Subject Proposal for the Purpose of General University Requirements (GUR)
Subject Offering
Department
Department of Electrical Engineering
Subject Code
EE1D01
Subject Title
Electrical Science for Everyone
Credit Value
3
Level
1
Planned Student
Intake per Year
Optimal class size: _50____________________
GUR Requirements
Intended to Fulfil
Please indicate which of the following GUR requirements the proposed subject
intends to fulfil [Please check ALL boxes that may apply.]
Planned number of sessions to be offered:
Semester 1: _1_______________
Semester 2: _______________
Summer Term: ____________
Languages and Communication Requirement (LCR)
Requirement in Healthy Lifestyle
Broad Discipline Requirement (BDR)
Please specify Broad Discipline Area: Science, Technology and Environment
Cluster Area Requirement (CAR)
Please check the MOST appropriate box below to indicate the cluster area the
subject primarily belongs to:
Human Nature, Relations and Development
Community, Organization and Globalization
History, Cultures and World Views
Science, Technology and Environment
China-Study Requirement (CSR)
or No
(Please check as
More than 60% CSR-related content? Yes
appropriate)
Proposed
Instructor(s)
Dr. W.L. Chan, Associate Professor, EE
(Note 1)
Medium of
Instruction
Please check the appropriate box:
English
Cantonese*
Putonghua*
Others* (Please specify: _______)
Justification(s):
* In line with the University policy, English will be the medium of instruction except
for the Chinese culture- or Chinese literature-related subjects, which will normally
be taught in Putonghua as recommended by the Working Group. For other subjects
to be offered in Cantonese, Putonghua or other languages, justifications should be
provided for special consideration.
Student Study
Effort Required
Class contact:

Lecture
26 Hrs.

Tutorial
13 Hrs.
Other student study effort:

Revision and Assignments
39 Hrs.

Mini-project
30 Hrs.
Total student study effort
108 Hrs.
Pre-requisite and/or Nil
Exclusion(s)
(Note 2)
Objectives
(Note 3)
Intended Learning
Outcomes
(Note 4)
As electrical technology becomes increasingly embedded in everyday life, it is
necessary to know more about it in order to live more happily, practice energyefficiency and safely in everyday life. This subject is to provide a wellgrounded understanding of selected fundamental concepts in electricity and
helps non-science students to understand the electrical science and apply
scientific principles to the world around them. It provides an overview of key
electrical technologies that are useful in everyday life and introduce to students
how various electrical and electronic devices work. The science knowledge
involved in the operation of these devices, as well as, the science related to
safety is also presented.
Upon completion of the subject, students will be able to:
(a) understand basic operation principles of some electrical devices;
(b) know ways to avoid electrical accidents at home and in work place;
(c) use electricity in a more energy efficient way;
(d) recognize the need for life-long learning.
Please explain how the stated learning outcomes relate to the following three essential
features of GUR subjects: Literacy, Higher order thinking, and Life-long learning
Literacy : (a) and (b)
Higher order thinking: (c)
Life-long learning: (d)
Subject Synopsis/
Indicative Syllabus
1.
Basic electricity
Forms of electricity, batteries and generators, science in the electrical
conversion processes, use of electricity, electricity tariffs.
2.
Electrical and electronic appliances
A number of electrical and electronic appliances and consumer
products and their working principles and related science will be
discussed, using easy-to-understand approach. These include large
appliances found in the household; consumer and entertainment
products; equipment found in the office; and other electronic devices
used in everyday life. Devices discussed in this course include a
selection of some of the followings:
 Lifts and escalators
 Electric fan washing machines
 Lighting: fluorescent tubes and LED
 Microwave oven, electric cooker, induction cooker
 Radio and television
 Telephones and FAX machines
 Computers and networks
Teaching/Learning
Methodology
(Note 5)
3.
Electrical safety
Safety rules when using electrical and electronic appliances; proper
wiring and earthing practice; meaning of electric shocks, how to avoid
electric shocks; meaning of lightning, what to do during lightning; how
to prevent electrical accidents; what to do when a circuit breaker
tripped.
4.
Energy efficiency
Ways to reduce energy consumption in daily life, various type of
energy saving devices, and the related scientific principles.
Easy to understand approach will be used through out on explaining the
scientific concepts and principles, no complicated equation will be involved.
The fundamental concepts will be presented through lectures, tutorials, and some
case studies. Students will be required to form groups to work through a miniproject. Tutorials will be structured on different sessions with specific topics and
will require sufficient contribution from students. Students will also learn
through active participation in the presentation of their project works, case studies
and discussion among students.
Assessment Method
(Note 6)
Specific assessment
methods/tasks
%
Intended subject learning outcomes to
weighting be assessed (Please tick as appropriate)
a
1. Examination
60
2. Continuous assessment
40
Total
Reading List and
Reference
√
b
√
c
d
√
√
√
100 %
1. Thomas L. Floyd, David M. Buchla, “DC/AC fundamentals : a systems
approach”, Pearson, 2013
2. Stephen L. Herman, “Delmar's Standard Textbook of Electricity”,
Delmar/Cengage Learning, 2011
3. Carrie Love, Penny Smith (eds.) “How Things Work Encyclopedia”, DK
Publishing, 2010.
4. Louis A. Bloomfield, “How things work : the physics of everyday life”,
Wiley, 2013
5. John Cadick, Mary Capelli-Schellpfeffer, Dennis K. Neitzel, Al Winfield.,
“Electrical safety handbook”, McGraw-Hill, 2013