy, A. W. (2002). EngineeringDrawing. (6th ed.). Australia: McGraw-Hill.3. Jensen, C. and Helsel, J. D. (1990). FundamentalsofEngineeringDrawing. (3rd ed.). New York: McGraw-Hill.4. Kementerian Pendidikan Malaysia (1993). SukatanPelajaranKurikulumBersepaduSekolahMenengah:LukisanKejuruteraanTingkatan

4dan5. Kuala Lumpur: Dewan Bahasa dan Pustaka.5. Madsen, D. A., Madsen, D. P. and Turpin, L. E. (2007). EngineeringDrawingandDesign. Clifton Park, New York: Delmar Thomson

Learning.

SPPE 1033 WORKSHOP SAFETY AND MANAGEMENT

This course will discuss teachers' responsibility towards management, safety and health in the context of workshop and work place of Technical and Vocational Education. Discussion will include the Occupational Safety and Health Act, approaches for hazard avoidance, safety and relation to physical facilities, environment, mechanical hazards, the use of personal safety equipment and first aids. At the end of the course students should be able to identify potential hazards particularly in the workshop, and plan strategies to improve safety practices as well as school workshop management.

References1. Tooma, M. (2008). Safety,security,healthandenvironmentlaw. Sydney: Federation Press2. Stapelberg, R. F. (2009). Handbookofreliability,availability,maintainabilityandsafetyinengineeringdesign. London: Springer3. Asfahl, Ray C. (1995).IndustrialSafetyandHealthManagement, (3rd ed.). Prentice Hall.4. Covan, J. (1995). SafetyEngineering. John Wiley & Sons, Inc.

SPPE 1102 WOOD-WORK PRACTICE

This course introduces students to the practice in civil engineering trades. The course also emphasizes on practical work in using hand tools and machines to build parts of the building made of wood such as door, window and door leaves, and ladders and so on.

References1. Hore, A. V. et al. (1997). Construction2:Environment,Science,MaterialandTechnology. London: MacMillan2. Seeley, I. H. (1995). BuildingTechnology. (5th ed.). England: MacMillan.3. Greeno, R. (1995). PrinciplesofConstruction. (2nd ed.). Essex: Longman.4. Tan Boon Tong (1991). TeknologiBinaanBangunan. Kuala Lumpur: Dewan Bahasa & Pustaka.5. Barry, R. (1980). TheConstructionofBuilding. London: English Language Book Society & Granada Publishing Ltd.

SPPE 1322 CONSTRUCTION MATERIALS

This course exposes students to the characteristics and properties of building materials, uses, experiments and practical work done in construction work, learn how to estimate costs and prepare a business plan. In addition, students will practice the practical work in workshops and visits to the construction site to expand the knowledge, skills and experience.

References1. Allen, E. (1990). FundamentalsofBuildingConstruction:MaterialsandMethods. John Wiley & Sons : New York2. Allen, E. and Iano, J. (2005). Fundamentals ofBuildingConstruction :Materials andMethods (4th ed.). John Wiley : Hoboken, New

Jersey.3. Dean, Y. (1996). Materials Technology. Essex Longman : Harlow.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

255

SPPE 1332 BASIC ELECTRICAL TECHNOLOGY

The topic to be discussed in this course include developments in the field of electrical and electronic present and future: Basic electrical and electronics; measurement equipment; Kirchhoff s Law and Ohm's law; types of circuits; Connection electronic circuits using transistors and integrated circuit (IC) and an introduction to the concept of digital and analog. Include theoretical and practical learning as well as the emphasis on design and innovation.

References1. Duff J.R & Kaufman. AlternatingCurrentFundamentals. Delmar Publishers, New York: 19802. Floyd, T.L. PrinsiplesofElektricCircuits, 5th Edn. Prentice-Hall International, New Jersey:19973. Goodall F & Rishton D.K. PrinsipElektrikdanElektronik(Terjemahan). Dewan Bahasa dan Pustaka: Kuala Lumpur.4. Gerrish H.H . ElectricityandElectronics. The Goodhearth-Wilcox , Illinois: 19805. Grob, B. BasicElectronics. McGraw-Hill, Singapore: 19866. Kementerian Pendidikan Malaysia. KemahiranHidupBersepadu:ElektifKemahiranManipulatifTambahan (Tingkatan1-3). Dewan Bahasa

dan Pustaka, Kuala Lumpur: 19917. Loper, D.E. DirectCurrentFundamentals. Delmar Publisher: 19848. Schuler, C.A. ElectronicsPrinciplesandApplications 4th Edn. International Editions, McMilan- Mcgraw-Hill, New York: 1994

SPPE 1622 CONSTRUCTION TECHNOLOGY

This course provides the knowledge and experience to the students about the construction work. Students will be exposed to aspects of general safety at construction sites, use of equipment / machinery, read and understand engineering drawings, joinery, joinery in woodworking and building construction, plans to mark the site, while the base of the building and construction, the construction of floors, walls and walls, doors, windows and arches, staircases, roofs, drainage and sewerage, and electricity.

References1. Barritt, C. H. M. (1987). ConstructionTechnology : Level 2. Longman Scientific and Technical : Harlow.2. Chandler, I. E. (1987). BuildingTechnology. Mitchell : London3. Chudley, R. (2005). ConstructionTechnology. Prentice Hall : New York.4. Fleming, E. (2005). ConstructionTechnology : An Illustrated Introduction. Blackwell : Oxford.5. Fullerton, R. L. (1980).ConstructionTechnology : Level 1. University Press : Oxford.

SSPPE 1132 LATHE MACHINE OPERATION

In this course students will be exposed on the metal lathe machine operations. This course is to provide exposure, practical knowledge and application of machining processes in production of good as needed by the manufacturing sector. Emphasis will be given on the machine shop safety, the use of hand tools, and materials selection methods. At the end of the course students should be able to explain the structure and function, choose appropriate toolbit and operate metal lathe machine according to standard procedures.


256

References1. Krar, Stephen F. (2005). "MachineToolsandManufacturingTechnology" . Albany : Delmer 2. Richard R Kibbe (2008), "Machines tool practices", New York : John Wiley

SPPE 1142 AIR-CONDITIONING AND REFRIGERATION TECHNOLOGY

In this course students will be exposed to the air-conditioning and refrigeration systems. In teaching and learning processes, students will be exposed to the basic equipment servicing procedures and laboratory safety rules. Students will learn various types of testing equipment and reading and sketching cooling and air conditioning systems. At the end of the course, students should be able to identify and testing the main components of refrigeration and air conditioning systems, to explain the nature of the refrigerant and operating procedures of each component.

References1. Ursula Eicker. "Lowenergycoolingforsustainablebuildings", West Sussex, UK : John Wiley, 20092. Samuel C. Sugarman, "HVACfundamentals,2nded." Boca Raton, FL : Fairmont Press, 20073. Martynn Randall, "AirConditioning&HeatingManua", Somerset : Haynes Publishing, 20064. Basicsroomconditioning/ Oliver Klein, Jorg Schlenger. Boston, MA : Birkhaeuser Verlag AG, 2008

SPPE 1212 METAL FABRICATION PRACTICES

This course introduces the knowledge and information about working principles, methods and equipment that related to metal fabrication technology. At the end of this course, students should be able to identify appropriate hand tools, using measuring devices, explain and use cutting and shaping machines. Aspects of fabrication skills are the main focus of this course, the emphasis on metal fabrication practices and classification of mechanical properties of metals will be prioritized.

References1. Jeffus, L. F. (2004). Metalfabricationtechnologyforagriculture. New York: Thomson/Delmar Learning2. Kenyon, W. (2007).Weldingandfabricationtechnology. London Pitman.3. Kok, T. S. (2005). TeknologiKimpalandanFabrikasiLogam. Shah Alam: Fajar Bakti Sdn. Bhd.

SPPE 1242 AIR-CONDITIONING & REFRIGERATION SERVICING

This course focuses on students servicing skills in refrigeration and air conditioning equipment such as domestic refrigerators, window-type air conditioners, and split type air conditioner. Students will learn how to use hand tools, related machines, testing equipments, and basic cycle of refrigeration and air conditioning systems. Students will acquire skills to form brass piping and making the connection of metal in the cooling system. At the end of this course, students should be able to service air conditioning equipment in accordance to establish procedures and perform maintenance of air conditioning unit.

References1. Ursula Eicker. "Lowenergycoolingforsustainablebuildings", West Sussex, UK : John Wiley, 20092. Samuel C. Sugarman (2007), "HVACfundamentals, 2nd ed." Boca Raton, FL : Fairmont Press, 3. Martynn Randall, (2006)"AirConditioning&HeatingManual", Somerset : Haynes Publishing, 4. Oliver K., and Jorg S., (2008). BasicsroomconditioningBoston, MA : Birkhaeuser Verlag AG,

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

257

SPPE 1332 PETROL ENGINE VEHICLES

This course introduces current knowledge and practical experiences that related to the automotive petrol vehicles. At the end of the course students should be able to explain the concept of vehicle cooling systems, ignition systems, braking systems and automotive starter systems. Emphasis will be given on systems in petrol engine vehicles such as construction and the operation of gasoline engines, fuel systems, power transmission systems, steering systems, suspension systems and tires. Students will master the skills to inspect, repair, overhaul and testing of petrol engine vehicles.

References1. James D. Halderman and Jim Linder (2006), "AutomotiveFuelAndEmissionsControlSystems, 1st Ed", Upper Saddle River, NJ : Pearson/

Prentice Hall.2. James D. Halderman and Chase D. Mitchell, Corey W. Glassman (2006), "Advancedengineperformancediagnosis, 3rd ed", Upper Saddle

River, NJ : Pearson/Prentice Hall.3. Hiroshi Yamagata (2005),"TheScienceAndTechnologyOfMaterialsInAutomotiveEngines", London : Woodhead Publishing Limited.4. Tim Gilles and Clifton Park (2007), "AutomotiveEngines:Diagnosis,Repair,Rebuilding, 5th ed", NY : Delmar Cengage Learning.5. James D. Halderman (2008), "AutomotiveElectricityAndElectronics, 2nd ed", Upper Saddle River, N.J. : Prentice Hall.6. James D. Halderman (2009), "Automotiveengines:theoryandservicing, 6th ed", Upper Saddle River, NJ : Prentice Hall

SPPE 1432 AUTOMOTIVE II: DIESEL ENGINE

The course covers the knowledge and practical training that related to the automotive diesel vehicles. Emphasis will be given on systems in diesel engine vehicles such as fuel and exhaust systems. Students will be exposed to the skills of diagnosing and servicing of diesel engines and major systems. At the end of this course, students should be able to identify the main parts of diesel engines and repairing damage to the engine on diesel engine vehicles.

References1. Timothy V. Johnson (2007), "DieselParticulateFilterTechnology", Warrendale, PA. : SAE International.2. James D. Halderman and Jim Linder (2006), "Automotive Fuel And Emissions Control Systems, 1st Ed", Upper Saddle River, NJ : Pearson/

Prentice Hall.3. James D. Halderman and Chase D. Mitchell, Corey W. Glassman (2006),"Advancedengineperformancediagnosis, 3rd ed", Upper Saddle

River, NJ : Pearson/Prentice Hall.4. Hiroshi Yamagata (2005),"TheScienceAndTechnologyOfMaterialsInAutomotiveEngines", London : Woodhead Publishing Limited.5. Tim Gilles and Clifton Park (2007), "AutomotiveEngines:Diagnosis,Repair,Rebuilding, 5th ed", NY : Delmar Cengage Learning.6. James D. Halderman (2008), "AutomotiveElectricityAndElectronics, 2nd ed", Upper Saddle River, N.J. : Prentice Hall.7. James D. Halderman (2009), "Automotiveengines:theoryandservicing, 6th ed", Upper Saddle River, NJ : Prentice Hall.

SPPE 1452 MILLING MACHINE OPERATION

In this course students will be exposed to milling machine operations. Emphasis will be given on safety, structures and functions of milling machines. At the end of the course, students should be able to identify appropriate toolbit and perform milling work in accordance to establish procedures such as gear cutting and helical groove. The course was introduced in order to produce a skilled workforce with a strong knowledge to handle most of the milling process in the field machine.


258

References1. Richard R. Kibbe et al (2006), "MachineToolPractices,8th.Ed", Upper Saddle River, New Jersey : Pearson Education Inc.2. Steve F. Krar, Arthur R. Gill, Peter Smid (2005),"TechnologyOfMachineTools, 6th Ed", New York : McGraw-Hill.3. P. N. Rao (2009), "ManufacturingTechnology:MetalCuttingAndMachineTools", New Delhi, India : Mcgraw Hill Higher Education.

SPPE 2012 TEACHING METHODS IN TVE

This course is designed to expose students with teaching and learning methods that relevant with Technical and Vocational Education in the context of schools and vocational training institutions. Discussion includes the preparation of lesson planning for both theoretical and practical classes.

References1. Newcomb, L.H. (2004). MethodsofTeachingAgriculture. 3rd. ed. Upper Saddle River, New Jersey: Pearson/Prentice Hall.2. Jacobsen, D. A., Eggen, P. and Kauchak, D. (2002). MethodsforTeaching:PromotingStudentLearning. (6th.ed). Upper Saddle River,

New Jersey: Prentice Hall.3. Arends, R. I (1994). LearningtoTeach. (3rd ed.) New York: Mc Graw-Hill.4. Clark, L. H. & Starr, I. S. (1991). SecondaryandMiddleSchoolTeachingMethods. New York: Macmillan Publishing

SPPE 2022 FUNDAMENTAL OF TECHNICAL AND VOCATIONAL EDUCATION

This course discusses the philosophy, concepts and functions of Technical & Vocational Education, particularly in providing manpower for the development and progress of the industry. The course also discusses on the system, development and history of Technical Education especially in Malaysia.

References1. Evan R.N. (1971). FoundationsofVocationalEducation. Ohio : Charles E. Meril Publishing2. Roberts.R.W. (1971). VocationalandPracticalArtsEducation. New York: Harper & Row3. Philipp Grollmann & Felix Rauner (2006). International perspectives on teachers and lecturers in technical and vocational education.

London: Springer

SPPE 2032 BASIC INVENTION

The course is designed based on the emphasis on creativity and consisting of conceptual works in a broader sense. These include finding solutions to the needs and problems of their societal environment. Knowledge and skills acquired from this course can enhance or redesign the existing products or solutions. Students will use their knowledge from various learning sources. In addition, these innovative practices can also provide a relevant context for the purpose of the study to better understand and apply the design knowledge and skills.

References1. Jackson, P. L. (2010). GettingDesignRight:ASystemApproach. Boca Raton, Florida: CRC Press.2. Niku, B. S. (2009). CreativeDesignofProductionandSystem.Hoboken, New Jersey: John Wiley & Sons.3. Ulrich, K. T. and Eppinger, S. D. (1995). ProductDesignandDevelopment. New York: McGraw-Hill.4. Wright, I. C. (1998). DesignMethodsinEngineeringandProductDesign. London: McGraw-Hill.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

259

5. Cross, N. (2000). EngineeringDesignMethods:StrategiesforProductDesign. Chichester: John Wiley.6. Cushman, W. H. dan Rosenberg, D. J. (1991). HumanFactorsinProductDesign.Amsterdam: Elsevier7. Harper, C. H. (ed.). (2001). HandbookofMaterialsforProductDesign. New York: McGraw-Hill.8. Hollins, B. (1989). SuccessfulProductDesign:WhattoDoandWhen?. Boston: Butterworth.9. Ulrich, K. T. dan Eppinger, S. D. (1995). ProductDesignandDevelopment. New York: McGraw-Hill.10. Wright, I. C. (1998). DesignMethodsinEngineeringandProductDesign. London: McGraw-Hill.

SPPE 2052 BASIC FURNITURE CONSTRUCTION

This course aims to provide knowledge, skills and experience to students in the process of making furniture. The main aspects which will be given in this course is the work safety , leadership skills, identifying, selecting and estimating materials, the application of wood work practice, use and maintain equipment / machine, execute the installation, do the work finishes , perform quality assurance and control, and perform other related work as well..

SPPE 2112 COMPUTER-AIDED ENGINEERING DRAWING

This course will expose students to AutoCAD software applications in the production of geometric drawings and two-dimensional engineering drawings. The students are also will be exposed on how to create the three-dimensional models using the AutoCAD software.

References1. Shumaker, T.M. and Madsen, D.A. (2007). AutoCADandItsApplication. The Goodheart-Willcox Company Inc.2. Wohler T.T., (2006). ApplyingAutoCAD. Glenco Pub. Company3. Kolarevic B. (2005). AutoCADandItsApplication. Illionis: The Goodheart-Willcox Company Inc.4. Keith, S. & Omura, G. (2009). MasteringAutoCAD2010formechanicalengineers. Sybex Inc.5. Wilson, J. (2008). AutoCAD: AVisualApproach. Autodesk Press.

SPPE 2202 DOMESTIC WIRING PRACTICES

The course exposed students to relevant domestic electrical wiring. Students will be exposed in detail in the form of theory and practical wiring related to electricity, types of circuits, electrical accessories, cable, wiring systems, electrical circuit protection systems, protection, earthing and circuit testing. Emphasis will also include practical skills related to the surface wiring, conduit pipe and casing single phase.

References1. Abdul Samad Hanis, (1988). Pemasangandanpenyenggaraanelektrik. K. Lumpur; DBP2. Bartkiw & SooKhoo, (1999). TeknologiSistemElektrik, Terjemahaan. Universiti Teknologi Malaysia.3. Bell, E. C (1987). BasicElectricalEngineeringandInstrumentationforEngineers/ 3rd. London Collins ed Prentice Hall.4. Burdett, Geoffrey (1997). Home Electric.1 HouseholdAppliancesElectric-MaintenanceandRepair.5. Duncan, C & Stocks, E. G. (1988). PemasanganLitarEelektrik. Kuala Lumpur Golden Book Centre.6. Fitzgerald, Arthur Eugene (1975). BasicElectricalEngineering 4th ed. New York : mcGraw-Hill,7. Kirwin, Gerald J. (1980). BasicCircuitAnalysis. Dallas : Houghton Mifflin Co.8. Loper, Orla E. (1979). BasicElectricityandElectronics. 3rd ed. New York : Van Nostrand Reinhold9. Nazi b Mustafa (2004). PendawaianDomestik. Kuala Lumpur: Edu System.


260

SPPE 2212 BRICK WORK PRACTICES

This course introduces students to the practice of construction the main part of a building such as walls, walls, pillars and arches. It emphasizes the practical work such as laying bricks with various types of bonds in the masonry, arch construction, finishing work, such as plaster, tile installation and so on. In addition, students will learn theories such as the provision of brick, mortar and concrete.

References1. Hore, A. V. et al (1997). Construction2:Environment,Science,MaterialandTechnology, MacMillan : London2. Knight, T. (1997). CreativeBrickwork, Arnold : London3. Seeley, I. H. (1995).BuildingTechnology (5th ed.), MacMillan : England

SPPE 2422 INDUSTRIAL WIRING PRACTICES

This course provides knowledge to students related to the wiring industry. Students will be exposed through theoretical and practical activities related to electricity supply 3-phase act, the introduction of three-phase electrical systems, circuits, wiring and industrial wiring accessories, earthing protection system and testing of three phase wiring. In addition, students will be exposed to theoretical and practical knowledge related to electric motor system.

References1. Whitfield, John Frederic (1966). ElectricalInstallationsandRegulations. Oxford: Pergamon.2. Graham, Kennard C. (1963). IndustrialandCommercialWiring. 2nd ed. Chicago : American Technical Society3. Smith, Robert L., and Herman, Stephen L. (1987).ElectricalWiringIndustrial. 6th ed. New York : Delmar Pub4. Earl, John T. (1987). IndustrialElectricalWiring:DesignandApplication. Englewood Cliffs, NJ : Prentice-Hall

SPPE 2122 BASIC WELDING AND METAL FABRICATION

This course will provide practical experiences in the arc and gas welding and metal fabrication work that associated with both processes. This course also provides theoretical and practical exposures in welding and metal fabrication work. Students will be exposed to the use of welding, how to operate the equipment, work processes, and create projects related to welding and metal fabrication. At the end of the course, students will discuss and perform the welding processes practically. Students will also be able to make demonstrations and apply knowledge and skills in preparing and presenting the processes of manufacturing technology.

References1. Cary, H. B. (2005). ModernWeldingTechnology. 6th. ed. Upper Saddle River, New Jersey : Pearson/Prentice Hall.2. Rao, P. N. (2009). ManufacturingTechnology:Foundry,FormingandWelding. 3rd. ed. New Delhi India : McGraw-Hill.3. Sacks, R. J. (2005). Welding:PrinciplesandPractices. 3rd. ed. Boston : MCGraw-Hill.

SPPE 2142 GRINDING MACHINE OPERATION

This course is a course where students will be exposed to the grinding machine operations. Emphasis will be given on safety while using grinding machine, it structure and the function, the selection of appropriate toolbit, and perform grinding work properly. At the end of this course, students

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

261

should be able to perform the surface grinding, cylindrical grinding, grinding the toolbit and grinding the spindle according to correct procedures. The course was introduced in order to produce a skilled workforce with a strong knowledge to handle most of the processes and facilities that related to machine grinding.

References1. Richard R. Kibbe et al (2006), "MachineToolPractices, 8th. Ed", Upper Saddle River, New Jersey : Pearson Education Inc.2. Steve F. Krar, Arthur R. Gill, Peter Smid (2005), "TechnologyOfMachineTools, 6th Ed", New York : McGraw-Hill.3. P. N. Rao (2009), "ManufacturingTechnology:MetalCuttingAndMachineTools", New Delhi, India : Mcgraw Hill Higher Education.

SPPE 2222 MAINTENANCE OF MOTORCYCLE AND SMALL ENGINE

This course provides an opportunity for students to develop a practical approach to repair motorcycle engines and single or two cylinders small engines. Students are also exposed to the major motorcycle parts such as ignition, fuel, lubrication, cooling, and starter, break and gear systems. Emphasis will be given on the skills to diagnose trouble motorcycles and small engines. At the end of the course, students will acquire skills in the servicing and maintenance of wheels, brakes, suspension systems, power transmission systems and electrical systems.

References1. Ed Abdo (2009), "ModernMotorcycleTechnology", Clifton Park, NY : Delmar Cengage Learning.2. Matthew Coombs (2002), "MotorcycleBasicsTechbook, 2nd Ed", England : Haynes Manuals.3. Bacon, R. (1979). Understandingyourmotorcycle. London: Macmillan.4. Lear, G., & Mosher, L. S. (1977). Motorcyclemechanics Englewood Cliffs, New Jersey: Prentice-Hall.5. Robinson, J. (1977). Themotorcycledoctor. Kingswood, Surrey: Elliot Rightway.6. Schultz, N. (1977). Completeguidetomotorcyclerepairandmaintenance. Garden City, New York: Doubleday.7. Webster, J., & Putnam, R. (1986). Motorcycleoperationandservice. Englewood Cliffs, New Jersey: Prentice-Hall

SPPE 2232 COMPUTERIZED MACHINING

In this course students will be exposed to the computerized machining in CNC machining processes. At the end of the course, students will be able to operate computerized machining that based on the operation of drilling holes, milling operations and lathe operations. Emphasis will be given to the use of codes and instructions in a computerized machining and replacement of toolbit. This course will be introduces in order to produce a skilled workforce that capable of handling most of the processes and facilities in the area of modern computerized machining.

References1. Xu, X,. (2009). Integrating advanced computer-aided design, manufacturing, and numerical control : principles and implementations.

Hershey, PA : Information Science Reference,2. Ken E. (2007). Programmingofcomputernumericallycontrolledmachines. New York, NY. : Industrial Pr.

PPE 2242 DOMESTIC REFRIGERATION AND AIR CONDITIONING PRACTICES

This course is designed in order to produce students who have skills on installing domestic refrigeration and air conditioning systems at the same time practising good and safe working culture. At the end of the course, students should be able to identify the root of system problems and use correct method to fix it. In this course, emphasis will be given on the skills to identify domestic refrigeration and air conditioning operating system that consist of window and split type air conditioner. Students also learn operational aspects of each component and accessory in the cooling system. Students are also able to repair, maintain and install this equipment. Emphasis was also given to the safety and ethics at work.


262

References1. Ursula Eicker (2009). "Lowenergycoolingforsustainablebuildings", West Sussex, UK : John Wiley, 2. Samuel C. Sugarman (2007), "HVACfundamentals,2nded." Boca Raton, FL : Fairmont Press, 3. Martynn Randall (2006), "AirConditioning&HeatingManual", Somerset : Haynes Publishing, 4. Basicsroomconditioning / Oliver Klein, Jorg Schlenger. (2008). Boston, MA : Birkhaeuser Verlag AG,

SPPE 2292 WELDING INSPECTION

This course will expose students to the basic welding inspection in welding projects. Emphasis will be given on theoretical and practical techniques of welding inspection, welding inspection principles and identify related equipment in welding inspection. At the end of the course, students should be able to assess the quality of welding work in accordance to established procedures, as well as aquire exposure to the required standard or quality used in inspecting the welding joint.

References1. Kennedy. Goner A. (2005) "WeldingTechnology (Second Edition)". Indianapolis : Bobbs-Merill Educational Pub. 2. Roger Timings. (2008). FabricationAndWeldingEngineering. Oxford, UK : Newnes,

SPPE 2322 TIG WELDING

This course exposes students to basic knowledge and skills of TIG welding process. Emphasis is given on interpreting welding drawings, identifying and adjusting welding equipments. Students will also be exposed to theoritical and practical aspects when perform welding on plate and pipe in a variety of connection and position that based on the principles and advantages of TIG welding machine. At the end of the course, students should be able to evaluate welding output in accordance to prescribed procedures and standards.

References1. (2008), "WeldingAndJoiningAndFastening", Warrendale, PA : SAE International.2. P. N. Rao (2009),"ManufacturingTechnology:Foundry,FormingAndWelding, 3rd Ed", New Delhi, India : McGraw-Hill.3. Schell, F. R. (1977). Weldingprocedures: Oxyacetylene. TS227 .S33 1977 c.1

SPPE 2342 MIG WELDING

This course provides students with basic knowledge and skills of MIG welding process. Emphasis is given on interpreting welding drawings, identifying and adjusting welding equipment. Students will also be exposed to theoritical and practical aspects when perform welding on plate and pipe in a variety of connection and position that based on the principles and advantages of TIG welding machine. At the end of the course, students should be able to evaluate welding output in accordance to prescribed procedures and standards.

References1. (2008), "WeldingAndJoiningAndFastening", Warrendale, PA : SAE International.2. P. N. Rao (2009), "ManufacturingTechnology:Foundry,FormingAndWelding, 3rd Ed", New Delhi, India : McGraw-Hill.3. Schell, F. R. (1977). Weldingprocedures: Oxyacetylene. TS227 .S33 1977 c.14. Cary, H. B. (1979). Modernweldingtechnology. Englewood Cloffs, New Jersey: Prentice-Hall5. Bahagian Pendidikan Teknik dan Vokasional. (1987). Kurikulumsekolahmenengahvokasional :kursuskimpalandanfabrikasi logam.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

263

Kuala Lumpur: Kementerian Pendidikan Malaysia6. Kenyon, W. (1982).Weldingandfabricationtechnology. London Pitman.7. Kok, T. S. (1995). TeknologiKimpalandanFabrikasiLogam. Shah Alam: Fajar Bakti Sdn. Bhd.

SPPE 2252 MACHINE DRAWING

This course is a course where students will be exposed to the geometric drawing in mechanical machines which includes turning, milling, and grinding. In training sessions, students will be exposed to explode drawing of machine structures. Emphasis will be given to develop students' abilities to draw various types of line in the drawing. At the end of the course, students should be able to draw the main components of lathe machine, milling machine and grinding machine.

References1. Sandhu Singh & P. L. Sah, "FundamentalsofMachineDrawing." (2003) India : Prentice Hall2. K. L. Narayana, P. Kannaiaah, K. Venkata Reddy (2006)."MachineDrawing", New Delhi : New Age International (P) Limited, Publishers, 3. Leach, J. (2009). AutoCad 2009 instructor:astudentguidetocompletecoverageofAutoCad'scommandsandfeatures. New York, NY :

McGraw-Hill

SPPE 2422 INDUSTRIAL AIR-CONDITIONING

This course provides students with theoretical knowledge of air conditioning in the industry. Students will be exposed through theoretical and practical activities related to 3 phase electricity supply, introduction to industrial air conditioning system, Industrial Air conditioning circuits, types of wiring in industrial air conditioning, earthing protection system and other test of industrial air conditioning. In addition, students will be exposed to theoretical and practical knowledge related to electric motor systems. At the end of the course students should be able to carry out practices in industrial air conditioning wiring, inspect and test their projects in accordance to standard rules and procedures.

References1. Whitfield, John Frederic (1966). Electricalinstallationsandregulations. Oxford: Pergamon.2. Graham, Kennard C. (1963). IndustrialandCommercialWiring. 2nd ed. Chicago : American Technical Society3. Smith, Robert L., and Herman, Stephen L. (1987). Electricalwiringindustrial. 6th ed. New York : Delmar Pub4. Earl, John T. (1987).IndustrialElectricalWiring:DesignandApplication. Englewood Cliffs, NJ : Prentice-Hall

SPPE 2432 AUTOMOTIVE AIR-CONDITIONING SYSTEM

This course is a course where students will be exposed to the automotive air-conditioning and electrical systems. In student learning, they will be introduced to the basic principles of vehicle air conditioning, the systems, and operational aspects of various components in automotive. Students will be exposed to the equipment, safety, maintenance and proper procedures for servicing automotive air conditioning system. At the end of the course, students will identify, test and inspect vehicle air conditioning systems to detect problems. Students will carry out repair work on air conditioning system based on practices according to standard safety regulations. The course will produce a skilled workforce with a strong knowledge that able to design, modify, and operate most of the processes and facilities in the area of automotive refrigeration and air conditioning.


264

References1. Forrest W., O., & Bhatti M.S (2002). Energyefficientautomotiveairconditioningsystem/W.O Forrest, M. S. Bhatti. Warrendale, PA : SAE

International2. Khamis Y., & Petitjean C., (2000). Validation resultsof automotivepassenger compartmentand itsair conditioning systemmodeling.

Warrendale, PA : Society of Automotive Engineers SPPE 3032 ARCHITECTURAL DRAWINGS

This course is designed to expose students in the architectural design process. The course also discusses about the drafter job specification. This course will focus on concepts, theories, and the practice of architecture, construction technology, materials, landscape layout, and laws related to domestic construction. At the end of this course students are expected to explain and discuss the process of developing architectural drawings. Students are also expected to make drawings of architecture and develop the architectural model and presenting the models.

References1. George K. dan Harry J. (1981). ArchitecturalDrafting (2nd ed.). New York : MacGraw-Hill Book Co. 2. Greeno, R., (1997). BuildingServices,TechnoglogyandDesign. Harlow . Essex : Longman. 3. Kolarevic, B. (1998). ArchitecturalModellingandRendering . UK : John Wiley and Son.

SPPE 3102 DOMESTIC PLUMBING PRACTICE

This course provides the knowledge, skills and experience to students about domestic plumbing work such as practicing the workshop safety, use and maintain equipment / machinery, identify and piping work, connections and fixtures, draw and interpret the relevant symbols in piping drawing, estimates the project cost, plumbing and installation of cold water system, hot water and sanitary facilities, welding and brazing, installing the main water supply pipes, sewerage system piping, and pumping grainage, and identify and maintain piping and sanitary systems.

References1. Birdi, G. S. (1976). WaterSupplyandSanitaryEngineering 3 rd ed , New Delhi : Dhanpat Rai. 2. Doyle, K.M. (1990), Plumbing and Gas Fitting, Volume 2: Services and roofing , Plumbing, Wellington , N.Z: Gas & Drain laying

Foundation 3. Hall, F. (1999), TeknologiPerpaipan, Edisi Kedua, Kuala Lumpur:DBP 4. Hall, F. (1999), Kerja paip: PembekalanAirSejuk,SalirandanPembersihan , Skudai Johor: Penerbit UTM 5. Smith, Lee (1989),PlumbingTechnology , Albany , N.Y: Delmar Publisher

SPPE 3112 BUILDING SERVICES

This course introduces and emphasizes basic knowledge and skills related to aspects of building services. It consists of practices and laws of building services, water supply, sewage and waste handling systems, ventilation and lighting, air-conditioning systems, electrical supply systems, gas installations, fire protection systems and building mechanical systems. Understanding and skills in selecting and using equipment and materials as well as aspects related to safety also will be emphasized.

References1. Greeno, R., (1997). BuildingServices,TechnoglogyandDesign. Harlow . Essex : Longman. 2. Seely, I. H. (1995). BuildingTechnoglogy (5th ed.). Hants: Macmillan.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

265

3. Doyle, K.M. (1990). Plumbingandgasfitting, Volume 2: Services and Roofing, Plumbing. Wellington , N.Z: Gas & Drain laying Foundation 4. Hall, F. (1999), TeknologiPerpaipan, (edisi kedua). Kuala Lumpur:DBP 5. Hall, F. (1999), Kerjapaip:PembekalanAirSejuk,SalirandanPpembersihan. Skudai Johor: Penerbit UTM

SPPE 3232 BASIC ELECTRICITY / ELECTRONICS CONTROL

The Course will exposed students to understand the automation control system in the industry. Introduction to function and malfunction of PLC is also given, especially in understanding the overall functioning of the PLC system including how to write a program, control equipment and understand how the maintenance of PLC systems.

References1. Mikell P. Groover,IndustrialRobotic, McGraw Hill2. OMRON, BeginnerGuideToPLC3. Warnock and Ian G, ProgrammableController, Prentice Hall4. Katsuhiko Ogata, ModernControlEngineering, Prentice Hall

SPPE 3242 GEOMETRY DRAWING FOR ELECTRICAL & ELECTRONIC

The course is introduction to basic principles of geometric drawings of electrical circuits. This course will also be revealed as well as guiding the interpretation of the actual circuit schematic drawing to the circuit schematic, and vice versa. This process includes an introduction to the symbols of the components, the use and interpretation of the block diagrams and rules involved exposure is also given to techniques to identify problems or failure of electrical circuits.

References1. Gasperini, Richard E., DigitalTroubleshooting, Movonics Company; Los Altos, California, 1976. Jensen - Helsel, Engineering

Drawing and Design, Second Ed., McGraw-Hill Book Company, New York, 1979. 2. Lenk, John D., Handbook of Logic Circuits, Reston Publishing Company, Reston, Virginia, 1972. Wickes, William E., Logic

DesignwithIntegratedCircuits, John Wiley & Sons, Inc, 1968. 3. NavalAuxiliaryMachinery, United States Naval Institute, Annapolis, Maryland, 1951. 4. TPC Training Systems,ReadingSchematicsandSymbols, Technical Publishing Company, Barrington, Illinois, 1974.

SPPE 3512 BASIC ROBOTICS AND MECHATRONICS

This course includes discussion of basic concepts in mechatronics and robotics systems. This course will expose the students to the components of electrical, electronic and mechanical in a robotic system. Students also have an opportunity to identify applications of robotic systems in manufacturing.

References1. Bolton, W. (1997).PneumaticandHydraulicSystem. Oxford: Butterworth-Heinemann2. Boltan, W. (1999). Mechatronic:ElectronicControlSystemsinMechanicalandElectrical Engineering. 2nd Edition. London: Prentice Hall.


266

SPPE 3022 INDUSTRY AND TECHNICAL AND VOCATIONAL EDUCATION

This course exposes students to the definition of the industry and its association with the Education and Technical and Vocational Education (TVE). Discussions will include management theory, organization theory, theory of operating systems, and the theory of quality control, development and management of organizations that include human resources, internal and external resources that contribute to the stability of the industry. Study history, contributions and the role of TVE in the past, present and future are discussed to identify the needs of innovation in the implementation of the PTV that will contribute to the nation development in the future. Thus the current challenges in the development of human resources through the PTV to meet the future needs of industry and career guidance are also disclosed. At the end of this course, students will able to discuss the role of TVE in the human development plan to meet present and future needs.

References1. Poon Wai Chiang (2004). TheDevelopmentofMalaysiaEconomy. Prentice Hall2. Mohd Rosli Mohamad & Mohamed Aslam Gulam Hassan, Penyunting (2000). PembangunanEkonomiMalaysiaEraGlobalisasi. Penerbit

Universiti Malaya3. Mohd Khairuddin Hashim & Syed Azizi Wafa (2002). SmallandMediumSizedEnterprises inMalaysia; Development Issues. Prentice

Hall4. Duane Brown (2003). Careerinformation,CareerCounseling,andCareerDevelopment(8th ed.). Boston, Pearson Education, Inc

SPPE 3122 AUTOMOTIVE ELECTRICAL AND ELECTRONIC SYSTEM In this course, students will be exposed to the automotive air-conditioning and electrical systems. In teaching and learning processes they will be introduced to the basic principles of vehicle air-conditioning systems and operational terms of various components. At the end of the course, students should be able to use various automotive service equipments, explains related safety rules and conditions, perform maintenance and servicing of air conditioning parts according to the standard procedures. The course will be introduced in order to produce skilled workforce in the field of automotive refrigeration and air conditioning.

References1. Mark S., (2009), "Today'sTechnician : Shop Manual For Automotive Heating And Air Conditioning, 4th Ed’", New York, NY : Delmar

Cengage Learning.2. Chadderton, D., V. (1997). (David Vincent), "Airconditioning:APracticalIntroduction", London : E & FN Spon

SPPE 3222 GAS WELDING

This course provides a basic knowledge and skills to students in gas welding processes. Emphasis will be given on theoretical and practical techniques of gas welding, gas welding principles and identify an appropriate measuring and marking equipments. Welding work to be carried out is molten weld joints in the horizontal and vertical positions. At the end of the course, students will evaluate the quality of welding work as well as able to use suitable equipments in gas welding process that meet standard procedures.

References1. Kennedy. Goner A. (2005) "WeldingTechnology(Second Edition)". Indianapolis : Bobbs-Merill Educational Pub. 2. Roger Timings. (2008). FabricationAndWeldingEngineering. Oxford, UK : Newnes,

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

267

SPPE 3142 ELECTRICAL AND ELECTRONIC SYSTEM

Topics to be discussed in this course covers the present and past developments of electrical and electronic fields especially in basic electrical and electronic, measurement equipments, Kirchhoff s Law and Ohm's law, types of circuits, connection of electronic circuits using transistors and integrated circuits (IC), and the introduction of digital and analog concepts. At the end of the course students should be able carry out a three-phase industrial wiring in accordance to standard procedures and rules.

References1. Duff J.R & Kaufman (2008). AlternatingCurrentFundamentals. Delmar Publishers, New York2. Floyd, T.L. (2007). PrinciplesofElectricCircuits, 5th Edtn. Prentice-Hall International, New Jersey

SPPE 3242 ARC WELDING

This course emphasizes a variety of skills to be mastered by students either in the theoretical and practical aspects of arc welding. Through this course, students will be exposed to the concepts, terminologies, processes and procedures of arc welding. At the end of the course, students should be able to explain the workshop safety aspects and able to read welding drawings and specifications and can carry out welding work in accordance to standard rules and procedures. Furthermore, emphasis will be given on practical work, especially those involving arc welding machines, welding equipment, welding techniques and methods.

References1. Roger T., (2008). Fabricationandweldingengineering. Oxford, UK : Newnes,2. John N., (2006). Advancedweldingprocesses:technologiesandprocesscontrol. Cambridge, UK : Woodhead Publishing,

SPPE 3252 GEOMETRICAL DRAWING FOR REFRIGERATION AND AIR-CONDITIONER

This course is a course where students will be exposed on geometrical drawing of refrigeration and air conditioning systems. In learning session, students will be exposed to the basic drawing in refrigeration and air conditioning, and translate the schematic to the wiring circuit diagrams. Students will learn various types of wiring drawing and and practice to read and draw geometric drawing of refrigeration and air conditioning systems. At the end of the course, students will identify and draw the main symbols in the refrigeration and air conditioning systems as well as to draw various types of wiring drawings in refrigeration and air conditioning systems

References1. Ursula E. (2009)."Lowenergycoolingforsustainablebuildings",West Sussex, UK : John Wiley, 2. Samuel C. S., (2007). "HVACfundamentals, 2nd ed." Boca Raton, FL : Fairmont Press3. Martynn R. (2006)"AirConditioning&HeatingManual", Somerset : Haynes Publishing4. Oliver K. (2008). Basicsroomconditioning / Oliver Klein, Jorg Schlenger. Boston, MA : Birkhaeuser Verlag AG3. Fu K.S., Gonzalez dan Lee C.S.G. Lee (1987). Robotics:Control,Sensing,Vision,andIntelligence. New York: McGraw-Hill International4. Salwani Mohd Daud et. al. (2003). Pengajian Kejuruteraan Elektrik dan Elektronik Tingkatan 5. Kuala Lumpur: Dewan Bahasa dan

Pustaka.


268

SPPE 3262 AUTOMOTIVE GEOMETRY DRAWING

This course is a course where students will be exposed on the geometry drawing in automotive. In learning, students will be exposed to machine drawing of the engine structure. Emphasis will be given to develop students' ability in drawing various types of lines especially the main components found in two-stroke automotive engine, 4-stroke motorcycle engines and small engines. At the end of the course, students should be able to draw a wide range of automotive components and systems drawings accurately.

References1. Besterfield, D. H dan Hagan, R. E. (1990). "TechnicalSketchingForEngineers, Technologist andTechnician 2nd ed.", New Jersey:

Prentice Hall.2. Bethune, J. D. (1987). "EssentialofDrafting 2nd ed.", New Jersey: Prentice Hall.3. Earle, J. H. (1995)."GraphicsTechnology", Massachussetts: Addison-Wesley Pub. Co.4. Jensen, C. dan Helsel, J. D. (1990)."FundamentalsofEngineeringDrawing 3rd ed.", New York: Mc Graw Hill.5. Leach, J. (2009). AutoCad2009instructor:astudentguidetocompletecoverageofAutoCad'scommandsandfeatures. New York, NY :

McGraw-Hill6. Crouse, William Harry, and Anglin, Donald L.(1976), AutomotiveFuel,LubricatingandCoolingSystems:Construction,Operation,and

Maintenance. 5 th ed., New York : McGraw-Hill 7. Heywood, John B., (1988). InternalCombustionEngines:Fundamentals . New York : McGraw-Hill, 8. Pugh, Stuart (1991), Total Design:IntegratedMethodsforSuccessfulProductEngineering, London : Addison-Wesley 9. Taylor, Charles Fayette.,(1985). TheInternalCombustionEngine:TheoryandPractices . 2 nd rev ed., Cambridge , Mass. : MIT Press.

SPPE 3542 MAINTENANCE OF PETROL AND DIESEL ENGINE

This course provides an opportunity for students to develop practical approaches in the servicing of petrol and diesel engines. At the end of the course, students should be able to perform periodic maintenance of main systems in petrol and diesel engines, such as brake system, lubrication system, starter systems, charging systems and suspension systems and tires. Students are also exposed to electrical and electronic systems in vehicles. Emphasis also given to maintain the accessories and equipment of petrol and diesel engines.

References1. Tooma, M. (2008). Safety,security,healthandenvironmentlaw. Sydney : Federation Press.2. James D. Halderman and Jim Linder (2006), "AutomotiveFuelAndEmissionsControlSystems, 1st Ed", Upper Saddle River, NJ : Pearson/

Prentice Hall.3. James D. Halderman and Chase D. Mitchell, Corey W. Glassman (2006), "Advancedengineperformancediagnosis, 3rd ed’, Upper Saddle

River, NJ : Pearson/Prentice Hall.4. Hiroshi Yamagata (2005),"TheScienceAndTechnologyOfMaterialsInAutomotiveEngines", London : Woodhead Publishing Limited.5. Tim Gilles and Clifton Park (2007), "AutomotiveEngines:Diagnosis,Repair,Rebuilding, 5th ed", NY : Delmar Cengage Learning.6. James D. Halderman (2008), "AutomotiveElectricityAndElectronics, 2nd ed", Upper Saddle River, N.J. : Prentice Hall.7. James D. Halderman (2009), "Automotiveengines:theoryandservicing, 6th ed", Upper Saddle River, NJ : Prentice Hall.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

269

SPPE 4052 WORKSHOP ORGANIZATION AND MANAGEMENT

This course will discuss the concepts and principles of laboratory management workshops and technical and vocational education. Topics of discussion include planning workshops, safety, equipment purchases, stock control and inventory, maintenance, and disposal. At the end of the course students are able to provide a layout plan in line with the requirements of the workshop curriculum, improvement plan workshop, prepare a plan equipment purchases, inventory control and maintain the equipment.

References1. George Storm, (1979). "ManagingtheOccupationalEducationLaboratory". Michigan : Prakken Publication Inc.2. "ProfessionalTeacherEducationModuleSeries"(1983). Tha National Center for Research in Vocational Education, Ohio State University,

Columbus.3. e.tl (1976), "ModernSchoolShopPlanning". Michigan : Prakken Publication Inc.4. Jabatan Pendidikan Johor (1997)."PengurusanMakmalKemahiranHidupBersepadu", Johor Bahru, JPN.5. The National Centre For Research In Vocational Education (1983). "ProfessionalTeacherEducationModuleSeries". Columbus: Ohio State

University Press.6. Lloyd J. Phipps, Edward W. Osborne, James E. Dyer and Anna L. Ball (2000). HandbookonAgricultureEducationinPublicSchools (Sixth

Edition). Thompson Pub.

SPPE 4212 ELECTRICAL MAINTENANCE AND REPAIR

This course provides knowledge of repair methods and maintenance of electrical and electronic equipment in a residential home. Students are exposed to the analysis of circuits, circuit trace, track, test the good and faulty circuits. Emphasis on maintaining a variety of domestic electrical appliances based heaters, motors and microwaves. Safety and increase the value of equipment will also be emphasized to be more effective, attractive and safe.

References1. British Standard Institution (1987). "ElectricSwitchgear-MaintenanceandRepair"Standard. London. BSI2. Hewnham Robert W. (1967). "HouseholdAppliances,Electric-MaintenanceandRepair". Toronto: McGraw Hill, Canada3. Ralph J. Smith, (1995). "Elektronik: LitardanPeranti", Penterjemah: Abd Rahman Ramlli, Rahman Wagiran, Shahbudin Shaari, Kuala

Lumpur: DBP.4. Ralph J. Smith (1987). "Electronics:CircuitandDevices", 3rd Ed. New York: John Wiley & Sons5. Scharff, Robert (1976). "BasicofElectricApplianceServicing:FundamentalsofCircuits,MotorsandHeat". New York : McGraw Hill6. Scharfr, Robert (1976)."RefrigerationandRefrigeratingMachinery-MaintenanceandRepairHouseholdAppliances,Electric-Maintenance

andRepair". New York : McGraw Hill

SPPE 4332 ENTREPRENEURSHIP

The concepts of entrepreneurship; entrepreneur and effort. The various definitions of entrepreneurship and entrepreneur; entrepreneurial traits, skills and knowledge needed by an entrepreneur. Small business: importance, problems and its effects. The entrepreneurial process and small business management. Entrepreneurship education including focus in business schools, training, benefits and implementation. The process in selecting and planning a business; self screening, franchising and financing.


270

References 1. Ashmore, C.M. & others (1987). EntrepreneurshipasaCareerChoice. Columbus, OH: Ohio State University. ERIC Document Reproduction

Services No; ED 284 977.2. Baumbeck, C. M. (1988). HowtoorganizedanOperateaSmallBusiness. 8th ed. Englewood, NJ: Prentice Hall.3. Casson, M. (1982). TheEntrepreneur. Totowa, NJ : Barnes & Noble Books.4. Casson, M. (1990). Entrepreneurship. Vermont : Edward Edgar.5. Clegg, G & Barrow, C. (1984). HowtoStartandRunYourOwnBusiness. London :MacMillan Press.6. Drucker, P.F. (1985). InnovationandEntrepreneurship. New York : Harper & Row7. Journal of Business Venturing.8. Gibb, Allan.A.(1987) EnterpriseCulture-ItsMeaningandImplicationsforEducationandTraining. Journal of European Industrial Training.,

11 (2).pp.2-38.9. Hatten, Timothy S. (1997) SmallBusiness:EntrepreneurshipandBeyond. Prentice Hall, New Jersey.

SPPE 4512 COMMUNICATIONS TECHNOLOGY LAB

This course provides an introduction to the schematic circuit design; solder components: a circuit on a printed circuit board and ’etching’ technic. Students will master the practice and safety regulations in the practical work and the use of various test equipment. It also provides exposure to communication equipment such as transmitters, radio receivers and televisions. Students do a schematic circuit tracing; interpret circuit; identify the components and parts; observe and measure the signals and draw the waveform; measure the voltage at the points test for radio and television receivers

References1. Grob, Bernard (1964). BasicTelevision:PrinciplesdanServicing. New York : McGraw-Hill.2. Grob, Bernard; Herndon, Charles (2004). BasicTelevisiondanVideoSystem. New York : McGraw Hill.3. Frye, J.T. (1961) BasicRadio Cpurse. Pensylvania4. Poole, Ian (1998). BasicRadio:PrinciplesandTechnology. Wobum, MA: Newnes.5. Prentiss, S.R (1974). BasicColorTelevisionCourse. Slough, Bucks : Foulsham6. Zbar, P.B (1969) BasicRadio:TheoryandServicing.: a Text-lab Manual. New York : McGraw Hill.

SPPE 4702 MAINTENANCE & REPAIR OF RADIO AND TELEVISION

This course provides knowledge on how to repair and maintenance of radio and television. Students will be exposed to the use and maintenance servicing of equipment, functions and types of components in the radio and television analysis, and tracing the circuit. In addition, students will be exposed to the skills to locate, test and repair damages on the radio system and television.

References1. Hellyer, H.W. (1976). Radio&TvQuestion&Answer. London: Newnes Technical.2. King, Gordon John.(1972). Radio,TVandAudioTestInstruments. London: Butterworths3. Markus, John. (1961). TvandRadioRepairing. New Delhi: Tata Mcgraw-Hill4. Radio&TVMechanic. (1974). New York: Learning Corporation.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

271

SPPE 4173 JOB COMPETENCY-BASED MEASUREMENT AND ASSESSMENT

This course discusses concept and definition of measurement and assessment in education based on competency. Students will be exposed to how the process of measurement and assessment based on competency being implemented in teaching and learning as well as the development of measurement instrument. The students will also be exposed to the organizations that involved directly in implementing measurement and assessment based on competency at the certificate level.

References1. Berman, S. (2008) Performance-based learning:aligningexperiential tasksandassessment to increase learning. Thousand Oaks, CA:

Corwin Press,2. Killen, R. (2005). Programmingandassessmentforqualityteachingandlearning. Australia: Thomson/Social Science Press3. Wolf, A. (1995).Competence-basedassessment. Buckingham, Eng.: Open University Press4. Alabama State Department of Education (1978). DevelopmentPerformanceObjectivesandCriterion-ReferencedMeasuresforPerformance-

BasedInstructioninVocationalEducation. Montgomery: Division of Vocational Education.5. Braden, P.V., dan Paul, K.K. (1975). OccupationalAnalysisofEducationPlanning. Columbus, OH: Charles E. Merill Publishing Co.6. Mehren & Lehmann (1984). MeasurementandEvaluationinEducationandPsychology (3rd ed.). New York: CBS College Publishing.7. Remmers, Gage, & Rummel (1965). APracticalIntroductiontoMeasurementandEvaluation. New York: Harper & Row.8. Smith & Adam (1966).EducationalMeasurementfortheClassroomTeacher. (2nded.). New York: Harper & Row, Publishers.9. Thorndike (1997). MeasurementandEvaluationinPsychologyandEducation. (6th ed.). New Jersey: Prentice-Hall.

SPPE 4612 BASIC PNEUMATIC AND HYDRAULIC

Pneumatic and hydraulic systems are widely used in the vehicle industry and other manufacturing industries. Thus, this course is designed to provide disclosure of knowledge and skills to students about the concepts and basic principles of pneumatic and hydraulic systems. At the end of the course, the students will be able to explain concepts and basic principles of pneumatic and hydraulic systems, identifying and selecting components and equipment, construct and test circuits pure pneumatic circuit, elekto-pneumatic, hydraulic and pure electro-hydraulic.

References1. Bolton, W. (1997). PneumaticandHydraulicSystem. Oxford: Butterworth-Heinemann2. D. Merkle, B. Schrader dan M. Thomes. (1998).Hydraulics:BasicLevel, Denkendorf, Germany: Festo Didactic GmbH & Co.3. TeknologiKejuruteraanTingkatan5,KurikulumBersepaduSekolahMenengah, KL: Kementerian Pendidikan Malaysia.4. SMC International Training. (1996). Pneumatic Technology 1, NSW: SMC Pneumatic (A) Ltd.5. SMC International Training. (1996). Pneumatic Technology 1 Workbook, NSW: SMC Pneumatic (A) Ltd.6. SMC International Training. (1998). Electro Pneumatic Technology 1, NSW: SMC Pneumatic (A) Ltd.7. SMC International Training. (1998). Electro Pneumatic Technology 1 Workbook, NSW: SMC Pneumatic (A) Ltd.

SPPE 4632 MAINTENANCE OF WELDING EQUIPMENT

This course will emphasize the welding machine maintenance experience in arc welding machines, TIG and MIG machines, gas welding equipment and spot welding machines. Theoretical and practical aspects that related to these processes will be discussed in the context of practical work in metal industries. At the end of the course, students can maintain and manage metal welding workshops which involving various appliances and machines.


272

References1. Tooma, M. (2008). Safety,security,healthandenvironmentlaw. Sydney : Federation Press.2. Stapelberg, R. F. (2009). .Handbookofreliability,availability,maintainabilityandsafetyinengineeringdesign . London : Springer

SPPE 4712 MACHINE AND EQUIPMENT MAINTENANCE

This course will emphasize the experience of maintaining various machines including grinding, lathe and milling machines. Theoretical and practical topics related to these processes will be discussed in the context of the work in metal industry. At the end of the course, students will be able to maintain and manage machine shop which consist variety of metals and machine tools.

References1. Tooma, M. (2008). Safety,security,healthandenvironmentlaw. Sydney : Federation Press.2. Stapelberg, R. F. (2009). .Handbookofreliability,availability,maintainabilityandsafetyinengineeringdesign . London : Springer

SPPE 4732 JIXTURE DEVELOPMENT

This course will provide experience in techniques of production the jig for arc welding work. This course will provide theoretical and practical work in order to produce welding jig. Students will be exposed to the welding jigs, jig design, classify the types of welding jigs and interests. At the end of the course, students will discuss mechanical principles underly the jigs production. Students are also able to produce the welding jig that can be use in horizontal and vertical positions.

References1. Edward, G. Hoffman (2004). JigandFixtureDesign 5th ed. USA : Delmar Thomson Learning.2. Robert, O. Parmley (2003). JigsandFixturesDesignManual 2nd ed. USA : McGraw Hill3. Cary, H. B. (2005). ModernWeldingTechnology. 6th. ed. Upper Saddle River, New Jersey : Pearson/Prentice Hall.4. Rao, P. N. (2009).ManufacturingTechnology:Foundry,FormingandWelding. 3rd. ed. New Delhi India : McGraw-Hill.5. Sacks, R. J. (2005). Welding:PrinciplesandPractices. 3rd. ed. Boston : MCGraw-Hill.

SPPL 1002 WOOD TECHNOLOGY

This course emphasizes on the knowledge, understanding and skills in the area of wood technology. Students will be taught the aspects of workshop safety, organization and management, hand tools, machine tools, materials selection and preparation, woodworking joints, finishing and fixing materials.

The main focus of this course is on process of constructing woodworking projects. This is important to ensure the students can apply their knowledge, understanding and skills into the production of the projects. Therefore, at the end of this course, students will be able to practice safety procedures in a woodworking workshop, use hand tools and machine tools appropriately; build woodworking joints accurately, and apply appropriate type of finishing to the projects.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

273

References1. Brett, P. (2005).CarpentryandJoinery. (2nd ed.). Cheltenham, UK: Nelson Thornes, Ltd.2. Corbet, S. (2007). TheCompleteIllustratedGuidetoWoodworking. London: Lorenz Books.3. Feirer, J. L. and Feirer, M. D. (2002). WoodTechnologyandProcess: Student Text. (5th ed.). Columbus, Ohio : Glencoe/Mc Graw-Hill4. Flexner, B. (1994). UnderstandingWoodFinishing:HowtoApplyandSelecttheRightFinish. Emmaus, PA: Rodale, Pr.5. Jackson, A. and Day, D. (1996). GoodwoodHandbook. Cincinnati, Ohio: Betterway Books.6. Rogowski, G. (2002). TheCompleteIllustratedGuidetoJoinery. Newton, CT: Taunton Press

SPPL 1012 BASIC ELECTRIC AND ELECTRONIC

Topics that will be discussed in this course including; Basic electric and electronics; Measurement equipment; Kirchhoff's Law and Ohm Law; Circuit types; Connection electronic circuits use transistor and integrated circuit (IC); and Introduction to digital and analogue concept. This course covers theoretical and practical aspects by emphasizing on measurement and technical aspect. At the end of this course students be able to apply safety procedures in the electric and electronic workshop, related concept of voltage, current, resistance, power energy, DC and AC in electronic circuit, handling various hand tools and measuring tools for the given circuit assembling and testing, computes DC electronic circuit using Ohm's Law, Kirchhoff's Law and various passive component such as inductor.

References1. Duff J.R & Kaufman. (1980). Alternating Current Fundamentals. Delmar Publishers, New York2. Floyd, T.L. PrinsiplesofElektricCircuits. (1997). (5th ed.). Prentice-Hall International, New Jersey3. Goodall F & Rishton D.K. PrinsipElektrikdanElektronik (Terjemahan). Dewan Bahasa dan Pustaka: Kuala Lumpur.4. Gerrish H.H . (1980). ElectricityandElectronics. The Goodhearth-Wilcox , Illinois 5. Grob, B. (1986). BasicElectronics. McGraw-Hill, Singapore6. Kementerian Pendidikan Malaysia. (1991). KemahiranHidupBersepadu:ElektifKemahiranManipulatifTambahan (Tingkatan 1-3). Dewan

Bahasa dan Pustaka, Kuala Lumpur 7. Loper, D.E. (1984). DirectCurrentFundamentals. Delmar Publisher 8. Schuler, C.A. (1994).ElectronicsPrinciplesandApplications. (4th ed). International Editions, McMilan-Mcgraw-Hill, New York

SPPL 1022 SINGLE PHASE ELECTRICAL WIRING

In this course, students are exposed to theoretical and practical work of basic wiring circuits. Emphasize is given on understanding the concept of electrical circuit, currents, voltage, resistance, power, ohm's law, Kirchhoff's law series/parallel circuits, AT and DC circuits, generation system, domestic wiring system, earthling system, testing and wiring protection system. In this course, students are expected to master in using hand-tools and testing equipment and ways of checking and testing domestic wiring. The course also exposes the students to the practical aspects in surface wiring, PVC conduit and PVC casing. With the application of basic principles of electric circuits, students will do practical work to connect, install and maintain wiring and to troubleshoot various faulty circuits. Safety precautions are given in accordance with the international rule of the Institute of Electrical Engineers (IEE) and Electricity Supply Act 1990 (ABE).


274

Reference1. Nazi b Mustafa (2004). PendawaianDomestik. Kuala Lumpur: Edu System.2. Bartkiw & SooKhoo, (1999). TeknologiSistemElektrik, Terjemahaan. Universiti Teknologi Malaysia.3. Bell, E. C. (1987). Basicelectricalengineeringandinstrumentationforengineers. (3rd ed.). London Collins Prentice Hall.4. Burdett, Geoffrey. (1997). Home Electric.1 Household appliances electric -Maintenanceandrepair.5. Duncan, C & Stocks, E. G. (1988). Pemasanganlitarelektrik. Kuala Lumpur Golden Book Centre.

SPL 1112 FOOD NUTRITION AND PREPARATION

This course provides students with theoretical knowledge in basic food nutrition and food preparation. For technical content, the students will be trained to obtain skill and experience in cooking activities that conducted on weekly basis according to cooking themes such as salad, appetizer, soup, pastry, cake, biscuit, and bread. At the end of the course, students should be able to demonstrate skills in the food preparation of various cooking themes, as well as applying good time management, food sanitation, food safety, food cost, nutritious food ingredients, well planned menu planning, proper manner and attractive ways in serving the food products. The students should also be able to evaluate food products that they have cooked and evaluate laboratory cleaning process.

References 1. Gisslen, W. (2007). ProfessionalCooking (6th ed.). Canada, John Wiley & Sons, Inc.2. Grosvenor, M. B., and, Smolin, L. A. (2006).NutritionEverydayChoice, USA, John Wiley & Sons, Inc.3. McWilliams, M. (2006).IllustratedGuidetoFoodPreparation (9th ed.). Upper Saddle River, NJ, Pearson/Prentice Hall.4. Sokol, G. (2007).AboutProfessionalCooking: Theessentials, United Kingdom, Thomson Delmar Learning.5. Whitney, E., and Rolfes, S. R. (2008) UnderstandingNutrition(11th ed.). USA, Thomson Learning, Inc

SPPL 1122 FABRIC AND CLOTHING

This course provides an exposure to students on the functions of clothing, factors influencing shape of clothing, knowledge on textiles production and classification of fabrics. Students are given opportunity to acquire skills in garment making as well as to assess the quality of garment made. At the end of this course, it is hoped that students are able to construct garment according to individual measurement, develop their well communication skill, and work in a team.

References1. Gohl. E.P.G and Vilensky. L.D. (1986). TextileforModernLiving. Logman Cheshire Pty Ltd Australia2. Jennnette Weber. (2005). ClothingFashion,FabricandConstruction Glenco Publishing Comp, California.3. Aldrich, W. (2008). MetricPatternCuttingForMenswear. Bell And Hyman Ltd London4. Readers Digest. (2005). CompleteGuidetoSewing. Readers Digest Press. London.

SPPL 1212 PROPAGATION AND PLANT MANAGEMENT

This course contains of a few topics concerning plant propagation and management. Students will be exposed to the techniques of both sexual (seed) and asexual plant propagation. This course will also require the students to carry out a plant propagation and management project such as vegetable and corn planting.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

275

References1. Azizah Arshad. (1996). MenanamsecaraHidroponik. Kuala Lumpur: Dewan Bahasa dan Pustaka.2. Baustista, O.K. et.al. (1983). IntroductiontoTropicalHorticulture. Los Banos: University Of Philippines3. Halimathul Saadiah A. Shafiei. (1995). AsasTeknologiBijiBenih. Kuala Lumpur: Dewan Bahasa dan Pustaka.4. Institut Penyelidikan dan Kemajuan Pertanian Malaysia. (1991). PenanamanOrkid. Kuala Lumpur Kementerian Pertanian Malaysia5. Institut Penyelidikan dan Kemajuan Pertanian Malaysia. (1992). Panduan Pengeluaran Sayur-sayuran.

SPPL 1222 PLANT PROTECTION PRINCIPLE

This course will introduce students to plant pests and diseases such as fungi, bacteria, viruses, nematode worm, insects and weeds. The emphasis of this course will be on how to identify the plant pests and disease and method on controlling the problem.

References1. Abdul Hamid Mar Iman. (1992).PerlindunganTanamanDalamPenilaianHartaTanahPertanian. Kuala Lumpur: DBP.2. Baharuddin Salleh. (1987). PatologiTumbuhan. Jilid 1. Kuala Lumpur: DBP.3. Baharuddin Salleh, Abd.Rahim Omar, & Rashidah Abdullah (1993). PatologiTumbuhan. Jilid 2. Kuala Lumpur DBP.4. Harbant Singh. (1992). PengenalanPatologiTumbuhan. Kuala Lumpur: DBP5. Mohamed Salleh. (1990). Pengumpulan,PengawetandanPengelasanSerangga. Kuala Lumpur: DBP.6. Pedigo, Larry P. (1989).EntomologyandPestManagement. New York. MacMillan.7. Pfadt, Robert E. (1989).FundamentalsofAppliedEntomology. New York: MacMillan.8. Yusuf Ibrahim. (1989). SeranggaPerosak. Kuala Lumpur: DBP.9. Yusuf Ibrahim. (1983). ManualAmali. Kuala Lumpur: Colorcom Grafik Sistem Sdn.Bhd.

SPPL 1302 BASIC COMMERCE

This course is designed to expose students to the basic commerce and entrepreneurship practices in Malaysia. The main focus is to develop knowledge in business planning, entrepreneurship concept, business ethics, business management, basic accounting and financial management. Emphasis is given on the various aspects involved vision and mission in business including different types of business registrations and ownerships; various types of financial institutions; governmental and non-governmental support systems. Students will prepare a business account and a loss - profit account; as well as closing an account using the statement and T-shaped format. At the end of this course, students should be able to demonstrate the application of knowledge by exploring and preparing a complete business plan, business ethics, business management and financial report. Furthermore, the students be able to integrate self-responsibilities and positive attitude through commerce and entrepreneurship education as well as in their career as educators in future.

References1. Anthony, G. and Kotler, P. (2005). Marketing:AnIntroduction. Upper Saddle River, NJ: Printice Hall.2. Barsky, N.P. (2005).ManagementAccounting,aBusinessPlanningApproach. Boston: Houghton Mifflin Co.3. Burrow, J.L. (2005). Marketing.Mason, OH: Thompson/South Western.4. Chell, E. (2001). Entrepreneurship:Globalization,InnovationandDevelopment. UK: Thomson-Learning.5. Jaafar Muhamad. (2003). AsasPengurusanPerniagaan. Selangor: Fajar Bakti.6. Kirby, D. (2003). Entrepreneurship. UK: McGraw-Hill.7. Kurato, D.F. and Hodgets, R.M., (2004). Entrepreneurship-AContemporaryApproach. (5th ed.). Harcourt College Publishers.


276

8. Longenecker, J.G., Moore, C.W. and Petty, J.W. (2003). SmallBusinessManagement:AnEntrepreneurialEmphasis. Thompson: South Western.

9. Morden, T. (2004). PrinciplesofManagement. Hants, England: Ashgate.10. Myzuka, D.F. (2000).EvaluatingtheOpportunity:SpottingtheMarketOpportunity. New York: Printice Hall

SPPL 1312 FAMILY RESOURCE MANAGEMENT

This course provides exposure to students to the theory and applications of management of resources to achieve personal and family goals; making informed consumer decision; creating financial stability and maintaining a healthy living environment. Component in management system such as planning, implementation, decision making and communication are the topics that are discussed in this course. Students are also exposed to conduct survey on individuals and families in family resource management. At the end of this course, it is hoped that students are able to plan their resources in order to achieve individual and family goals, upgrade their social skills, communicate well and work in team.

References1. Tami J. Moore & Asay.S.M. (2008). Family Resource Management. SAGE Publication Inc.2. Hall, A.D., and Fagen R. E. DefinitionofSystems.JournalofVocationalBehavior. 6 (Februari 1975) 121- 132.3. Hall Edward T. (1977). TheHiddenDimension. Garden City Anchor Books.4. Buckley Walter, (2005). SociologyandModernSystemTheory. Englewood Cliffs. N.J: Prectice Hall

SPPL 1332 ELECTRONIC AND MEASUREMENT LABORATORY

Topics that will be discussed in this course including Diode, zener diode, FET transistor, SCR, OP-Amp, SSI, MSI, LSI, VLSI, Memory IC and Microprocessor. This course emphasize on component features, building structure, operation, function and their application in real circuit in both theoretical and practical aspects.

References1. Duff J.R & Kaufman. (1980). AlternatingCurrentFundamentals. Delmar Publishers, New York 2. Floyd, T.L. (1997). PrinsiplesofElektricCircuits. (5th ed.). Prentice-Hall International, New Jersey3. Goodall F & Rishton D.K. PrinsipElektrikdanElektronik(Terjemahan). Dewan Bahasa dan Pustaka: Kuala Lumpur.4. Gerrish H.H . (1980). ElectricityandElectronics. The Goodhearth-Wilcox, Illinois 5. Grob, B. (1986). BasicElectronics. McGraw-Hill, Singapore 6. Kementerian Pendidikan Malaysia. Kemahiran Hidup Bersepadu: Elektif Kemahiran Manipulatif Tambahan (Tingkatan 1-3). (1991). Dewan

Bahasa dan Pustaka, Kuala Lumpur 7. Loper, D.E. (1984). DirectCurrentFundamentals. Delmar Publisher 8. Schuler, C.A. (1994). ElectronicsPrinciplesandApplications. (4th ed.). International Editions, McMilan- Mcgraw-Hill, New York

SPPL 2132 CONSTRUCTION MATERIALS

A thorough knowledge related to the characteristics and strength of materials and appropriate construction practices are necessary to develop, design and build safe, economics and strong building structures. This course is designed with the aim of providing knowledge and experience to the students about the materials used in the construction works. The emphasis will be on the characteristics of materials, testing concepts and procedures involved. This course also covers various aspects of construction materials namely aggregates, concrete, bricks, wood, bituminous compounds, iron and steel and plastic. In addition, this course also highlights the issue of the development and application of green technology in construction.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

277

References1. Allen, E. dan Iano, J. (2004). Fundamentals of Building Constructions :MaterialsandMethods. (4th ed.). Hoboken, New Jesey : John

Wiley.2. Marrota, T. W. (2002). BasicConstructionMaterials. (6th ed.). Upper Saddle River, New Jersey: Prentice Hall.3. Marotta, T. W. dan Herubin, C. A. (1997). BasicConstructionMaterials. (5th ed.). Upper Saddle River, New Jersey: Prentice Hall. 4. Somayaji, S. (1994). CivilEngineeringMaterials. Englewood Cliffs, New Jersey: Prentice Hall.5. Taylor, G. D. (2000). MaterialsinConstruction: AnIntroduction. (3rd ed.). Harlow Essex: Pearson Higher Limited.6. Allen, E. (1990). Fundamentalsofbuildingconstruction:materialsandmethods. John Wiley & Sons:New York7. Allen, E. and Iano, J. (2005). Fundamentalsofbuildingconstruction:materialsandmethods (4th ed.).John Wiley: Hoboken, New Jersey.8. Dean, Y. (1996). MaterialsTechnology. Essex Longman: Harlow.

SPPL 2012 WELDING AND FABRICATION

This course introduces the principles, methods and equipment related to metal fabrication technology. Basic knowledge related to metallurgy was introduced so that students can identify the materials used in fabrication work to produce works of high quality. The metal fabrication practices are given priority by using the skills and hand tools for machine fabrication works through practical projects.

References1. Bahagian Pendidikan Teknik dan Vokasional. (1987). Kurikulum sekolah menengah vokasional: kursus kimpalan dan fabrikasi logam. Kuala

Lumpur: Kementerian Pendidikan Malaysia2. Jeffus, L. F. (2004). Metalfabricationtechnologyforagriculture. New York: Thomson/Delmar Learning3. Kenyon, W. (1982). Weldingandfabricationtechnology. London Pitman.4. Kok, T. S. (1995). TeknologiKimpalandanFabrikasiLogam. Shah Alam: Fajar Bakti Sdn. Bhd.5. Walker, J. R. (1986). Arcwelding:basicfundamentals. South-Holland, Ill.: Goodheart-Willcox

SPPL 2112 CLOTHING STUDIES

This course is designed to develop further skill in garment construction using different types of fabrics. The course is also exposes the students to knowledge in choosing and purchasing textile goods and their roles as a wise consumer of textiles. At the end of this course students should be able to construct several garments according to style and design, work as a team and develop good communication skills.

References1. Gohl. E.P.G and Vilensky. L.D. (1986). TextileforModernLiving. Logman Cheshire Pty Ltd Australia2. Jennnette Weber (2005). ClothingFashion,FabricandConstruction. Glenco Publishing Comp, California.3. Aldrich, W (2008). MetricPatternCuttingForMenswear, Bell and Hyman Ltd London4. Readers Digest. (2005). CompleteGuideToSewing. Readers Digest Press. London.5. Mariam Abu Baker. (2000). PanduanMembuatPakaian. Karya Bistari Sdn Bhd, Kuala Lumpur

SPL 2122 FOOD PREPARATION

This course is designed to give students experience in food preparation by applying principles and knowledge of meal nutrition and cooking skills. The course focuses on anthropological social concept of food nutrition for special needs in terms of different portion size and diet. Emphasize s given on food preparation skills, food nutrition as well as serving the food in proper and attractive way. Menu, food cost, food ingredients and time management are taking into account in planning the meal for those special needs.


278

iAt the end of the course, the students should be able to demonstrate skills in preparing complete meal of particular special needs based on balance diet.

References 1. Baskette, M. and Painter, J. (2009), TheArtofNutritionalCooking. Uppersaddle River, NJ : Pearson/Prentice Hall2. Gisslen, W., 2007. ProfessionalCooking(6th edition), Canada, John Wiley & Sons, Inc.3. Grosvenor, M. B., and Smolin, L. A., 2006, NutritionEverydayChoice. USA, John Wiley & Sons, Inc.4. Roussou, D. (2005), Absolute Beginner's GuidetoCooking. Indianapolis, IN : Que Publishing5. Smolin L.A. and Grosvenor M.S. (2007). Nutrition:ScienceandApplications. University of Connecticut: John Wiley & Sons, Inc. 6. Wardlaw G.M (2007), PerspectivesinNutrition. (7th ed.). Arizona State University: McGrawHill.

SPL 2142 FOOD SERVICE OPERATION

This course provides students with knowledge and experience in food service operation. Emphasize is given on types of food service, professional work ethics and the application of entrepreneurship concept in operating, managing and supervising the food service operations. The students are also will be exposed to food preparation, marketing strategy, menu planning and food costing for the food service operation according to written business plan. At the end of the curse students will be able to run food business activities.

References 1. McVety, P.J., Ware, B.J. & Levesque, C. (2001). FundamentalsofMenuPlanning. NY: John Wiley & Sons.2. Gisslen, W. (2003). ProfessionalCooking. NY: John Wiley & Sons.3. Palacio, J.P.& Theis, M. (2001). West & Wood'sIntroductiontoFoodService. NJ: Prentice Hall4. Costas, K. & Thomas, C. (2009). DesignandEquipmentForRestaurantsandFoodservice: A Management View, NJ: John Wiley &

Sons5. Strianese, A.J. & Strianese, P.P. (2008). DiningRoomandBanquetManagement. NY: Delmar Cengage Learning.

SPPL 2212 SOIL SCIENCE

This course introduces students to knowledge on soil classification, soil components, soil formation, soil plant nutrient, soil fertility and environmental soil science. This course will also provide the students with practical introductory laboratory exercise; identification of rocks and minerals; weathering of minerals in soils; factors affecting weathering of minerals; soil profile description; soil classification; particle size analysis; bulk density determination; particle density determination; quantification of soil moisture; soil ph; determination of organic matter; chemical properties of soils; caution exchange capacity; and heat capacity of soils. At the end of the course, the students will be able to get to know the soil in depth.

References1. SoilScience&Management, 5th Edition, Edward J. Plaster, (2008)2. Science and The Garden: TheScientificBasicofHorticulturePractice, 2nd Edition, David S. Ingram, Daphne Vince- Prue and Peter J.

Gregory (2008)3. TheNatureandPropertiesofSoils,14th Edition, Nyle C. Brady and Ray R. Weil ( 2007)

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

279

SPPL 2232 CROP PRODUCTION

The course introduces students to the concept of crops production and management. Topics that will be discussed in the course including types of implementation used in crops production, farm management, land preparation to harvesting of crops, planting several types of short term crops, fruit, beverage crops and plantation crops. At the end of this course, the students should be able to apply knowledge and skills in relation to crops production.

Reference1. Md.Nasir Md.Dewa, Norzeha Othman, Nawawi Mohd Jan. (2005). PengeluaranTanaman. Kurikulum Bersepadu Sekolah Menengah,

Tingkatan 4 &5. Kuala Lumpur: DBP

SPPL 2402 COMPUTER AIDED DESIGN

This course will expose students to an application of AutoCAD in producing 3 dimensional product models. Students have opportunities to use wireframe, surfaces and solid modeling approaches in scheduled laboratory practices. Students also learn how to produce standard working drawing in three-dimensional for specific product to be produced. At the end of this course, students should be able to use AutoCAD software competently in designing marketable product.

References1. Khairul Anuar Hanafiah (2006).LukisanBerbantuKomputer. Edisi Kedua. Johor Bahru: Penerbit UTM2. Ambrosius L,. (2008) AutoCAD 2008:3DModelingWorkbookforDummies. Willey Publishing, Inc. USA.

SPPL 3002 BUILDING SERVICES : PLUMBING

This course provides exposure to the theory and basic principles of plumbing systems in domestic buildings. Students are also exposed to the aspects of organizational management and plumbing workshops safety, introduction to plumbing tools and equipments, resources, the process of treatment and supply of public and domestic water systems, plumbing drawings, operations of plumbing jointing and fitting, and sewerage and wastewater systems. Students will also carry out practical activities on domestic plumbing systems. Building plumbing systems maintenance skills will be taught intensively to enable students to maintain the systems.

References 1. Hall, F. (2005). BuildingServicesHandbook. (3rd ed.). Oxford: Elsevier Butterworth-Heinemann.2. Howard, C. A. (1996).IntroductiontoBuildingServices. (2nd ed.). Basingstoke: MacMillan.3. Hall, F. E. (1994). BuildingServicesandEquipment. (3rd ed.). Harlow, Essex: Longman.4. (1986). BekalanAirdanSistemPemasanganPaip. Pusat Latihan JKR Semenanjung Malaysia. 5. Curd E.F dan Howard C.A. (1996). IntroductiontoBuildingServices. (2nd ed.). London, MacMillan Press Ltd.6. Hall F. (1999). KerjaPaip:BekalanAirSejuk,SalirandanPembersihan. (2nd ed.). Johor Bahru, Penerbit UTM Skudai.7. Ken Doyle (1987). PlumbingandGastfitting(Volume 1 & 2). Wellington N.Z., GP Book.8. Ripka, L.V. (1987). Plumbing:InstallationandDesign. (2nd ed.). Illinois U.S, American Technical Publishers Inc.


280

SPPL 3122 COMMUNITY NUTRITION

This course provides exposure to students about the basic concepts of community nutrition. Other aspects discussed include nutrition throughout the life cycle and nutrition for those with special needs such as nutrition for patients and pregnant women. Also discussed are the factors that influence eating patterns in cross-cultural community as well as evaluating the effectiveness of a nutrition program. Students will also be exposed to the ethics of community nutrition and current issues in community nutrition. At the end of this course students will be able to provide community nutrition programs based on theory and basic concepts of a healthy diet.

References1. Anderson, J.E. dan Valyasevi. (2005). Aneffectivecommunications fornutrition inprimaryhealth care. The United Nation University:

Tokyo. 2. Biswas, M. dan P. Pinstrup-Anderson. (1988). Nutritionanddevelopment. The United Nation University: Tokyo. 3. Gibson, R.S. (1990). Principlesofnutritionalassessment. Oxford University Press: New York. 4. Owen, A.L., P.L. Splett, dan G.M. Owen. (1999). Nutritioninthecommunity. The Art & Science of Delivering Services, (4th ed.). WBC

McGraw-Hill: Boston. 5. Barer-Stein, T. (1999). YouEatWhatYouAre:People,CultureandFoodTraditions.Firefly Books Ltd: New York.6. Krause, M.V. dan Mahan, L. K. (2002). Makanan, Pemakanan dan Terapi Diet (Terjemahan). Dewan Bahasa dan Pustaka: Kuala

Lumpur.

SPPL 3212 ORNAMENTAL HORTICULTURE

This course introduces students to decorative horticulture industry in Malaysia emphasizing on the practice of horticulture plant propagation, management and maintenance. Part of the course will also expose the students to the process of planning an area for cultivation of ornamental plants and procedure in producing a mini landscape. Through this course, students should be able to apply theoretical and practical work, and to be creative.

References1. Abdul Aziz Bidin. (1987). Paku-PakisUbatanDiSemenanjungMalaysia. DBP: Kuala Lumpur2. Bautista, O.K, Valmayor,H.V.,Tabora,P.T.and Espino,.R.R.C.Espino (1983). IntroductionToTropicalHorticulture. University of Philippines:

Philippines.3. Hartman H.T., Kester D.E., Davies F.T & Geneve R.L (1997). PlantPropagationPrinciplesandPractices. Prentice Hall.4. Ismail Saidin (1993). Bunga-bungaanMalaysia. DBP: Kuala Lumpur5. Ismail Saidin (1993). PalmaPilihanUntukSeniTaman. DBP: Kuala Lumpur6. Mustafa Kamal Mohd. Shariff (1995). HortikukturHiasandanLandskap. DBP. Kuala Lumpur7. Norain Mohd.Rejab (1996). TanamanLanskap:PokokRenek. DBP: Kuala Lumpur8. Reiley H.E. (1997). IntroductoryHorticulture. Delmer Publishers.

SPPL 3422 CONSUMER RESEARCH AND PRACTICE

This course will expose students to product case study where a product is analyzed through its design, marketing, quality, cost and others. Organizational design and management, professional and ethical responsibilities, contracts, copyright, design registration/ copyright, the copyright owner responsibility, law and liability are among content of this course. It is hoped that through this course, students will be able to increase awareness and understanding of the nature and behavior of users toward a product.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

281

References1. Akta Paten (Akta 291). (1983). Petaling Jaya: International Law Book Services2. Akta Hakcipta (Akta 332). (1987) dan Peraturan-peraturan dan Perintah-perintah, Petaling Jaya: International Law Book Services.3. Akta Reka Bentuk Perindustrian (Akta 552). (1996) & Peraturan-peraturan, Petaling Jaya: International Law Book Services4. Engle, James F., Blackwell, Roger D., & Miniard, Paul W. (1992). Consumer Behaviour. Chicago: The Dryden Press5. Mohd Hamdan Adnan. (1997). Perlindungan Pengguna dan Amalan Perniagaan. Kuala Lumpur: Dewan Bahasa dan Pustaka6. Terence Conran (1998). Terence Conran on Design. London: Conrad Octopus Ltd7. Ulrich, Karl T. dan Eppinger, Steven, D. (2000). Product Design and Development, (2nd ed.). New York: McGraw Hill

SPPL 4002 AUTOMOTIVE TECHNOLOGY

This course is designed to expose students to automotive systems, how to diagnose components, location and function damages. Emphasize is given on the vehicle system particularly on fuel systems, cooling systems, lubrication systems, ignition systems, charging systems, chassis, suspension and steering systems, guidance systems and braking systems. Current issues and future in the world of automotive technology are also discussed. At the end of this course, students should be able to develop and apply systems that have been taught and worked in groups and present their findings in a group work.

References1. Crouse, William Harry, and Anglin, Donald L. (1976). AutomotiveFuel,LubricatingandCoolingSystems:Construction,Operation,and

Maintenance. (5th ed.). New York : McGraw-Hill 2. Heywood, John B. (1988). InternalCombustionEngines: Fundamentals. New York: McGraw-Hill, 3. Pugh, Stuart. (1991), TotalDesign:IntegratedMethodsforSuccessfulProductEngineering, London: Addison-Wesley 4. Taylor, Charles Fayette. (1985). TheInternalCombustionEngine:TheoryandPractices. (2nd ed.). Cambridge, Mass.: MIT Press.

SPPL 4122 FASHION DRAFTING

This course is designed to introduce the concepts of fashion design and flat pattern making. The course provides understanding of body types, style lines, pattern making principles and terminology. Work accomplished in the course including: measuring technique, methods of making basic pattern, pattern analysis and adaptation, Fitting problems for personal fit are also discussed in this course. At the end of the course it is hoped that students are able to create a collection of design suitable for making up garments, work in team and upgrade their communication skills.

References1. Edmond Roberts (1985). AguidetoCasualClothes. New York: Fairchild Publications.2. Mariam Abu Bakar (1988). PanduanMembuatPakaianBistari. Percetakan Kum Sdn Bhd, Petaling Jaya3. Readers Digest. (2005). Complete Guide to Sewing. The Readers Digest Association, Inc. New York.4. Jeanette Weber. (1986). Clothing,FashionFabrikandConstruction. Glencoe Publishing Comp


282

SPL 4132 FOOD PROCESSING TECHNOLOGY

This course presents method in food processing with and without heating treatments. Those methods are chilling with controlled temperature, freezing and drying. Emphasize are given on operations and its effects on food quality. The course also emphasizes on attributes, functional and examples of food additives (acid, alkali, sweeteners, flavor and colorings) and how they affect the quality of foods. The functions and the importance of labeling and packaging are also discussed. At the end of the course students will be able to produce invention food that involving food additives, either using heating treatments or not and applying concepts in the food processing technology.

References1. Unit Perancang Dan Pembangunan Negeri Selangor. (1999). Formulasi Produk-Produk Makanan. Shah Alam: Seksyen Pembangunan

Usahawan.2. Tull, A. (2002).FoodTechnology:AnIntroduction. Oxford: Oxford University Press.3. Hallam, E. & Hallam, E. (2004). FoodTechnology: Teacher'sManual. Nelson Thornes.4. Brennan, J.G. (2006). FoodProcessingHandbook. Weinheim: Wiley-VCH5. Fellows, P.J. (2000). FoodProcessingTechnology:PrinciplesandPractice. (2nd ed.). London Taylor &Francis

SPPL 4202 AGROTECHNOLOGY

This course is designed to expose students to Agrotechnology field. It will emphasize on the general concept of Agrotechnology subtopis including Introduction to the Agrotechnology, agriculture machinery, information communication technology in agriculture industry, compos fertilizer, organic farming, organic vegetable farming, mushroom planting technology, fertigation system, hydroponic, drainage and irrigation and agricultural management.

References1. Abdul Gafar Abdul Rahman. (1993). AsasJenteraLadang. DBP.2. Aziah Arshad. (1996). MenanamSecaraHidroponik. Kuala Lumpur: DBP.3. Hartman, H.T. et. al. (1997).PlantPropagation:Principlesandpractices. Prentice Hall4. Raja Muhammad Raja Haron. (1991). PengeluaranMakananHidroponik. Kuala Lumpu: DBP.5. Reiley, H.E. (1997). IntroductoryHorticulture. Delmar Publishers.

SPPL 4222 PRINCIPLE OF LIVESTOCK PRODUCTION

This course will introduce students to some basic knowledge and skills in breeding and managing livestock which in terms of ruminant and non ruminant livestock. Topics will be learnt including concept of breeding and managing livestock such as goat, chicken, deer, quail and aquaculture management. At the end of this course the students should be able to carry out the breeding and managing livestock production project.

References1. Aminuddin, Chee et.al., (1989). PengeluaranTernakan. Dewan Bahasa dan Pustaka.2. Chee Teck Soon and Goh Hooi Beng (1982).SainsPertanian. Kuala Lumpur: Longman (M) Sdn.Bhd. Dewan Bahasa dan-Pustaka.3. Hickling, C.F. (1971). KulturIkan. Serdang: Universiti Pertanian Malaysia.4. Jabatan Perikanan (1990). Kursus Akuakultur. Jabatan pertanian

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

283

5. Jabatan Perkhidmatan Haiwan (1987). Panduan Penternakan Bebiri. Jabatan Perkhidmatan Haiwan.6. Lokman Shamsudin. (1988). PanduanAsasAkuakultur. Kuala Lumpur 7. Moody,E.G.(1991). RaisingSmallAnimals. New York: Farming Press.8. Yazid Halim (1998). MenternakIkanDalamTangkiAirGentianKaca.

SPPL 4232 BUILDING DRAWING

Building design course is designed to expose students with design process in architectural drawing. This course will focus on concepts, theories, and practices of architectural constructions technology, materials, landscape layouts and domestic constructions' regulations. At the end of the course, students should be able to explain and discuss the process of developing architectural drawings. Students are also expected to develop architectural models and present their final product.

References1. Chink, F. (2009). Architectural Graphics. (5th ed.). Hoboken, New Jersey: John Wiley & Sons.2. Mo, Z. (2008). The Architectural Drawing Course: Understand the Principles and Master Practices. London, UK: Thames & Hudson Ltd.3. Seidler, D. R. (2010). Hand Drawing for Designers: Communicating Ideas through Architectural Graphics. New York : Fairchild4. Smith, K. S. (2008). Architects Sketches: Dialogue and Design. Burlington, Massachussets: Architectural Press.5. George K. dan Harry J. (1981). Architectural Drafting (2nd ed.). New York: MacGraw-Hill Book Co. 6. Greeno, R., (1997). Building Services, Technoglogy and Design. Harlow Essex: Longman. 7. Kolarevic, B. (1998). Architectural Modelling and Rendering. UK: John Wiley and Son. Ergonomics (SPL4312)

SPPL 4312 ERGONOMICS

The application of anthropometric, applied anatomy and kinesiology in environment design and product, Ergonomics physiological, work, environmental impact and human-machine interface aspects are topics will be discussed in this course. At the end of the course, students are expected will able to apply the ergonomic principles to design industrial workplaces and prevention of occupational injuries.

References1. Knoz, S. A. (1983).WorkDesign:IndustrialErgonomics. (2nd ed.). Ohio. Grid Publication.2. David, J. and Runhold, V. N. (1995).ErgonomicsatWork:HumanFactorsinDesignandDevelopment. (3rd ed.). Chichester. John Wiley

and Sons3. P. Khon, J. (1997). TheErgonomicCasebook:RealWorldSolutions. Florida. CRC Press Inc.4. Kroemer, K., Kroemer, H., and Kroemer-Elbert, K. (2001). Ergonomics:HowtoDesignforEaseandEfficiency. (2nd ed.). New Jersey.

Prentice-Hall Inc.5. Eastman Kodak Company. (1986). ErgonomicsDesignforPeopleatWork. New York. Oborne.

SPPL 4322 LANDSCAPE

This course is design to give exposure to students to landscape design from the aspects of history and the development of landscaping, the basic of landscape design, key element of landscaping, selection of suitable plant for a certain landscape and planning a landscape design. At the end of this course the students should be able to apply their knowledge in producing a complete landscape design with the costing for a landscape project.


284

References1. Anthony Huxley. (1983). HousePlants. London: Mac Millan London.2. Bautista, O.K, Valmayor, H.V.,Tabora, P.T. and Espino,.R.RC.Espino (1983).IntroductionToTropicalHortikulture. University Of Philippines:

Philippines. 3. Hessayon, D.G. (1989). TheHousePlantExpert. London: PBI Publications. 4. Hartman H.T., Kester D.E., Davies F.T & Geneve R.L (1997).PlantPropagation:PrinciplesandPractices. Prentice Hall. 5. H.F.Chin. (1977). MalaysiaFlowersinColour. Kuala Lumpur. DBP.6. Intan Kirana Wianta. (1990). Tanaman Hias Ruangan. Jog Jakarta: Press Sdn.Bhd.7. Ismail Saidin. (1993).Bunga-bungaanMalaysia. Kuala Lumpur: DBP8. Ismail Saidin. (1993). PalmaPilihanUntukSeniTaman. Kuala Lumpur: DBP9. Mustafa Kamal Mohd.Shariff. (1995). HortikulturHiasandanLandskap. Kuala Lumpur: DBP.10. Nik Ismail Azlan. (2001). Pelan dan Perspektif Senibina Landskap. Shah Alam: Landscape Plus Sdn.Bhd.11. Nik Ismail Azlan. (2001). Grafik Asas Senibina Landskap. Shah Alam: Landscape Plus Sdn.Bhd.12. Norain Mohd.Rejab. (1996). TanamanLanskap:PokokRenek. Kuala Lumpur: DBP.13. Peter Hunt. (1972). GreenhouseandIndoorPlants. London: Ward Lock.14. Reiley H.E. (1997). IntroductoryHorticulture. Delmer Publishers.15. Rukayah Aman. (1995). TanamanHiasanRuangan. Kuala Lumpur. DBP.

SPPL 4403 INVENTION

This course is an extension of the Basic Invention course that emphasizes aspects of the development and appreciation of creativity, problem-solving skills, team work among students. The main focus at this level is more rigorous and comprehensive look at the invention, particularly on ergonomic and aesthetic value of each design sketches and artifacts. In addition, the design should also conform to the need of target users. Group formed will go through the first steps of ideas brainstorming which subjected to the theme given. Next, the process of preparing the project proposal including illustration, isometric drawings, reports and slide presentations. Selected projects in each group will be developed and produced which involving the use of a variety of workshops such as fabrication, electronic, woodworking, AutoCAD studio and others. This course also exposes students to ethical values and respect intellectual property. Project development process will also involve the preparation of marketing plans, costs and budgets. At the end of this course, students will make presentations and demonstrations before final evaluation.

References1. Bland, S. (1988). CraftDesignandTechnology;DesignandCommunication, Longman: Group Essex.2. Dunn, S. (1987).AnIntroductiontoCraftDesignandTechnology, London: Bell & Hyman Ltd.3. Dunn, S. (1990). CraftDesignandTechnology:ACompleteCourse, Singapore: Heinemann.4. Ian, M. Al. (1989). DesignandTechnology,Surrey: Nelson International Edition.5. Kementerian Pendidikan Malaysia (1994). Sukatan Pelajaran dan Huraian: Rekacipta dalam Kemahiran Hidup Sekolah Menengah Rendah-

Untuk Sekolah Percubaan, KPM, Kuala Lumpur.6. Kementerian Pendidikan Malaysia (1994). Buku Panduan Guru: Rekacipta dalam Kemahiran Hidup Sekolah Menengah Rendah dan Atas,

KPM, Kuala Lumpur.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

285

SPPL 4412 INVENTION

This course is an extension of the Basic Invention course that emphasizes aspects of the development and appreciation of creativity, problem-solving skills, and teamwork among students. The main focus at this level is more rigorous and comprehensive understanding about the invention, particularly on ergonomic and aesthetic value of each drawing as well as external design. In addition, the design should also meet the target user need and demand.

Students will grouped in certain number of groups and each group will be through the first steps of brainstorming design ideas based on the given theme. Next, the student will exposed to the process of preparing a proposal which including the illustration, isometric drawings, reports and slide presentations. Projects selected in each group will be developed involving the use of a variety of workshops which are the metal fabrication workshop, electronic workshop, wooden workshop, AutoCAD studio and others related workshop.

Indirectly, this course will expose the students about the values and ethics of intellectual property. The project development process will also involve the preparation of marketing plans, costs and budgets as well. At the end of this course, students will make presentations and demonstrations in front of a number of assessors for the final evaluation.

References7. Bland, S. (1988).CraftDesignandTechnology;DesignandCommunication, Longman: Group Essex.8. Dunn, S. (1987).AnIntroductiontoCraftDesignandTechnology, London: Bell & Hyman Ltd.9. Dunn, S. (1990). CraftDesignandTechnology;ACompleteCourse, Singapore: Heinemann.10. Ian, M. Al. (1989). DesignandTechnology, Surrey: Nelson International Edition.11. Kementerian Pendidikan Malaysia (1994). Sukatan Pelajaran dan Huraian : Rekacipta dalam Kemahiran Hidup Sekolah Menengah Rendah-

Untuk Sekolah Percubaan, KPM, Kuala Lumpur.6. Kementerian Pendidikan Malaysia (1994). Buku Panduan Guru : Rekacipta dalam Kemahiran Hidup Sekolah Menengah Rendah dan Atas, KPM, Kuala Lumpur.

SPA 3113 INDUSTRIAL TRAINING

Students' placement at the relevant industry for industrial training is to expose them with the practical content of the program that they enroll in the university. In the industrial training, the students having chance to apply what being taught and at the same time obtaining new knowledge, skill and technology.

References1. Poon Wai Chiang (2004). TheDevelopmentofMalaysiaEconomy. Prentice Hall2. Mohd Rosli Mohamad & Mohamed Aslam Gulam Hassan, Penyunting (2000). PembangunanEkonomiMalaysiaEraGlobalisasi.Penerbit

Universiti Malaya3. Mohd Khairuddin Hashim & Syed Azizi Wafa (2002). SmallandMediumSizedEnterprisesinMalaysia: Development Issues. Prentice Hall4. Duane Brown (2003). Careerinformation,CareerCounselling,andCareerDevelopment. (8th ed.). Boston, Pearson Education, Inc


286

USP 3222 SCHOOL LABORATORY AND WORKSHOP MANAGEMENT

This course gives exposure to students on concept, principle and startegies of school laboratory and workshop management. Elements of the school laboratory and workshop management are layout, safety, equipment and material purchasing, stock and inventory, maintenance and method of disposal. At the end of the course, the students should be able to prepare workshop layout based on the need of school curriculum, purchase planning and apply 5S concept in managing the workshop and laboratory.

References1. Jabatan Pendidikan Johor (1997). Pengurusan Makmal Kemahiran Hidup Bersepadu. Johor Bahru: Jabatan Pendidikan Negeri.2. The National Centre for Research In Vocational Education (1983). ProfessionalTeacherEducationModuleSeries. Columbus: Ohio State

University Press.

SKAU 2012 FUNDAMENTALS OF ENGINEERING SURVEYING

This course is part of a minor program that highlights the basic theory and practice of surveying. Methods of establishing horizontal & vertical controls are explained and compared. Detailing to produce site plans, area and volume estimations, road curves geometric design are also discussed. Error analysis and adjustments are described. The concept of field survey automation and the use of software’s are explained. Typical field tasks required in civil engineering are also demonstrated. Common methods in field procedures, bookings and reduction of observations are illustrated. Practical aspects in establishing horizontal and vertical controls, setting out and detailing will be explained, compared and demonstrated. At the end of the course students are expected to be able to plan, execute, compute and analyze basic surveying works involved in establishing horizontal & vertical controls, curves, earthwork calculations and producing plans for civil engineering applications. Students should also be able to organize and execute field works.

References1. Bannister, A., Raymond, S. & Baker, R. (1998). Surveying. Longman.2. Uren, J & Price, W.F. (1994) SurveyingForEngineers. Palgrave Macmillan

SKAU 2212 MECHANICS OF MATERIALS AND STRUCTURES

Students will be able to understand the basic theory of the fundamental principles of mechanics of materials. Students will be able to incorporate these basic fundamentals into application of the basic design of simple structures . It will assure them of the concepts of stress and strain, plane-stress transformation, shear force and bending moment, stresses in beams, analysis of statically determinate plane and space trusses, deflections of beams, columns, and torsion. At the end of the course, the students should be able to solve numerous problems that depict realistic situations encountered in engineering practice. The students will also be able to develop and master the skills of reducing any such problem from its physical description to a model or symbolic representation to which the principles may be applied.

References1. Hibbeler, R.C., MechanicsOfMaterials, SI Edition, Prentice Hall, 2004.2. Gere dan Timoshenko, MechanicsofMaterials, 3rd Edition, Chapman & Hall.3. Yusof Ahmad, "MekanikBahandanStruktur", Penerbit UTM 20011

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

287

SKAU 2512 BASIC WATER RESOURCES

This course is a service course offered by the Department of Hydraulics and Hydrology to form part of syllabi for a Minor. It covers some scopes of Basic Water Resources that comprises Fluid Mechanics, Hydraulics and Hydrology. It introduces the hydrological cycle and its significant contributions to design and flow. It also discusses topics such as basic fluid statics and fluid dynamics, while touching upon the analyses of flows in closed conduits. The analyses of open channel flow are also demonstrated.

References1. Mekanik Bendalir untuk Kejuruteraan Awam - Fatimah MN,Faridah JS,Goh GK2. Fluid Mechanics and Hydraulics - Schaum Series3. Fluid Mechanics for Technologists (JW Bugler)4. Hidrologi Kejuruteraan (FMN, HI, MNMS, AAI)5. Hidraulik Kejuruteraan Awam, Teori Masalah and Penyelesaian - Featherstone and Nalluri (Terjemahan : Fatimah Mohd. Noor)6. Hidraulik Saluran Terbuka - HI, FMN, AAA7. Open Channel Hydraulics (RH French)

SKAU 3052 CIVIL ENGINEERING LABROTARY

Civil engineering is a practical field and the laboratory work is essential to be performed by students in this field. The laboratory work, which consists of workshops and experiments are designed to expose students essential problem solving and experimental techniques. Most of the generic attributes that the students must develop at the University are acquired through the laboratory experiments and researches. Laboratory sessions are able to strengthen the students to relate the fundamental theories with laboratory experiments in the field of concrete, geotechnic, fluid mechanics, and structural engineering. Each student will experience data collections and performs data analysis and result interpretations. Application of the experimental results to the real civil engineering problem will be highlighted.

Upon completion of the course, students are expected to be able to understand the practical application of civil engineering. Students will enhance their ability to participate effectively in a laboratory environment and be able to work as a part of a team. Student should purchase a copy of Laboratory Handbook before attending the first laboratory session. The Handbook contains all the information that required for the laboratory sessions and provides space for the recording of the results.

References 1. Geotechnic: Soil Classification Test (G2)2. Geotechnic: Unconfined Compressive Test (G3)

SKAU 3222 THEORY OF STRUCTURES

This course is designed to expose students to the analysis of determinate and indeterminate structures in civil engineering. The course emphasizes on analysis of beams, portal frames, arches and cable structures subjected to various load conditions using classical techniques. The course is limited to the analysis of elastic behavior of structures except in plastic analysis where the critical loads at failure of structures are being examined.At the end of the course, students should be able to apply the knowledge and use the techniques for solving problems in structural engineering.


288

References 1. Yusof Ahmad, "TeoriStruktur"Penerbit UTM 20042. Hibbeler, R.C., StructuralAnalysis, SI Edition, Prentice Hall, Singapore3. West, H.H.,FundamentalsofStructuralAnalysis, John Wiley, N.Y.4. Mc Cormac, J.C., StructuralAnalysis, Harper & Row, N.Y.

SKAU 3712 SOIL MECHANICS

The content of this course will give a student basic understanding and exposure towards practical in Geotechnical Engineering. It will cover on basic soil properties which, consists of soil composition, soil classification and soil compaction. Besides that, it will also discuss on water in soil and soil shear strength. The topic that will cover is important to civil engineers where most of problems occur at site will involve with geotechnical and soil mechanics. At the end of this course, students will able to apply the knowledge on basic soil properties, water in soil and shear strength parameters in the planning, analysis, design and supervision of related geotechnical works.

References 1. B.M Das, PrinciplesofGeotechnicalEngineering , 5th Edition,2004, Brooks and Cole2. Roy Whitlow, BasicSoilMechanics, 3rd Edition, 1999, Prentice Hall3. GN Smith, UnsurMekanikTanah, Edisi Pertama, Terjemahan oleh Abdul Rahman Mohamood, 1990, Dewan Bahasa dan Pustaka.4. Bujang K. Huat, Ahmad Jusoh dan Shukri Maail, PengenalanMekanikTanah, 19915. JabatanKejuruteraanAwamdanAlamSekitar, Fakulti Kejuruteraan UPM, Dewan Bahasa dan Pustaka.6. Nor Zurairahetty dan Siti Norafida ,Short Notes SAB 1713

SKAU 4112 CONTRACT & ESTIMATING

The syllabus covers an introduction to the development process and construction contracts, types of tender, tendering process and the preparation of tender documents, strategy in tendering, introduction to the methods of estimating and the preparation of the Bills of Quantities and project estimating.

References1. AturcaraKontrakdanTaksiran, Uzairi Haji Saidin, IBS Buku Sdn Bhd2. PenyediaanTapakdanStrukturBawah, Abdul Hakim Mohamad, DBP3. TeknologiBinaanBangunan, Tan Boon Tong, DBP4. ConstructionMethodandManagement, S.W.Nunally

SKAU 4422 BASIC STRUCTURAL DESIGN

This course is a core course which will provide an understanding and ability to analyze and design reinforced concrete structural elements. Among the topics discussed are objective and methods of design, code of practice and analysis and design of sections for moments, design for shear, checking for deflection and cracking, durability and detailing requirements, design of simply supported and continuous beams, design of one way and two simply supported slab, design for short column and design for pad footing.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

289

References1. BS 8110 : Part 1 : 1997 StructuralUseofConcrete.2. Mac Ginley, T.J., ReinforcedConcrete:Design,TheoryandExamples, E & FN SPON, 1995.3. Allen, A.H., ReinforcedConcreteDesigntoBS8110 - Simply Explained, 1988.4. Mosley, W.H. and Bungey, J.H. ReinforcedConcreteDesign, Palgrave, 1999.5. Martin, L.H, StructuralDesigninConcrete to BS 8110, Edward Arnold, 1989.6. Higgins and Rogers, DesignandDetails : BS 8110, Cement and Concrete Assoc., 1990.7. Ray, S.S,ReinforcedConcrete:AnalysisandDesign, Blackwell Science, 1995.8. Ismail Hassan, AnalisisPlastikdan Teori Garis Alah, Penerbit UTM, 1993.9. Reynold, C.E. & Steedman, J.C., Reinforced Concrete Designer's Handbook, 10th Edition, Viewpoint Publication, 1987.10. Uniform Building By Laws 1984, International Law Book Services.

SKAU 4812 HIGHWAY ENGINEERING

This is one of the compulsory courses which will expose students to the fundamental theory of highway and traffic engineering. The course is considered in two parts, i.e., highway and traffic. Highway engineering covers several major topics such as highway types, properties and tests of highway materials, premix plants and construction techniques and plants. Traffic engineering topics are traffic studies, the fundamental theory of speed-flow-density relationships and applications in road performance analysis, and the design of traffic signalized system

References1. Atkins, H.A., HighwayMaterials,Soils,AndConcretes, Prentice Hall, 2003.2. Garber, N.J., Hoel, L.A., TrafficAndHighwayEngineering, West Publishing Co., 1999.3. Karim, M.R., Hamzah, M.O., Hasan A., PengenalanPembinaanJalanrayaBerbitumen, DBP, 1991.4. Oglesby, C.H., Hicks, R.G., HighwayEngineering, John Wiley & Sons, 1982.5. Wignall, A., Kendrick, P.S., Ancill, R., ROADWORK : TheoryandPractice, Newnes, 1991.6. Wright, P.H., HighwayEngineering, John Wiley & Sons, 1996.7. Jabatan Kerja Raya Malaysia, Spesifikasi Pembinaan Jalan Raya, Jkr/Spj/1988.8. Standards - BS, MS, ASTM, AASHTO.9. Jabatan Kerja Raya Malaysia, A Guide To The Design Of Traffic Signals, Arahan Teknik (Jalan) 11/87, 1987.10. McShane, W.R and Roger P. Roess, TrafficEngineering, Prentice Hall, 1990.

SKAU 4912 PRINCIPLES OF ENVIRONMENTAL ENGINEERING

The course is offered for the undergraduate students in the Faculty of Education majoring in technology with education. It provides the students with an overview of environmental engineering. The content of the course includes discussion on the pollution and its control. Among topics discussed are definition and types of pollution, water, wastewater and air quality parameters, ideas of environmental management, water supply and waste management. At the end of the course, student should be able to understand the important of environmental knowledge. The students should be able to apply the theory and knowledge of fundamental environmental engineering. The students should also be able to work in a team and able to present works through a written report as well as an oral presentation

References1. Peavy, H.S., Rowe, D.R. and Tchobanoglous, G (1985) EnvironmentalEngineering, McGraw-Hill.2. Tebbutt, T.H.Y (1992) PrinciplesofWaterQualityControl. 4th Ed. Pergamon.


290

3. Sawyer, C.N and McCarty, P.L. (1985) ChemistryforEnvironmentalEngineering. McGraw-Hill.4. Montgomery, J.M. (1985) WaterTreatmentPrinciplesandDesign. Wiley.

SKEU 1003 BASIC ELECTRICAL ENGINEERING

This course introduces students to basic electrical circuit that includes elements in the electrical circuit and the application of Ohm’s and Kirchhoff s Law. Students will also be exposed to methods of circuit analysis and currents resistance shuttle. In addition, students are introduced to the energy storage elements.

References1. C.K. Alexander, M.N.O.Sadiku,"FundamentalofElectricCircuits", Third Edition, McGraw-Hill.2. Robert L.Boylestad, "IntroductoryCircuitAnalysis", Eleventh Edition, Prentice Hall3. H.A.Rahman, Z. Muda, M.S.Majid, N.R.N.Idris , :ModulPengajaranAsasKejuruteraanElektrik", Edisi Keempat, FKE.

SKEU 1212 DIGITAL LOGIC

This course will expose students to the basic circuits for digital logic systems. The topics to be taught to students are number systems, logic gates, combination logic gate circuits, flip-flops, counters and memory devices.

References1. John Uffenbeck, 1994. DigitalElectronicsAModernApproach. New Jersey; Prentice Hall International, Inc.2. John Stenerson, 1999. FundamentalsofProgrammableLogicControllers,SensorsandCommunications. Edisi ke-2. Newe Jersey: Prentice

Hall International, Inc.3. Nigel P.Cook, 1998. IntroductoryDigitalElectronic. New Jersey: Prentice Hall International, Inc.4. Peter H. Breads, 1991. AnalogandDigitalElectronic. New Jersey: Prentice Hall International, Inc.5. Thomas L. Floyd, 2000. DigitalFundamental. Edisi ke 7. New Jersey: Prentice Hall International, Inc.

SKEU 2033 CIRCUIT THEORY

This course introduces students to method of analysis for linear electrical circuits based on the direct current (DC) and alternating current (AC) circuit theorems. Students are exposed to the steady-state electrical circuit.. The course is also equipped the students with necessary knowledge related to the analysis of 2-port network and the resonant circuit At the end of the course, the student should be able to apply the theorems and concepts in order to analyze any given linear electric circuit

References:1. C.K. Alexander, M.N.O. Sadiku, "FundamentalsofElectriCircuits", 3nd.2. Irwin Nelms,"BasicEngineeringCircuitAnalysis", 8th Edition, Wiley & Sons.3. Schaum's Series. ElectricCircuits, Mc Graw Hill. 4. J. W. Nilsson, S. A. Riedel,"ElectricalCircuits", 8th edition, Addision Wesley.5. Floyd,"PrinciplesofElectricCircuits", 8th edition, Pearson International Edition.6. J. David Irwin & R. Mark Nelms. "BasicEngineeringCircuitAnalysis", Wiley 2005

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

291

SKEU 2123 MEASUREMENT AND INSTRUMENTATION

This course introduces students to the terminology used in the methods of metrology testing, metrology concepts and applications. This course will provide an understanding of the concept of standardization and standards and quality management systems. Measurement techniques for electrical quantities and analysis based on the ISO also been stripped. It will also study the transducer to create awareness about what it can do. Transducer operations, features and functions will be discussed.

References1. Fauzi Othman & Anita Ahmad, MeasurementandInstrumentation, Universiti Teknologi Malaysia, 2005.2. Ruzairi Abdul Rahim & rakan, Pengukuran&InstrumentasiElektrik, Penerbit UTM, 2004.3. Ruzairi Abdul Rahim, Pengukuran&Transduser , Penerbit UTM, 2003.4. Sallehudin & Mohd. Fua'ad, Instrumentasi, Penerbit UTM, 2003.5. Alan S.Morris, TheEssenceofMeasurement, Prentice Hall, 1996 6. David A.Bell, ElectronicsInstrumentationandMeasurements, Prentice-Hall, 2nd ed.1994 7. Joseph J.Carr, ElementsofElectronicInstrumentationandMeasurement, Prentice Hall, 3rd ed, 1996 8. J.P.Holman, ExperimentalMethodsforEngineers, McGraw Hill, 7thed, 2001 9. L.R.Jones and A.F.Chin, ElectronicInstrumentsandMeasurements, Prentice-Hall, 1999.

SKEU 3003 ELECTRONICS

Electronics SEU3003 is a course which offered to the Non-Major student in Electrical Engineering. Students are exposed to electronic devices such as diodes, transistors, amplifiers Operational, Timer, Get-Get Logic and Flip-Flop. Application of these tools in electronic circuits such as circuits, rectifier circuits, amplifier circuits, "Segitepat" wave generator, time delay generators, implementation of the Algebraic Logic Function Get-Get bool with OR, AND, NOT, NAND, NOR and EXCLUSIVE OR, and implementation of the circuit, counter circuit using the Flip-Flop.

References1. Edward Hughes, ElectricalandElectronicTechnology, Ninth Edition, Pearson Prentice Hall.2. Ralph J. Smith and Richard C. Dorf, Circuits,DevicesandSystems, John Wiley & Sons, Inc.3. Schuler,Electronics,PrinciplesandApplications, McGraw Hill.4. Boylestad and Nashelsky,ElectronicDevicesandCircuitTheory, 8PthP Edition, Prentice Hall, 2002.5. Thomas L.Floyd, DigitalFundamentals, 8PthP Edition, Prentice Hall, 2003

SKEU 3043 SIGNALS AND NETWORKS

This course will introduce students to the types of signals, signal transformation, theorem, and the response of electrical circuits in the network so that students are able to analyze circuits with signals of various shapes and domains. The nature of the signal characteristics such as shift time, shift in frequency, and modulation konvolusi will be discussed in detail.

References1. B.P. Lathi, "SignalProcessing&LinearSystems", Oxford University Press, 19982. 2. B.P. Lathi,"LinearSystem&Signals", Oxford University Press, 20053. C.L. Phillips, J.M. Parr, E.A. Riskin, "Signals,Systems&Transforms", Prentice Hall, 3rd Edition, 2003


292

4. M.J. Roberts,"Signals&Systems", McGraw Hill, 20035. S.S. Soliman, M.D. Srinath, "Continuous&DiscreteSignals&Systems", Prentice Hall, 19986. A.V. Oppenheim, A.L. Willsky, "Signals&Systems"Prentice Hall, 1983

SKEU 3053 ELECTRICAL TECHNOLOGY

This course aims to expose students to the basic power system engineering. Students will learn the concepts and theory of magnetic systems, the three phase and single phase transformer. Students will also be disclosed with the introduction and application of electrical machines (direct current machine and alternative current machine)

References1. Md Shah Majid et.al; "TeknologiElektrik-ModulPengajaran"2. Md Shah Majid et.al; "TeknologiElektrik-ManualPenyelesaian"3. E. Hughes;"ElectricalandElectronicTechnology"9th Edition, Prentice Hall4. P. C. Sen;"PrinciplesofElectricMachinesandPowerElectronics"2nd Edition, John Wiley & Sons

SKMU 1212 STATICS

The course introduces students to basic mechanics which is a pre-requisite for most engineering courses. The course enables students to acquire the essential basic knowledge of resultant and equilibrium of forces. It will examine key elements in producing free body diagrams for particles and rigid bodies, an essential first step in solving applied mechanics problems. Exposure to the concept of moment and equilibrium equations with reference to Newton's law enhances the relevance on friction, trusses, frames and machines applications.

References1. Dietmar Gross, et al. (2009)."Engineeringmechanics1:statics", Berlin, GW : Springer, 2. Hibbeler R.C., (2008) EngineeringMechanics"Statics, S.I. Edition, Prentice-Hall.

SKMU 2112 SOLID OF MECHANICS

This course is designed to exposed students with the basic concept of solid of mechanic in mechanical engineering field. Students will be exposed into seven topics which are Stress and Strain, Torsion, Shear Force and Bending Moment, Bending Stress, Shear Stress in Beams, Combined Loadings and Beam Deflection. Discussion includes lesson planning for theory, in which related in calculation for mechanical engineering application, concepts and principles.

References1. Braess, Dietrich "FiniteElements:Theory,FastSolversAndApplicationsInSolidMechanics3rdEd." New York : Cambridge University

Press, 2007.2. Spence, John (1986)."AppliedSolidMechanic". London : Elsevier Applied Science Pub.3. Douglas, Robert Alden (1963)"IntroductiontoSolidMechanics". London : Pitman.4. Benham, P.P. & Crawford, R.J. (1989)"MechanicsofEngineeringMaterials". ELBS. Longman.5. Boresi, Arthur, P. Schmidt, Richard J. & Sidebottom, Omar, M. (1993)"AdvancedMechanicsofMaterials.5th.Ed". New York: John Wiley

& Sons, Inc.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

293

SKMU 2212 DYNAMICS

Dynamics is a study of bodies in motion. This course (an extension of SMU 1212, statics) introduces the part of mechanics, which involve the theory of kinematics and kinetics of particles and rigid bodies. Exposure to the principles of kinematics focuses on displacement, velocity and acceleration relationship with regards to rectilinear, curvilinear and relative motion are addressed. Students are introduced to the utilization of Newton's law in solving specific kinetics applications (force and acceleration, work and energy, and linear impulse and momentum including impact). Key elements of mass moment of inertia are also covered with emphasis on the Parallel Axis Theorem and radius of gyration for simple and composite bodies.

References1. Indrajit Chowdhury, Shambhu P. Dasgupta (2009), "Dynamics of structure and foundation : a unified approach", Leiden, The Netherlands :

Taylor & Francis2. Hamill P. (2010). Intermediate dynamics. Sudbury, MA : Jones & Bartlett Publishers

SKMU 2312 FLUID MECHANICS

The aim of this course is to give knowledge and understanding of the principles, nature and basic rules of the fluid and provide the ability to analyze some basic problems of fluid mechanics. This course covers topics such as concepts and fluid properties, fluid statics, control volume integral relations, dimensional analysis, viscous flow in pipes and turbo-machinery. In addition, students will learn the hydrostatic forces and center of pressure, using the Bernoulli equation, laminar and turbulent modes as well as clarification on the selection and operation of the pump.

References1. Zoeb H., Mohd. Z. A., and Zainal A. (2009)."Basicfluidmechanicsandhydraulicmachines", India, II : CRC2. Munson, B.R. Young and D.F. & Okiishi, T.H. (2001). "FundamentalofFluidMechanics", 4/e, New York: John Wiley & Sons.3. White, F.M. (2003)."FluidMechanics", 5/e. New York: McGraw-Hill.

SKMU 2412 THERMODYNAMICS

Thermodynamics is a branch of science that deals with energy. This course introduces the basic concepts such as the phase change process in pure materials, the use of tables and explanation of the nature of thermodynamics system. The topics discussed in this course include terminologies, basic units, properties of pure substances, first and second law of thermodynamics for closed and open system and steady-flow devices.

References1. .A. Cengel and M.A. Boles (2006). Thermodynamics:AnEngineeringApproach, 5th Edition in SI Units, McGraw Hill, Singapore2. M.J. Moran and H.N. Shapiro (2004). FundamentalsofEngineeringThermodynamics, 5th Edition, John Wiley & Sons, Inc., United States of

America.3. R.E. Sontag, C. Borgnakke and G.J. Van Wylen. (2003). FundamentalsofThermodynamics, 6th Edition, John Wiley & Sons Inc., United

States of America


294

SKMU 2712 BASIC PRODUCTION TECHNOLOGY

This course is related to the basic production/manufacturing techniques. It focuses on some basic level of production technology such as level of manufacturing, materials selection criteria and process, the dimensions and tolerance, including the theory and principles of various manufacturing processes. In addition to classroom lecture learning mode, students are given individual assignments and group projects on related production topics to enhance learning.

References1. DeGarmo, E.P. et.al.(2002). MaterialandProcessinManufacturing.8th Ed. Maxwell Macmillan Int. Edition.2. Zainal, A.A. (1999). Proses Pembuatan (Jilid I).Universiti Teknologi Malaysia.3. Zainal, A.A. (1998). Proses Pembuatan (Jilid II).Universiti Teknologi Malaysia.4. Amstead, B.H. (1987). ManufacturingProcesses. 8th Ed. John Wiley & Sons.5. Haslehurst, M. (1980). ManufacturingTechnology. 2nd Ed. ELBS.6. Kaset Video. Koleksi Perpustakaan Sultanah Zanariah, UTM, Skudai.

SKMU 3612 MATERIAL SCIENCE

This course provides students with basic knowledge of science and materials engineering in order to understand and to make relation between structural and material properties. Emphasis is given on the bonding between atoms, crystal structure and defects in metals. This course will introduce students to the solidification process of metals and formation process of alloys. In addition students are also exposed to the types of alloy steel, cast iron, ferrous and nonferrous metals. At the end of the course students will be able to use knowledge about the bond between the atoms and the crystal structure to predict the physical and mechanical properties of a material as well as to identify the types of defects in materials.

References1. Calister, W.D (2007), MaterialsScienceandEngineering (An Introduction), 7th Edn John Wiley Inc, 2. Smith, W.D. (2003), MaterialsScienceandEngineering, 6th Edn, John Wiley and Sons, 3. John, V. B. (1993) IntroductiontoEngineeringMaterials, 3rd Edn, McMillan,

SKMU 3812 INDUSTRIAL ENGINEERING This course introduces students to various theories, principles and interests in the field of industrial engineering. It covers issues related to productivity, quality, project scheduling, work study, ergonomics and facility planning. Calculation and quantitative and qualitative measurement will be introduced as an approach before selecting a best alternative. At the end of this course, students can apply various concepts and tools to solve problems that related to industrial engineering.

References1. Heizer, J. and Render, B. (2007). OperationsManagement, 9th Edition, Pearson Prentice Hall, New Jersey.2. Edward B. M. (2010). "IntegratedProductAndProcessDesignAndDevelopment:TheProductRealizationProcess 2nd Ed". Boca Raton

: CRC Press,

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

295

SSCE 1803 ENGINEERING MATHEMATICS

Functions of Several Variables: Definition and notation, domain and range, graph sketching, level curves, surface curves, partial derivatives, chain rule, total differential, rates of change, incrementals, error and extrema of functions of two variables. Double Integral: Double integral in rectangular coordinates, determine the limits of integration and changing the order of integration, double integration in polar coordinates, evaluating the area of region and volume of solids, evaluating the mass, centre of gravity, moment and moment of inertia of lamina. Triple Integral: Triple integral in rectangular coordinates, determine the limits of integration and changing the order of integration, evaluating the volume of solids; Triple integral in cylindrical and spherical coordinates of solids, evaluating the mass, centroid, moment and moment of inertia of solids.

References1. Bradley, G. L., & Smith, K.J., (2009). Calculus, Second Edition, Prentice Hall,.2. Thomas, G. B., & Finney, R. L., (2008), CalculusandAnalyticGeometry, 9th edn., Addison-Wesley


296

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Tec

nic

al a

nd

En

gin

eeri

ng

Ed

uca

tion

297

Synopsis Course:Department of

Mathematics and Science Education


298

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

299

COURSE SYNOPSIS (DEPARTMENT OF TECNICAL AND ENGINEERINGEDUCATION)

SPPN 1012 CURRICULUM SCIENCE AND MATHEMATICS

This course is designed to expose students to different views of the nature of science and mathematics; historical development of science and mathematics curriculum in Malaysia. It will emphasize on the principles in designing and formation of the science and mathematics curriculum. Students are able to analyze various models of science and mathematics curriculum such as Integrated Model, Science, Technology and Society Model and the Smart School Curriculum Model. Students are required to present orally the comparisons of national science and mathematics curriculum with those of developed countries.

References1. Catchart, W.G. (2001) LearningMathemathicsinElementaryandMiddleSchools. London: Merril 2. Dossey, J.A., McCrone, S., Giordano, F.R. and Weir, M.D. (2002). MathematicsMethodsandModellingforToday'sMathematicsClassroom.

Ca:Brooks/Cole3. Effandi Zakaria, Norazah Mohd Nordin and Sabri Ahmad. (2007). TrendPengajarandanPembelajaranMatematik. Kuala Lumpur: Utusan

Publications & Distributors Sdn. Bhd4. Keeley, P and Rose, C.M. (2006) MathematicsCurriculumTopicStudy:BridgingTheGapBetweenStandardsandPractice. Los Angeles:

Corwin Press5. Leslie. W.T. and Rodger, W.B.(2002). BecomingaSecondarySchoolScienceTeacher. 5th Edition. Ohio: Merill Publishing Company6. Meor Ibrahim Kamaruddin (2006), ModulPengajarandanPembelajaranSainsdanMatematik, Skudai: Universiti Teknologi Malaysia, 20057. NSTA (2005). TeachingHighSchoolScienceThroughInquiry. CA; Corwin Press8. Poh Hwee Siang (2003). PedagogyofScience1:ScienceCurriculum. Kuala Lumpur: Kumpulan Budiman Sdn. Bhd.

SPPN 1022 LEARNING SCIENCE AND MATHEMATICS

The course is designed to expose students with knowledge of behavioural, cognitive and constructivist learning approach and their applications for effective learning of science and mathematics. Students will be able to make general discussion on science and mathematics learning methods and their appropriate applications to the learning of science and mathematics at different cognitive levels. Students will be able to analyze the various learning difficulties, factors of effective learning, individual differences and learning style in teaching science and mathematics.

References1. Ausubel D. P. (1968)EducationalPsychology:ACognitiveView, New York Academic Press2. Brunner, J. S. (1968) TowardTheoryofInstruction, New York: W.W.Norton3. Bigge,M. L. (1982).LearningTheoriesforTeachers. New York: Harper and Row4. Cagne, E. D. (1985). TheCognitivePsychologyofSchoolLearning. Boston: Little Brown and Co.5. Schunk, D. H. (2000) LearningTheories.AnEducationalPerspective.Ed.5 Ohio: Merril Publishing Co.6. Seifert K. L. (1988) Psychologyforteaching.SixthEdition.Houghton Mifflin Company Boston.7. Thomas D.A (1992) Teenagers,TeachersandMathematics. Allyn & Bacon.8. Litwiller, B., Bright, G. (2002) MakingSenseofFractions,RatiosandProportions:2002 YearBook.9. Prairie, A. P (2005) InquiryintoMathsScienceandTechnologyforTeachingYoungChildren; Thomson Delmar Learning.


300

SPPN 2052 LABORATORY SAFETY AND MANAGEMENT

This course will expose students to the knowledge and skills of school science laboratory and management such as organization, procedures and maintenance, purchases of chemicals, safety procedures, roles and responsibilities of science teachers and laboratory assistants. Students will be able to handle chemical and apparatus storage and disposal, identify types of chemicals and potential hazards, storage of glassware, microscopes and safety devices. Students will acquire basics science laboratory techniques and procedures of fire and prevention: classification of fires, types of fire extinguishers and first aid in science laboratory. Students will also work together to organize a seminar and educational visit to enhance their awareness on laboratory safety and management.

References1. Glencoe Science (2002). LaboratoryManagementandSafetyintheScienceClassroom. USA: Glencoe McGraw-Hill 2. Hill, R. H. and Finster, D. (2010) LaboratorySafetyforChemistryStudents. New Jersey: Willey.3. Meor Ibrahim Kamaruddin. (2008). ScienceLaboratorySafetyandManagementModule. J. Bahru: Universiti Teknologi Malaysia4. Newton, W.P. (2008) APracticalGuidetoTeachingScienceintheSecondarySchool. New York: Routledge.5. Pusat Perkembangan Kurikulum, KPM. (1999). PengurusandanKeselamatanMakmalSainsSekolah. Kuala Lumpur: DBP6. Seiler, J.P. (2005) GoodLaboratoryPractice. Berlin: Springer7. WHO. (2008) Good Laboratory Practice. Quality Practice for Regulated Non-Clinical Research and Development. Switzerland: WHO

Publications.

SPPN 2112 METHODS OF TEACHING CHEMISTRY

The course will expose students to the philosophy, goal and objectives of chemistry teaching and analysis of National Chemistry Curriculum. It will emphasize on the applications of various teaching-learning models, approaches and techniques. Students will be able to describe clearly the philosophy of chemistry teaching as outlined in the KBSM document and make critical analysis of the document to be applied in chemistry teaching. Students will be required to demonstrate clearly teaching skills, planning, implementation and evaluation as well as diagnosis and remedial works for teaching school chemistry.

References1. Bennet, J. (2004) TeachingandLearningScience:AGuidetoRecentResearchanditsApplications. London: Continuum.2. Newton, W.P. (2008) APracticalGuidetoTeachingScienceintheSecondarySchool. New York: Routledge.3. Loh Wai Leng and Tan On Tin. ExploringChemistry. Shah Alam, Selangor Darul Ehsan, Penerbit Fajar Bakti Sdn. Bhd.4. Kementerian Pendidikan Malaysia (2001). HuraianSukatanPelajaranKimiaTingkatan4. Kuala Lumpur: Pusat Perkembangan Kurikulum.5. Poh Swee Hiang (2005). Pedagogyofscience. Kuala Lumpur: Kumpulan Budiman Sdn Bhd.6. Suzanna, D. and Bransford, J.D. (2005) HowStudentsLearn.ScienceintheClassroom. Washington: The Academic Press.7. Zurida Ismail, Syarifah Norhaidah Syed Idros dan Mohd. Ali Samsudin. (2006) KaedahMengajarSains. Kuala Lumpur: PTS Profesional.

SPPN 2121 PRACTICAL IN CHEMISTRY EDUCATION I

This laboratory-based course is designed to focus on Form 4 secondary school chemistry practical work. Students will be able to manage and plan experiments. Foci are also given on planning and conducting experiment classes, learning and applications of scientific skills and attitudes and scientific values. Students will also be exposed to computer-based experiments (example PASCO) and designing innovative experiments that emphasizes on making conclusions based on available data

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

301

References1. Collete, A.T dan Chiappetta, E.L. (1994). Scienceinstructioninthemiddleandsecondaryschools. Macmillan Publishing: New York.2. Colvill, M dan Pattie, I. (2002). Science skills: the building blocks. AustralianPrimary&JuniorScienceJournal. 18(3): 20-28.3. Fouad Abd. El Khalick dan Lederman, N.G. (2000). Improving science teachers conceptions of nature of science: a critical review of the

literature. InternationalJournalScienceEducation. 22(7): 665-701.4. Martin, R.E., Sexton, C., Wagman, K dan Gerlovich, J. (1994). Teachingscienceforallchildren. Allyn and Bacon: Boston.5. McPerson, G.R. (2001). Teaching and learning the scientific method. TheAmericanBiologyTeacher. 63(4): 242-246.6. Poh, S.H. (2000). Strategipengajaranpembelajaransains. Kumpulan Budiman: Kuala Lumpur.7. Poh, S.H. (2000). Kurikulumsains. Kumpulan Budiman: Kuala Lumpur.8. Proulx, G. (2004). Integrating scientific method and critical thinking in classroom debates on environmental issues. TheAmericanBiology

Teacher. 66(1): 26-33.9. Pasco, (1999). Physics Lab with computers, Volume 1: Teacher's Guide. California: Pasco Scientific10. Pasco, (1999). Physics Lab with computers, Volume 2: Teacher's Guide. California: Pasco Scientific11. Pasco, (1999). Physics Lab with computers, Volume 2: Student workbook. California: Pasco Scientific12. Pasco, (1999). Physics Lab with computers, Volume 1: Student workbook. California: Pasco Scientific13. Electronic Construction from A to Z; http://www.mtechnologies.com/building/atoz.htm.

SPPN 3131 PRACTICAL IN CHEMISTRY EDUCATION II

This course is designed to expose students to Form 5 secondary school chemistry practical works and laboratory techniques. It will emphasize mainly on the hands-on experience in which students are required to carry out experiments in Salt, Redox Reactions, Rates of Reaction, Thermochemistry and Organic Compounds and demonstrate science process skills. Students will be required to design innovative experiments using PASCO that emphasizes on making conclusions based on available data

References1. Chan Yat Wah, Gan Chong Moi, Lai Choi Mee and Hairolhamzi bin Bahroddin (2005). ScienceForm4. Kuala Lumpur: Angsana Press (M) Sdn.

Bhd.2. Chemistry form 4 Text Books3. Gallagher-Bolos, J.A. and Smithenry, D.W. (2010) Teachinginquiry-basedchemistry:creatingastudent-ledscientificcommunities. Michigan:

Heinemann.4. Gilbert, J. (2006) ScienceEducation:Science,EducationandFormalCurriculum. New York: Routledge.5. Karaman, A. (2009) Studentinquiryinscienceeducation. Germany: VDM Verlag.6. Lechtanski, V. L. (2000). Inquiry-basedExperimentsinChemistry. New York; American Society.7. Poh Swee Hiang (2005). Pedagogyofscience. Kuala Lumpur: Kumpulan Budiman Sdn Bhd.

SPPN 4142 CHEMISTRY EDUCATION

This course is divided into two parts. Part I is a discussion on the several current issues (teaching and learning, curriculum, teachers’ development, etc.) and its implication to chemistry education. In Part II, students are required to do a coursework such as project, module, software, academic reports or a small scale research in chemistry education. Students will be able to discuss critically several issues in chemistry teaching and learning and develop some innovative teaching materials for chemistry classes.


302

References1. Barke, H. Hazari, A. dan Yitbarek, S. (2009). MisconceptioninChemistry.Verlag Berlin Heildelberg: Springer2. Chiappetta, E.L. and Thomas R.K. (2010). ScienceInstructionintheMiddleandSecondarySchools. 7th Edition. Singapore: Pearson/Prentice

Hall. 3. Fensham, P.J. Gunstone, R.F. & White, R.T. (1995) TheContentofScience:AConstructiveApproachToItsTeachingandLearning. London:

The Falmer Press. 4. Gallagher, J.J. (2007) TeachingScienceforUnderstanding:APracticalGuideforMiddleandHighSchoolTeachers. Singapore: Pearson/

Allyn & Bacon. 5. Herr, N. (2008) TheSourcebookforTeachingScience. San Francisco: John Wiley6. Kumar, K.S. (2004). MethodsofTeachingChemistry.Darya Ganj: Discovery Publishing7. Trowbridge, L.W. & Bybee, R.W. (2000)TeachingSecondarySchoolScience:StrategiesforDevelopingScientificLiteracy, 7th edition. Merill

Publishing Company.8. Suzanna, D. and Bransford, J.D. (2005) HowStudentsLearn.ScienceintheClassroom. Washington: The Academic Press.9. Students are advised to search the related articles in the following journal: The Science Teacher, Journal of Research in Science Teaching, Journal of Chemical Education, International Journal of Science Education,

Science Education

SPPN 2212 METHODS OF TEACHING PHYSICS

The course will expose students to the philosophy, goal and objectives of physics teaching in line with the requirement of the National Physics Curriculum. It will emphasize on the applications of various teaching-learning models, approaches and techniques based on constructivism. Students will be able to describe clearly the philosophy of physics teaching as outlined in the KBSM document and make a critical analysis of the document to be applied in physics teaching. Students will be required to demonstrate clearly teaching skills, planning, implementation and evaluation as well as diagnosis and remedial works for teaching school physics.

References:1. Mohd Ali Ibrahim (2006). ModulPengajarandanPembelajaranFizik2. Trowbridge, L.W., Bybee, R.W. (1997). BecomingASecondarySchoolScienceTeacher. Columbus, Ohio: Merrill Publishing Company3. Bigge M. L. (1982), LearningTheoriesforTeachers. New York: Harper & Row Publishers 4. Bloom B. S. (1956). TaxonomyofEducationalObjectives,HandbookI:TheCognitiveDomain.New York: David McKay Co Inc. 5. Bloom B. S., Madaus G. F. and Hastings J. T. (1981), EvaluationtoImproveLearning. New York: McGraw Hill Book Co. 6. Fakulti Pendidikan. (2006). PanduanLatihanMengajar.Johor Bahru: UTM7. Hammerman, E. (2006). BecomingABetterScienceTeacher. California: Corwin Press8. Kementerian Pelajaran Malaysia (2000),HuraianSukatanPelajaranFizikTingkatan4dan5, Kuala Lumpur, Pusat Perkembangan Kurikulum.9. Paul Chance (2009) LearningandBehaviour:ActiveLearningEdition. Sixth Edition. Wardsworth Publication.10. Paul D.Eggen, D.P.Kauchak (1996), StrategiesforTeachers, Needham, Allyn & Bacon

SPPN 2221 PRACTICAL IN PHYSICS EDUCATION I

This course is designed to expose students to the skills needed to conduct and teach Form 4 secondary school physics practical works. It focuses on the experiments involving Measuring, Kinematics & Dynamics, Properties of materials, Energy and Optic. Students are required

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

303

to demonstrate correct scientific skills and values, safety measures in laboratory during the process of conducting experiments and design innovative experiments collaboratively.

References:1. Abu Hassan Kassim dan Meor Ibrahim Kamaruddin (2000). PendidikanAmaliSains:KemahiranSaintifik. Johor Bahru: Universiti Teknologi

Malaysia.2. Badariah Hamzah; Cham You, Chang, See Leong; Koay, Kheng Chuan; Yew, Kok Leh (2005). IntegratedCurriculumforSecondarySchools:

PHYSICSForm4PracticalBook . Batu Pahat: Zeti Enterprise3. Lembaga Peperiksaan Malaysia (2004). PanduanPentaksiaranKerjaAmaliFizik:PEKAFizik4531/4. Kuala Lumpur: Kementerian Pelajaran

Malaysia. 4. Pusat Perkembangan Kurikulum (2004). Integrated Curriculum for Secondary Schools Curriculum Specifications: Physics Form 4. Kuala

Lumpur: Dewan Bahasa dan Pustaka.

SPPN 3231 PRACTICAL IN PHYSICS EDUCATION II

This course is designed to expose students to the skills needed to conduct and teach Form 5 secondary school Physics practical works. It focuses on the experiments involving Wave, Electric & Electronic and Magnetic. Foci are also given on planning and conducting experiment classes, learning and applications of scientific skills and attitudes and scientific values. Students will also be exposed to computer-based experiments (example PASCO) and designing innovative experiments that emphasizes on making conclusions based on available data

References1. Abu Hassan Kassim dan Meor Ibrahim kamaruddin (2000). PendidikanAmalisains:KemahiranSaintifik. Johor Bahru: Universiti Teknologi

Malaysia.2. Lee, Krishnaveni dan Nur Wahaya (2006). IntegratedCurriculumforSecondarySchools:PHYSICSForm5PracticalBook . Kajang, Selangor:

Aras Mega (M) Sdn. Bhd3. Lembaga Peperiksaan Malaysia (2004). PanduanPentaksiranKerjaAmaliFizik:PEKAFizik4531/4. Kuala Lumpur: Kementerian Pelajaran

Malaysia. 4. Pusat Perkembangan Kurikulum (2003). HuraianSukatanPelajaranFizikTingkatanV. Kuala Lumpur: Dewan Bahasa dan Pustaka.5. PASCO (1999). Physics Lab with Computers (Vol. 1):Teacher'sGuide. California:PASCO Scientific.

SPPN 4242 PHYSICS EDUCATION

This course is divided into two parts. Part I is a discussion on the several current issues (teaching and learning, curriculum, teachers' development, etc.) and its implication to physics education. In Part II, students are required to do a coursework such as project, module, software, academic reports or a small scale research in physics education. Students will be able to discuss critically several issues in physics teaching and learning and develop some innovative teaching materials for physics classes.


304

References:1. Mohd Ali Ibrahim (2007). ModulPendidikanFizik2. Yap Kueh Chin, Toh Kok Aun, Goh Ngoh Khang (2002). TeachingScienceReadingandResources. Pearson Education Asia, Singapore3. Hammerman, E. (2006). Becoming ABetterScienceTeacher. California: Corwin Press4. Kementerian Pelajaran Malaysia (2000),HuraianSukatanPelajaranFizikTingkatan4dan5, Kuala Lumpur, Pusat Perkembangan Kurikulum.5. Pollard, A. (2006). ReflectiveTeaching. London: Continuum6. Schunk, D.H. (2000). LearningTheories.AnEducationalPerspective, Ed. 5. Ohio: Merill Publishing Company.

SPPN 2312 METHODS OF TEACHING MATHEMATICS

The course will expose students to the philosophy, goal and objectives of mathematics teaching and analysis of National Mathematics Curriculum. It will emphasize on the applications of various teaching-learning models, approaches and techniques. Students will be able to describe clearly the philosophy of mathematics teaching as outlined in the KBSM document and make critical analysis of the document to be applied in mathematics teaching. Students will be required to demonstrate clearly teaching skills, planning, implementation and evaluation as well as diagnosis and remedial works for teaching school mathematics.

References 1. Kementerian Pendidikan Malaysia (2000). HuraianSukatanMatematikTingkatan4, Kuala Lumpur: Pusat Perkembangan Kurikulum.2. Schwieger, R. D (1999).TeachingElementarySchoolMaths-AProblemSolvingApproach. Wardsworth Publishing Company.3. Cifford, S (2005). TeachingMaths3-5, Open University Press.4. Billstein, R; Libeskind, S; Lott, J.W (2007). ProblemSolvingApproachtoMathsforElementaryTeachers; Pearson Education.

SPPN 2332 MATHEMATICS LABORATORY EDUCATION

The subject is designed for students enrolling in mathematics teaching programs with emphasize on how to teach computer-based mathematical experiments. Students will be exposed to the intellectual property law, mathematical experiments using computers to allow them to explore the capabilities of various computer applications and ways to use in teaching and learning mathematics. Students are required to work collaboratively to produce an innovative and creative technology-based teaching activity to enhance the teaching and learning of mathematics.

References 1. Balacheff, N & Kaput, J. J. (1996). Computed-BasedLearningEnvironmentsinMathematics.2. Dalam A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, C. Laborde. InternationalHandbookofMathematicsEducation. Dordrecht: Klumer.

469-501.3. Costello, J. (1991). Teaching&LearningMathematics. 11-16. Routledge.4. http://mathed.utm.my/~zaleha/5. Watt, M. & Watt, Daniel. (1988) TeachingwithLOGO-BuildingBlocksforLearning. Reading: Adison Wesley.6. Zaleha Ismail (2003). Pelaksanaan Pembelajaran Matematik Beramali Melalui Penggunaan Komputer. Konvensyen Aplikasi Teknologi

Maklumat. Melaka.7. Zaleha Ismail (2001). Peranan Alat Penyelesai Masalah Dalam Persekitaran Pembelajaran Matematik Berkomputer. Prosiding Konvensyen

Pendidikan UTM 2000.8. Zaleha Ismail (2000). Rekabentuk Pengajaran Matematik Menengah dalam Persekitaran Perisian LOGO. Buletin Persatuan Pendidikan

Matematik dan Sains Johor.9. Zaleha Ismail (1997). Pembinaan Kefahaman Ke atas persamaan pembeza dalam suasana pembelajaran komputer.Tesis Doktor Falsafah.

Tidak diterbitkan

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

305

SPPN 4342 MATHEMATICS EDUCATION

This course is divided into two parts. Part I is a discussion on the several current issues (teaching and learning, curriculum, teachers’ development, etc.) and its implication to mathematics education. In Part II, students are required to do a coursework such as project, module, software, academic reports or a small scale research in mathematics education. Students will be able to discuss critically several issues in mathematics teaching and learning and develop some innovative teaching materials for mathematics classes.

References1. Prosiding Simposium Kebangsaan Sains Matematik. Anjuran PERSAMA dan FSK, UUM. Alor Setar, 20052. Proceedings International Conference on Science and Mathematics Education. Anjuran FP, UM. Kuala Lumpur, 20033. Proceedings International Conference: The Decidable and the Undecidable in Mathematics Education. Brno, Czech Republic, 20034. Orton, A. & Wain, G. (1994). IssuesinTeachingMathematics. Cassell.London5. English, N.D., Halfoud, G.S (1995). MathematicsEducation:Models&Process. Mahwah, NI; Lawrence Erlbaum Associates.6. ProceedingInternationalSymposiumElementaryMathTeaching, Prague, SEMT 20037. Royer, J.M (2003) MathematicalCognition; Information Age Publishing.8. Clarkson, P., Presmag, N (2008) CriticalIssuesinMathEducation : Springer.

USP 3212 SERVICE LEARNING (SCIENCE/MATHEMATICS EXHIBITION/TUITION)

This course integrates academic classroom curriculum with community service to enrich students learning experience. It provides students the opportunities to render services to the community via their knowledge and skills in science or mathematics education acquired from their respective program through a science or mathematics exhibition or tuition and seminar. Students are required to analyze the educational needs of the society, plan and organize an exhibition or tuition classes and evaluate the processes. They will also organize a small-scaled seminar to present their projects to reflect on the learning and servicing processes.

References:1. Anderson, J. R. (1992). Intelligent tutoring and high school mathematics. LectureNotesinComputerScience, 608, 1-10. 2. Baines, E., Bulling, D. & Williams, C. (2002). Exhibition guide: Summer science exhibition. London: Royal Society.3. Bray, M. (2007). The shadow education system: Private tutoring and its implications for planners (2nd ed.). Paris: UNESCO.4. Bray, M. & Kwok, P. (2003). Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in

Hong Kong.EconomicsofEducationalReview, 22(6), 611-620.5. Czerniak, C. M. & Lumpe, A. T. (1996). Predictors of Science Fair Participation Using the Theory of Planned Behavior. SchoolScienceand

Mathematics, 96(7), 355-361.6. Dang, H. & Rogers, F. H. (2008). The growing phenomenon of private tutoring: Does it deepen human capital, widen inequalities, or waste

resources? TheWorldBankResearchObserver, 23(2), 161-200.7. Davies, S. (2004). School choice by default? Understanding the demand for private tutoring in Canada. AmericanJournalofEducation, 110(3),

DOI: 10.1086/383073.8. DeClue, M. E., Johnson, K., Hendrickson, H. & Keck, P. (2000). Stimulate High School Science Fair Participation by Connecting with a Nearby

College. JournalofChemicalEducation, 77(5), 608-609.9. Gordon, E. E. (1989). Educators'consumerguidetoprivatetutoringservices. Phi Delta Kappa Educational Foundation.10. Falk, J. & Storksdieck, M. (2005). Using the contextual model of learning to understand visitor learning from a science center exhibition. Science

Education, 89, 744-778.


306

11. Hege, H. & Polthier, K. (2000). VisualizationsandmathematicsIII. Germany: Springer-Verlag Berlin Heidelberg.12. Leal, L. C. & Abrantes, P. (1993). Assessment in an innovative curriculum project for mathematics in grades 7-9 in Portugal. In: Niss, M. (ed).

Casesofassessmentinmathematicseducation (pp.173-182). Netherland: Kluwer Academic Publishers.

SSCC 1413 CHEMICAL THERMODYNAMICS

The course provides the concepts and principle of physical chemistry, starting with a brief discussion on gases which include the properties and equation of state of ideal and real gas and continuing with the principle of corresponding states. The next topics will emphasize on Thermodynamics: Basic concepts of thermodynamics - State functions, heat, enthalpy, internal energy, Gibbs free energy, Helmholtz free energy, heat capacity, First, Second and Third Laws of thermodynamics and Zeroth law of thermodynamics. Topics on the Chemical Equilibria will focus on chemical potentials and phase equilibria which include the phase rule and phase diagram of single component system. The final topic will cover Solutions: Compositions, partial molar quantities, ideal solutions, ideally dilute solutions and non ideal solutions

References:1. Atkins, P.W. and de Paula, J. (2007) PhysicalChemistry, 8th. Ed., International Student Edition, Oxford University Press, Oxford, UK. (Required

text).2. Atkins, P.W. (2001) TheElementsofPhysicalChemistry, 3rd. Ed., Oxford University Press, Oxford, UK.3. Silbey, R.J., Alberty, R.A. and Bawendi, M.G. (2004) PhysicalChemistry, 4th Ed., John Wiley & Sons, Inc., New Jersey, U.S.A.4. Thomas Engel and Philip Reid (2006) PhysicalChemistry, Pearson Education, Inc., The Benjamin Cummings Publishing Co, Inc., California,

U.S.A. 5. Mortimer, R. G. (2008) 'PhysicalChemistry,3rdEdition',The Benjamin Cummings Publishing Co, Inc., California, U.S.A.6. Tinaco, I., Sauer, K., Wang, J.C. and J.D. Puglisi, (2002) PhysicalChemistry:PrinciplesandApplications inBiologicalSciences, 4th Ed.,

International Edition, Prentice-Hall, Inc., New Jersey.7. Laidler, K.J. and Meiser, J.H. (1995) KimiaFizik I; Translator: Satapah Ahmad & Mohd. Jain Noordin, Dewan Bahasa dan Pustaka, Kuala

Lumpur.8. Rock, P.A. (2000) TermodinamikKimia; Translator: Halimaton Hamdan & Zaiton Abdul Majid, Universiti Teknologi Malaysia, Johor, Malaysia

SSCC 1603 ORGANIC CHEMISTRY - FUNCTIONAL GROUPS

This course discusses the fundamental concepts of functional groups in organic compounds. These include aliphatic and aromatic hydrocarbons, alcohols, phenols, organohalogen compounds, ethers, epoxides, aldehydes, ketones and carboxylic acids. In each topic, the students will be introduced to the structures of the functional groups and the nomenclatures (common names and IUPAC names). Physical properties, preparations, reactions and visual tests will also be discussed. Inter-conversion of the related functional groups and their reaction mechanisms are also included.

References:1. L.G.Wade Jr.,"OrganicChemistry,6thEd.", Prentice Hall, NJ, USA, 20062. J. McMurray, "OrganicChemistry,7thEd.", Thomson Brooks/Cole, USA, 20083. P.Y. Bruice, "OrganicChemistry,5thEd.", Pearson International Edition, USA, 20074. T.W.G. Solomon and C. B. Fryhle, "OrganicChemistry,9thEd.", John Wiley & Sons, Inc., USA, 20085. G. Smith,"OrganicChemistry", McGraw-Hill Int. Ed., NY, USA, 20066. F. A. Carey, "OrganicChemistry,5thEd.", McGraw Hill, New York, New Jersey, USA, 2006

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

307

SSCC 1703 INORGANIC CHEMISTRY

This course introduces the basic concepts of inorganic chemistry, focusing largely on structure, reactivity and periodicity of inorganic substances of the main group elements. The course also teaches the systematic survey of the descriptive inorganic chemistry of the main group elements, including industrial applications and practical uses of important classes of inorganic compounds.

References:1. Atkins, P, Overton, T., Rouke, J, Weller, M, and Amstrong, F. (2006), "InorganicChemistry, 4Th Edition", Italy: Oxford. (TEXT BOOK).2. Panel Kimia Tak Organik & Organologam, (2000) "KimiaUnsurKumpulanUtama", UTM.3. Addison C. C. , (Editor), (2010), "InorganicChemistryoftheMain-GroupElements (SPR Inorganic Chemistry of the Main-Group Elements",

Royal Society of Chemistry.4. C. Housecroft and A. G. Sharpe, (2007), InorganicChemistry 3rd Edition, Prentice Hall.5. Rayner-Canham; G. and Tina Overton, (2006) "DescriptiveInorganicChemistry" New York : W.H. Freeman & Com.6. Mackay R. A. and Handerson W., (2002), "IntroductiontoModernInorganicChemistry, 6th Edition", CRC Press.7. Liptrot, G.F. (1992) "ModernInorganicChemistry,4Th Ed.", London : Bell & Hyman

SSCC 1821 ORGANIC CHEMISTRY PRACTICAL I

This course comprises several laboratory experiments related to organic chemistry. Emphasis is on the basic skills of recrystallization, extraction, separation, reflux and distillation. Upon completion, students should be able to assemble and use basic apparatus for experimental organic chemistry and present scientific data in a clear and logical way and produce a scientific report of their work

References1. J.C. Gilbert, ExperimentalOrganicChemistry:AMiniscaleandMicroscaleApproach, Cengage Learning, 2006.2. A.M. Schoffstall, MicroscaleandMiniscaleOrganicChemistryLaboratoryExperiments, 2nd Edition, McGraw Hill Education, 2004.3. F. A. Bettleheim and J. M. Landesberg, LaboratoryExperimentsforGeneral,Organic,andBiochemistry 6th Edition, Brooks Cole, 2006.4. J. Leonard, B. Lygo and G. Procter, AdvancedPracticalOrganicChemistry, 2nd Edition, Chapman & Hall, 2001.

SSCC 1841 PHYSICAL CHEMISTRY PRACTICAL I

This course is design to increase and strengthen students' understanding on the concepts and principles in Chemical Thermodynamics through experiments conducted in the laboratory. The experiments selected for the course illustrate concepts explored in the Chemical Thermodynamics lecture, enable students to test the relation of theories with experiments, learn experimental methods used by physical chemist, develop laboratory skills and the ability to work independently, learn how to effectively present scientific results and appreciate the limitations inherent in both theoretical treatments and experimental measurements.

References1. Atkins, P.W. and de Paula, J. (2002) PhysicalChemistry, 7th. Ed., International Student Edition, OUP, Oxford, UK. (Required text) 2. Atkins, P.W. and dePaula J. (2009) TheElementsofPhysicalChemistry, 9th. Ed., OUP, Oxford, UK.3. Atkins, P.W. (2005) TheElementsofPhysicalChemistry, 4th. Ed., OUP, Oxford, UK.4. Silbey, R.J., Alberty, R.A. and Bawendi, M.G. (2004) PhysicalChemistry, 4th Ed., John Wiley & Sons, Inc., New Jersey, U.S.A.


308

5. Thomas Engel and Philip Reid (2006) PhysicalChemistry, Pearson Education, Inc., The Benjamin Cummings Pub. Co, Inc., California, U.S.A. 6. Mortimer, R. G. (2008) PhysicalChemistry, The Benjamin Cummings Pub. Co, Inc., California, U.S.A. 7. Neal Lerner EdD, (2010), "TheIeaofWritingLaboratory", Southern Illinois University Press.8. Tinaco, I., Sauer, K., Wang, J.C. and J.D. Puglisi, (2002)PhysicalChemistry:PrinciplesandApplications inBiologicalSciences, 4th Ed.,

International Edition, Prentice-Hall, Inc., New Jersey.

SSCC 1851 INORGANIC CHEMISTRY PRACTICAL I

This course introduces the basic concepts and skills in inorganic chemistry practical. The experiments are focused on physicochemical properties of elements and compounds of Group IA, Group IIA, Aluminium, Nitrogen, Sulphur and Halogen. This course also exposes students to basic skill of handling chemicals and preparing solution.

References1. J. D. Woolins (Editor), (2010), InorganicExperiments, 3rd ed. Wiley-VCH.2. ELB (1985), ModernInorganicChemistry, 4th ed. :ELBS3. Panel Kiimia Tak Organik & Organologam, (2000)KimiaUnsurKumpulanUtama , UTM4. Cotton, F. A., Wilkinson, G. and Gaus, P. L. (1994)"BasicInorganicChemistry",.3rded. John Wiley & Sons.5. Rodgers, G. E. (1994) "IntroductiontoCoordination,SolidState,andDescriptiveInorganicChemistry", McGraw-Hill International Editions6. Atkin, P., Overton, T., Rourke,J., Weller, M. and Amstrong F. (2006)InorganicChemistry, 4th Ed. Italy: Oxford.

SSCC 2243 PRINCIPLES OF ANALYTICAL CHEMISTRY

This course provides a basic introduction to quantitative chemical analysis, with emphasis on wet chemical methods. Topics include introduction to analytical chemistry, sampling, sample preparation, data analysis and method validation, gravimetric analysis and volumetric analysis.

References 1. On-line lecture notes and power point slides (UTM e-learning site at http://elearning.utm.my 2. Mohd Marsin Sanagi, Azli Sulaiman and Wan Aini Wan Ibrahim, "PrinciplesofChemicalAnalysis", Department of Chemistry, UTM, 2004.3. G. D. Christian, "AnalyticalChemistry", 6th edn., Wiley International Edition, 2004.4. D. Harvey, "ModernAnalyticalChemistry", 2nd. Ed. McGraw-Hill, 2000.5. F. Rubinson and K.A. Rubinson, "ContemporaryChemicalAnalysis", New Jersey, Prentice-Hall, 1998.6. D. A. Skoog, D. M. West, F. J. Holler and S. R. Crouch, "FundamentalofAnalyticalChemistry,8thEdition", Brooks Cole, 2003.7. D. A. Skoog and D. M. West, "AnalyticalChemistry", 5th edn., Philadelphia, Saunders College, 1986.8. R. A. Day and A. L. Underwood, "QuantitativeAnalysis", 6th edn., New Jersey, Prentice Hall, 1991.9. R. Kelner, Jean-Michel Mernet, M. Otto, and M. Valcarcel, "AnalyticalChemistry:AModernApproach toAnalyticalScience", Wiley-VCH,

2004.10. Internet on-line resources 11. On-line Journals in Analytical Chemistry (Analytica Chimica Acta, Analytical Chemistry, Analyst, Journal of the Association of Official Analytical

Chemists, Analytical Chemistry, etc)

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

309

SSCC 2453 CHEMICAL KINETICS & ELECTROCHEMISTRY

This course presents the fundamental concept and the application of chemical kinetics and electrochemistry. The chemical kinetics study includes rate and mechanism of reactions, orders of reactions, rate laws and the comparison of theories with experiments for simple gas reactions, reactions in solution, complex reactions, homogeneous catalysis, chain reactions and rapid reactions. While electrochemistry includes the electrolyte conductivity, theory on conductivity, activity, transport numbers, electrochemical cells and electrode processes and kinetics

References:1. Atkins, P.W. and de Paula, J. (2007) PhysicalChemistry, 8th. Ed., International Student Edition, Oxford University Press, Oxford, UK. 2. Atkins, P.W. (2001) TheElementsofPhysicalChemistry, 3rd. Ed., Oxford University Press, Oxford, UK.3. Silbey, R.J., Alberty, R.A. and Bawendi, M.G. (2004) PhysicalChemistry, 4th Ed., Wiley International Ed., John Wiley & Sons, Inc., New Jersey,

U.S.A.4. Levine , I. N. (2003) PhysicalChemistry, 5th Ed. Mc Graw-Hill, International Ed. Singapore.5. Davis M. E. and Davis R.J. (2002) FundamentalofChemicalReactionEngineering, Mc Graw-Hill, USA.6. Laidler, K.J. and Meiser, J.H. (1995) KimiaFizik I;Translator: Satapah Ahmad & Mohd. Jain Noordin, Dewan Bahasa dan Pustaka, Kuala

Lumpur, Malaysia7. House, J. E.(1997), PrinciplesofChemicalkinetics, Wm. C. Brown Publishers, USA.8. Mortimer, R. G. (1993) PhysicalChemistry, The Benjamin/Cummings Publishing Co, Inc., California, U.S.A. 9. Bard, A. J. and Faulkner, L. R.(1980) ElectrochemicalMethods,FundamentalsandApplications, John Wiley & Sons Inc. New York, USA.10. Fried,V., Daniels, D.J. and Blukis, U.(1977) PhysicalChemistry ,MacMillan Publishing Co. Inc, New York, USA

SSCC 2613 BIOMOLECULES

This course introduces the classifications, synthesis and reactions of biomolecules such as carbohydrates, peptides, proteins and lipids. It will also emphasize on the three-dimensioal structures and fundamental concepts of stereochemistry. Infrared spectroscopy is included as a technique in characterising the functional groups of compounds.

References:1. L. G. Wade, Jr., OrganicChemisry, 7th Edition, Prentice Hall, NJ, USA, 2006.2. J. G. Smith, OrganicChemistry, McGraw-Hill Int.,NY, USA, 2006.3. T. W. G. Solomon and C. B. Fryhle, OrganicChemistry, 9th Edition, John Wiley & Sons, Inc., USA, 2006. 4. F. A. Carey and R. J. Sundberg, AdvancedOrganicChemistry:PartA:StructureandMechanisms, 5th Edition, Springer, 2007; Part B: Reactions

and Synthesis.5. F. Carey and R. Giuliano, OrganicChemistry8th Edition, McGraw-Hill. 2010.6. P. Y. Bruice, OrganicChemistry, 4th Edition, Pearson Prentice Hall, NJ, USA, 2006

SSCC 2713 COORDINATION CHEMISTRY

This course introduces the different types of ligands used in coordination chemistry and how their different modes of coordination lead to isomerism. The systematic way of naming metal complexes will be outlined. The different ideas on bonding in metal complexes will be discussed and this will help students to understand the advantages and limitations of each theory. The substitution mechanistic pathways of metal complexes and its kinetics and how this mechanism is determined experimentally are illustrated. The electronic spectra and colour properties of the metal complexes will be explained. Spectroscopic characterization techniques of coordination compounds are also covered


310

References:1. Rusmidah Ali, Mohd Nordin Garif, Mustaffa Shamsuddin, Razak Ali, Wan Azelee Wan Abu Bakar, Zainab Ramli, Abdull Rahim Mohd Yusoff and

Nor Aziah Buang, CoordinationChemistry, 2009, Dept of Chemistry, UTM. (Text Book).2. D. Shriver and P. Atkins, InorganicChemistry, 5th Edition. W. H. Freeman. 2009.3. Catherine E. Housecroft and Alan G. Sharpe,InorganicChemistry, 3rd Edition, Pearson Education Limited, 2008.4. Gary L. Miessler and Donald A Tarr, InorganicChemistry, 3rd Edition, Pearson Prentice Hall, 2004.5. David Nicholls,"ComplexesandFirstRowTransitionElements" The Mac Millan Press Ltd. 19796. K.F. Furcell and J.C. Kotz, "InorganicChemistry"Holt-Saunders Int. Ed 1977

SSCC 2861 ANALYTICAL CHEMISTRY PRACTICAL I

The subject introduces students to Good Laboratory Practices in classical (wet chemistry) methods. Experiments are designed to complement the topics covered in Fundamentals of Analytical Chemistry (SSC 2203), which include gravimetric and volumetric techniques. Part of the course consists of a short laboratory project.

References:1. Lecture notes for SSC 2203 at Http://elearning.utm.my2. Analytical Chemistry Practical I, Laboratory Manual, Department of Chemistry, Faculty of Science, UTM, Skudai.3. Analytical Chemistry Practical I, Laboratory Manual, Department of Chemistry, Faculty of Science, UTM, Skudai.4. Mohd Marsin Sanagi, Azli Sulaiman and Wan Aini Wan Ibrahim, (2004), PrinciplesofChemicalAnalysis. Skudai: UTM.5. Christian, G. D., (2004), AnalyticalChemistry, 6th Ed., New York: Wiley International Edition.6. Harvey, D., (2000), ModernAnalyticalChemistry, 2nd. Ed., New York: McGraw-Hill.7. Skoog, D. A., West, D. M., Holler, F. J. and S. R. Crouh, (2003), FundamentalsofAnalyticalChemistry, 8th ed., Brooks Cole.8. Journals in Analytical Chemistry: Analytical Chimica Acta, Analytical Chemistry, Analytical Communications, Analyst, Journal of the Association

of Official Analytical Chemists, Talanta, Journal of Chromatography, Journal of Chromatographic Science, Trends in Analytical Chemistry.

SSCC 3233 INSTRUMENTAL ANALYSIS

This course introduces the principles, instrumentation, and application of chromatographic, spectroscopic and electrochemical methods used in analytical chemistry. Emphasis is on the high performance liquid chromatography, gas chromatography, ultraviolet-visible spectroscopy, atomic absorption and atomic emission spectroscopy, mass spectrometry, polarographic and voltammetric methods.

References:1. D. A. Skoog, F. J. Holler, and S. R. Crouch, "PrinciplesofInstrumentalAnalysis", 6th edn., Thompson, Brooks/Cole, 2007.2. G. D. Christian,"AnalyticalChemistry", 6th edn., Wiley International Edition, 2004.3. D. Harvey,"ModernAnalyticalChemistry", 2nd. Ed. McGraw-Hill, 2000.4. J. W. Robinson, E. M. Skelly Frame, G. M. Frame II, UndergraduateInstrumentalAnalysis 6th Edition, CRC ress, 2004.5. F. Rubinson and K.A. Rubinson,"ContemporaryChemicalAnalysis", New Jersey, Prentice-Hall, 1998.6. R. A. Day and A. L. Underwood, "QuantitativeAnalysis", 6th edn., New Jersey, Prentice Hall, 1991.7. http://elearning.utm.my8. Journals in Analytical Chemistry such as: Anal.Chim.Acta;Anal.Chem.;Anal.Communications;Analyst,J.Assoc.Off.Anal.Chem.;Talanta;

J.Chromatogr.A;J.Chromatog.Sc.;TrendinAnal.Chem.

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

311

SSCC 3423 INDUSTRIAL CHEMICAL PROCESS

This course is designed to discuss the basic principles involved in chemical industrial processes. It involves dimension analysis, material and energy balances, basic unit operations, basic separation processes and process controll. Dimension analysis stresses on the basic units, dimensions, conversions of units which usually applied in scientific and engineering calculations. Material and energy balances discuss the fundamentals of material and energy balances calculations in non-reactive and reactive systems as well as recycle, by pass and purge on chemical process. Basic unit operations and separation processes include type of reactors, heat exchanger, distillation, absorption and filtration processes. Process controll discuss the process flow, flow-diagram and automation on chemical industries.

References:1. PrinciplesofIndustrialChemistry, Chris A. Clausen III and Guy Mattson, John Wiley & Sons, 1991.2. ElementaryPrinciplesofChemicalProcesses, 2nd Ed. Richard M. Felder and Ronald W. Rousseau, John Wiley, 1986.3. Shreve'sChemicalProcessIndustries, 5th Ed. George T. Austin, McGraw Hill Intl. Edn., 1984.4. BasicPrinciplesandCalculationinChemicalEngineering, Himmelblau, D. M and Riggs, J. B., Prentice Hall (6th, 7th edition). 5. ElementsofChemicalReactionEngineering, 3rd. edition, Fogler, H. C., Prentice Hall, 1999.6. TheEngineeringofChemicalReactions,Schmidt, L. D., Oxford University Press, 2nd. edition, 2005.

SSCC 4223 ENVIRONMENTAL SCIENCE

The subject will focus on the fundamental concepts of environmental studies and sustainability. Emphasis will be given on sustaining the ecosystem, biodiversity, natural resources and environmental quality. Awareness and practical application of green technology will also be discussed.

References:1. On-line lecture notes and power point slides (UTM e-learning site at http://elearning.utm.my)2. Miller, G. T and Spoolman, S. (2008). Environmental Science. Brooks/Cole, Canada 3. Manahan, S.E. (2006)GreenChemistry and theTenCommandments ofSustainability, ChemChar Research, Inc Publishers, 2nd Edition

Columbia, Missouri4. Miller, G.T. (2003) LivingInTheEnvironment, Wadsworth, 15th Edition, California5. Williams, I. (2005) EnvironmentalChemistry,AModularApproach, John Wiley and Sons, Ltd.6. Spiro. G.T. and Stigliani, W.M. (2003) ChemistryofTheEnvironment, 2nd Edition, Prentice Hall7. VanLoon, G.W. and Duffy, S.J. (2000) EnvironmentalChemistry,AGlobalPerspective, Oxford university Press8. Internet on-line resources 9. On-line Journals in Analytical Chemistry (Analytica Chimica Acta, Analytical Chemistry, Analyst, Journal of the Association of Official Analytical

Chemists, Journal of Chromatography, Journal of Chromatographic Science, Trends in Analytical Chemistry, etc)

SSCC 4293 RADIOANALYTICAL CHEMISTRY

The subject focussed on the fundamentals of nuclear structure and physico-chemical properties in radioactivity and the mass-energy relationship presented in this course include binding energy, nuclear reactions - energetic of nuclear reactions, cross-section and types of reactions. Radioactivity phenomena as explained in rates of nuclear decay, determination of half lives and growth of radioactive products are covered. Quantitative aspect of this course will be discussed under units of radioactivity, detection of radiation and instrumentation in radiochemistry. The study of the interaction of radiation with matter. Basic principles of nuclear reactors are also presented along with applications of radionuclides in chemistry and other related areas. Some aspects of nuclear energy generation, nuclear fuel reprocessing and nuclear waste disposal will also be discussed.


312

References:1. G. Friedlander, J.W. Kennedy, J.M. Miller, NuclearandRadiochemistry, 2nd.Ed. John Wiley & Sons Inc., New York, (1964).2. G.R. Choppin, J. Rydberg, Nuclear Chemistry : TheoryandApplications, 1st.Ed., Pergamon Press (UK), (1980).3. H.A.C. McKay,PrinciplesofRadiochemistry, Butterworths, London (1971).4. William D. Ehmann & Diane E. Vance, RadiochemistryandNuclearMethodsofAnalysis, John Wiley & Sons, Inc., New York, (1991).5. Lecture notes on the internet: http://elearning.utm.my

SSCC 4683 BIOTECHNOLOGY

This course aims to give students an understanding of the multidisciplinary nature of biotechnology and the basic principles involved. It includes understanding of microbiology, biochemistry and simple engineering aspects of scale-up bioprocesses. The course mainly focuses on industrial and environmental aspects of biotechnology and applications of biotechnology in the environment: bioremediation; sewage and wastewater treatment processes and bioleaching. Topics such as cloning, stem cells technology or any other current topic is included as a special topic of interest.

References:1. UnderstandingBiotechnology-Anintergratedandcyber-basedapproach, 2004, George Acquaah, Pearson, New Jersey.2. Thieman, W.J., and Palladino, M.A., 2004,IntroductiontoBiotechnology, Pearson, San Francisco.3. Madigan, M.T., Martinko, J. M., and Parker, J., 1997,BrockBiologyofMicroorganisms, 8th Edition, Prentice Hall International Inc. New Jersey,

USA4. Barnum, S.R. 2005. Biotechnology:AnIntroduction. Thomson Learning. USA.

SSCP 1143 MECHANICS

This course mainly discusses motion of a body or a system. Beginning with the basic and derived physical quantities and vector as mathematical tool, various types of motion such linear, free-fall, projectile, circular, rotational and simple harmonic motions are described. Other topics such as equilibrium, elasticity, gravitation and fluids mechanics illustrate the application of a body in motion under the influence of a force.

References:1. Young and Freedman, SearsandZemansky'sUniversityPhysics(withModernPhysics), Pearson Int. Edition, 12th Edition.19992. James S.Walker, PHYSICS, Second Edition., Pearson and Prentice Hall.20093. Fishbane, Gasiorowicz & Thornton, PHYSICSFORSCIENTISTS&ENGINEERS, Extended Version, Prentice Hall. 20044. Giambattista, Richardson and Richardson, PHYSICS, 2nd Edition, McGraw Hill. 20085. Halliday Resnick & Walker,FUNDAMENTALSOFPHYSICS, Eighth Edition, Wiley. 2008

SSCP 1153 ELECTRIC & MAGNETISM

The course examines the force of electromagnetism, which encompasses both electricity and magnetism. It includes the exploration of some electromagnetic phenomena. It begins by examining the nature of electric charge and then a discussion of interaction of electric charges at rest. It then study about charges in motion particularly electric circuit. lt continues into the study of magnetic interaction how moving charges and currents responds to magnetic field. The principle of electromagnetic induction and how resistors, inductors and capacitors behave in ac circuits

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

313

is discussed. The understanding the electrical energy-conversion devices such as motors, generators and transformers are also discussed. Finally the study of the four fundamental equations that completely described both electricity and magnetism.

References:1. Freedman and Young, UniversityPhysics 12th ed., Pearson-Addison Wesely 20082. Halliday, Resnick and Walker: FundamentalofPhysics 8th Ed. John Wiley & Sons. 20083. Sears,ZemanskyandYoung, University Physics, 12th Ed19994. Knight, R.D., PhysicForScientistandEngineer, 6 th edition, Addison Wesley. 2003

SSCP 1163 SOUND, WAVE & OPTICS

The course starts with introduction to the concept sound, how it is produced, its characteristics, intensity & quality as well as the interference of sound which will be applied to modern sound devices. Finally, emphasize on optics on its dual properties. These will be inseminated in the phenomenon of interference and diffraction of light and its modern-day applications. In general, the course provides the basic concepts of sound and optics

References:1. Young and Freedman, UNIVERSITYPHYSICS, Pearson Int. Edition, 12th Edition.20082. D.C.Giancoli, PHYSICSFORSCIENTISTS&ENGINEERS, Pearson Education International.19953. R.d. Knight, PHYSICS FOR SCIENTISTS & ENGINEERS- A STRATEGIC APPROACH(with modern physics) , Pearson International

Edition.20034. James S.Walker, PHYSICS, Second Edition., Pearson and Prentice Hall.20005. Halliday Resnick & Walker, FUNDAMENTALSOFPHYSICS, Eighth Edition, Wiley.2008

SSCP 1223 MODERN PHYSICS

The course begins with a brief discussion on the nature of science in the quest of better understandings of the natural phenomena ’ highlighting the dilemmas and failures of classical physics in the face of some landmark experiments and discoveries, which gave the impetus to new ideas and paradigm shift into the modern physics. Finally, formalities of quantum mechanics is introduced by discussing the 1-D time independent Schrodinger equation (TISE), applied to an idealised infinite square potential well.

References:1. Abdul Rashid Abdul Rahman, Lecture Notes on Modern Physics (Can be downloaded to pendrives, or sent via e-mail)2. J. R. Taylor, C.D. Zafaritos, M.A. Dubson, Modern Physics for Scientist and Engineers (2nd Ed, 2004)3. D. Halliday, R.Resnick, J.Walker, FundamentalsofPhysics (6th or 7th Ed, 2005)4. F.J. Keller, W.E.Gettys, M.J.Skove, Physics:ClassicalandModern, 2nd Ed 19935. H.D.Young, R.A.Freedman, UniversityPhysics-SearsandZemansky's, 12th Ed 2008


314

SSCP 1811 - PHYSICS PRACTICAL I

Students perform experiments related to physics of mechanics, electricity and magnetism and wave optics. These experiments can be performed either individually or in pairs. At the end of the experiments, students present technical reports which describe the experiment, the analysis and the findings. Upon completion, the students should have the ability to handle the instrumentations and relate the experiments to the theories learned in Physics I, perform experimental analysis on the laboratory works and write technical reports.

References:1. Halliday, Resnick and Walker; FundamentalsofPhysics; John Wiley and Sons, Inc.20082. Cutnell and Johnson;Physics; 6 Edition, John Wiley and Sons, Inc.20043. Sears, Zemansky and Young, UniversityPhysics. Pearson Int. Edition, 12th Edition 19994. S.T.P.M or Pre-University books

SSCP 1821 PHYSICS PRACTICAL II

Students perform experiments related to the physics of thermodynamics, optics, modern physics and electronics. These experiments will be performed either in a group or individually. At the end of each experiment the student present a technical report which describes the experiment, the analysis and the findings. Upon completion, the students should have the ability to handle the instrumentations and relate the experiments to the theories learned in Physics II, perform experimental analysis on the laboratory works and write technical reports

References:1. Halliday, Resnick and Walker; FundamentalsofPhysics; John Wiley and Sons, Inc.20082. Cutnell and Johnson;Physics; 6 Edition, John Wiley and Sons, Inc.20043. Sears, Zemansky and Young, UniversityPhysics. Pearson Int. Edition, 12th Edition 19994. S.T.P.M or Pre-University books

SSCP 2113 THERMODYNAMICS

The course starts with discussions on basic concepts of thermodynamics, thermodynamic properties of materials and thermodynamic processes. The next topics will emphasize on energy transfer and energy analysis of systems and processes using the explained first and second laws of thermodynamics. The principles of gas power and refrigeration cycles are also briefly highlighted. In general, the course provides on the basic concepts of thermodynamics and it applications in conservation and utilisation of energy as well as in automobile industry.

References:1. Y.A. Cengel & M.A. Boles, Thermodynamics,AnEngineeringApproach, Sixth edition, McGraw-Hill,2007.2. Sonntag/Van Wylen, IntroductiontoThermodynamics, J.Wiley & Sons,1991.3. T. Engel & P. Reid, Thermodynamics,StatisticalThermodynamics, and Kinetics, 2006.4. M.J.Moran & H.N. Shapiro, FundamentalsofEngineeringThermodynamics, 5th Edition, J.Wiley & Sons, 2004.5. Mohd Kamal Ariffin, TermodinamikAsas, Penerbit UTM, 2005.6. McGraw-Hill online learning center.http://highered.mcgrawh ill.com/sites/0072383321/student_view0/

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

315

SSCP 2213 NUCLEAR PHYSICS

The course introduces to some major concepts and theories of nuclear physics. The course begins with understanding the basic knowledge of the constituents of nucleus and the properties of nuclear forces. The next topic of the course is introducing the radiation sources and the types of ionizing radiations. Nuclear decay process and the properties of ionizing radiations will be discussed in this topic. The interactions of nuclear radiations with mater and mechanism of nuclear reaction are also covered in this subject. The next topic is providing the students knowledge with some basic concept on radioactivity including radioactive decay law, radioactive decay series and radioactive equilibriums. Some nuclear models such as liquid drop model, shell model and optical model of the nucleus will be introduced at the end of the subject. In general, the course provides a basic concept of interaction processes of nuclear radiation in order to widening the appreciation of nuclear physics to the students.

References:1. Husin Wagiran, Fizik Nukleus dan Keradioaktifan, 2007 - Modul.2. Lecture Notes

SSCP 2313 BASIC ELECTRONICS

The course starts with introduction to electronic components, circuit building and basic measurement of signal. Various circuit theory analysis such as Superposition principle, mesh current analysis, Thevenin and Norton theorem are taught. DC and AC circuit analysis and the use of semiconductor devices such as diodes and transistors are discussed. The hybrid h and phi small signal models for transistor are emphasized. Next the small signal amplifiers, power amplifiers, differential amplifier are constructed for better understanding and practical experience. In general, the course provides good balance between theoretical and practical works on electronic circuits and its everyday applications.

References:1. PrinciplesofElectricCircuits, 8th edition, Thomas L. Floyd, Prentice Hall.20092. ElectronicDevices, 8th edition, Thomas L. Floyd, Prentice Hall.20083. ElektronikAsas, Jilid I dan II, Ahmad Radzi Mat Isa, UTM 2007 4. ElectricCircuits- T.F. Bogart, McGraw Hill. 20085. Schaum'sOutlineSeriesonElectricCircuits - J.A. Edminister, McGraw Hill 19836. ElectronicsPrinciples- A. P Malvino, McGraw Hill 1998

SSCP 2413 SOLID STATE PHYSICS

Students perform experiments related to physics of mechanics, electricity and magnetism and wave optics. These experiments can be performed either individually or in pairs. At the end of the experiments, students present technical reports which describe the experiment, the analysis and the findings. Upon completion, the students should have the ability to handle the instrumentations and relate the experiments to the theories learned in Physics I, perform experimental analysis on the laboratory works and write technical reports.

References:1. FizikKeadaanPepejal:HablurdanFonon, Abd. Rani Abd. Hamid, Penerbit UTM.19962. IntroductiontoSolidStatePhysics, C. Kittel, Willey, 19953. SolidStatePhysics, G Burns, Academic Press 19854. SolidStatePhysics, NW Ashcroft & ND Mermin, Brooks Cole,19765. ElectronsinMetalsandSemiconductors, RG Chambers, Springer, 1990


316

SSCP 2613 MATHEMATICAL PHYSICS

The main aim of the course is to provide physics students with mathematical treatment of a range of fundamental topics in physics. The course content consists of vector analysis, vector calculus, complex variable, matrices, ordinary and partial differential equations, and Fourier series. The course thus consolidates and integrates Mathematics and Physics, and helps to overcome some of the difficulties which associated with the interface between the two subjects.

References:1. Murray R Spiegel, VectorAnalysis,Schaum-OutlineSeries, McGraw Hill, 19742. Robert C Wrede and Murray Spiegel, AdvancedCalculus, Schaum's Outline Series, McGraw Hill, 20033. Abd Wahid Md Raji, Hamisan Rahmat, Ismail Kamis, Mohd Nor Mohamad and Ong Chee Tiong, CalculusforScienceandEngineeringStudents,

UTM & KUTTHO, 20034. Md Rahim Sahar, PengenalanFizikMatematik, Penerbit UTM, 1998

SSCP 2811 PHYSICS PRACTICAL III

Students perform experiments related to materials science, advanced electronics, laser/optics and nuclear physics. These experiments will be conducted in group of two or three students. At the end of each experiment the group prepares a technical report which contains the experimental procedure, detailed data analysis, discussion on the findings, and the conclusions. Upon completion, the student should have the ability to relate the experiments to the physical principles learned in relevant courses in materials science, advanced electronics, laser/optics and nuclear physics, perform experimental analysis on the laboratory works and write technical reports.

References:1. Year 2 Physics Laboratory Manual (Semester I)2. Albert Malvino; ElectronicPrinciples, 6th Edition; Glencoe McGraw-Hill, 19983. Simon M Sze; SemiconductorDevices:PhysicsandTechnology, 2nd Edition; John Wiley-interscience, 19814. James Mannie Shuler; UnderstandingRadiationScience:BasicNuclearandHealthPhysics; Universal Publisher, 20065. Dieter Meschede; Optics,LightandLasers:ThePracticalApproachtoModernAspectsofPhotonicsandLaserPhysics; Wiley-VCH, 2004

SSCP 2821 PHYSICS PRACTICAL IV

Students perform experiments related to materials science, advanced electronics, laser/optics and nuclear physics. These experiments will be conducted in group of two or three students. At the end of each experiment the group prepares a technical report which contains the experimental procedure, detailed data analysis, discussion on the findings, and the conclusions. Upon completion, the student should have the ability to relate the experiments to the physical principles learned in relevant courses in materials science, advanced electronics, laser/optics and nuclear physics, perform experimental analysis on the laboratory works and write technical reports.

References:1. Halliday, Resnick and Walker; FundamentalsofPhysics; 8th edition, John Wiley and Sons, Inc.20082. Cutnell and Johnson; Physics; 6th Edition, John Wiley and Sons, Inc. 20043. Sears, Zemansky and Young, UniversityPhysics, 12th Edition, Pearson, 1999

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

317

SSCP 3113 ELECTROMAGNETISM

Introduces the vector and calculus approaches in understanding various laws and principles of electromagnetism-and time independent Maxwell’s equations. The course will also describe the time varying electromagnetic fields and it physical principles in various applications.

References:1. Lorrain - Carson: --ElectromagneticFieldsandWaves, Dover Publication, 19802. Edminister-TheoryandProblemsinElectromagnetic, 2nd Edition, Schaum's series, McGraw Hill. 19833. Halliday, Resnick and Walker,--FundamentalofPhysics , 7th ed.,John Willey. 20084. Freedman & Young, UniversityPhysics, 12th Edition, Pearson .20085. Krauss - Electromagnetic; 4th. Edition, Krauss Publication, 2006

SSCP 3323 ADVANCED ELECTRONICS

The course begins with discussion of operational amplifier (OPAMP) and its applications such as summing and differential amplifiers, differentiator/integrator, and active filters. Sensors and amplification of signals are introduced. Basic concepts and principles of digital circuits; number codes and number system, Boolean algebra, logic gates, Karnaugh maps, IC specification and interfacing, encoding and decoding, flip-flops, counters, shift registers and digital arithmetic circuits are also discussed. Finally analogue to digital and digital to analogue conversion are covered. In general, the course will be conducted by lectures and hands-on to provide students with sound basic concepts and practical experience in advanced analogue and digital electronics.

References:1. Tokheim L. T,DigitalElectronics, McGraw Hill, Sixth edition 2006. (Text for digital part)2. Malvino A. P, ElectronicsPrinciples, McGraw Hill, Fifth edition 1993.3. Bogart T. F, Beasley J. S, Rico G, ElectronicsDevicesandCircuts, Pearson Prentice Hall, Sixth edition 2004.4. Neamen D. A, MicroelectronicsCircuitAnalysisandDesign, McGraw Hill, Third edition 2007.

SSCP 3343 INSTRUMENTATION AND DATA ACQUISITION

The course consists of two parts: The first part begins with a review of basic elements in measurement systems; sensing element, signal conditioning, signal processing and signal presentation. The instrument's classification, errors in measurement, static and dynamic characteristics of instrument and calibration will also be introduced. Next, the physical quantity measurement which includes displacement, velocity and acceleration for translational and rotational motion, force and torque, low, medium and high pressure, temperature and other physical quantities, such as flow, level, humidity and electrical quantities are discussed. The second part of this course introduces basic concepts and techniques for interfacing a microcontroller to external devices for data collection and process control and developing the related software required. This includes transferring and converting analogue variables into the digital form needed for processing. It is aimed at students interested in data acquisition and real-time control systems. In general, the course provides on the general concepts of measurement system technology and physical quantities measurement technique.

References:1. M.J. Usher, SensorandTransducer, Macmillan, 1985 2. E.O. Doebelin,MeasurementSystemApplicationandDesign, McGraw Hill, 1990.3. Ahmad Radzi Mat Isa,AsasInstrumentasidanPengukuran, Penerbit UTM, 2001


318

SSCM 1023 MATHEMATICAL METHODS I

The course revises and extends Matriculation and STPM topics such as differentiation and integration and includes topics such as complex numbers and differential equations, which may be new to many students. Topics covered include parametric equations, functions, polar coordinates, vectors, and complex numbers. Students will learn how to define functions, and plot the graphs, using the Cartesian as well as polar coordinates; solve problems involving complex numbers and vectors. Additional topics include limits and continuity, differentiation techniques and its applications, integration techniques including improper integrals. Upon completion, the students would have acquired some quite powerful tools of analysis. This is also an introductory course on differential equations. Topic includes first order ordinary differential equations (ODEs). Students will learn how to classify and solve first order ODEs.

References 1. Nagel, R.K, Saff, E.B. and Snider, A.D. (2008). FundamentalsofDifferentialEquations, 7th ed., Pearson Education, London.2. Stroud K.A (1996). AdvancedEngineeringMathematics; MacMillan Ltd.3. Kreyzig, Erwin (1993). AdvancedEngineeringMathematics, John Wiley, New York (TA 330 K7 1993)4. G.L Breadley & K.J. Smith (1995), Calculus, Prentice Hall Int. Inc.5. G. L Thomas & K.J Finney (1996), CalculuswithAnalyticGeometry, Prentice Hall Int. Inc.6. Smith, R. T & Minton, R. B. (2007), Calculus : Earlytranscendentalfunctions:Multivariable, McGraw-Hill Higher Education, Boston. QA303.2

S646

SSCM 1033 MATHEMATICAL METHODS II

This course continues and extends the techniques introduced in Mathematical Methods I, with further differential equations and calculus of multivariable functions. Topics include linear second order ODEs with constant coefficients, functions of several variables, partial differentiation and multiple integrations. Students will learn how to classify and solve second order linear ODEs with constant coefficients using the method of undetermined coefficients and variation of parameters. They will also learn to determine the domain and range, techniques of graph sketching, and limit & continuity, find (partial) derivatives and evaluate (double and triple) integrals, pertaining to a function of two and three variables. The use of cylindrical and spherical coordinates is also highlighted. Applications include finding the volume, mass, centre of gravity, and moment of inertia of a solid.

References1. Abd Wahid Md. Raji and Mohd Nor Mohamad (2008); DifferentialEquationsforEngineeringStudents, Department of Mathematics, UTM.2. Maslan Osman and Yusof Yaacob (2008); CalculusofMultivariableFunctions, Penerbit UTM Skudai3. Nagel et al. (2004). FundamentalsofDifferentialEquations, 5th ed., Addison Wesley Longman.(QA371 N33 2004)4. Stroud K.A. and Booth, D. (2003). AdvancedEngineeringMathematics; Palgrave.5. Kreyzig, Erwin (2006). AdvancedEngineeringMathematics, 9th edition, John Wiley & Sons, New York 6. Anton, H., Bivens, I., & Davis, S. (2005), CalculusMultivariable, 8th ed., John Wiley & Sons, New York. QA303 A587. Thomas ,G. Weir, M. and Giordano, F. (2004). Thomas' Calculus Pearson.8. Smith, R. T & Minton, R. B. (2007), Calculus:Earlytranscendentalfunctions:Multivariable, McGraw-Hill Higher Education, Boston. QA303.2

S646

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

319

SSCM 1103 STATISTICS

The course is an introduction to statistics, reviewing some descriptive statistics which includes probability and random variables. Then, the topic of sampling distributions and inferential statistics which include estimation procedures and hypothesis testing is covered. The latter using the method of analysis of variance when more than two means are involved. Also, simple linear regression and contingency table are introduced. Students will be trained in the use of computer software such as Microsoft Excel and SPSS.

References 1. Statistics Workbook For Science and Engineering, Zalina Mohd Daud et.al (2007)2. Zalina Mohd Daud et. al (2005), StatisticsforSciencesandEngineering.Penerbit UTM. (Q175 S72 2005 a)3. Zalina Mohd Daud et. al (2005), StatisticsforSciencesandEngineering.Penerbit UTM. (Q175 S72 2005 a)4. Muhammad Hisyam Lee @ Lee Wee Yew, StatisticalTablesandFormulaforScienceandEngineering, Penerbit UTM. (TA340 M44 1997 a)5. Mann, P. S. (2005),IntroductoryStatistics:UsingTechnology. 5th.Edition,John Wiley & Sons. (QA276.12 M26 2005)6. Mendenhall, W. et. al (2002). ABriefIntroductiontoProbabilityandStatistics. 9th Edition. Duxbury Press: California. (QA273 M52 2002)7. Walpole, R.E and Myers, R.H. (2002). ProbabilityandStatisticsforEngineersandScientists. 7th Edition. Prentice Hall: New Jersey. (TA340 W34

2002)

SSCM 1523 LINEAR ALGEBRA

The course begins with the study of matrices and determinant. Starting with simple matrix operations, elementary row operation and inverses, and determinant of matrices. Solve the linear system using matrix inverse, Crammer's rule, Gauss and Gauss' Jordan elimination method. Next, the focus is on the vector spaces, subspace, linear independence, spanning sets, bases, coordinate vector and change of basis, orthogonal bases, and the Gram-Schmidt process. There follows a discussion of linear transformation and matrices, as well as the kernel and range. Finally, find the eigenvalues and eigenvectors and use them in diagonalization problem.

References1. Spence, L. E., Inset, A. J and Friednerg, S. H., (2008), ElementaryLinearAlgebra:AMatrixApproach, Pearson/Prentice Hall, NJ.2. Howard Anton (2000), ElementaryLinearAlgebra, 8th Edition, John Wiley. (QA184 A574 2000)3. Bernard Kolman, David R. Hill (2004),ElementaryLinearAlgebra, 8th Edition, Prentice Hall. (QA184 K64 2004)4. W. Keith Nicholson (2004), ElementaryLinearAlgebra, 2nd Ed., Mc Graw Hill. (QA184.2 N52 2004)5. Otto Bretscher (2005), LinearAlgebraWithApplications, 3rd Ed., Prentice Hall. (QA184.2 B73 2005)

SSCM 1703 DIFFERENTIAL EQUATIONS I

An introductory first course in differential equations. Topics include first order ordinary differential equations (ODEs), linear second order ODEs with constant coefficients, the Laplace transform and its inverse, Fourier series, and elementary partial differential equations (PDEs). Students will learn how to classify and solve first order ODEs, solve second order linear ODEs with constant coefficients using the method of undetermined coefficients and variation of parameters, use the technique of Laplace transforms to solve ODEs with specified initial or boundary conditions, and use the technique of separation of variables to solve initial-boundary value problems involving heat and wave equations and boundary value problems involving Laplace equation.


320

References 1. Normah Maan, et. Al., (2008) DifferentialEquationsModule, Jabatan Matematik, UTM.2. Abd Wahid Md. Raji and Mohd Nor Mohamad (2008); DifferentialEquationsforEngineeringStudents, Department of Mathematics, UTM 3. Nagel et al. (2004). FundamentalsofDifferentialEquations, 5th ed., Addison Wesley Longman.(QA371 N33 2004)4. Stroud K.A (1996). AdvancedEngineeringMathematics; MacMillan Ltd.5. Kreyzig, Erwin (1993). AdvancedEngineeringMathematics, John Wiley, New York (TA 330 K7 1993)

SSCM 2043 MATHEMATICAL METHODS III

Comprises of two parts. The first part is concerned with Partial Differential Equations. Linear and non-linear first order equations. Classification of linear second order equations. Wave and heat equations in one-dimensional and Laplace equation in two-dimensional Cartesian coordinates. While the second part deals with Complex variables. This part of the course introduces calculus of functions of a single complex variable. Topics covered include the algebra and geometry of complex numbers, complex differentiation, complex integration.

References1. Mukheta Isa and Sharidan Shafie (2007), PartialdifferentialequationsForScienceandEngineeringStudents, Teaching Moudule, UTM 2. Kreyszig,E. (1999), AdvancedEngineeringMathematics, 8th Edition, John Wiley & Sons, Inc.3. Greenberg,M.D.(1998), AdvancedEngineeringMathematics, Prentice-Hall.4. Pinsky, M.A.(1984),IntroductiontoPartialDifferentialEquations, McGraw-Hill.5. Williams,W.E.(1980), PartialDifferentialEquations, Oxford University Press

SSCM 2103 MATHEMATICAL STATISTICS

The course is about mathematical statistics which covers set theory and probability, univariate and bivariate random variables, transformation of variables, mathematical expectation for univariate and bivariate random variables, Chebychev's Inequality, moment generating function for univariate and bivariate variables, order statistics, limiting distribution. Upon completion students should be able to understand the mathematical concepts behind the statistical methods.

References1. Maizah H.A., Robiah A., Fadhilah Y., Haliza A.R., MathematicalStatistics, 2008/09 Edition .2. Hogg, R.V. and Craig, A.T. (1978). Introductiontomathematicalstatistics. MacMillan (QA276 H66 1978).3. Hogg, R.V., McKean, J.W. and Craig, A.T. (2005). Introductiontomathematicalstatistics. Pearson Education. (QA276 H66 2005)4. Cox, D.R. and Hinkley, D.V. (1974). TheoreticalStatistics. Chapman and Hall. (QA276 C69 1974).5. Freund, J.E. (1992). MathematicalStatistics. Prentice Hall. (QA276 F69).6. Mansor Jusoh (1986). KebarangkaliandanStatistik. DBP. (QA273 M36 1986).

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

321

SSCM 2423 NUMERICAL METHODS I

This course discuss various numerical methods that can be used to solve problems involving non-linear equations, linear system, interpolation and curve fitting, numerical differentiation and integration, eigenvalue problem, ordinary differential equation and partial differential equation.

References1. Fausett L.V, NumericalMethods;algorithmandapplications, Prentice Hall, New Jersey,20032. Rao S.S, AppliedNumericalMethodsforEngineersandScientist, Prentice Hall, New Jersey,20023. Faires J.D. Burden R, NumericalMethods, 2nd Edition, Thomson Brooks/Cole, Australia,19984. Burden R.L, Faires J.D & Reynolds A.C, NumericalAnalysis, 5th edition, PWS-KENT Pub, Boston, 1993

SSCM 2613 ADVANCED CALCULUS

A formal study of real numbers, subsets of the real line, functions, sequences and series. Functions of a single variable are studied with regards to types, limits, continuity, differentiability and integrability. Students learn to formulate and rigourously prove theorems on analysis using various kind of methods such as contradiction, induction, contrapositive etc. Prior knowledge of simple logic of truth is helpful for quick understanding but not essential.

References1. IntroductoryRealAnalysis: PM Dr.Yusof Yaacob and Che Lokman Jaafar 2. RealAnalysis: Mark Bridger, John Wiley 20073. PrinciplesofRealanalysis: Walter Rudin, McGraw-Hill,Inc 19644. TheoreticalSideofCalculus: Colin Clark, Robert Kriger Pub.Comp. 1978

SSCM 2673 DISCRETE MATHEMATICS

This course introduces the applications of discrete mathematics in the field of computer science. It covers sets, logic, proving techniques, combinatorics, functions, relations, graph theory and algebraic structures. These basic concepts of sets, logic functions and graph theory are applied to Boolean Algebra and logic networks, while the advanced concepts of functions and algebraic structures are applied to finite state machines and coding theory.

References1. Talib, J. (2006) StrukturMatematikDiskretUntukSainsKomputer, Penerbit UTM. (QA76.9.M35J352006a).2. Kolman, B. and Busby, R.,C. (1999), DiscreteMathematicalStructures, Prentice Hall. (QA76.9.M35K642000).3. Epp, S. S. (1990), DiscreteMathematicswithApplications, Belmont, California. (QA39.2E661990). 4. Lipshutz, S. (1976), Schaum'sOutlineSeries,TheoryandProblemsinDiscreteMathematics, McGraw Hill Book Company. (QA162L561977)5. Grimaldi, R.P. (1985) DiscreteandCombinatorialMathematics, Addison-Wesley. (QA39.2G771985)


322

SSCM 2773 DIFFERENTIAL EQUATIONS II

Initial value problems for first order: Existence and uniqueness theorem, Lipschitz's condition. Picard's iteration. Gronwall's inequality. Continuity with respect to initial data. Changing differential equations of order n to matrix form and vice versa. Second order linear equation: superposition principle. Fundamental solution and Wronskian. Second solution from a known solution. Cauchy-Euler equation. Nonhomogeneous equation and variations of parameter method. Ordinary, singular and regular singular points for second order linear differential equation. Power series solution around ordinary points. Legendre's equation. Power series solution around regular singular points; Frobenius's method. Bessel's equation. Cayley-Hamilton's theorem: exponential matrix. Fundamental matrix and fundamental solution: general solution. Liouville theorem. Solving linear differential equation of any order with constant coefficients by matrix method. Transition matrix and solution of linear differential equation with variables coefficients. Autonomous systems and phase space: trajectory, critical point, stability, asymptotic stability. Linear systems with constant coefficients: stable node, saddle point, centre and spiral point. Linearization of nonlinear system. Stability of nonautonomous equations; stability for linear systems. Stability theorem for autonomous equation: Liapunov functions.

References1. Yusof Yaacob; FersamaanTerbitanLanjutan; Penerbit Universiti Teknologi Malaysia; Skudai; 20032. D.K. Arrowsmith & C.M. Place (1982), OrdinaryDifferentialEquations; Chapman & Hall; New York (QA372 A74 1982).3. Richard Brown; MatrixMethods,AnIntroduction; Acadamic Press; New York; 1970.4. I.D.Huntley & R.M. Johnson; LinearandNonlinearDifferentialEquations; Ellis Horwood Limited; New York; 1983..5. David A. Sanchez (1979), OrdinaryDifferentialEquationsandStabilityTheory; An Introduction, Dover Publications, Inc., New York.6. Tyn Myint-U(1978), OrdinaryDifferentialEquations; Elsevier North-Holland; New York (QA372 T96 1978).

SSCM 2793 VECTOR CALCULUS

Vector valued Function: Definition of vector valued function, position vector and graph, vector differentiation and I ntegration, unit tangent vector, unit normal vector, unit bi normal vector, curvature, radius of curvature, torsion and Frenet-Serret formulas. Del operator, gradient, divergence, curl, normal vector to the surface, directional derivative, rate of change. Line Integral : line integral in two and three dimension, work, Green's Theorem, potential function and conservative force field. Surface Integral : surface integral for scalar functions, surface area, surface integral for vector functions, Gauss's Theorem, and Stokes's Theorem.

References1. Colley, S. J. (2005), VectorCalculus, 3rd Edition, Pearson Prentice Hall.2. Thomas, G. L. & Finney, K.J (1996), CalculuswithAnalyticGeometry, Prentice Hall Int. Inc.3. Breadley G.L. & Smith, K.J. (1995), Calculus, Prentice Hall Int. Inc.4. Stroud, K.A (1995), FurtherEngineeringMathematics, MacMillan Press., U.K.5. Swokowsky. E.A (1995), CalculuswithAnalyticGeometry, 5th. Edition, PWS, Kent.

SSCM 2803 MATHEMATICAL MODELLING I

Introduces the basic principles of mathematical modelling. Emphasis is on some underlying general concepts related to mathematical modelling and differential equations. These include topics in first and second-order differential equations, mathematical models and numerical methods, systems of differential equations, nonlinear systems and phenomena, eigen-values and boundary value problems. Upon completion, students

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

323

should exhibit the ability to analyze resulting models by making use of both classical and numerical mathematical techniques and the essential knowledge and basic skills of mathematical modelling in describing, comprehending and predicting the behaviour of various physical, biological, mechanical processes and as well as other relevant dynamical systems.

References1. Edwards, C.H. and Penney, D.E. DifferentialEquationsandBoundaryValueProblems:ComputingandModelling. Second edition. Prentice-

Hall, New Jersey, USA. 2000.2. Davis, P.W. DifferentialEquations:ModellingwithMatlab. Prentice-Hall, New Jersey, USA. 1999.3. Zill, D.G. and Cullen, M.R. AdvancedEngineeringMathematics. Jones & Bartlett Publishers, Massachusetts, USA. 2000.4. Nagle, Saff and Snider, FundamentalsofDifferentialEquations, 5th Edition, Addison Wesley, 2000.5. Ross, S.L. DifferentialEquations. Second edition. John Wiley & Sons, New York, USA. 1974.

SSCM 3153 INFERENTIAL STATISTICS

This course introduces the theory of inferential statistics. It is concerned with the frequentist approach to inference covering point and interval estimation of parameters and hypothesis testing. Properties of estimators such as unbiasedness and sufficiency are applied to estimators of parameters of various distributions. Test of statistical hypotheses include certain best test, uniformly most powerful tests, likelihood ratio tests and chi-square tests.

References1. CourseModule: Robiah Adnan and Maizah Hura Ahmad, Inferential Statistics Workbook, 2008.2. Cox, D. R. and Hinkley, D. V., TheoreticalStatistics, Chapman & Hall, 1974.(QA276C69 1974)3. Hogg, R. V., V. Hogg, McKean , J. W. and Craig, A. G., IntroductiontoMathematicalStatistics, Upper Saddle River, N.J. : Pearson Education,

2005. (QA276 H66 2005).4. Richard J. Larsen and Morris L.Marx., AnIntroductiontoMathematicalStatisticsandItsApplication. Englewood Cliffs, California: Prentice

Hall,1981. (QA276L32 1981).5. Roussas, G.,AnIntroductiontoProbabilityandStatisticalInference, Academic Press, USA, 2003.

SSCM 3533 SET THEORY & LOGIC

Introduces axiomatic set theory and elementary logic. Since set theory and logic form the foundation of mathematics and are greatly intertwined, informal approach to sets are first reviewed to gather vocabulary for a study of logic. The logic parts include propositional algebra and predicate calculus, arguments and methods of proof. Set theory includes the basic axioms and definitions. Basic laws are derived rigorously using methods of logic. Further topics for introducing modern advanced mathematics include properties of numbers, sets and relations, equivalence relations, functions and cardinality.

References1. M.L. Bettinger: Logic,Proof,andSets, Addison-Wesley, 1982. (BC135B57)2. I. Copi & C. Cohen:IntroductiontoLogic, Maxwell Macmillan, 1990. (BC108C66)3. R.S. Wolf: Proof, LogicandConjecture:themathematician'stoolbox, 1998. (QA9W64 c.1)4. A. Zulauf: AsasBermantikdanBerteoriSetbagiMatematik, UTM, 1991. (QA9Z842)5. W. Barnier and N. Feldman: IntroductiontoAdvanceMathematics. Prentice Hall, 1990. (QA 39.2.B37)6. Y.Feng Lin and Shwu-Yeng T.Lin: SetTheory,AnIntuitiveApproach. Houghton Mifflin,1974. (QA248.L55n.2)7. Bangs L.Tapscott: ElementaryAppliedSymbolicLogic. Prentice Hall, 1976. (BC135.T26)


324

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

325

Synopsis Course:Core Subjects


326

Sy

no

psi

s C

ou

rse:

Co

re S

ub

ject

s

327

COURSE SYNOPSIS (CORE SUBJECTS)

SPPA 2001 MICROTEACHING

This course is designed to prepare students to undergo practical teaching in secondary school. It will emphasize mainly in the hands-on experience in which students are required to prepare lesson plans and actively involved in practising teaching skills. Students are exposed to teaching activities which consist of verbal or non-verbal teaching skills such as class control, questioning, explaining, drawing, rewarding, smiling, nodding, gestures, movements, etc. Students will practice their skills in microteaching sessions and discuss their teaching performance in order to rectify and remedy the strength and the weaknesses of the teaching.

References1. Chan Yat Wah, Gan Chong Moi, Lai Choi Mee and Hairolhamzi bin Bahroddin (2005). ScienceForm4: Kuala Lumpur: Angsana Press (M) Sdn. Bhd.2. Chan Yat Wah, Gan Chong Moi, Lai Choi Mee and Hairolhamzi bin Bahroddin (2005). ScienceForm4PracticalBook: Kuala Lumpur: Angsana Press

(M) Sdn. Bhd.3. Collette, A.T. and Chiappetta, E.L. (1984). Science Instructions in The Middle and Secondary Schools. Toronto: Times Mirror/Mosby College

Publishing.4. Everett, K. & Jenkins, E. W. (1980). ASafetyHandbookforScienceTeachers. London: John Murray (Publishers) Ltd.5. Foulds, K., Mashiter, J. And Gott, R., InvestigationinScience. Glasgow: Blackie6. Lechtanski, V. L. (2000). Inquiry-basedExperimentsinChemistry. New York; American Society.7. Liew Su Tim dan Swetz, F.J. (1982). PengajaranMatematikdiSekolahMenengahMalaysia, Petaling Jaya: Penerbit Fajar Bakti Sdn. Bhd.8. PanduanLatihanMengajar (2004).Skudai: Fakulti Pendidikan, Universiti Teknologi Malaysia.9. Poh Swee Hiang (2005). Pedagogyofscience. Kuala Lumpur: Kumpulan Budiman Sdn Bhd.10. Rudin Salinger dan Omar Ibrahim (1990). KemahiranAsasPengajaranMelaluiPengajaranMikro. Petaling Jaya: Penerbit Fajar Bakti Sdn. Bhd.11. Wan nor Afifah Wan Yusoff (2008). Chemistry form V.Moduleteachingandlearning. Malinda Publication.12. Yee Sye Foong and Tan Pek Soo (2006).ChemistryformV. Arah Pendidikan Sdn. Bhd. Shah Alam, Selangor.13. Microteachinginscienceandmathematics' Journal, text books, other resources14. Text books for secondary schools-Science and mathematics.15. Syllabus for secondary schools-Science and mathematics.

SPPA 3008 TEACHING PRACTICUM

This practicum requires students to undergo 13 weeks of teaching practice in designated secondary schools. For the first week of the practicum the students are required to familiarise with the school environment (school orientation). In this orientation they need to produce a portfolio pertaining to the schools administration and teachers' responsibilities. Whilst the other 12 weeks the students are required to engage in classroom teaching practicum in accordance to their specialised area of teaching. They are expected to apply all the teaching skills that they have learned in the related courses into the classroom context. They will be jointly supervised by faculty lecturers (Guiding Lecturers) and school teachers (Guiding Teachers) with the ratio of marks 70:30. Students will be able to apply theories in teaching & learning into real classroom & school situations and make reflection on their teaching with the guidance from the school teachers and their supervisors.

References1. Cohen, L, Manion, L. And Morrison, K. (1996). AGuidetoTeachingPractice. 4th Edition. London: Routledge2. Craft, A. (2005). CreativityinSchools:TensionandDilemmas. London: Routledge


328

3. Hammerman, E. (2006). BecomingABetterScienceTeacher: 8 Steps to High Quality 4. InstructionandStudentAchievement. Thousand Oaks, California: Corwin Press.5. McCormick, C.B. and Pressley, M. (1997). EducationalPsychology:Learning,Instruction,andAssessment. New York: Longman6. Santrock, J.W. (2006). EducationalPsychology, 2nd Edition, New York: McGraw Hill.7. Smith, A.D. (1988). StartingtoTeach:SurvivingandSucceedingintheClassroom. London: Kogan Page.8. Woolfolk, A.E. (2007). EducationalPsychology. Boston: Allyn & Bacon.

SPPU 4902 PROJEK SARJANA MUDA I

Kursus ini merupakan bahagian pertama dan pra-syarat bagi membolehkan pelajar menjalankan penyelidikan Projek Sarjana Muda II. Dalam kursus ini, pelajar akan didedahkan bagaimana untuk merangka aktiviti penyelidikan dan cara penulisan kertas cadangan secara sistematik. Penyelidikan yang dirancang perlulah mengambil kira isu terkini dalam bidang pengkhususan pengajian. Pelajar akan menghasilkan rekabentuk dan instrumen kajian yang bersesuaian dengan kajian yang dijalankan. Sekiranya penyelidikan melibatkan organisasi luar, pelajar perlu memohon dan memperoleh kebenaran bertulis daripada pihak berkenaan. Di akhir kursus, pelajar dapat menghasilkan satu kertas cadangan Projek Sarjana Muda yang meliputi Bab 1, Bab 2, dan Bab 3.

Rujukan1. Burns, R. B. (2005).IntroductiontoResearchMethods. 4th ed. Frenchs Forest:Pearson Education Australia Pty Limited.2. Borg, W. R. dan Gall, J. P. (2008). EducationalResearch:AnIntroduction. 7th ed. Boston, Mass: Allyn & Bacon.

SPPU 4904 PROJEK SARJANA MUDA II

Kursus ini merupakan sambungan daripada kursus SPU 4902. Pelajar dikehendaki mengumpulkan maklumat dan data kajian melalui instrumen yang telah dibina. Data tersebut kemudian dianalisis menggunakan analisis data kajian yang sesuai. Hasil kajian kemudian dirumus dan dibincangkan. Pelajar akan menghasilkan satu laporan projek sarjana muda yang lengkap. Di akhir kursus, pelajar akan membentang hasil kajian secara lisan di bawah penilaian ahli panel bidang pengajian masing-masing.

Rujukan1. Burns, R. B. (2005).IntroductiontoResearchMethods. 4th ed. Frenchs Forest: Pearson Education Australia Pty Limited.2. Borg, W. R. dan Gall, J. P. (2008). EducationalResearch:AnIntroduction. 7th ed. Boston, Mass: Allyn & Bacon.3. John W. C. (2007). EducationalResearch. Publisher: Prentice Hall

UPPP 1002 INTRODUCTION TO TEACHING AS A PROFESSION

This course is designed as an introductory course for people considering careers as teachers. The information studied and the realities of teaching experienced through this course are designed to assist students in making an informed decision about whether teaching is the right career for them. This course is an overview of topics of both interest and need for potential teachers. The comprehensive array of topics covered in this course include the teaching profession, curriculum, instructional strategies, assessment, diverse learners, classroom management and discipline, special education issues, technology applications and reflective practice. These themes will be examined through selected readings and field experiences. Students should be able to work in groups to demonstrate understanding of teaching as a profession.

References1. Danielson, C. (2008). TheHandbookforEnhancingProfessionalPractice:UsingtheFrameworkforTeachinginYourSchool. New York, NY: ASCD2. Ryan, K., & Cooper, J. M. (2003). Thosewhocan,teach (10th ed.). Houghton.

Sy

no

psi

s C

ou

rse:

Co

re S

ub

ject

s

329

3. Sadker, D., & Zittleman, K. (2007). Teachers,schools,andsociety:ABriefIntroductiontoEducation.4. Stronge, J. H. (2007). Qualitiesofeffectiveteachers (2nd ed.). Belmont, CA: Association for Supervision and Development. 5. Stronge, J. H., Tucker, P. D., & Hindman, J. L. (2004). Handbook forqualitiesofeffective teachers. Belmont, CA: Association for Supervision and

Development. 6. Wiseman, D. L., Knight, S. L., & Cooner, D. D. (2004). Becomingateacherinafield-basedsetting:Anintroductiontoeducationandclassroom (3rd ed.).

Belmont, CA: Wadsworth Publishing.

SPPR 2862 PENGURUSAN KO-KURIKULUM

Kursus ini mendedahkan kepada pelajar tentang peranan guru, pengurus, jurulatih, di dalam pengurusan sesuatu aktiviti kokurikulum di setiap peringkat ’ sekolah, daerah, negeri dan kebangsaan. Pelajar juga perlu menguasai kemahiran-kemahiran asas sukan dan permainan, unit beruniform dan persatuan/kelab dengan melibatkan diri di dalam aktiviti yang telah dirancang di sepanjang kursus ini. Di samping itu, pelajar juga terlibat di dalam merancang dan menganjurkan sesuatu aktiviti kokurikulum berdasarkan kepada tugasan yang diberikan. Melalui penganjuran ini pelajar diharap pelajar berupaya menguasai kemahiran-kemahiran berkomunikasi (teknikal, konseptual dan interpersonal), bertanggungjawab dan mengaplikasi gaya pengurusan yang diperlukan dalam pengurusan program dan aktiviti kokurikulum dalam aspek perhubungan awam, liabiliti dan keselamatan, fasiliti, kewangan, pembelian dan penjagaan peralatan, penilaian dan pengurusan program, pengurusan pejabat dan kakitangan. Di akhir kursus, pelajar berupaya mengurus aktiviti sukan yang berkualiti dengan menganjurkan aktiviti /pertandingan dari bidang sukan, unit beruniform serta persatuan/kelab samada di dalam atau di luar kawasan kampus. Pelajar juga berupaya bekerja di dalam kumpulan terutamanya ketika menganjurkan aktiviti/pertandingan tersebut.

Rujukan1. Wee Eng Hoe (1996). GerakKerjaKokurikulum: (Sukan). Shah Alam: Fajar Bakti 2. Ab. Alim Abdul Rahim (2004) PengurusanGerakKerjaKokurikulum. Selangor: Penerbit Fajar Bakti.3. Ismail Zamzam (1993) OrganisasidanKepimpinanUntukPersatuandanKelabSekolah. Selangor: Fajar Bakti4. Rubin, R.S., Bommer, W.H. & Baldwin, T.T. (2002) Usingextracurricularactivityasanindicatorofinterpersonalskill:prudentevaluationorrecruiting

malpractice,HumanResourceManagement. Volume 41, Issue 4 , Pages 441 - 4545. Kaufman, J., Gabler, J. (2004) Culturalcapitalandtheextracurricularactivitiesofgirlsandboysinthecollegeattainmentprocess, Poetics 32 145-

1686. Fredricks, J. A., Eccles, J. S. (2006) ExtracurricularInvolvementandAdolescentAdjustment:ImpactofDuration,NumberofActivities,andBreadthof

Participation. Applied Developmental Science, Vol. 10, No. 3, Pages 132-1467. Alva, S. , Elmore, A. , Nord, C. W. and Zill, N. (2004) HighSchoolParticipationinExtracurricularActivities:ImplicationsforPositiveOutcomesLater

inLife? Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, http://www.allacademic.com/meta/p110208_index.html

8. Fredricks, J. A., Eccles, J. S. (2005). DevelopmentalBenefits ofExtracurricular Involvement: Do Peer Characteristics Mediate the Link Between Activities and Youth Outcomes? Journal of Youth and Adolescence Volume 34, Number 6


330

Sy

no

psi

s C

ou

rse

- D

epar

tmen

t of

Mat

hem

atic

s an

d S

cien

ce E

du

cati

on

331

University’s General Subjects


332

Un

iver

sity

s’ G

ener

al

Su

bje

cts

333

UNIVERSITY’S GENERAL SUBJECTS

PENGKLUSTERAN DAN TAMBAHAN KURSUS UMUM UNIVERSITIBerikutmerupakankursusumumuniversitiyangakandilaksanakanbagisesiSemester12011/2012.

BIL KLUSTER KREDIT

1 KENEGARAAN DAN TAMADUN

I. UICI 1012 - Tamadun Islam dan Tamadun AsiaII. UICI 2022 - Sains, Teknlogi dan ManusiaIII. UHAS 1172 - Dinamika Malaysia (pelajar tempatan)

ATAU

Iv. UHAS 1162 - Arts, Custom and Beliefs (pelajar antarabangsa)

2 (Wajib KPT)2 (Wajib Universiti)

2

Jumlah Kredit 6

2 INOVASI, KREATIVITI DAN KEUSAHAWANAN

a. InovasidanKreativitiI. UPPP 2002-Metodologi Pendidikan (FP)II. UHAS 2122-Pemikiran Kreatif dan Kritis (FPPSM)III. UXXX 2XX2-Creative & Innovative Design For CompetitionIV. UXXX 2XX2-Innovation dan CreativityV. UXXX 3XX2-Innovative Design Practicefor Wealth Creation

b. KeusahawananI. UHAS 3102-Keusahawanan dan Pembangunan EnterpriseII. UCSD XXXX-Informasi Teknologi Keusahawanan (Pelajar FSKSM)

2

2

2

2


334

3 PEMBANGUNAN INDIVIDU, MASYARAKAT DAN GLOBALISASI

A)Komunikasi

- *ULAB 1112-English for Academic Communication- *ULAB2112-Advanced English For Academic Communication- **ULAB3112-English for career search- **ULAB3122-English For Workplace communication- **ULAB 3132-Reading for specific purposes- **ULAB3142-Wrinting for specific purposes- **ULAB3152- Effective oral communication Skills

- *Wajib- **Elektif- A-Wajib kepada semua pelajar

22

B)PembangunanInsaniah

Elektif (Pelajar dikehendaki memilih satu kursus sahaja)

I. UICI 3092 - Penghantar Sains MuamalatII. UICI 3072-Perancangan dan Pengurusan HartaIII. UICI 3062-Pengurusan KekeluargaanIV. UICI 3082-Biopsikososio-spiritualV. UICI 3102-Falsafah Kesenian IslamVI. UICI 3042-Institusi-institusi IslamVII. UICI 3062-Sains dan Falsafah SolatVIII. UICI 3052-Al Quran dan Ketamadun ManusiaIX. UPPR 2002-Healthy LivingX. UPPR 2012-Total FitnessXI. UHAS 2032-Teknokrat dan PembangunanXII. UHAS 2042-Sosiologi Industri XIII. UHS2052-Komunikasi BerkesanXIV. UHAS 2062-Kaunseling IndustriXV. UHAS 2092 - Etika ProfesionalXVI. UHAS 2142 - Kepimpinan Dalam OrganisasiXVII. UHAS 2132 - Komunikasi KepengurusanXVII. UXXX 3XX2 - Energy Security

2

2

Un

iver

sity

s’ G

ener

al

Su

bje

cts

335

ATAU

C)GlobalisasiElektif (Pelajar dikehendaki memilih satu kursus sahaja)

i. UICI3072 - Pengantar Perbandingan Agamaii. UICI 3032 - Islam dan isu-isu Semasaiii. UKAA 2022 - Pembangunan Lestari dan Komunitiiv. UHAS 2162 - Pengurusan Silang Budayav. UHAS 2152 - Silang Budaya dalam Organisasivi. UHAS 2112 - Hubungan Antarabangsavii. ULAC 2112 - Bahasa Mandarin Asasviii. ULAF 2112 - Bahasa Peranchis Asasix. ULAJ 2112 - Bahasa Jepun Asasx. ULAM 2112 - Bahasa Melayu untuk Komunikasi (Wajib kepada pelajar

antarangsa)

Pilih 1 kursus (2 kredit) daripada komponen B atau C.

(Pelajar antarabangsa wajib mengambil ULAM 2112)

Jumlah Kredit 8

KOKURIKULUM* 6/4 kredit untuk kesukarelawanan keseluruhan* i) 2 kredit kira dan 4 kredit dapat untuk PALAPES, Kor SUKSIS dan JPA 3

(6 Kredit)* ii) 2 kredit kira dan 4 kredit dapat untuk Kelana Siswa dan Pertolongan

Cemas (6 Kredit)

2

Jumlah Kredit 2

JUMLAH KESELURUHAN KREDIT 20


336

UICI 1012 TAMADUN ISLAM DAN TAMADUN ASIA (TITAS)

Kursus ini membincangkan Ilmu Ketamadunan: konsep tamadun dan ciri-ciri utamanya, interaksi antara tamadun, persamaan dan perbezaan antara tamadun; Tamadun Islam, isu dan cabaran kontemporari Tamadun Islam, dominasi Barat dan Globalisasi; Tamadun Melayu, pengaruh Tamadun Islam ke atas masyarakat Melayu, Malaysia dan cabaran kehidupan bertamadun: Kolonialisme, sekularisme, Tamadun Melayu teras pembinaan Tamadun Malaysia, kebangkitan semula Islam dan penerapannya di Malaysia; Tamadun Cina : Pandangan Semesta dan sistem Nilai dalam Tamadun Cina, peranan Tamadun Islam di Cina dan kesan interaksi antara Tamadun Cina dengan tamadun luar; Tamadun India : Pandangan Semesta dan sistem Nilai dalam Tamadun India, peranan Tamadun Islam di India dan kesan interaksi antara Tamadun India dengan tamadun luar; Isu-isu semasa dan dialog peradaban

Rujukan1. Aziz Deraman (2003) MasyarakatdanKebudayaanMalaysia:SuatuAnalisisPerkembanganKebudayaandiMalaysia. Edisi Baharu. Kuala

Lumpur: Dewan Bahasa dan Pustaka.2. Ahmad Hakimi Khairuddin ( 2006) ArkeologidanSejarahKebudayaanMelayu:SatuTinjauanAwal, Purba 24:1¬10.3. Ahmad Hakimi Khairuddin dan Faridah Che Husain (2006) Isu-isuKontemporariDalamTamadun IslamdanTamadunMelayu,dalam

TamadunIslamdanTamadunMelayu. Siri Teks Pengajian Tinggi. Kuala Lumpur: Penerbit Universiti Malaya4. Andaya, Barbara Watson dan Leonard Y. Andaya (2001) A History of Malaysia. Edisi Kedua. Houndmills' Basingstoke, Hampshire:

Palgrave.5. Bellwood, Peter S.(1997) PrehistoryoftheIndo-MalaysianArchipelago. Edisi Semakan. Honolulu: University of Hawai-j Press.6. Qi Liang, (2000).ZhongguoWenmingShi(SejarahTamadunCina),Penerbit : Huacheng Chubanshe, Guang Zhou, Zhongguo.7. Bei Ye, (2001). ZhongguoWenmingLun -ZhongguoGudaiWenmingDeBenzhiYuYuanli (BicaraTamadunCina -Teori danAsas

TamadunKunoCina), Penerbit: Zhongguo Shehui Kexue Chubanshe Beijing.8. A. Aziz Deraman (2003) MasyarakatdanKebudayaanMalaysia:SuatuAnalisisPerkembanganKebudayaandiMalaysia. Edisi Baharu.

Kuala Lumpur: Dewan Bahasa dan Pustaka.9. Ahmad Hakimi Khairuddin ( 2006) ArkeologidanSejarahKebudayaanMelayu: Satu Tinjauan Awal, Purba 24:1¬10.10. Ahmad Hakimi Khairuddin dan Faridah Che Husain (2006) Isu-isuKontemporariDalamTamadun IslamdanTamadunMelayu,dalam

TamadunIslamdanTamadunMelayu. Siri Teks Pengajian Tinggi. Kuala Lumpur: Penerbit Universiti Malaya11. Andaya, Barbara Watson dan Leonard Y. Andaya (2001) A History of Malaysia. Edisi Kedua. Houndmills' Basingstoke, Hampshire:

Palgrave.12. Bellwood, Peter S.(1997) PrehistoryoftheIndo-MalaysianArchipelago. Edisi Semakan. Honolulu: University of Hawai-j Press.13. Qi Liang, (2000). ZhongguoWenmingShi(SejarahTamadunCina),Penerbit : Huacheng Chubanshe, Guang Zhou, Zhongguo.14. Bei Ye, (2001). ZhongguoWenmingLun -ZhongguoGudaiWenmingDeBenzhiYuYuanli (BicaraTamadunCina -Teori danAsas

TamadunKunoCina), Penerbit: Zhongguo Shehui Kexue Chubanshe Beijing.

ULAB 1112 ENGLISH FOR ACADEMIC COMMUNICATION

This course prepares students for the skills needed to perform academic tasks such as extracting information from texts taken from different sources, producing academic assignments, listening to lectures, presenting ideas orally and exchanging views. It emphasises on various skills such as reading academic texts, identifying main ideas, making and expanding notes into coherent writing. At the end of the course, students should be able to apply the skills in an academic setting when communicating in both oral and written discourse.

Un

iver

sity

s’ G

ener

al

Su

bje

cts

337

References:1. Azian Abd Aziz, Fatimah Puteh, Hafilah Zainal Abidin, Marzilah A Aziz, Masputeriah Hamzah, Mohd Faisal Hanapiah, Noor Zainab Abd

Razak and Yasmin Hanafi Zaid (2005). EnglishforAcademicCommunication. McGraw Hill.2. Baker, L. R. et al. (2007). Interactions2:IntegratedSkillsEdition. New York: McGraw-Hill3. Hartmann, P. and Blass, L. (1999). Quest:readingandWritingintheAcademicWorld: Book 3. Boston: McGraw-Hill.4. Miller, J. L. and Cohen, R. F. (2001). ReasontoWrite.StrategiesforSuccessinAcademicWriting:LowIntermediate. Oxford: Oxford

University Press.5. Williams, J. and Evans, J. R. (2002). GettingThere:TasksforAcademicWriting. Fort Worth: Harcourt.6. Zukowsk, J. and Faust (2002). OutoftheOrdinary:RefiningAcademicReadingSkills. UK: Thomson Learning.7. Zukowsk, J. and Faust (2002). StepstoAcademicReading:Stepsandplateaus. UK: Thomson Learning.

ULAB 2212 ADVANCED ENGLISH FOR ACADEMIC COMMUNICATION

This subject prepares students for advanced academic communication in English with emphasis on oral communication skills. Students will be assigned projects that require them to look for and extract relevant information from various sources. In the process of completing the projects assigned, students will put into practice various skills developed in the earlier subject as well as skills in collecting data through interviews and questionnaire survey, integrating and presenting information (in oral and written form), time management and group interaction. The various oral activities such as presenting a proposal of the project, giving a briefing on the progress of the report and presenting the completed report are designed to build students' oral communication skills and confidence in expressing themselves, i.e. skills that are much needed in their studies and career.

References 1. Azar, B. S. (1981). UnderstandingandUsingEnglishGrammar. New Jersey: Prentice-Hall, Inc.2. Comfort, J. (1995) EffectivePresentations. New York: Oxford University Press.3. Dignen, B. (1995) DowntoEnglish-EnglishforPresentations. Malaysia: Falcon Press Sdn. Bhd.4. Huckin, T. N & Olsen, L. A. (1991). TechnicalWritingandProfessionalCommunicationsforNonnativeSpeakersofEnglish-International

Edition. Singapore: McGraw Hill, Inc.5. Krishnan, L. A., Rowena, J., Kathapalia, S. S. & Tam, M. K. (2003). EngineeringYourReport. Singapore: Pearson Education Asia Pte.

Ltd.6. Levy, M. (1977) PresentationTipsandTechnique. United Kingdom: Wyvern Crest Ltd.7. Norazman Abdul Majid, et al. (2007). AcademicReportWriting.FromResearchtoPresentation. Malaysia : Pearson Education Asia Pte.

Ltd

ULAB 3022 ENGLISH FOR WORKPLACE COMMUNICATION

This course aims to introduce and expose students to the basic principles of communication at the work place. Students will be given the opportunities to practice effective meeting and discussion skills in formal and informal communicative events and read and write appropriate workplace related documents. Students will also be exposed to situations where they learn to function as individuals and team members and interact verbally and nonverbally with appropriate language, style and gestures.

References1. Bovee, C. & Till, J. (2006). BusinessCommunicationEssentials (2nd edition). New Jersey: Pearson Education Inc.2. Dwywer, J. (2007). TheBusinessCoomunicationHandbook (7th edition). Frenchs Forest, NSW: Pearson Education Ltd.3. Heanderson, H, (2005). PracticalBusinessCommunication.Kuala Lumpur: Golden Books Centre Sdn. Bhd.


338

4. Means, T.L. (2001). CommunicationfortheWorkplace. Mason, Ohio: South-Western Education Pub. 5. Nor Azni Abdullah (2008). CommunicationSkillsfortheWorkplace. Petaling Jaya: August Publishing Sdn. Bhd.6. Searles, G. J. (2003). WorkplaceCommunications: TheBasics (2nd edition). New York: Pearson Education Inc.7. Taylor, S. (2005). CommunicationforBusiness:PracticalApproach (4th edition). Harlow, England: Pearson Education Ltd.

UHAS 1152 HUBUNGAN ETNIK

Kursus ini membincangkan tentang masyarakat, budaya dan konsep-konsep asas sosiologi dalam hubungan etnik. Kursus ini juga menjelaskan tentang perkembangan dan pembentukan masyarakat di Malaysia. Tumpuan perbincangan adalah tentang isu-isu dan cabaran yang dihadapi oleh masyarakat pelbagai etnik di Malaysia dalam usaha melahirkan masyarakat yang bersatu padu.

Rujukan1. Kassin Thukiman, et.al. 2008. ModulHubunganEtnikdiMalaysia. Penerbit UTM, Skudai2. Andaya, Barbara dan Leonard Y., 1983. SejarahMalaysia KL MacMillan Publisher.3. Cheah Boon Keng, Abu Talib Ahmad (eds.) 1990 KolonialismeDiMalaysiaDanNegara-negaraLain, Petaling Jaya, Penerbit Fajar Bakti.4. Gullick, J.M. 1972. SistemPolitikBumiputeraTanahMelayu, Kuala Lumpur, DBP.5. Rex, John, 1985. HubunganRasDalamTeoriSosiologi, (terjemahan oleh A. Nazri Abdullah), Kuala Lumpur DBP.6. S. Husin Ali (ed.), 1984. Kaum,KelasdanPembangunan, Kuala Lumpur, Persatuan Sains Sosial Malaysia.7. Shamsul Amri Baharudin, 1986. FromBritishtoBumiputeraRule, Singapore: ISEAS.8. Ting Chew Peh, 1980. KonsepAsasSosiologi, Kuala Lumpur, DBP.9. Wan Hashim Wan Teh, 1983. RaceRelationsinMalaysia, Petaling Jaya: Heinemann Educational Books.10. Ting Chew Peh, 1987. HubunganRasdanEtnik:SuatuPengantar, KL: Pustaka Dimensi.

UHAS 2052 KOMUNIKASI BERKESAN

Kursus ini memberi pendedahan kepada pelajar mengenai teori dan praktis berkomunikasi secara berkesan. Penekanan diberikan kepada kefahaman tentang pengertian komunikasi dan bagaimana komunikasi berlaku. Kemahiran yang diterapkan ialah kemahiran mencerap (mendengar), penggunaan mesej lisan (verbal) dan bukan lisan (non-verbal) komunikasi dan kendiri, komunikasi antara peribadi, komunikasi kumpulan kecil, komunikasi publik (perucapan dan pembentangan) dan komunikasi antara budaya.

Rujukan 1. DeVito, J. (2009). HumanCommunication:TheBasicCourse (11th ed.). Boston: Pearson2. Hashim Fauzy Yaacob (2001). KomunikasiAntaraManusia. Skudai: Penerbit UTM3. Beebe, S.A. & Masterson, J.T. (2006). CommunicatinginSmallGroups:PrinciplesandPractices. Boston: Allyn & Bacon. 4. Knapp, M.L. & Vangelisti, A.I. (1992). InterpersonalCommunicationandHumanRelationship. Boston: Allyn and Bacon.5. Orbe, M.P. & Harris, T.M. (2008). InterracialCommunication:TheoryintoPractice. Los Angeles: Sage Publication.

UHAS 2122 CRITICAL AND CREATIVE THINKING

This subject is to review the concepts, theories and practices of the critical and creative thinking. Techniques on critical and creative thinking could help students to be more realistic, innovative and far-sighted in their actions. This is a kind of constructive approach to develop student's thinking to be more matured and intellect as a graduate-to-be

Un

iver

sity

s’ G

ener

al

Su

bje

cts

339

References1. Ainon Mohd. & Abdullah Hassan. 2006. BerfikirSecaraLogikdanKritis. Bentong: PTS.2. Csikszentmihalyi, M.1996. Creativity:FlowandthePsychologyofDiscoveryandInvention. New York: Harper Perennial.3. DeMatteis, B. 2005. FromPatenttoProfit. New York: Square One Publishers.4. Jamal Badi & Mustapha Tajdin. 2004. CreativeThinking:AnIslamicPerspective. Gombak: IIU.5. Ghazli Sheikh Ramli. 2008. PurpleBeach:M3IQRASystemforpracticalcreativityleadingtoinnovationandproblemsolving. Kuala Lumpur:

Akademi Iqra'.6. Mohd. Azhar Abd. Hamid. 2001. PengenalanPemikiranKritis&Kreatif. Skudai. Penerbit UTM.7. Mohd. Azhar Abd. Hamid. 2003. MeningkatkanDayaFikir. Kuala Lumpur: PTS Publications & Distributors Sdn. Bhd.8. Mohd. Azhar Abd. Hamid. 2004. PermainanKreatifUntukGurudanJurulatih. Bentong: PTS.9. Mohd. Azhar Abd. Hamid. 2004. Kreativiti:Teori,Konsep&Praktis. Skudai: Penerbit UTM.10. Mohd. Azhar Abd. Hamid. Mohd. Koharuddin Balwi & Muhamed Fauzi Othman. 2005. RekaciptadanInovasiDalamPerspektifKreativiti.

Skudai. Penerbit UTM11. Mohd. Azhar Abd. Hamid, Mohd. Koharuddin Balwi, Muhamed Fauzi Othman & Zulkifli Khair. 2009. HadiahNobeldanKreativitiSains.

Skudai: Penerbit UTM.12. Mohd. Azhar Abd. Hamid, Zulkifli Khair & Ida Idayu Muhamad. 2008. HorizonR&D:Kreativiti Pencetus Inovasi. Shah Alam: UPENA

(Penerbit UiTM). 13. Ruggiero, V.R. 2007. TheArtofThinking:AGuidetoCriticalandCreativeThought. New York: Pearson Education.14. Simonton, D.K. 2004. CreativityInScience. New York: Cambridge University Press.

UHAS 3102 ENTREPRENEURSHIP AND ENTERPRISE DEVELOPMENT

This course introduces the concepts and principles of entrepreneurship and the process of starting a business venture. A three-stage approach is used to achieve the course learning outcome: (a) understanding the individual characteristics of an entrepreneur, (b) analysing business opportunities and forming an entrepreneurial venture, and (c) developing a business plan for the venture. During the first stage, students will be exposed to the concepts and principles of entrepreneurship and individual characteristics and the required skills to successfully manage business ventures. After that, they will be introduced to techniques and tools to analyse and assess business ideas and the procedures to set up business ventures in Malaysia. Finally, they will be guided through every stages of the business plan development using their business ideas as case study. In addition to guided T&L, students will also be exposed to real life entrepreneurial activities through entrepreneurship carnivals containing talks by successful entrepreneurs, entrepreneurial workshops and entrepreneurial activities.

References1. Kamariah et al (2009). TechnologyEntrepreneurship. Pearson Prentice Hall Malaysia.2. UiTM Entrepreneurship Study Group, (2004). FundamentalsofEntrepreneurship. Pearson Prentice Hall Malaysia.3. Ab Aziz Yusof, Perumal, S., Faizuniah Pangil (2005). PrinciplesofEntrepreneurship. Pearson Prentice Hall Malaysia4. Barringer, B.R, and Ireland, R.D. (2006). Entrepreneurship. Pearson Prentice Hall USA.5. Lambing, P.A. and Kuehl, S.R. (2007). Entrepreneurship. 4th Ed. Pearson Prentice Hall USA.6. Zimmerer, T.W. and Scarborough, N.M. (200). Essentials of Entrepreneurship and Small Business Management. 4th .ed. Pearson

Educational International7. Mohd Khairuddin Hashim, (2007). SMEs in Malaysia: ABriefHandbook. Augus Publishing, Malaysia.8. Small Business Planning & Information Books from the Entrepreneur's Guidebook Series http://www.smbtn.com/businessplanguides/


340

UKQU 1011 PALAPES

Kursus ini mendedahkan kepada pegawai kadet mengenai peperangan konvensional (CW) iaitu aplikasi fasa serangan dan mara. Pelajaran taktik (ilmu medan perang), latihan kawad, senjata dan baca peta lanjutan dari peringkat I.

Rujukan1. Armed Forces Staff Manual T 101.2. Falsafah Latihan Individu dan Frofil Anggota Tentera Darat MD 7.1A TD.3. Buku Panduan Peperangan Darat Bahagian 2 (Infantri) Kod T. 3245.

UKQU 1031 KELANA SISWA

Kursus ini merupakan latihan-latihan praktikal berdasarkan skim baru, Skim Latihan Modular Pengakap Kelana dan skim lama, Skim Latihan Linear Pengakap Kelana, Persekutuan Pengakap Malaysia. Latihan dalam skim-skim ini memberikan pendedahan kepada aktiviti I individu dan kumpulan dalam pembinaan diri, membangunkan keupayaan diri, penjanaan keyakinan diri, menguasai bakat kepimpinan, semangat setiakawan, jati diri, pengukuhan disiplin, penerapan nilai kemasyarakatan dan membina semangat patriotic untuk menghayati nilai perpaduan dan kewarganegaraan

Rujukan1. Manual Latihan PPM (2006) "KursusKepimpinanManikayu1" Persekutuan Pengakap Malaysia. 2. Manual Latihan PPM (2006) "KursusKepimpinanManikayu2" Persekutuan Pengakap Malaysia. 3. Bahagian Latihan PPM (2005) "ManualLatihanPemimpinUnitSkimBaru" Persekutuan Pengakap Malaysia 4. Bahagian Latihan PPM (2004) "PeraturanPertubuhanDanSkimLatihanPemimpinPengakapKelana" Persekutuan Pengakap Malaysia 5. Robert Baden Powel terjemahan oleh Dato' Syed Hashim Abdullah (1993) "IlmuPengakapBudak-Budak" Edusys Sdn Bhd

UICI 1012 - ISLAMIC AND ASIAN CIVILIZATION

The course familiarizes students with the Islamic and Asian Civilization. It discusses on the science of civilization that embraces an introductory to the science of civilization, the interactions of various civilizations (Malay, China and India) Islamic Civilization contemporary issues on the Islamic and Asia Civilization, Islam in Malay Civilization and its role in establishing the Malaysian civilization. At the end of the course, student will be extensively exposed to the history, principles, value and fundamental aspects of the civilizational studies in Malaysia as well as to strengthen the integrity of Malaysian as citizen of a multi-racial country which has a high tolerance towards others. Throughout the learning process, some aspects of generis skills namely team working, communication skills and ethics will be emphasized.

UICI 2042 - ISLAMIC INSTITUTIONS

The course exposes students to the comprehensiveness of Islam via its distinctive institutions. It discusses on various institutions including family, social, education, economics, legislative and jurisdiction, enforcement and politics. The discussion will be focused on the concepts of family: Its internalizing and implementation, the concept of society and the social responsibility, Islamic philosophy and educational system,

Un

iver

sity

s’ G

ener

al

Su

bje

cts

341

concepts of Islamic economics, insurance and banking, the concept and characteristics of law and legislation, the position of Islamic law in the Malaysian constitution, witness, allegation, evidence and demonstration, wilayah al-qadha’, wilayah al-Hisbah and al-Mazalim, and the concepts of Islamic politics and its dominion. At the end of the course, students are able to understand the concepts and the roles of various Islamic institutions which can be an alternative solution to overcome the problem of Ummah. Students are also able to work in team and equipped with communication and problem solving skills.

UICI 2032 - ISLAM AND CURRENT ISSUES

The course acquaints student with various topics on current issues and the Islamic approaches to overcome the problems and the challenges. The topic comprise discussions on globalization, clash of Eastern and Western civilizations, moral decadency, ethical issues in science and technology, economic issues, development and environmental issues, postmodernism, governance and administration, issues that challenge the credibility of Islam, as well as fundamentalism and extremism. issues pertaining to the ethic relations and ethnic chauvinism and the current challenges of Muslim people will also be discussed. At the end of the course, student will be able to explain the Islamic views pertaining to current issues and able to provide answers and alternatives to the problems by referring to the Islamic principles. They are also able to work in team and equip themselves with communication and problem solving skills.

UICI 2022 - SCIENCE, TECHNOLOGY AND MANKIND

This course discusses the philosophy of knowledge in terms of its definitions, concepts, theories, history, culture, knowledge, and transfer of knowledge. It is also discussed about the science in terms of its concepts, history, cosmology, and Islamic view of learning science, methodology of Islamic science, the comparisons between Islamic science and Western science, as well as modern science and the divine. Next discussion is about technology in terms of its concepts, historical development, solutions to technology issues, as well as technology and divinity. This course also discussed about the human; the concept and theory, the creation of man, the human role, the stages of human life, the glory factors, ethics, values, and purpose of human creation.

P/S : Subjek UICI 2022 Sains, Teknologi dan Manusia akan bermula pada semester II sebagai subjek umum universiti.

UICI 1012 - TAMADUN ISLAM DAN TAMADUN ASIA (TITAS)

Kursus ini memperkenalkan pelajar kepada Tamadun Islam dan Tamadun Asia. Ia membincangkan tentang ilmu ketamadunan yang mencakupi pengenalan ilmu ketamadunan; interaksi antara pelbagai tamadun (Melayu, Cina dan India); Islam dalam tamadun Melayu serta peranannya dalam pembinaan tamadun Malaysia; Islam dalam tamadun Melayu; isu-isu komtemporari tamadun Islam dan tamadun Asia. Di akhir kursus ini pelajar akan dapat pendedahan yang komprehensif mengenai sejarah, prinsip, nilai dan aspek utama pengajian ketamadunan di Malaysia dan memperkukuhkan jati diri bangsa Malaysia dan bertoleransi. Pelajar juga berkemampuan bekerja dalam kumpulan, memiliki kemahiran menyelesaikan masalah dan kemahiran berkomunikasi yang berkesan.


342

UICI 2042 - INSTITUSI-INSTITUSI ISLAM

Kursus ini mendedahkan pelajar kepada kesyumulan Islam melalui keunggulan institusi-institusinya. Ia membincangkan institui-institusi keluarga, sosial , pendidikan, ekonomi, perundangan, kehakiman, pengkuatkuasaan dan politik dalam Islam. Perbincangan difokuskan kepada konsep kekeluargaan, penghayatan dan pelaksanaannya; konsep sosial dan tanggungjawab masyarakat; falsafah dan sistem pendidikan Islam; konsep ekonomi Islam, perbankan dan insuran; konsep dan ciri-ciri perundangan, kedudukan perundangan Islam dalam perlembagaan Malaysia; persaksian, pendakwaan, pembuktian dan keterangan; wilayah al-Qadha’, wilayah al-Hisbah dan al-Mazalim; konsep politik dan bidang kuasanya. Di akhir kursus ini, pelajar akan dapat memahami konsep dan fungsi institusi Islam dalam kehidupan muslim sebagai alternatif bagi menyelesaikan masalah ummah. Pelajar juga berkemampuan bekerja dalam kumpulan, memiliki kemahiran menyelesaikan masalah dan kemahiran berkomunikasi yang berkesan.

UICI 2032 - ISLAM DAN ISU-ISU SEMASA

Kursus ini memperkenalkan pelajar kepada pelbagai isu semasa dan cara penyelesaiannya menurut Islam. Ia membincangkan tentang Isu-isu Globalisasi dan Pertembungan Peradaban Timur dan Barat; Gejala-gejala Dkadensi Moral, faktor-faktor dan penyelesaiannya; Isu-isu Etika dalam Sains dan Teknologi; Isu-isu Ekonomi, Pembangunan dan Alam Sekitar, Isu-isu Pemikiran Pasca Modernisme, Isu-isu Pemerintahan dan Pentadbiran; Isu-isu yang Mencabar Kewibawaan Islam serta Isu-Isu Fundamentalisme dan Ekstrimisme. Isu-isu hubungan etnik dan Chauvinisme Ras serta cabaran-cabaran semasa masyarakat Islam turut dibincangkan. Di akhir kursus ini pelajar dapat menghuraikan prinsip-prinsip Ilsam terhadap isu-isu semasa, mengemukakan alternatif dan jalan penyelesaian terhadap persoalan-persoalan-persoalan semasa berdasarkan prinsip-prinsip dan kaedah Islam. Pelajar juga berkemampuan bekerja dalam kumpulan, menyelesaikan masalah dan memiliki kemahiran berkomunikasi yang berkesan.

UICI 2022 - SAINS, TEKNOLOGI DAN MANUSIA

Kursus ini membincangkan falsafah ilmu dari aspek definisi, konsep, teori, sejarah perkembangan, budaya ilmu, dan perpindahan ilmu. Dibincangkan juga sains dari sudut konsep, sejarah perkembangan, kosmologi, pandangan Islam terhadap pengajian ilmu sains, metodologi dalam sains Islam, perbandingan antara sains Islam dan sains Barat serta sains moden dan ketuhanan. Perbincangan seterusnya adalah mengenai teknologi dari sudut konsep, sejarah perkembangan, penyelesaian terhadap isu teknologi, teknologi dan ketuhanan. Turut dibahaskan adalah mengenai manusia; konsep dan teori, proses penciptaan manusia, peringkat kehidupan manusia, peranan, faktor kemuliaan, etika, nilai, dan matlamat penciptaan manusia.

P/S : Subjek UICI 2022 Sains, Teknologi dan Manusia akan bermula pada semester II sebagai subjek umum universiti.

Un

iver

sity

s’ G

ener

al

Su

bje

cts

343


344