NEERING AND THE BUILT ENVIRONMENT DEPARTMENT OF ELECTRICAL
FACULTY OF ENGINEERING
AND THE BUILT ENVIRONMENT
DEPARTMENT OF ELECTRICAL ENGINEERING
STUDENT MODULE GUIDE
ELECTRONIC CIRCUITS
1
ELS105B
STUDENT MODULE GUIDE
NAME OF MODULE
Electronic Circuits
NQF
LEVEL
NQF CREDITS
6
28 credits
280 notional
hours
QUALIFICATION &
SAQA ID
Bachelor of Engineering Technology
MODULE CODE
ELS105B
in Electrical Engineering (BPEE19)
SAQA ID No: 101903
Compiled by: J. Sebastian, P. J. Ehlers
Updated by: PF Le Roux & LJ Ngoma
Date: February 2023
2
©COPYRIGHT: Tshwane University of Technology
Private Bag X680
PRETORIA
0001
All rights reserved. Apart from any reasonable quotations for the purposes of
research criticism or review as permitted under the Copyright Act, no part of
this book may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopy and recording, without
permission in writing from the publisher.
Printed and distributed by the:
FACULTY OF ENGINEERING AND
BUILT ENVIRONMENT
Tshwane University of Technology
Private Bag X680
Pretoria
3
Table of Contents
1.
SECTION A: INTRODUCTION .........................................................................................................................6
1.1
WELCOME ..........................................................................................................................................6
1.2
HOW TO USE THIS GUIDE ................................................................................................................6
1.3
PURPOSE OF THIS MODULE/SUBJECT ..........................................................................................6
2.
SECTION B: ORGANISATIONAL COMPONENT ............................................................................................8
2.1
STAFF CONTACT DETAILS ...............................................................................................................8
2.2
CONSULTATION AND AVAILABILITY OF LECTURERS ...................................................................8
2.3
YEAR PLAN ........................................................................................................................................9
2.4
CODE OF CONDUCT .......................................................................................................................10
3.
SECTION C: PRESCRIBED AND RECOMMENDED RESOURCES .............................................................12
3.1
PRESCRIBED RESOURCES (COMPULSORY) ...............................................................................12
3.2
RECOMMENDED RESOURCES ......................................................................................................12
4.
SECTION D: SUBJECT/MODULE DESCRIPTION ........................................................................................14
4.1
ARTICULATION AND RELATION TO OTHER SUBJECTS ..............................................................14
4.2
KNOWLEDGE AREAS ......................................................................................................................14
4.3
TOTAL TIME ALLOCATION ..............................................................................................................14
4.4
HEQSF CREDIT FOR THE SUBJECT CALCULATION ....................................................................15
4.5
UNIT CONTENT ................................................................................................................................16
4.6
SECTION E: ASSESSMENT AND ASSESSMENT CRITERIA .........................................................22
5.
SECTION E: GRADUATE ATTRIBUTES.......................................................................................................24
5.1
EVIDANCE OF ASSESSMENT OF GRADUATE ATTRIBUTES .......................................................25
5.2
GRADUATE ATTRIBUTES RUBRICS ..............................................................................................27
5.3
ECSA GRADUATE ATTRIBUTES.....................................................................................................31
6.
SECTION F: APPENDICES ...........................................................................................................................39
6.1
CONTENT OUTLINE (SYLLABUS) ...................................................................................................39
6.2
ASSESSMENT RECORDS ...............................................................................................................43
4
HIV: THE BASIC FACTS
In the interest of your own health,
please read the following:
What is HIV/AIDS?
HIV (Human Immunodeficiency Virus) is a virus
that attacks your immune system. Unlike other
viruses, your body cannot get rid of HIV
completely, so once you have it, you have it for life.
Once the virus gets inside your body:
• You may not necessarily look or feel sick for
years, but you can still infect others.
• Over time, your immune system may grow
weak, and you can become sick with
different illnesses.
• If left untreated, your immune system will no
longer be able to defend your body from
infections, diseases, or cancers which can kill
you. This is called AIDS.
You CANNOT get HIV from:
Casual everyday contact, such as talking or eating
with someone who is infected with HIV.









Handshakes, hugs, or kisses.
Coughs or sneezes.
Toilet seats
Making a blood donation.
Water fountains.
Bed sheets.
Swimming pools.
Insects or animals.
Forks, spoons, cups, food.
You CAN get HIV from:
 Having vaginal or anal sex with someone who
has HIV without using a condom.
 You have oral sex with someone who has HIV
without using a condom or a dental dam.
 A dental dam is a piece of latex used to cover
the anus or vagina.
 You share needles to inject drugs with
someone who has HIV.
 You share needles to tattoo or pierce the skin
with someone who has mv.
 You share sex toys with someone who has
How can I tell if I have HIV?
You should not just rely on symptoms to tell
whether you have HIV.
The only way to know for sure if you have HIV
is to get tested.
Knowing your status is essential because it helps
you make healthy decisions to prevent getting or
transmitting HIV.
How can I reduce my risk of getting
HIV?
 Get tested and treated for HIV and other STD’s
and encourage your partners to do the same.
 Engage in safe sexual behaviour.
 Use condoms consistently and correctly.
 Reduce your number of sexual partners.
 If your partner is HIV+ encourage them to get
and stay on HIV treatment.
HIV and Substance Abuse
 The use of alcohol and drugs can significantly
increase the likelihood that you will engage in
risky Behaviors, including unprotected sex,
trading sex for drugs, money and goods.
 If you have HIV and you inject drugs and share
drug equipment, you can transmit HIV to
others who do not have it.
 Substance use disorders are associated with
poor health outcomes for people living with HIV
and can speed up the progression of the
disease.
 Drugs and alcohol can also affect your memory
and your ability to plan, make good decisions
and stick to a routine. That makes it harder for
you to adhere to your treatment.
Symptoms of HIV
Early signs:
 Fever,
 Chills,
 Rash,
 Night sweats,
 Muscle aches,
 Sore throat,
 Fatigue.
Clinical latency stage:
 At the early stages of HIV infection, the disease
moves into a stage called the clinical latency
stage (also known as chronic HIV infection).
 During this stage, HIV is still active but
reproduces in the body at very low levels.
 People with chronic HIV infection may not have
any HIV-related symptoms or only mild ones.
Progression to AIDS:
 Rapid weight loss,
 Recurring fever;
 Night sweats;
 Extreme tiredness;
 Diarrhoea that lasts for more than a week;
 Sores of the mouth, anus, or genitals;
 Pneumonia.
5
1. SECTION A: INTRODUCTION
1.1
WELCOME
Welcome to Electronic Circuits. This is a year subject, which provides a good understanding on the
operation of basic electronic subsystems. It is offered via compulsory lectures and laboratory sessions
over 24 weeks. The subject is structured in such a way as to provide a sound foundation for the basic
analysis and design of power supplies, advanced regulator circuits, amplifiers using bipolar devices
and further into operational amplifiers. We trust you will enjoy the course and find it interesting and
informative.
1.2
HOW TO USE THIS GUIDE
This study guide provides you with all the essential information on this programme. Section A serves as
an introduction, and Section B addresses organisational matters. Section C indicates the prescribed and
recommended resources for this module. Section D addresses the learning programme itself and
provides you with, amongst others, the programme overview, outcomes and references to the textbook to
enable you to do the required self-study and preparation for lecturers. Section C provides an overview of
the assessment requirements for this module to enable you to prepare for assessments and complete
assignments and other work according to requirements. You are required to familiarise yourself with
the content of this study to ensure you are aware of the requirements and expectations.
1.3
PURPOSE OF THIS MODULE/SUBJECT
A modern electronic engineer/technician needs a good working background of electronic subsystems
such as power supplies, and amplifiers, and its frequency response to operate effectively. Therefore, the
purpose of this module is to give students a working knowledge of power supplies, Amplifiers, their
analysis, design and operation.
Furthermore this module will provide solidify the basic knowledge acquired by verifying them. The
verification process is done in two fold. Firstly PSPICE simulation, and again in an electronic laboratory
sessions. A practical project is also included to demonstrate the skills acquired.
6
2. SECTION B: ORGANISATIONAL COMPONENT
2.1
2.2
STAFF CONTACT DETAILS
Lecturer
Head of
Department
Departmental
Administrator
Details:
J Sebastian
Prof. T. O. Olwal
N Kritzinger
Campus:
Pretoria West
Pretoria West
Pretoria West
Office:
6-314B
6-G16A
6-G16
Tel:
012 382 5959
012 382 4820
012 382 5158
Email:
sebastianj@tut.ac.za
olwalto@tut.ac.za
kritzingern@tut.ac.za
CONSULTATION AND AVAILABILITY OF LECTURERS
The following times are set aside for consultation.
Day
Time
Monday
Tuesday
11:30 – 13:00
Wednesday
16:00 – 17:40
Thursday
Friday
11:00 – 16:00
How to book an appointment: Send an email to the lecturer requesting one of the above-mentioned
consultation time slots. The lecturer will confirm on email if the appointment is made.
7
3.1
YEAR PLAN
Week
Topic
Contact Sessions
1-4
Unit 1: Introduction to electronics and
Semiconductors
8 x Lecturing, 1 x Tutorial,
Expt. 1Class test 1
5- 7
Unit 2: Diodes and Power supplies
6 x Lecturing, 1 x Tutorial
Class test 2, Exp. 4, 5, 6
8-9
Unit 3: BJTs at DC
4x Lecturing, 1 x Tutorial,
Exp. 7, 9
10 - 11
Test series 1: No lectures
Semester Test
12 - 14
Unit 3 : BJTs at DC
6 x Lecturing, 1 x Tutorial,
Class test 3, Exp. 10
15 - 17
Unit 4: Voltage Regulators
6 x Lecturing, 1 x Tutorial,
Exp. Practical Project1
18 - 19
Test Series 2: No Lectures
20
TUT RECESS
21 – 24
Analogue design using BJT
8 x Lecturing, 2 x Tutorial,
Exp. 11, Class Test 4
25 - 27
Operational Amplifiers
6 x Lecturing, 1 x Tutorial,
Exp. 14, Practical Project 2
28
Test Series3: No Lectures
28
TUT RECESS
31
PREDICATE
8
3.2
CODE OF CONDUCT
Please take note of the following regulations. These regulations are in addition to the standard rules and
regulations as determined by the TUT. Please familiarise yourself with the TUT rules and regulations as
set out in the student diaries received on registration.
3.2.1
Attendance
Regular attendance of the lectures is of primary importance. It is the learner’s responsibility to sign the
register each week. A minimum attendance of 80% is obligatory for all courses/subjects, including class
attendance. However, the least attendance of 75% is mandatory for Electronic Circuits. In a 28-30-week
year, eight classes that have not been attended and for which you have not furnished a valid doctor’s letter
or other proof of extenuating circumstances amounts to 25% absenteeism. This level of absenteeism
will lead to exclusion from the final moderation at the end of the year, which means that you will fail the
course and have to repeat it the following year. No sick tests or special arrangements will be made for
students who miss any tests.
3.2.2
Classroom Behavior
Any student that disrupts the class will be asked to leave. If such behaviour continues or persists,
disciplinary action will be taken against such a student. The following are examples of situations or acts
that disrupt the class:





3.2.3
Arriving late for a class.
Talking or discussing while the lecturer is lecturing.
Cellular phones ring in class.
Leaving the class before the time while the lecture is still in progress.
Any act or behaviour that will cause other students to lose their concentration.
Laboratory Behavior
Instructions on the use of equipment must be followed, and you are required to leave all workstations neat
at the end of a session. Comply at all times to safety regulations. Make sure you are wearing the correct
clothing and that you use the required safety equipment.
3.2.4
Responsibilities of students
It is the responsibility of the student to make a success of learning. The student is responsible for
attending class, and handing in all work required, completing each deadline of all tests and assignments
during the year. You are reminded of TUT rules that apply to assessments, predicate, tests, and
examinations.
The following points must be adhered to:

Should the student be absent for a particular class, the onus (responsibility) is on the student to
enquire from his/her colleagues what was done or communicated on that particular day(s) as
work/tasks/information will not be repeated to any student.

The lecturer will keep no test/practical/assignment scripts once they have been handed out in
class.
9

It is the student’s responsibility to sign for the correctness of his/her marks at the lecturer
before official publication date. No changes will be made after the official publication date.

In fairness to all students, please do not try to “negotiate” a better predicate with the lecturer; the
mark the student earned during the semester is the mark the student will get.

If you fail to write a major test, you must hand in a valid medical certificate within three
working days after returning to campus. If you were absent from a major test and handed
in a medical certificate, you will get one opportunity to write one so-called sick test at the end
of the semester. This test will cover the whole semester’s work and replace the one-semester
test missed. In the unlikely event that you missed both major tests, you will get this one chance
only to write the sick test to replace one missed test.

If you were given the opportunity to write the sick test but failed to do so, your marks will be
calculated as if you obtained zero for the missed semester test.

If you fail to submit a medical certificate, you will get zero (0) for the test.

Take note: if you miss a class test or an assignment, there is no sick test/assignment.
3.2.5
Appeals and grievance
In the event that the student feels unhappy about the lecturer or the subject, the following process to
address the matter needs to be followed to get results.
1) Discuss the matter directly with the lecturer. The student can set up an appointment with
the lecturer or use the myTUTor system to communicate electronically with the lecturer.
2) In the case that the matter cannot be resolved with the lecturer, the student can take the
matter further to the subject head.
3) In the case that the matter cannot be resolved with the subject head, the student can take the
matter further to the Head of Department.
4) If the matter cannot be resolved in the previous actions, the student can take the matter
further to the Dean of the Faculty.
Do not skip any of the mentioned steps; if you have a problem with someone or something, sort it out
immediately with the relevant person or department. Delays can make the matter worse.
In the event of any assessment queries or dispute, an appeals process is available, which is subject to,
and governed by the Tshwane University of Technology’s policy. The process to follow can be obtained
from the department’s office.
10
4. SECTION C: PRESCRIBED AND RECOMMENDED RESOURCES
4.1
PRESCRIBED RESOURCES (COMPULSORY)
The prescribed text gives highly comprehensive coverage of the subject. It goes beyond the scope
of the syllabus. Thus, only the fundamentals will be covered in each section. As an advantage to the
student, the textbook has numerous examples and problems at the end of each chapter.
Prescribe books and documents
Name:
Electronic circuits (Power Point slides)
Author:
J. Sebastian
Publisher:
ISBN No:
4.2
RECOMMENDED RESOURCES
There is also an abundance of additional material in the library for further reading. The following
recommended resources will enhance your understanding and knowledge in this course, and you are
encouraged to use the following additional resources.
Recommended resources
Name:
Microelectronic
Circuits
6th Edition
Electronic Devices
and Circuit Theory,
11th edition
Author:
Sedra & Smith
Boylestad &
Nashelsky
Publisher:
Oxford University
Press
Pearson
ISBN no:
978 019 973 8519 978 013 262 226 4
Recommended electronic material and websites
VIDEO
YouTube and other links
WEBSITES
11
5. SECTION D: SUBJECT/MODULE DESCRIPTION
5.1
ARTICULATION AND RELATION TO OTHER SUBJECTS
This compulsory core module simultaneously run with other module ‘Electric Circuits’. Concepts from High
School Physics and Mathematics is a pre-requisite for this module. Basic concepts learned in this module
will be extended to ‘Embedded Systems in the second year.
5.2
KNOWLEDGE AREAS
Mathematical
Sciences
Basic
Sciences
Engineering
Sciences
0
8
14
5.3
Engineering
Design and
Synthesis
6
TOTAL TIME ALLOCATION
Learning Activity
Time (hours)
Lectures
68
Tutorials
31
Practical / Laboratory
132
Other contact periods – Class Tests
0
Assignments
3
Assessment
49
Total learning time
283
Complementary
Studies
0
5.4
HEQSF CREDIT FOR THE SUBJECT CALCULATION
Type of Activity
L = total lectures
30
T = total tutorials
14
P = total practicals
44
X = total other contact periods
0
A = total assignment noncontact 1
E = assessment hours outside
time
accounted for by L, T, P, X and
A 14
Time Unit in Hours or
Fraction of an
TL = duration of a lecture
period 1.5
TT = duration of a tutorial
period 1.5
TP = duration of a practical
period 1.5
TX = duration of other period
0
TA = duration of assignment
3
Hours
Contact Time Multiplier
ML = total work per lecturer
period=1.5
MT = total work per tutorial
period 1.5
MP = total work per practical
period 2
MX = total work per other
period 0
ME = total work outside L, T, P,
X, and A per assessment hour
3.5
The HEQSF equation to calculate the module/subject credit is:
𝐶𝐶 = {(𝐿𝐿 ∙ 𝑇𝑇𝐿𝐿 ∙ 𝑀 ) + (𝑇𝑇 ∙ 𝑇𝑇𝑇𝑇 ∙ 𝑀𝑀𝑇𝑇) + (𝑃𝑃 ∙ 𝑇𝑇𝑃𝑃 ∙ 𝑀𝑀𝑃𝑃) + (𝑋𝑋 ∙ 𝑇𝑇𝑋𝑋 ∙ 𝑀𝑀𝑋𝑋) + (𝐴𝐴 ∙ 𝑇𝑇𝐴𝐴) + (𝐸𝐸 ∙ 𝑀𝑀𝐸𝐸 )}⁄10
𝐶𝐶 = {(30 . 1.5 ∙ 1.5)+(14 ∙ 1.5 ∙ 1.5)+(44 ∙ 1.5 ∙ 2)+(0)+((1 . 3)+(14 ∙ 3.5))}⁄10
𝐶𝐶 = {67.5+31.5+132+0+3+49}⁄10
𝐶𝐶 = 283⁄10 = 28.3
Description of Contact Time Multipliers that are more than one
ML
For every lecture of 1.5 hours, the student is expected to read as preparation for 45
minutes. Thus ML = 1.5.
MT
For every tutorial class of 1.5 hours, where the student will solve problems, he/she is
expected to do other tutorial problems for another 45 minutes. Thus ML = 1.5.
MP
For every practical experiment of 3 hours, the student is expected to do reading and
calculations as preparation for 3 hours. Thus MP = 2.
ME
For every hour of assessment, the student is expected to self-study for 3.5 hours in
preparation for the assessment.
15
4.5
UNIT CONTENT
1.
Introduction to Electronics and Semiconductors
Resources: Prescribed text book:
Chapter 1
In this study unit you will learn that; signals could be represented in two different forms
namely voltage or current, there are analogue and digital signals, signals could be
amplified and signal amplifiers are modelled depending on type of signals at the input
and output, how properties of silicon utilised in controlled current flow, how silicon
conductivity is improved through doping, different current flow mechanism of
semiconductors, a junction is formed between two different types of semiconductors
when placed together, basic semiconductor junction exhibits forward bias and reverse
bias properties.
1.1
Signals
1.2
Frequency Spectrum of Signals
1.3
Analogue and Digital Signals
1.4
Signal Amplifiers
1.5
Circuit Models for Amplifiers
1.6
Frequency response of Amplifiers
1.7
Intrinsic Semiconductors – Current flow
1.8
Doped Semiconductors – Current flow
1.9
Current flow in Semiconductors
1.10
pn Junction with Open-Circuit Terminals
1.11
pn Junction with Applied Voltage
GA 11
GA 10
GA 9
GA 8
GA 7
GA 6
GA 5
GA 4
GA 3
GA 2
A student who has completed this UNIT has been
(D)eveloped or (A)ssessed for competency in the
following Graduate Attributes (GA’s)
(For GA’s, refer to section 5.3).
GA 1
At the end of this section students must be familiar with different representations of
signals, differences between analogue and digital signals and corresponding frequency
spectrum, application of semiconductor material to generate controlled amount of
current flow, operation of a ‘pn’ junction under different bias conditions.
A = Assess
D = Develop
Assessments
Due date
1. SELF ASSESSMENT EXERCISES
Examples and problems as mentioned in slides. 1, Semester test &
Examination
Practical: You will be introduced to the Electronics laboratory and
equipments.
2. FORMAL TEST/EXAMINATION Formative Assessment, Summative
Assessment:
16
2.
Semiconductor Diodes and Power Supplies
Resources: Prescribed text book: Chapter 2 and 3, power point slides from MyTutor
In this study unit you will learn that; diodes could be represented in different ways, i –
v relationship displays exponential characteristics, a diode has different responses
with respect to forward, reverse and breakdown regions of operation, constant
voltage model in forward bias provide simplified calculations, diodes operated in
breakdown region called Zener diodes and it find applications in voltage regulators,
diodes could be used in rectification, clipping and clamping circuits offers additional
signal processing options, voltage regulators provide better regulation and could be
modified using additional circuitry to provide enhanced operation, three terminal
regulators offers simplified regulated power supplies.
2.1 The ideal Diode
2.2 Terminal characteristics of junction diodes
2.3 Modelling diode forward characteristics
2.4 Operating in the reverse breakdown region
2.5 Limiting and clamping circuits
2.6 Special type diodes
2.7 Diode as a rectifier: half wave, full wave, bridge
2.8 Voltage regulators
2.9 Series voltage regulator
2.10
Advanced series voltage regulators
2.11
Three terminal voltage regulators
A = Assess
D = Develop
GA 11
GA 10
GA 9
GA 8
GA 7
GA 6
GA 5
GA 4
GA 3
GA 2
A student who has completed this UNIT has been
(D)eveloped or (A)ssessed for competency in the
following Graduate Attributes (GA’s)
(For GA’s, refer to section 5.3).
GA 1
At the end of this section students are capable of designing a regulated power supply
for a specific voltage output and current for real life applications. Additionally;
students are able to apply various diode circuits such as peak detection, clipping and
clamping functions in appropriate situations.
D
Assessments
Due date
Exercises & Assignments:
Exercises & Assignments:
Problems prescribed book and additional problems on myTUTor.
Semester test & Examination.
17
3. BJTs at DC
Resources: Prescribed text book: Chapter 4 and 5, Power Point Slides
A = Assess
D = Develop
GA 11
GA 10
GA 9
GA 8
GA 7
GA 6
GA 5
GA 4
GA 3
A student who has completed this UNIT has been
(D)eveloped or (A)ssessed for competency in the
following Graduate Attributes (GA’s)
(For GA’s, refer to section 5.3).
GA 2
In this study unit you will learn that; how the voltage between two terminals of a BJT controls
the current through the third terminal, BJT circuits could be analysed to find bias current
through all terminals and voltages at different nodes using linear circuit theory, circuits
contains a BJT could be used to amplify current, BJT offers three different configurations
with different unique properties, practical BJT circuits that follows similar characteristics
defined by their configurations.
1.1
Device structure and physical operation
1.2
Current flow in a BJT with respect to biasing, three modes of operation
1.3
BJT parameters
1.4
Calculation of bias current in BJTs
1.5
DC operating point
1.6
Bias schemes, voltage divider bias
1.7
BJT circuits at DC
This module illustrates how a BJT could be biased into cut-off, saturation or active modes.
At the end of this module students are capable of calculating bias currents in a BJT circuits
to verify the mode of operation and modify a bias circuit using transducers for real world
applications such as a physical parameters (temperature, ambient light) to a corresponding
voltages/current.
GA 1
1.
2.
D
Assessments
Due date
1. SELF ASSESSMENT EXERCISES
Examples in the power point slides.
2. FORMAL TEST/EXAMINATION Formative
Assessment:
 Major test.
Summative Assessment:
18
3.
4. Voltage Regulators
GA 11
GA 10
GA 9
GA 8
GA 7
GA 6
GA 5
GA 4
GA 3
A student who has completed this UNIT has
been (D)eveloped or (A)ssessed for
competency in the following Graduate
Attributes (GA’s)
(For GA’s, refer to section 5.3).
GA 2
Resources: Prescribed Text book 1 Chapter 17, Power Point Slides
In this module you will learn that; a Zener diode could be used as a voltage regulator,
limitations in the ranges of application of Zener regulator could be improved using
additional modifications, three terminal IC voltage regulators are improved versions of a
series voltage regulator, operational ranges of an IC regulator could be further improved
using simple techniques.
1.1
Zener diode break down characteristics
1.2
Zener diode application as a voltage regulator
1.3
Series voltage regulator
1.4
Advanced series voltage regulators
1.5
Three terminal voltage regulators
At the end of this section students are capable of designing and building a regulated
power supply for a specific voltage output and current for a real world applications.
GA 1
4.
5.
A = Assess
D = Develop
Assessment
1.
Due date
SELF ASSESSMENT EXERCISES
Examples in the prescribed book will be done in class or from the lecturer’s
notes to demonstrate the theory. Students should use the prescribed book
of study. It is the student’s responsibility to make sure that he/she can do
these examples without looking at the solution in order to make sure that
he/she understands it.
2. FORMAL TEST/EXAMINATION Formative
Assessment:
 Exercises are given to students to reinforce knowledge.
 Tutorials are given to the student to correct misconceptions.
Summative Assessment:
 The assignment is given to students and marked with
a memorandum.
 Students’ state of knowledge is assessed based on the
continuous assessment methodology.
19
5. Analogue Design – Bipolar Junction Transistors (BJTs at ac)
A = Assess
D = Develop
GA 11
GA 10
GA 9
GA 8
D
Assessments
2.
GA 7
GA 6
GA 5
GA 4
GA 3
A student who has completed this UNIT has
been (D)eveloped or (A)ssessed for competency
in the following Graduate Attributes (GA’s)
(For GA’s, refer to section 5.3).
GA 2
Resources: Prescribed text book: Chapter 6, power point slides from MyTutor
In this study unit you will learn that; linear amplification could be obtained from non-linear
BJT by following certain criteria, BJT offers three different configurations with different
unique properties, practical BJT circuits that follows similar characteristics defined by their
configurations.
1.1
Applying BJT in amplifier design
1.2
Small signal operation and models
1.3
Basic BJT configurations
1.4
Biasing BJT amplifier circuits
1.5
Discreet circuit BJT amplifiers
1.6
Transistor breakdown and temperature effects
The intuitive knowledge gained in this study unit will enable a student to perform quick
analysis of a BJT amplifier of three different configurations (CB, CE and CC). This quick
skill in analysis as well as design to be extended to cascaded multistage amplifiers.
Differential pair concepts are introduced to understand the operation of an op-amp to be
learned in succeeding modules.
GA 1
1.
Due date
SELF ASSESSMENT EXERCISES
Examples in the prescribed book will be done in class or from the lecturer’s
notes to demonstrate the theory. Students should use the prescribed book
of study. It is the student’s responsibility to make sure that he/she can do
these examples without looking at the solution in order to make sure that
he/she understands it.
3. FORMAL TEST/EXAMINATION Formative
Assessment:
 Exercises are given to students to reinforce knowledge.
 Tutorials are given to the student to correct misconceptions.
Summative Assessment:
 The assignment is given to students and marked with a
memorandum.
 Students’ state of knowledge is assessed based on the continuous
assessment methodology.
20
6. Analogue Design – Operational Amplifiers
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
Resources: Prescribed text book: Chapter 2
In this study unit you will learn that; ideal op-amp demonstrate
certain ideal characteristics and are useful in understanding it’s
operation and to use them to analyse and design circuit, op-amp
circuits could be designed for precise characteristics such as
input/output impedances and gain, op-amps could be used to
design advanced circuits for specific analogue functions, nonideal properties of op-amp could limit the performance of basic
circuits and how to overcome these limitations.
The ideal op-amp
The inverting configuration
The non-inverting configuration
Difference amplifier
Integrators and differentiators
DC imperfections
Effect of finite open-loop gain
Large signal operation
GA 11
GA 10
GA 9
GA 8
GA 7
GA 6
GA 5
GA 4
GA 3
GA 2
A student who has completed this UNIT has been
(D)eveloped or (A)ssessed for competency in the
following Graduate Attributes (GA’s)
(For GA’s, refer to section 5.3).
GA 1
At the end of this section students will be able to perform analogue design for a given
analogue function with required amounts of impedance using op-amps even if the input
signals are corrupted with noise, DC offsets etc. as in real life situations.
A = Assess
D = Develop
Assessments
3.
Due date
SELF ASSESSMENT EXERCISES
Examples in the prescribed book will be done in class or from the lecturer’s
notes to demonstrate the theory. Students should use the prescribed book
of study. It is the student’s responsibility to make sure that he/she can do
these examples without looking at the solution in order to make sure that
he/she understands it.
4. FORMAL TEST/EXAMINATION Formative
Assessment:
 Exercises are given to students to reinforce knowledge.
 Tutorials are given to the student to correct misconceptions.
Summative Assessment:
 The assignment is given to students and marked with a
memorandum.
 Students’ state of knowledge is assessed based on the continuous
assessment methodology.
21
7: Project (Individual Project)
Outcomes:
A = Assess
D = Develop
D
Assessm
ents
GA 11
GA 10
GA 9
GA 8
GA 7
GA 6
GA 5
GA 4
GA 3
GA 2
A student who has completed this UNIT has been
(D)eveloped or (A)ssessed for competency in the
following Graduate Attributes (GA’s)
(For GA’s, refer to section 5.3).
GA 1
Students will be able to develop a working model/artefact of a given project/problem. Give an oral
presentation and present relevant manuals and documentation, as stipulated in the project brief. The
student will be explained the various aspects of the design, implementation, fault finding and testing of the
project according to specifications.
D
Due date
1. SELF ASSESSMENT EXERCISES
2. FORMAL TEST/EXAMINATION Formative
Assessment:
Interactive project presentations, with lecturer feedback, will be
given to students during the project. Summative Assessment:
 Rubrics will be used to assess the different aspects of the
project, which will include but are not limited to a written
report, oral presentation, and functional operation of the
model/artefact.
 Students’ state of knowledge is assessed based on the
continuous assessment methodology. 
22
4.6
SECTION E: ASSESSMENT AND ASSESSMENT CRITERIA
This subject is evaluated through the continuous evaluation method. In summary, it implies that all
assignments, class tests, projects, practicals and written tests will contribute to the final mark of the subject.
Refer to table 4.9.1 for the complete breakdown of the full mark.
4.6.1 TESTS
Class tests will be written from time to time, with a minimum of four written tests during the course of the
year. Students will be advised with respect to the date, time and venue.
The student should take note of the following:
•
Tests will be conducted under examination rules and regulations.
•
Each test will be weighted as advised – See Section 4.9 & Table 4.9.1.
•
Class tests and written tests will contribute to the final mark.
Students that are absent during class tests with a valid excuse will be required to write a final test at the
end of the semester covering the whole syllabus.
Students are advised to use all numerical digits during intermediate steps in calculations – the numerical
value should be rounded off to at least two decimal places at the end of the calculation only.
All tests will be written on campus; this includes class tests, major tests, and summative tests.
4.6.2 PRACTICAL / PROJECTS ASSIGNMENT (SYLLABUS)
4.7
SUBMISSION AND FORMAT OF REPORTS
4.8
PLAGIARISM AND DISHONESTY
Handing in any written assignment for assessment in which the essential parts of the assignment have
been copied from another person's work or any form of plagiarism is regarded as misconduct and will be
dealt with according to TUT policies and procedures.
23
4.9
COMPOSITION OF FINAL MARK
Students must check and verify all marks for correctness within three days of publishing. No
alterations will be made after this time.
The final mark will be calculated as follows:
Table 4.9.1 Full-mark
Pass requirements (including the weighting of assessment and compilation of final mark)
ASSESSMENT 1
ASSESSMENT 2
ASSESSMENT 3
ASSESSMENT 4
ASSESSMENT 5
ASSESSMENT 6
Final Mark
AS:
CT:
PJ:
PR:
WR:





CT
0.00
0.00
0.00
0.00
0.00
0.00
PR
0.00
0.00
0.00
25.00
0.00
0.00
0.00
25.00
PJ
0.00
0.00
0.00
0.00
0.00
25.00
25.00
WR
10.00
20.00
20.00
0.00
0.00
0.00
50.00
TOTAL
10
20
20
25
00
25
100.00
Assignments
Class test
Projects
Practicals
Written Test
Subminimum for written assessments is 40% on average.
Submission for practicals, experiments and projects are 50% on average.
The module will be continuously evaluated during the year, and a student must obtain a minimum
mark of 50% to pass the subject.
Students need to comply with all the outcomes for the module, to pass the module, irrespective if
a final mark above 50% is obtained.
Gas3 and 5 will be developed during your Practical and Project.
24
7. SECTION E: GRADUATE ATTRIBUTES
Graduate attributes form a set of individually assessable outcomes that are the components indicative of the
graduate's potential to acquire competence to practice at the appropriate level. The graduate attributes are
exemplars of the attributes expected of graduate from an accredited programme. Graduate attributes are
clear, succinct statements of the expected capability, qualified if necessary by a range indication appropriate
to the type of programme.
There are two graduate attributes being assessed in this subject, and it is mandatory for you to pass them
with a sub-minimum score of 3 for all competency indicators (see Sections 5.1 to 5.3).
7.1
EVIDENCE OF ASSESSMENT OF GRADUATE ATTRIBUTES
GA7: Impact of Engineering activity
Graduate Attribute: Demonstrate critical awareness of the sustainability and the impact of
engineering activity on the social, industrial and physical environment.
Where is this graduate Unit 9: Project: Individual Project
attribute assessed?
How is this graduate
This will require the student to discuss the impact of technology on society.
attribute assessed?
The student is assessed through a report submission where he/she critically
engages with the impact in the context of distribution network design. The
student is also required to discuss the social-economic and environmental
impacts of a distribution network design comprehensively. Critical
awareness of the impact of distribution networks on occupational and public
health and safety is assessed through the submission of a risk assessment
form as part of the assignment report.
The assignment will cover four competency indicators for GA7 as stated
below:
(i) The impact of technology is explained in terms of the benefits and
limitations to society.
(ii) The engineering activity is analysed in terms of the impact on
occupational and public health and safety.
(iii) The engineering activity is analysed in terms of the impact on the
physical environment.
Personal, social, economic, cultural values and requirements are taken into
consideration for those who are affected by the engineering activity.
What is satisfactory
performance?
After the consideration of the final assignment report, the internal examiner
will be required to complete an assessment rubric to indicate whether the
candidate has demonstrated competence for GA7. Satisfactory
performance for GA7 will be a sub-minimum score of 3 for all competency
indicators to be competent in GA 7.
What is the
consequence of
unsatisfactory
performance?
The unsatisfactory performance will lead to a student obtaining a score of
less than 3 for any competency indicator. The student will have two
additional opportunities to demonstrate satisfaction with this GA after the
submission of the final assignment report. The student will rectify the report
and re-submit for re-evaluation. If, after the 3rd submission, the student still
does not obtain a minimum mark of 3 for all competency indicators, he/she
will fail the subject.
25
ECSA Graduate Attribute
Assessment Details
GA9: Independent Learning
Graduate Attribute: Demonstrate competence to engage in independent learning through welldeveloped learning skills.
Where is this graduate attribute assessed?
Unit 9: Project: Individual Project
How is this graduate attribute assessed?
What is satisfactory performance?
What is the consequence of unsatisfactory
performance?
Through the consideration of the project report.
The project will cover at least four of the five
competency indicators for GA9.
The internal examiner will complete an
assessment rubric to indicate whether the
candidate has demonstrated evidence of being
an effective independent learner by determining
learning requirements and strategies, and by
sourcing and evaluating information. Satisfactory
performance for GA9 will be a sub-minimum
score of 3 for all competency indicators to be
competent in GA 9.
The unsatisfactory performance will lead to a
student obtaining a score of less than 3 for any
competency indicator. The student will have two
additional opportunities to demonstrate
satisfaction with this GA after the submission of
the final assignment report. The student will
rectify the report and re-submit for re-evaluation.
If, after the 3rd submission, the student still does
not obtain a minimum mark of 3 for all
competency indicators, he/she will fail the
subject.
26
7.2
GRADUATE ATTRIBUTES RUBRICS
The grading system (Rubrics) shown below is used to assess each competency indicator undergraduate attributes 7 and 9. A minimum mark of 3 for all
competency indicators is required to pass the GA.
GRADUATE ATTRIBUTE 7: SUSTAINABILITY AND IMPACT OF ENGINEERING ACTIVITY
Criteria
The impact of
technology is
explained in
terms of the
benefits and
limitations to
society
The
engineering
activity is
analysed in
terms of the
impact on
occupational
and public
health and
safety
The
engineering
activity is
analysed in
terms of the
impact on the
physical
environment
5
Competent
4
Competent
3
Competent
2
Not Competent
1
Not Competent
0
Not Competent
The student
demonstrated
excellent ability
to explain the
impact of
technology in
terms of the
benefits and
limitations to
society.
The student
demonstrated
excellent ability
to analyse the
engineering
activity in terms
of the impact on
occupational
and public
health and
safety.
The student
demonstrated
excellent ability
to analyse the
engineering
activity in terms
of the physical
impact on the
environment.
The student
demonstrated
above average
ability to explain
the impact of
technology in
terms of the
benefits and
limitations to
society.
The student
demonstrated
above average
ability to analyse
the engineering
activity in terms
of the impact on
occupational
and public
health and
safety.
The student
demonstrated
above average
ability to analyse
the engineering
activity in terms
of the physical
impact on the
environment.
The student
demonstrated
the ability to
explain the
impact of
technology in
terms of the
benefits and
limitations to
society.
The student
demonstrated
the ability to
analyse the
engineering
activity in terms
of the impact on
occupational
and public
health and
safety.
The student
demonstrated
the ability to
analyse the
engineering
activity in terms
of the physical
impact on the
environment.
The student
demonstrated
below average
ability to explain
the impact of
technology in
terms of the
benefits and
limitations to
society.
The student
demonstrated
below average
ability to analyse
the engineering
activity in terms of
the impact on
occupational and
public health and
safety.
The student
demonstrated
very poor ability
to explain the
impact of
technology in
terms of the
benefits and
limitations to
society.
The student
demonstrated
very poor ability
to analyse the
engineering
activity in terms
of the impact on
occupational and
public health and
safety.
The student
demonstrated no
ability to explain
the impact of
technology in
terms of the
benefits and
limitations to
society.
The student
demonstrated
below average
ability to analyse
the engineering
activity in terms of
the physical
impact on the
environment.
The student
demonstrated
very poor ability
to analyse the
engineering
activity in terms
of the physical
impact on the
environment.
The student
demonstrated no
ability to analyse
the engineering
activity in terms
of the physical
impact on the
environment.
Mark
Competent
Y/N
The student
demonstrated no
ability to analyse
the engineering
activity in terms
of the impact on
occupational and
public health and
safety.
27
Personal,
social,
economic,
cultural values
and
requirements
are taken into
consideration
for those who
are affected by
the engineering
activity
The student
demonstrated
excellent ability
to consider the
personal, social,
cultural values
and
requirements of
those who are
affected by the
engineering
activity.
The student
demonstrated
above average
ability to
consider the
personal, social,
cultural values
and
requirements of
those who are
affected by the
engineering
activity.
The student
demonstrated
the ability to
consider the
personal, social,
cultural values
and
requirements of
those who are
affected by the
engineering
activity.
The student
demonstrated
below average
ability to consider
the personal,
social, cultural
values and
requirements of
those who are
affected by the
engineering
activity.
Graduate Attribute 7:
The student
demonstrated
very poor ability
to consider the
personal, social,
cultural values
and requirements
of those who are
affected by the
engineering
activity.
Not Competent
The student
demonstrated no
ability to consider
the personal,
social, cultural
values and
requirements of
those who are
affected by the
engineering
activity.
Competent
Comments:
Examiner’s Signature
Date:
Moderator’s Signature
Date:
28
GRADUATE ATTRIBUTE 9: INDEPENDENT LEARNING ABILITY
5
Competent
4
Competent
3
Competent
2
Not Competent
1
Not Competent
0
Not Competent
Learning tasks
are managed
autonomously
and ethically,
individually and in
learning groups
The student
demonstrated
excellent ability
to individually
manage
learning tasks
autonomously
and ethically..
The student
demonstrated above
average ability to
individually manage
learning tasks
autonomously and
ethically.
The student
demonstrated
the ability to
individually
manage
learning tasks
autonomously
and ethically.
The student
demonstrated
poor ability to
individually
manage
learning tasks
autonomously
and ethically.
The student
demonstrated
no ability to
individually
manage
learning tasks
autonomously
and ethically.
Learning
undertaken is
reflected on and
own learning
requirements
and strategies
are determined
to suit personal
learning style and
preferences
The student
demonstrated
excellent ability
to reflect on and
strategise on
own learning
requirements to
suit personal
learning style
and
preferences..
The student
demonstrated above
average ability to
reflect on and
strategise on own
learning
requirements to suit
personal learning
style and
preferences.
The student
demonstrated
poor ability to
reflect on and
strategise on
own learning
requirements to
suit personal
learning style
and
preferences.
The student
demonstrated
no ability to
reflect on and
strategise on
own learning
requirements to
suit personal
learning style
and
preferences.
Relevant
information is
sourced,
organised and
evaluated
The student
demonstrated
excellent ability
to source,
organise and
evaluate
relevant
information for
independent
learning.
The student
demonstrated above
average ability to
source, organise and
evaluate relevant
information for
independent
learning.
The student
demonstrated
poor ability to
source,
organise and
evaluate
relevant
information for
independent
learning.
The student
demonstrated
no ability to
source,
organise and
evaluate
relevant
information for
independent
learning.
Knowledge
acquired outside
of formal
instruction is
The student
demonstrated
excellent ability
to comprehend
The student
demonstrated above
average ability to
comprehend and
The student
demonstrated
the ability to
reflect on and
strategise on
own learning
requirements
to suit
personal
learning style
and
preferences.
The student
demonstrated
the ability to
source,
organise and
evaluate
relevant
information
for
independent
learning.
The student
demonstrated
the ability to
comprehend
The student
demonstrated
below average
ability to
individually
manage
learning tasks
autonomously
and ethically.
The student
demonstrated
below average
ability to reflect
on and
strategise on
own learning
requirements to
suit personal
learning style
and
preferences.
The student
demonstrated
below average
ability to source,
organise and
evaluate
relevant
information for
independent
learning.
The student
demonstrated
below average
ability to
The student
demonstrated
poor ability to
comprehend
The student
demonstrated
no ability to
comprehend
Criteria
(Mark)
Competent
Y/N
29
comprehended
and applied
Assumptions are
challenged
critically and new
thinking is
embraced
and apply
knowledge
acquired
outside of
formal
instruction.
.
The student
demonstrated
excellent ability
to challenge
assumptions
critically and
embrace new
thinking.
apply knowledge
acquired outside of
formal instruction.
and apply
knowledge
acquired
outside of
formal
instruction.
comprehend
and apply
knowledge
acquired
outside of
formal
instruction.
and apply
knowledge
acquired
outside of
formal
instruction.
and apply
knowledge
acquired
outside of
formal
instruction.
The student
demonstrated above
average ability to
challenge
assumptions critically
and embrace new
thinking.
The student
demonstrated
the ability to
challenge
assumptions
critically and
embrace new
thinking.
The student
demonstrated
below average
ability to
challenge
assumptions
critically and
embrace new
thinking.
The student
demonstrated
poor ability to
challenge
assumptions
critically and
embrace new
thinking.
The student
demonstrated
no ability to
challenge
assumptions
critically and
embrace new
thinking.
Graduate Attribute 9:
Not Competent
Competent
Comments:
Examiner’s Signature
Date:
Moderator’s Signature
Date:
30
7.3
ECSA GRADUATE ATTRIBUTES
GA 1: Problem-solving
Problem-solving is a process carried out by individuals or teams to bring about a change between a given
state and the desired state by means of multi-step or multipath activities having barriers that must be
overcome using knowledge and abilities and taking situational requirements into account. Electrical
Engineering problem solving is distinguished by requiring engineering knowledge; that is, it relies on the
fundamental engineering sciences and specialised engineering knowledge.
Problem-solving is the common thread that runs through electrical engineering activities and is required in
many electrical engineering activities, including design, planning, implementing and constructing, operating
and closing electrical engineering systems, infrastructure and plants. Competent problem solving has two
phases: analysis and solution synthesis. Because electrical engineering problem solving is knowledgebased, GA 2 is part of GA 1. The test for a broadly-defined electrical engineering problem is based on three
logical steps:
Step 1: Establish whether the problem is, in fact, an electrical engineering problem by virtue of requiring
engineering knowledge. The following questions are posed to establish this:
 Is the problem an electrical engineering problem?
 Does it require coherent and detailed engineering knowledge underpinning the electrical
engineering technology area?
Step 2: Establish the factors describing the complexity of the initial state and the desired end state of the
problem. The following questions are posed to establish this:
 How many factors are known or specified, what is unknown, are there multiple goals?
 What is the nature of the problem? Does it have one of the following characteristics:
o A problem which may have more than one solution, or in which the solutions depend
discontinuously upon the initial data, or under or over specified, requiring identification
and interpretation into the electrical engineering technology area
o encompass systems within complex electrical engineering systems
o belong to a family of electrical engineering problems which are solved in well-accepted
but innovative ways
Step 3: Test the complexity of the solution path or process from an initial state to the goal state. The solutions
have one of the following characteristics:
 can be solved by electrical engineering analysis techniques
 may be partially outside electrical engineering standards and/or codes
 require information from the electrical engineering field that is current, complex or incomplete
 involves a variety of issues that may impose conflicting constraints: technical, engineering and
interested and affected parties
Considering the assessment of a students’ performance against GA 1, two criteria are set. Firstly, whether
the student performs a creative, systematic analysis of electrical engineering problems and secondly, works
systematically to synthesise a solution to the electrical engineering problems.
Regarding systematic analysis, the student:
 Interprets and clarifies requirements, leading to an agreed definition of the problem to be
addressed.
 Identifies interested and affected parties and their expectations.
 Gathers, structure and evaluate a sufficient range of information relating to the problem.
 Performs a structured analysis.
 Evaluates the result of the analysis and revise or refine as required.
31

Documents and reports convey outcomes to the requesting party.
And regarding the synthesis phase, the student:
 Proposes potential approaches to the solution.
 Conducts preliminary synthesis following selected approaches.
 Evaluates potential solutions against requirements and wider impacts.
 Presents reasoned technical, economical and contextual arguments for the selected option.
 Fully develops the chosen option.
 Evaluates the resulting solution.
 Documents the solution for approval and implementation.
Many types of electrical engineering problems are part of problem-solving. The problem may be a design
requirement, a development requirement or a problematic situation in an existing component, system or
process. The solution may be the design of a component, system or process or a recommendation of the
remedy to a problematic situation. The level of the problem at hand must be gauged by the three steps
described above to test its suitability for presentation as evidence of competence.
Comparing this GA, Problem Solving, to other attributes GA 3: Engineering Design and GA 4: Investigations,
experiments and data analysis, the following observations are made.
Problem-solving is prevalent in other GAs. It is not sufficient to use, for instance, only GA 3 as proof that
Problem Solving has been achieved. In GA 3, the design problem is formulated to satisfy user needs, codes,
standards and legislation. These are known components as opposed to problem-solving, where for
instance, creativity is required in defining the problem. It can be argued that GA 3 is not actually an unknown
problem since the design problem is formulated to satisfy user needs, codes, standards and legislation, all
components that are known. This is also true for GA 4. Here, investigations and experiments are planned
and conducted, and the focus is not on problem-solving but specifically on investigations and experiments.
Competence in this GA is demonstrated when:
1. The problem is defined and analysed, and criteria are identified for an acceptable solution
2. Relevant information and engineering knowledge and skills are identified for solving the
problem
3. Possible approaches are generated and formulated that would lead to a workable solution for
the problem
4. Possible solutions are modelled and analysed
5. Possible solutions are evaluated, and the best solution is selected.
6. The solution is formulated and presented in an appropriate form
GA 2: Application of scientific and engineering knowledge
The Engineering Council of South Africa (ECSA) standard for the award of the qualification as specified in
Document E-02-PT states that the purpose and level of the qualification will have been achieved when the
student has demonstrated the defined knowledge, and secondly the GA skills and applied competence. GA
2, therefore, encompass the knowledge attained in a way that is relevant to Electrical Engineering, using
broadly-defined Electrical Engineering problems.
The student, therefore, has to apply knowledge of mathematics, natural science and engineering sciences
to define and apply engineering procedures, processes, systems and methodologies to solve broadlydefined electrical engineering problems.
32
The level of knowledge of mathematics, natural sciences and engineering sciences are characterised by:
 A knowledge of mathematics using formalism and oriented toward engineering analysis and
modelling; fundamental knowledge of natural science: both as relevant to electrical engineering.
 A coherent range of fundamental principles in engineering science and technology underlying
electrical engineering.
 A systematic body of established and emerging knowledge in a specialist electrical engineering
area.
 The use of mathematics, natural sciences and engineering sciences, supported by established
models, to aid in solving broadly-defined electrical engineering problems.
This GA cover the content that is present in all the structured course modules. The key is that the
knowledge is transferred in a - broadly-defined electrical engineering problem - realm.
Competence in this GA is demonstrated when:
7. An appropriate mix of knowledge of mathematics, numerical analysis, statistics, natural
science and engineering science at a fundamental level and in a specialist area is brought to
bear on the solution of broadly-defined engineering problems.
8. Theories, principles and laws are used
9. Formal analysis and modelling is performed on engineering materials, components, systems
or processes
10. Concepts, ideas and theories are communicated
11. Reasoning about and conceptualising engineering materials, components, systems or
processes is performed
12. Uncertainty and risk are handled
13. Work is performed within the boundaries of electrical engineering
GA 3: Engineering Design
The engineering design process is a series of steps that should be followed to come up with a solution to a
problem. The solution involves designing a solution that satisfies user needs, codes, standards and
legislation. In other words, a specific need is identified, who needs what, because (why) and then, a solution
that meets the need is created. This process is different from the steps of a typical scientific method. If the
project involves making observations and doing experiments, the scientific method should probably be
followed. In GA 4, the scientific method approach is used. A typical engineering design process is shown
below.
Figure 1: Flow Chart of GA 3.
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The engineering design process steps is not always followed in order, one after another. It is very common
to design something, test it, find a problem, and then go back to an earlier step to make a modification or
change to the design. This way of working is called iteration.
In order to achieve this GA, the student has to perform the procedural and non-procedural design of broadly
defined electrical engineering problems to meet desired needs within applicable standards, codes of practice
and legislation.
The design problem must conform to the definition of broadly-defined engineering problems. In order to
achieve this, a major design project must be done to provide a body of evidence that demonstrates this
outcome and should include one or more of the following impacts: social, economic, legal, health, safety,
and environmental. The nature of the project would be typical of that which the student would participate in
a typical employment situation shortly after graduation.
Competence in this GA is demonstrated when:
14. The design problem is formulated to satisfy user needs, standards, codes of practice and
legislation
15. The design process is planned and managed to focus on important issues and recognises and
deals with constraints.
16. Knowledge, information and resources are acquired and evaluated in order to apply appropriate
principles and design tools to provide a workable solution.
17. Design tasks are performed, including analysis, quantitative modelling and optimisation of the
product, system or process subject to the relevant premises, assumptions, constraints and
restrictions.
18. Alternatives are evaluated for implementation, and a preferred solution is selected based on
techno-economic analysis and judgement.
19. The selected design is assessed in terms of the social, economic, legal, health, safety, and
environmental impact and benefits.
20. The design logic and relevant information are communicated in a technical report.
GA 4: Investigations, experiments and data analysis
In order to achieve this GA, the student has to conduct investigations of broadly-defined electrical
engineering problems through locating, searching and selecting relevant data from codes, databases and
literature, designing and conducting experiments, analysing and interpreting results to provide valid
conclusions.
The investigations and experiments should be appropriate to electrical engineering. An investigation or
experimental study should be typical of those in which the student would participate in an employment
situation shortly after graduation.
An investigation differs from a design in that the objective is to produce knowledge and understanding of a
phenomenon. Both scientists and engineers contribute to the world of human knowledge but in different
ways. Scientists use the scientific method to make testable explanations and predictions about the world.
A scientist asks a question and develops an experiment, or set of experiments, to answer that question.
Engineers use the engineering design process to create solutions to problems. The flow diagram for the
Scientific Method applicable to this GA is shown below.
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Competence in this GA is demonstrated when:
21. Investigations and experiments are planned and conducted within an appropriate discipline.
22. The available literature is searched, and material is critically evaluated for suitability to the
investigation.
23. The analysis is performed as necessary to the investigation.
24. Equipment or software is selected and used as appropriate in the investigations.
25. Information is analysed, interpreted and derived from available data.
26. Conclusions are drawn from an analysis of all available evidence.
27. The purpose, process and outcomes of the investigation are recorded in a technical report.
Figure 2: Flow Chart of GA 4.
GA 5: Engineering methods, skills, tools, including Information Technology
The student should be able to use appropriate techniques, resources, and modern engineering tools,
including information technology, prediction and modelling, for the solution of broadly-defined electrical
engineering problems, with an understanding of the limitations, restrictions, premises, assumptions and
constraints.
In order to do this, a range of methods, skills and tools appropriate to the sub-discipline of the program is
used, including:
 Sub-discipline-specific tools, processes or procedures.
 Computer packages for computation, modelling, simulation, and information handling.
 Computers and networks and information infrastructures for accessing, processing, managing,
and storing information to enhance personal productivity and teamwork.
 Techniques from economics, management, and health, safety and environmental protection.
Competence in this GA is demonstrated when:
28. The method, skill or tool is assessed for applicability and limitations against the required result
29. The method, skill or tool is applied correctly to achieve the required result
30. Results produced by the method, skill or tool are tested and assessed against required results
31. Computer applications are created, selected and used as required by the discipline
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GA 6: Professional and Technical Communication
For this GA, the student should be able to communicate effectively, both orally and in writing, with
engineering audiences and the affected parties.
In order to do this, the material to be communicated is in an academic or simulated professional context.
 Audiences range from engineering peers related to engineering personnel and laypersons.
Appropriate academic or professional discourse is used.
 Written reports range from short (300-1000 words plus tables and diagrams) to long (10 000
to 15 000 words plus tables, diagrams and appendices), covering material at the exit level.
 Methods of providing information include the conventional methods of the discipline, for
example, engineering drawings, as well as subject-specific methods.
Competence in this GA is demonstrated when:
32. The structure, style and language of written and oral communication are appropriate for the
purpose of the communication and the target audience
33. Accepted methods are used for providing information to others involved in the engineering activity
34. Slides are error-free and logically present the main components of the process and
recommendations. Material is readable, and the graphics highlight and support the main ideas.
35. Speaker is audible and fluent on their topic and does not rely on notes to present or respond.
Speaker responds accurately and appropriately to audience questions and comments.
36. Body language, as indicated by appropriate and meaningful gestures (e.g., drawing hands inward
to convey contraction, moving arms up to convey lift, etc.), eye contact with the audience, and
movement, demonstrates a high level of comfort and connection with the audience.
GA 7: Sustainability and Impact of Engineering Activity
Engineering activities deliver benefits to society and the economy in the form of infrastructure, services and
goods. Engineering involves harnessing or controlling natural forces or the use and control of information.
The actions inherent in engineering activity have accompanying risks. These risks must be mitigated to a
level acceptable to the affected parties. The management of risk accompanying engineering activity is the
very rationale for the regulation of the profession.
Some risks are well known and understood, and the means of addressing them may be embodied in
regulation. Other situations may not occur frequently, may occur for the first time with the application of new
technology and may not, in consequence, be regulated. Risks may have objective technical measures,
while others are subject to the judgement of individuals and communities. Some may be ethical. The ability
to assess and deal with all prevailing risks is integral to the competency of an engineering practitioner. The
student is expected to be able to identify and deal with wide-ranging risks associated with engineering work.
The student should demonstrate knowledge and understanding of the impact of engineering activity on the
society, economy, industrial and physical environment, and address issues by analysis and evaluation.
This is achieved by the combination of social, workplace and physical environmental factors that must be
appropriate to electrical engineering. Evidence includes case studies typical of the electrical engineering
situations in which the student is likely to participate.
Issues and impacts to be addressed:
 They are generally within but maybe partially outside of standards and codes of practice.
 Involve several groups of stakeholders with differing and conflicting needs.
 Have consequences that are locally important but may extend more widely.
 Maybe part of or a system within a wider engineering system.
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Competence in this GA is demonstrated when:
37. The impact of technology is explained in terms of the benefits and limitations to society
38. The engineering activity is analysed in terms of the impact on occupational and public health and safety
39. The engineering activity is analysed in terms of the impact on the physical environment
40. Personal, social, economic, cultural values and requirements are taken into consideration for those who are
affected by the engineering activity
GA 8: Individual, Team and Multidisciplinary Working
Engineering management can be defined as the application of the generic management functions of
planning, organising, leading and controlling, applied together with engineering knowledge in contexts
including the management of projects, construction, operations, maintenance, quality, risk, change and
business. The level of engineering management that a student is involved in or is sufficiently experienced
to do is of necessity limited at the stage of studying.
Engineering management is more than project management. Project management is, in most cases,
supportive of technical engineering activity. Work that is predominantly project management with minor
technical engineering content is not acceptable as a demonstration of performance.
The student has to demonstrate knowledge and understanding of engineering management principles and
apply these to one’s work as a team member and leader, and manage projects.
This is achieved by:
 The ability to manage a project is demonstrated in the form of the project indicated in attribute
3.
 Tasks that are discipline-specific and within the technical competence of the student.
 Projects that could include: laboratories, business plans, design, etc.;
 Management principles that include:
o Planning: set objectives, select strategies, implement strategies and review achievement;
o Organising: set operational model, identify and assign tasks, identify inputs, delegate
responsibility and authority;
o Leading: give directions, set example, communicate, motivate;
o Controlling: monitor performance, check against standards, identify variations and take
remedial action.
Competence in this GA is demonstrated when:
41. The principles of planning, organising, leading and controlling are explained
42. Individual work is carried out effectively, strategically and on time
43. Contributions to team activities, including at disciplinary boundaries, support the output of the team as a
whole
44. Functioning as a team leader is demonstrated
45. A design or research project is organised and managed
46. Effective communication is carried out in the context of individual and teamwork
GA 9: Independent Learning
GA 9 is achieved when the student successfully engages in independent and life-long learning through welldeveloped learning skills. The student does this via varying and unfamiliar learning contexts and draws
some information from the technological literature.
Competence in this GA is demonstrated when:
47. Learning tasks are managed autonomously and ethically, individually and in learning groups
48. Learning undertaken is reflected on and own learning requirements, and strategies are determined
to suit personal learning style and preferences
49. Relevant information is sourced, organised and evaluated
50. Knowledge acquired outside of formal instruction is comprehended and applied
51. Assumptions are challenged critically, and new thinking is embraced
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GA 10: Engineering Professionalism
The student comprehends and apply ethical principles and commit to professional ethics, responsibilities
and norms of engineering technology practice. For this purpose, the evidence includes case studies typical
of engineering practice situations in which the student is likely to participate.
As in other professions and business situations, ethical problems arise in engineering. These may relate to
business practices, inducements or an unregulated impact. The student must be capable of detecting,
analysing and handling ethical dilemmas and problems that arise in the course of engineering. This is a
non-negotiable aspect of the Code of Conduct, and the student must handle any ethical problems that arise.
The student is expected to make decisions where the information to underpin the decision may be complex;
that is, it has more than one part with interactions between the parts or may be incomplete. Such decision
making requires due care. The student must therefore have the ability to think of more than one matter at
once, their interdependence, their relative importance and their consequences. This process is known as
exercising judgement within broadly-defined engineering activities or equivalently in the solution of broadlydefined engineering problems.
The baseline for ethical behaviour is the ECSA Code of Conduct is: Conduct engineering activities ethically.
The code of conduct covers the need to practise competently and with one’s competency, to work with
integrity, to respect the public interest and the environment, and uphold the dignity of the profession, including
one’s relationship with fellow professionals. There is also a section on administrative matters that relate to
ethical practice. The student must study the Code of Conduct and be aware of its implications in situations
that arise in engineering work.
Competence in this GA is demonstrated when:
52. The nature and complexity of ethical dilemmas is described
53. The ethical implications of decisions made are described
54. Ethical reasoning is applied to evaluate engineering solutions
55. Continued competence is maintained through keeping abreast of up-to-date tools and techniques available
in the workplace
56. The system of continuing professional development is understood and embraced as an ongoing process
57. Responsibility is accepted for consequences stemming from own actions
58. Judgements are made in decision making during problem solving and design
59. Decision making is limited to the area of current competence
GA 11: Engineering Management
Demonstrate knowledge and understanding of engineering management principles and economic
decision-making.
Competence in this GA is demonstrated when:
60. Basic techniques of economic principles are applied as a member of a team
61. Basic techniques of economic principles are applied as a leader of a team
62. Basic techniques of business management principles are applied as a member of a team
63. Basic techniques of business management principles are applied as a leader of a team
64. Basic techniques of project management principles are applied as a member of a team
65. Basic techniques of project management principles are applied as a leader of a team
66. Basic techniques to manage a project are applied in a multidisciplinary environment
GA Assessment
Rubrics
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