Ateneo de Zamboanga University

College of Science and Information Technology

Fr Eusebio, SJ Campus, La Purisima St., Zamboanga City

COURSE SYLLABUS in Mathematics in the Modern World

School Year 2022-2023-2

Course Title Mathematics in the Modern World Name of Teacher Mrs. I-C D.C. Zamora

Credit Units 3 Consultation Time Monday (F2F) and Wednesday (Online) 2:00pm – 3:00pm

Pre-requisite Subject None Contact Hours/Week 54 hours or 18 weeks (3hrs/week)

Monday – 9:00am – 10:20am (Face-to-Face- Room BC 401), Wednesday – 9:00am – 10:20am (online) MATMOD F
Class Schedule
Monday – 12:00pm – 1:20pm (Face-to-Face- Room XH 304), Wednesday –12:00pm – 1:20pm (online) MATMOD K

Institutional Graduate Attributes

1. Magis – generous and committed to excellence;

2. Cura Personalis – caring and respectful of the individual person and God’s other creations;

3. Animo – passionate towards work;

4. Discernment – discerning and sensitive to self, to others, and to God; able to make morally sound decisions;

5. Socially-involved – committed to serve and empower the lives of those who are marginalized –the least, the lost, and the last; and

6. Companionship – able to live in harmony with others.

Course Description The course begins with an introduction to the nature of mathematics as an exploration of patterns (in nature and the environment) and as an application of inductive and deductive reasoning. By exploring these topics, students are encouraged to go beyond the typical understanding of mathematics
as merely a bunch of formulas but as a source of aesthetics in patterns of nature, for example, and a rich language in itself (and of science) governed by logic and reasoning.

The course then proceeds to survey ways in which mathematics provides a tool for understanding and dealing with various aspects of present day living, such as managing personal finances, making social choices, appreciating geometric designs, understanding codes used in data transmission and security, and dividing
limited resources fairly. These aspects will provide opportunities for actually doing mathematics in a broad range of exercises that bring out the various dimensions of mathematics as a way of knowing, and test the students’ understanding and capacity.

The course is also intended to build capacity among the students/participants to be able to train additional faculty who can teach the new GE (general education) course, Mathematics in the Modern World.

Course Syllabus | MATMOD Page 1

Course Outcomes At the end of the course, the students/participants would be able to:
(K) 1. Discuss and argue about the nature of mathematics, what it is, how it is expressed, represented, and used
(K) 2. Appreciate the nature and uses of mathematics in everyday life
3. Discuss the language and symbols of mathematics;
4. Use different types of reasoning to justify statements and arguments made about mathematics and mathematical concepts;
(S) 5. Use a variety of statistical tools to process and manage numerical data;
(S) 6. Use mathematics in other areas such as finance and business, codes and coding schemes, networks, voting, apportionment, health and medicine, environment,
arts and design, and recreation;
(V) 7. Affirm honesty and integrity in the application of mathematics to various human endeavors.

Course Outline
Section 1.
The Nature of Mathematics
I. Mathematics in our World
Core Idea:
Mathematics is a useful way to think about nature and our world.
Mathematical Concepts: Number Sequence – Arithmetic, Geometric, and Fibonacci
II. Mathematical Language and Symbols
Core Idea:
Like any language, mathematics has its own symbols, syntax, and rules.
Mathematical Concepts: Sets – Set-builder and Roster form, Relations and Functions, Evaluating algebraic expressions and equations.
III. Problem Solving and Reasoning
Core Idea:
Mathematics is not just about numbers; much of it is problem solving and reasoning.

Course Syllabus | MATMOD Page 2

Mathematical Concepts:
Section 2.
Mathematics as a Tool
I. Data Management
Core Idea:
Statistical tools derived from mathematics are useful in processing and managing numerical data in order to describe a phenomenon and predict values.
II. (Choose one or two additional topics)
A. Apportionment and Voting
Core Idea:
Mathematics can promote democracy through impartial voting methods and numerical measures of fairness
B. The Mathematics of Graphs
Core Idea:
Mathematics creates connections and fosters efficiency through visual tools like graphs and algorithms
C. Codes
Core Idea:
The utility of mathematics goes beyond the mundane. Mathematics enables the development of codes and ciphers that are useful to individuals and to society.
D. Geometric Designs
Core Idea:
Geometry can help enhance one’s artistic prowess as well as enrich one’s own culture.

Course Syllabus | MATMOD Page 3

 LEARNING PLAN

MATHEMATICS IN THE MODERN WORLD (Mathematics GE)

TIME FRAME CROSS-LINKED

(Weekly) CONCEPTS/VALUES TO BE
INTENDED LEARNING OUTCOME
LEARNING CONTENT INTEGRATED ASSESSMENT STRATEGIES LEARNING EPISODES REFERENCES
(With Success Indicators)
(Relate this to the Vision-Mission

Directions of the school)

Week 1-2 SECTION 1. The Nature of Mathematics

Discuss and argue about the nature of mathematics, 1.1A. Short-response/essay writing at the end of class to one Activities to do: 1. Nature’s Numbers by Ian Stewart OR Mathematics in Nature:
I. ● Magis- critical thinking, question i.Film viewing Modeling Patterns in the Natural World by John A Adam OR A Mathematical
Jan 9-21 Mathematics in our World
what it is, how it is expressed, represented, and used. creative thinking, search for truth, 1Ex. What new ideas about mathematics did you https://vimeo.com/ Nature Walk by John A Adam OR any book of the same level, intent and

Core Idea 1: Mathematics is a useful way to think ● Discernment – learn? What is it about mathematics that might have changed your 9953368 approach

about nature and our world.

1. Identify patterns in nature and regularities in the world by appreciation of God’s wonderful creation 2. Vila, C. (2023, January 7). NATURE BY NUMBERS.
thoughts about it? What is most useful about mathematics for
A. patterns and numbers in nature and the world (snowflake
citing examples, describing, inferring.
humankind? https:// Vimeo. https://vimeo.com/9953368

and honeycomb, tiger’s stripes, honeycomb,, tiger’s stripes, 1.1B One-page synthesis paper (Inquiry paper) focusing on one of www.youtube.com/watch? 3. A Day’s Adventure in Math Wonderland by Akiyama & Ruiz

etc.)
2. Articulate the importance of mathematics in one’s life by v=U_ZHsk0-eF0 4. The Number Devil by Enzensberger
the following aspects of mathematics:
illustrating the application of math in their life events.
b. Mathematics helps organize patterns and
B.The Fibonacci sequence in snails, number of petals, regularities in the world. https:// 5. TrueDisney. (2012, September 16). Donald Duck - Mathmagic Land.

sunflower, seed pattern, etc.)

3. Argue about the nature of mathematics, what it is, how it
c. www.youtube.com/watch? YouTube. https://www.youtube.com/watch?v=U_ZHsk0-eF0
Mathematics helps predict the behavior of
is expressed, represented, and used by:
nature and phenomena in the world v=dLU78Xyb0io
Core idea 2: d. Mathematics helps control nature and 6. Erika. (2018, July 6). Mathematics in the Modern World | Patterns &

Mathematics helps organize patterns and regularities in

a. formulating statements for and against the genetic engineering that can
occurrences in the world for our own ends. ii.Pair- or small group sharing Regularities. YouTube. https://www.youtube.com/watch?v=dLU78Xy-

the world
modify physical and physiological characteristics;
Standards/Basis for Grading to use in the synthesis paper: iii.Journal writing b0io
b. making a stand on the issue at hand.
0 point – The student is unable to elicit the ideas and concepts from iv.Interactive lecture
Core idea 3: the readings and video indicating that he/she has not read the
mathematics helps predict the behavior of nature and prescribed reading or video.
Appreciate the nature and uses of mathematics in
phenomena in the world 1 point – The student is able to elicit the ideas and concepts from
everyday life the readings and video but shows erroneous understanding of these.
Core idea 4: 2 points – The student is able to elicit the ideas and concepts from
Mathematics helps control nature and occurrences in the 4. Express appreciation for mathematics as a human
the readings and video and shows correct understanding of these
world for our own ends endeavor by:
3 points – The student not only elicits the correct ideas from the
a.listing down the benefits that man can get from mathematics;
readings and video but also gives additional information.
4 points – The student elicits the correct ideas from the readings
Core idea 5: b. embracing mathematics by showing favorable attitude towards
and video, gives a very extensive additional information.
Mathematics has numerous applications in the world Mathematics.

making it indispensable
i. c. creating pitch to promote the significance of understanding math.

Week 3-5 SECTION 1. The Nature of Mathematics Discuss the language and symbols of Mathematics. Community and Communication Evaluation Requirements: Activities to do: 1. Jamison, R. E. (2000). Learning the language of
II. i.Writing exercise sets i.Individual or small group exercises including mathematics. In Language and Learning across the Disciplines, 4(1), 45-54.
Collaboration
Jan 23-Feb 11 Mathematical Language and Symbols 1. Identify mathematical statement. ii.Quiz games (See exercises in The Language of
Required for students:
Core Idea: Like any language, mathematics has its Mathematics from One Mathematical Cat,
2. Translate statements to mathematical statements.
iii.First Long Exam Please! by Carol Burns Fisher)
1. The Language of Mathematics from One Mathematical Cat,
own symbols, syntax, and rules.
Section 2. Characteristics of mathematical language: ii.Whole class discussions of the comparisons Please! by Carol Burns Fisher

precise, concise, powerful 3. Perform operations on mathematical expressions correctly.

Standards/Basis for Grading to Use:
between the English and Mathematical
2. The Language and Grammar of Mathematics
Use numerical scores.
Section 3. Expressions vs sentences language
Section 4. Conventions in the mathematical 4. Classify set or group according to its characteristics. iii.Compilation of mathematical symbols and
language notations and their meanings
Section 5. Four basic concepts: sets, functions, 5.Justify proposition using logical connectives

Course Syllabus | MATMOD Page 4

 TIME FRAME CROSS-LINKED

(Weekly) CONCEPTS/VALUES TO BE
INTENDED LEARNING OUTCOME
LEARNING CONTENT INTEGRATED ASSESSMENT STRATEGIES LEARNING EPISODES REFERENCES
(With Success Indicators)
(Relate this to the Vision-Mission

Directions of the school)

relations, binary operations Some ideas to elicit and encourage:

Section 6. Elementary logic: connectives, i.Mathematics is a language in itself. Hence, it
quantifiers, negation, variables is useful in communicating important ideas.
ii.Mathematics as a language is clear and
objective.
iii.Language conventions are necessary in
mathematics for it to be understood by all.

Some ideas to discourage, debunk, or

disprove:
i.Mathematics is not a language but a useless set
of formal rules and alien symbols
ii.Mathematics confuses the communication of
concepts and ideas.
iii.Mathematics is full of unnecessary symbols,
rules and conventions.

Week 6-7 SECTION 1. The Nature of Mathematics

Use different types of reasoning to justify statements 1. Magis – generosity Evaluation Requirements: Activities to do: 1. Mathematical Excursions (Ch. 1) by R. Aufmann et al.
III. i.One (1) take-home problem set i.Reading and writing proofs 2. What is Mathematics Really? (Ch. 4, 5) by R. Hersh
and arguments made about mathematics and and commitment to excellence;
Feb 13-25 Problem Solving and Reasoning ii.Small-group problem solving
Core Idea: Mathematics is not just about numbers; mathematical concepts.
2. Animo – passion Standards/Basis for Grading to Use:
iii.Whole class discussions of key problems and 3. Mathematical Excursions (Ch. 2) by R. Aufmann et al.
0 point – The student did not make any attempt to solve any of the 4. Mathematics, A Practical Odyssey (Ch. 1) by Johnson &
much of it is problem solving and reasoning. towards work; solutions
1. Inductive and Deductive Reasoning 5. Differentiate inductive from deductive reasoning. 3. Social involvement –
problems in the problem set or prove any of the statements in the Mowry

2. Intuition, proof, and certainty

quiz. Some ideas to elicit and encourage: 5. The Number Devil by Enzensberger

3. commitment to service and 1 point – The student attempted to solve 50% of the time in i.Mathematics requires not only facility with 6. Professor Stewart’s Cabinet of Mathematical Curiosities by
Polya’s 4-steps in Problem Solving 6. Use either inductive or deductive reasoning to solve
4. Problem solving strategies practical problems. empowerment of the marginalized; attempting to prove the statements in the quiz. numbers but also the ability to critically think Ian Stewart
7.
5. Mathematical problems involving patterns 4. Companionship –
2 points – The student attempted to solve all the problems in the through situations, to reason and argue Problem Solving Through Recreational Mathematics by

6. Recreational problems using mathematics 7. Solve problems involving patterns and recreational
problem set or displayed logical reason 75% of the time in logically and to creatively solve problems. Averbach and Chein
living in harmony with others; and attempting to prove the statements in the quiz. ii.Mathematics is an active human endeavor. We
problems following Polya’s four steps (S)
5. Love of country – 3 points – The student is able to completely solve 50% of the can create the mathematics we need to solve
problems in the problem set of completed 75% of the proofs in the problems.
8. Organize one’s methods and approaches for solving awareness of issues and problems
quiz. iii.Mathematics is for everyone and anyone who
problems (V)
4 points – The student is able to completely solve 75% of the cares to learn it.

problems in the problem set or completed all of the proofs in the iv.Mathematical problem solving takes time.
quiz. Solutions are not always apparent to the solver.
ii. 2nd Long Exam v.There may be more than one approach in
solving mathematical problems.
Some ideas to discourage, debunk, or

disprove:
i.One only needs to learn numbers and fractions
to be mathematically proficient.
ii.Mathematics is a spectator sport. Mathematics
is just out there to be discovered and

appreciated.
iii.Mathematics is only for the gifted.
iv.One is dumb if he/she cannot solve a
mathematical problem right away.

Course Syllabus | MATMOD Page 5

 TIME FRAME CROSS-LINKED

(Weekly) CONCEPTS/VALUES TO BE
INTENDED LEARNING OUTCOME
LEARNING CONTENT INTEGRATED ASSESSMENT STRATEGIES LEARNING EPISODES REFERENCES
(With Success Indicators)
(Relate this to the Vision-Mission

Directions of the school)

v.There is only one way to solve a mathematical

problem.

Week 8-12 SECTION 2. Mathematics as a Tool

Use a variety of statistical tools to process and manage Social Involvement Evaluation Requirements: Activities to do: 1. CK-12 Probability and Statistics Advanced Second Edition
(Week 9-Midterm IV. Love of environment i.One (1) quiz i.Lectures
Exam) Data Management
numerical data Discernment- sensitive to individuality and ii.One (1) group project proposal for a quantitative study (or Long ii.Work with appropriate computer statistical 2. Mathematics, A Practical Odyssey by Johnson & Mowry (Ch.
4)
Core Idea: Statistical tools derived from differences Exam) software
Feb 27-Apr 1 mathematics are useful in processing and managing
9. Identify an appropriate statistical tool to process and iii.Class discussions 3. Math on Our World by Sobecki, Bluman, & Schirck-

manage numerical data Standards/Basis for Grading to Use: Matthews

numerical data in order to describe a phenomenon and
i.Numerical scores for the quizzes, test, and problem sets Some ideas to elicit and encourage:
predict values.
10. Use the methods of linear regression and correlations to ii.Rubric for the project proposal vi.Mathematics requires not only facility with
i.Review: Descriptive Statistics Normal Distribution,
predict the value of a given variable given certain conditions numbers but also the ability to critically think
Hypothesis Testing, Regression and Correlation (Ch. 1, 5, 8,
Caution:
through situations, to reason and argue
9) i.Define the bounds of the project proposal to ensure that the work
iii.Chi-square (Ch. 10) 11. Advocate the use of statistical data in making important logically and to creatively solve problems.
required is commensurate to the hours allotted for this section of
iv.Planning or Conducting an Experiment or Study (Ch. 6) decisions by engaging in quantitative data management
the course.
ii.The oral proposal is not to be graded
12. Do an extensive analysis on enrolment data for projection

purposes.

13. Conduct a data processing and analysis of crime rates in

Zamboanga City.

MIDTERM EXAMINATION

SECTION 2. Mathematics as a Tool

Use mathematics in other areas such as finance and Social Involvement- sharing of resources and Evaluation Requirements: Activities to do: 1. Aufmann et al., Ch. 4
V. responsibilities, empowerment i.One (1) problem set i.Role playing
Apportionment and Voting
business, codes and coding schemes, networks, voting, Leadership and Honesty ii.An integrating project ii.Lectures
Core Idea: Mathematics can promote democracy apportionment, health and medicine, environment, arts Impartiality iii.Written Exercises
Sample Integrating Project (by groups:
through impartial voting methods and numerical measures
and design, and recreation Create a poster aimed at recruiting students to join a club that
of fairness
promotes mathematics as an important tool in everyday life.
Introduction to apportionment
14. Differentiate the different methods of apportionment
v.Introduction to voting Standards/Basis for Grading to Use:
vi.Weighted Voting Systems i.Numerical scores for problem sets
15. Use appropriate voting system in determining winners in
an election proceedings
ii.Rubric for the project

16. Use mathematical concepts and tools in other areas such

as in finance, voting, logic, business, networks, and systems

17. Support the use of mathematics in various aspects and

endeavors in life by organizing clubs, academic organization, etc.

Week 13-15 VI. 18. Apply different types of graphs in solving problems Social Involvement – linkages Evaluation Requirements: Activities to do: 1. Aufmann et al., Ch. 5
April 3- 22 The Mathematics of Graphs related to scheduling, assignment, and transportation Companionship and fellowship iii.One (1) problem set Group Presentation

Core Idea: Mathematics creates connections and 19. Solve Travelling-related problems by applying Euler and iv.Group problem solving
fosters efficiency through visual tools like graphs and Hamiltonian circuits Interactive Lecture

Course Syllabus | MATMOD Page 6

 TIME FRAME CROSS-LINKED

(Weekly) CONCEPTS/VALUES TO BE
INTENDED LEARNING OUTCOME
LEARNING CONTENT INTEGRATED ASSESSMENT STRATEGIES LEARNING EPISODES REFERENCES
(With Success Indicators)
(Relate this to the Vision-Mission

Directions of the school)

algorithms. 20. Demonstrate connectivity in terms of social network Standards/Basis for Grading to Use:
1.Graphs : Euler circuits and Hamiltonian circuits locally and globally. iii.Numerical scores for problem sets
2.Weighted graphs
iii. Long Exam
3.Euler’s formula
4.Graph coloring

VII. Linear Programming Magis- providing the best usage of materials Evaluation Requirements: Hands-on activities with the use of Aufmann et al.

Core Idea: Mathematics can promote solving optimization Honesty and integrity v.One (1) problem set appropriate mathematical software 1.For All Practical Purposes, Introduction to Contemporary Mathematics (2
nd

problems Promote Transparency Activities to do: Ed.) by COMAP, Inc.

● Linear Inequalities 21. Use mathematical concepts and tools in other areas such Sensitivity to signs, human expressions
Standards/Basis for Grading to Use:
i.Lectures 2. A Student’s Guide to Coding and Information Theory by
● Geometry of Linear Programming as marketing, portfolio scheduling, transportation, assignment problems
iv.Numerical scores for problem sets ii.Written exercises Moser and Chen
● Simplex Method v. Rubric for the project iii.Computer exercises
VIII. Codes
3. http://www.exploratorium.edu /ronh/secret/secret.html
Evaluation Requirements:
Core Idea: The utility of mathematics goes beyond i.One (1) long test
the mundane. Mathematics enables the development of codes
and ciphers that are useful to individuals and to society. Standards/Basis for Grading to Use:
2. Binary codes 22. Apply coding schemes to encode and decode different i.Numerical scores
3. Integers in computers types of information for identification, privacy, and security purposes (S)
4. Logic and computer addition 23. Exemplify honesty and integrity when using codes for
5. Text data security purposes by keeping information confidential.
6. Errors and error correction
7. Error detecting codes
8. Repetition and Hamming Codes

Week 16-17 VIII. Geometric Designs 24. Use the fundamental concepts in Geometry to describe the Cura Personalis and generousity, sharing of Evaluation Requirements: Activities to do: Aufmann et al.
● Basic Concepts of Euclidean Geometry dimension of an object completely. resources One (1) problem set or one (1) long test i.Lectures
April 24- May 6 ● Perimeter And Area 25. Identify geometric figures that can tessellate. ii.Written exercises
● Basic concepts of Non-Euclidean 26. Demonstrate the art of tessellations
Standards/Basis for Grading to Use:
iii.Workshop of tessellation.
Geometry 27. i.Numerical scores for problem set and long test iv.Group activity on paper folding
Appreciate and embrace the application of geometric
● Fractals principles by showcasing the native products of indigenous people like the
Badjaos, Yakans and more.

FINAL EXAMINATION

Course Syllabus | MATMOD Page 7

 COURSE REQUIREMENTS AND CLASS POLICY

Course Requirements Class Standing – (3) Summative Long Exams, (1) Long Exam – based on Seatwork, assignment.

Midterm Exam and Final Exam

1. The Learning contract must be signed and submitted before the end of the first week of session. 

2. Students must have active participation in online and face-to-face sessions.

3. Reading assignments and videos uploaded in E-Class must be marked completed before the start of the class.

4. Worksheets are required to be answered by students. Extra credit tasks are optional. 

5. Students must take the Final Assessment Exam in the last week of the semester.

6. Students are required to access the course in E-Class at least twice a week. Access logs will be dutifully monitored.

7. The official learning management is E-Class where all lecture materials will be uploaded and submission of course requirements will occur.

8. A Facebook group chat will be used for quick and urgent communication, consultation, questions and clarifications or for individual concerns.

Class Policy 1. Students must visit/open their E-class upon instructions before every scheduled class meeting. All instructions given during the on-site (Face-to-Face) , meeting, including additional announcements, extended discussion,

class concerns on tasks, reading assignments, etc. shall be posted in the EClass.

2. Students are expected to attend and to be on time during the virtual meeting (online class) via Zoom. In the event, that the student will not be able to attend the virtual meeting (online class) because of internet

connectivity problem, the student must inform the course instructor through Gmail ( [email protected]). Students are expected to mute and turn on the camera during class discussion.
Students may be asked to unmute their microphone for oral recitations.

3. Students are required to attend the synchronous sessions. Students may be dropped if they incur two (2) absences without proper excuse for their absence.

4. Full names are required to be used and shown during online class sessions. Profile pictures of Zoom accounts must bear the latest picture of the students with their face clearly displayed.

3. Late submission of assigned tasks will be demerited. 

4. Students who are caught plagiarizing or copying works of others will be penalized according to the Student Handbook and be automatically dropped from the class.

5. Weekly worksheet/problem set must be submitted every Monday of the following week. Answers can be handwritten or submitted as a PDF file.

6. Extra-credit tasks will be given as an optional activity.

7. Students must enter the online meetings at least 5 minutes before the scheduled class. All online class sessions will be recorded.

8. Every student is expected to observe proper netiquette such as: the use of appropriate language, show respect to people online, maintain a good disposition of yourself online, respect privacy, do not comment on

things that are not intended for you, observe plagiarism and copyright policies, etc.

9. Students shall strictly abide by the learning contract; such as class policies, punctuality, rules in the submission of assignments, activities, worksheets, projects and others like attitude on group activities, as agreed

by the teacher and students.

Grading System Midterm Grade (MG) =

2 1
CS+ ME
3 3
Final Grade =

1 1 1
MG+ FCS + FE
3 3 3
CS – Class Standing ME – Midterm Examination

FCS – Finals Class Standing FE – Final Examination

Course Syllabus | MATMOD Page 8

 Textbooks and Supplementary Readings COURSE MATERIALS
Stewart, I. (1995). Nature’s Numbers. New York, NY: BasicBooks. https://cismasemanuel.files.wordpress.com/2010/02/ian-stewart-numerele-naturii.pdf
Video: Nature by Numbers by Cristóbal Vila, 2010. http://www.etereaestudios.com/docs_html/nbyn_html/intro.htm
Jamison, R. E. (2000). Learning the language of mathematics. Language and Learning across the Disciplines, 4(1), 45-54.
The Language of Mathematics. http://www.onemathematicalcat.org/pdf_files/LANG1.pdf
The Language and Grammar of Mathematics. https://www.dpmms.cam.ac.uk/~wtg10/grammar.pdf
Aufmann, R. N., Lockwood, J. S., Nation, R. D. & Clegg, D. K. (2013). Mathematical Excursions, Third Edition. CA: Brooks/Cole, Cengage Learning.
Lawsky, E. et al. (2014). CK-12 Probability and Statistics – Advanced (Second Edition). Flexbook. http://www.ck12.org/book/CK-12-Advanced-Probability-and-Statistics-Concepts/

Prepared by: Mrs. I-C DC Zamora, Course Instructor Checked by: Mr. Rey S. Reyes, Mathematics Department Chair Approved by: Ms. Jocelyn Partosa, PhD, College Dean, College of Science and

Information Technology

Course Syllabus | MATMOD Page 9