Department of Civil Engineering
Hydraulics
SHC310
10 February 2025
*Please note that a number of external factors may change the information published in this study guide. Any changes
will be communicated via clickUP, and therefore, clickUP communication takes precedence over information in this
study guide.
© 2025 University of Pretoria
Table of contents
1
Module calendar: important dates and overview ....................................................... 1
2
Introduction............................................................................................................... 1
3
4
2.1
Welcome ...................................................................................................................... 1
2.1
Educational approach .................................................................................................... 1
2.2
Statement on Anti-Discrimination.................................................................................. 1
2.3
Online Teaching platforms ............................................................................................. 2
2.4
Responsibilities of the student ....................................................................................... 2
2.5
Restrictions and expectations on the use of generative AI .............................................. 2
Administrative information ........................................................................................ 3
3.1
Contact details .............................................................................................................. 3
3.2
Timetable ..................................................................................................................... 3
3.3
Grievance procedures.................................................................................................... 4
3.4
Study material and purchases ........................................................................................ 4
Module information................................................................................................... 4
4.1
Purpose of the module .................................................................................................. 4
4.2
Module outcomes ......................................................................................................... 5
4.3
Module structure .......................................................................................................... 6
4.4
Learning presumed to be in place .................................................................................. 6
4.5
Study themes ................................................................................................................ 6
Applicable literature ......................................................................................................... 7
Applicable literature ......................................................................................................... 7
5
4.6
Credit map and notional hours .................................................................................... 10
4.7
Assessment ................................................................................................................. 10
4.1
Assessment policy ....................................................................................................... 11
4.2
Plagiarism ................................................................................................................... 12
Addendum A: Support services ................................................................................. 13
© 2025 University of Pretoria
1 Module calendar: important dates and overview
The weekly programme for the SHC310 is given at the following link:
https://docs.google.com/spreadsheets/d/1g5fBxfqgqp3hbZZuPvCvCfYrldd4p_E/edit?usp=sharing&ouid=114437875886637805599&rtpof=true&sd=tr
ue
This is a dynamic programme and may be updated at the discretion of the lecturer based on progress
in the module.
2 Introduction
2.1 Welcome
Welcome to the course SHC310 Hydraulics. The purpose of this module is to enable students to
establish and use theoretical knowledge in order to solve practical problems in water engineering.
Student-centred and cooperative learning and teaching methods are applied during the contact
sessions. Students are expected to participate in group discussions during these sessions. A
diagrammatic layout of the practice of water engineering in the field follows below. The module
contents will be covered in 7 study themes.
Figure 1: Hydrological Cycle
Figure 2 is a flow diagram of the various disciplines a water engineer will have to be able to deal with.
It is expected of students to display professional conduct in all activities related to this course and to
their programme of study. Please view the Departmental policies at:
https://www.up.ac.za/civil-engineering/article/49289/department-policies
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© 2024 University of Pretoria
Water engineering
Environmental
Hydraulics
Social / Ecology
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Hydrology
Water quality
Water purification
Effluent water purification
Environmental impact
studies
Flood hydrology
Hydrostatics
Hydrodynamics
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•
Pressure
Pressure forces
Flotation
Stormwater design
Road drainage
Reservoir spillways
Flood line
determination
Water utilisation
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Free surface
flow
Fixed boundary
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Reservoir
spillways
Bridges
Canals
Flood routing
Flow measurement
Energy dissipation
Control gates
Moving boundary
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Rivers
Sediment transport
River morphology
Reservoir silting
Wetlands
Sediment load
Scouring (erosion)
Coastal
engineering
Pipe flow
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Gravitation pipeline
Pumping lines
Pump stations
Pipe networks
Cavitation
Water hammer
Tunnels and transfer
schemes
Flow measurement
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Wave action on
beaches
Port design
Coastal protection
Deep sea currents
Coastal lakes
Sea sewer lines
Sediment transport
Flow diagram of the various disciplines of water engineering
Low flow hydrology
Yield analysis of
reservoirs
Planning and operation
of water schemes
Integrated catchment
management
Water quality studies
Geo-hydrology
•
•
•
•
•
Groundwater
occurrence
Pump tests
Groundwater
abstraction
Abstraction design
Recharge
2.1 Educational approach
A problem-driven approach to learning is followed. Student-centred and co-operative learning and
teaching methods are applied during the lecture sessions (online teaching if necessary), and during
class discussions when contact classes are in place. Students are expected to participate in discussions
during all lecture and discussion sessions.
A hybrid teaching approach may be used for lectures. All lectures will be in-person on campus, unless
otherwise communicated to students. The theory sections will be delivered through presentations
and streamed or recorded on Blackboard Collaborate, depending on the complexity of the study
theme. Any material covered during the lectures will be made available to students on clickUP.
Furthermore, all Blackboard Collaborate sessions will be recorded and made available to students on
clickUP. It is, however, advised that students should concentrate on the lecturing and take part in
class discussions rather than taking comprehensive notes of the study material. All the material is
adequately referenced and is available in the textbook, the study manual and the module website.
When contact lectures resume, theory sessions may take the form of contact classes or narrated
PowerPoints.
All discussion classes will be hosted in person or will be streamed via Blackboard Collaborate. The live
sessions will be recorded and made available to students.
All other communication, apart from the discussions during live sessions on Blackboard Collaborate,
should be via the relevant Forum or class representative. This is applicable regardless of whether
online teaching or contact class formats are followed. Students should not email the lecturers with
questions, but rather ask questions during the lecture, so all other students may benefit from the
answers.
It is strongly advised that students attend lectures in person as per on campus as far as possible.
2.2 Statement on Anti-Discrimination
The University of Pretoria is committed to building an inclusive, affirming and transformed
institutional culture, curriculum and campus life. It rejects and condemns racism, sexism,
homophobia, transphobia, xenophobia, ethnic chauvinism, religious intolerance, unfair
discrimination, hate speech, sexual harassment, gender-based violence and retaliation, and all other
forms of discrimination. The University has committed itself to the eradication of these practices, and
in 2019 adopted an Anti- Discrimination Policy, in order to realise procedural and substantive equality
in all respects.
As the lecturer and presenter of this course, I acknowledge the extreme harm that racism, sexism,
xenophobia and other forms of discrimination have inflicted and continue to inflict on our society and
communities. I commit to ensuring that there is an open dialogue between myself and all the students
in the module on curriculum content and teaching method which may be interpreted as discriminatory
or exclusive. I undertake to ensure that any such concerns are raised without fear of intimidation or
recrimination. Moreover, I resolve to continuously improve the teaching of this course in a way that
allows the inclusion of all the students enrolled for this course, building their self-confidence and selfefficacy, and supporting the ultimate goal of substantive equality for all persons.
The choices that we make about curriculum content and pedagogy (what and how we teach) are also
choices about what kind of society we wish to build. In this declaration of intent, I resolve to be part
of and give substance to the University’s anti-discrimination and transformation endeavours.
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2.3 Online Teaching platforms
NOTE: Undergraduate classes offered by the Department of Civil Engineering will be on campus
according to the official lecture timetable. A hybrid approach combining pre-recorded material, live
online sessions and in-person contact sessions may be used to present learning material. The exact
mix of these will be communicated to the student via clickUP under the planning schedule.
Groups of students that are too large to be accommodated in a designated venue at one time, will be
divided into groups with equal access to on-campus lectures. All discussion classes will be presented
on campus as per ClickUP arrangements. Semester tests, class tests, and the examination will be
written on campus. There will be no off-campus alternatives for campus-based learning and
assessment activities.
In case there are major changes to the government regulations through the semester, appropriate
changes may be made to these arrangements to ensure that all activities remain within the allowable
regulations.
A portion of the study material may be covered in the form of narrated presentations. The remainder
of the study material may be covered during live sessions, hosted in hybrid via Blackboard Collaborate,
to allow student-lecturer interaction both online and on campus.
All other communication, apart from the discussions during live sessions, should be via email to the
responsible lecturer. All queries related to class problems should be discussed during in-person
session in the lecture.
2.4 Responsibilities of the student
Students are expected to conduct themselves professionally in class or during live online sessions, as
their conduct contributes to creating a positive learning environment for their classmates. This
includes being punctual and attentive. Lecturers have the right to dismiss students who are late or
who are disruptive to the class. This is applicable to contact sessions as well online live sessions.
Students are expected to attend all lectures and other scheduled class activities. Class attendance
(online / in-person) is not optional. The lecturer may record attendance at any time, or give
unannounced class tests or assignments, and can incorporate students’ performance in these into the
assessment and/or semester mark for the course. Class attendance for live sessions may be recorded
in the form of clickUP tests and/or online assignment as per the schedule. All assessments are
compulsory and may contribute to the final semester mark.
In some instances, additional time may be provided on the schedule for students to participate in selfstudy. Students are expected to use the allocated time and work through all study material and
exercises.
Quality instruction requires students to come to classes prepared, as this enables teaching to build
actively on common prior knowledge. The number of contact sessions are given below and may be
adjusted (increased/decreased) by the lecturer depending on the progress of the class.
2.5 Restrictions and expectations on the use of generative AI
The use of generative AI is prohibited during all formative assessments which includes class test,
semester test and exams. However, the student is welcome to use AI for his or her own use during
the semester as a tool to explain difficult concepts to themselves. Some examples of restrictions that
may be implemented throughout an assignment may be as follow:
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Prohibition: The lecturer may prohibit the use of generative AI altogether in assignments,
requiring students to rely solely on their own knowledge and resources.
Limited use: Alternatively, the lecturer may allow limited use of generative AI for specific
purposes. For instance, students might be allowed to use it for clarifying concepts,
generating ideas, or seeking initial guidance. However, the use of generative AI might be
restricted when it comes to solving problems, writing essays, or completing substantial
portions of the assignment.
Citation requirements: If students are permitted to use generative AI, the lecturer may
require them to cite the source of information generated by the model. This ensures that
students provide proper attribution and distinguish their original work from the modelgenerated content.
Collaboration guidelines: If collaboration is allowed, the lecturer might specify how
students can work together and the limitations of seeking help from external sources,
including generative AI.
Transparency: The lecturer can ask students to be transparent about using generative AI.
For example, students might be required to include a statement in their assignments
indicating if and how they used language models while completing their work.
Procedural instructions: The lecturer may provide specific instructions on how to use
generative AI, such as time limits, specific prompts or questions that can be asked, or
guidelines on the types of responses that are acceptable.
Compulsory: Requiring students to submit a generative AI version of the assignment,
including the prompts, and their reflection/critique on the generative AI version based on
the course material provided and their final assignment in track changes.
3 Administrative information
Notices will be posted on clickUP and will be taken as read. Failure to read notices cannot be taken as
an excuse. Lecturers cannot be held responsible for the misinterpretation of messages. Should a
message be unclear, please ask for clarification during a lecture session.
3.1 Contact details
Name
Course
coordinat
or and
Lecturer
Dr G. Louis
Coetzee
T ABLE 1: C ONTACT DETAILS
Building and
Telephone
room
Email address
number
number
Room 12-21,
Engineering 1
012 420 3286
glouis.coetzee@up.ac.za
Consulting
hours
By
appointment
only.
3.2 Timetable
There are six class lectures scheduled per week. Details of the study theme material are discussed
later in this study guide. Students may consult the lecturer during the discussion lecture (practical
session) on Fridays or by appointment.
Students who do not either attend lectures cannot be accommodated individually. When contact
lectures are in place, students will be expected to attend all lectures in-person.
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Contact session
Day
T ABLE 2: T IMETABLE
Period
Lecture 1
Monday
4
10:30 – 11:20
Eng II 3-40
Lecture 2
Tuesday
4&5
10:30 - 12:20
Eng II 3-40
Lecture 3
Wednesday
6
12:30 – 13:20
Eng III 3
Lecture 4
Friday
9 & 10
14:30 – 16:20
Time
Venue
IT Labs
NS2 Lab 1 – 4
Note: Practical sessions may be during any lecture session.
3.3 Grievance procedures
All grievances must be submitted in writing with specifics of the incident or the nature of the
complaint. It is imperative that you follow the procedure outlined below in order to resolve your
issues:
1 Consult the lecturer concerned about your grievances/concerns.
If the matter has not been resolved,
2 Consult the class representative
(The primary function of the Class Representative is to serve as a two-way communication channel
between the class and the lecturer).
If the matter has not been resolved,
3 Consult the Head of Department
If the matter has still not been resolved,
4 Consult with the Dean of the Faculty
3.4 Study material and purchases
The following material will be required in this study module:
• Hydraulics in Civil and Environmental Engineering: A Chadwick, J Morfett & M Borthwick.
6th edition. ISBN 13: 978-0-367-46089-1. PRESCRIBED
• FreeCAD Manual https://wiki.freecad.org/Manual:Introduction. PRESCRIBED
• Fluid Mechanics and Machinery: Ojha CSP, Berndtsson R & Chandramouli PN, Fifth
impression 2012, Oxford University Press, ISBN-10: 0-19-569963-7. Additional for interest
• Civil Engineering Hydraulics: Featherstone, R E & Nalluri, C. Blackwill Science. Additional for
interest
• Study manual and notes taken in class.
4 Module information
4.1 Purpose of the module
The aim of SHC310 is to provide the student with sufficient fundamental theory in order to solve
practical problems with confidence.
The objective of this module is to emphasize the various hydraulic aspects and develop the skills to
apply the basic theory with confidence in practice. A problem-driven approach to learning is followed.
Student-centred and cooperative learning and teaching methods are applied during the contact
sessions. Students are expected to participate in discussions during these sessions.
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The effective use and application of hydraulic formulae and design techniques are essential to the
practising water engineer. In the study of this module, skills are developed which will enable the
learner to:
• use 3-dimensional computer aided design;
• know the various characteristics of fluids;
• understand the fundamentals of applied hydrostatic principles;
• calculate the forces on a floating body and determine its stability
• understand the basic principles of water purification and water treatment;
• solve practical problems in design and analyses of gravitation pipelines; and
• understand the use and application of hydraulic formulae and design techniques.
4.2 Module outcomes
Critical learning outcomes
The following ECSA graduate attributes (GA) are addressed in the module, i.e. at the conclusion of this
module the student will be capable of:
ECSA GA 1: Problem-solving (developmental)
To creatively and scientifically solve simple real world hydraulic engineering problems, such as the
calculation of forces that exist on an outlet valve at a dam wall, forces on pipe bends, the analysis and
design of pipe systems, determining of pipe diameters, all in a creative and scientific manner.
ECSA GA 2: Application of scientific and engineering knowledge (developmental)
The calculation, interpretation and application of fundamental hydrostatics. Apply the fundamental
principles and equations for the purification of sewerage and drinking water. Apply the fundamental
principles, equations and concepts of fluid dynamics to determine the behaviour of fluids in pipes.
ECSA GA 3: Engineering design (introductory)
During the second assignment students apply creative problem solving skills to design and optimize a
gravitation pipeline.
ECSA GA 4: Investigations, experiments and data analysis (developmental)
To conduct hydraulic experiments by using appropriate equipment, to calculate and predict fluid
behaviour from the acquired experimental data, and to critically analyse, interpret and present the
results. To prepare a scientific-technical report on the findings.
ECSA GA 5: Engineering methods, skills, tools and information technology (developmental)
The students are required to determine various hydraulic calculations utilising applicable engineering
software programs. The extent of the information requirements is highlighted when the simulation
of the model is attempted.
ECSA GA 6: Professional and technical communication (developmental)
The students are required to produce technical reports on the assignments, presenting their input
data, assumptions, procedures used and results obtained. The reports need to be neatly typed,
bounded and presented in a professional way.
ECSA GA 8: Individual, team and multidisciplinary work (developmental)
It is required for students to work in groups when completing assignments in an effective and
structured manner, which contributes to the development of certain interpersonal relations and
communication skills.
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ECSA GA 9: Independent learning ability (developmental)
The development of learning skills, such as understanding fundamental concepts, scientific logic and
reason, and the extensive use of the prescribed textbook and computer software packages in their
studies are emphasized in this module, which facilitates a capacity for lifelong learning.
4.3 Module structure
The water environment is an extremely extensive field. The core aspects required by the water
engineer are covered in 24 study themes as shown in Table 3. The themes highlighted by the SHC310
course, will be covered in this module with a description of the aim and outcome of each theme in
Section 6.6.
T ABLE 3: C ORE STUDY THEMES OF HYDRAULIC MODULES
SHC 410
SHC321
SHC310
Course
Study theme
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Description
3D CAD Modelling
Properties of fluids
Hydrostatics
Kinematics of fluids
Velocity and discharge measurement
The behaviour of real fluids
Flow in pipes
Pipe networks
Municipal services
Free surface flow
Pumps and water-hammer
Water purification
Physical models
Sediment transport
Hydraulic structures
Bridges, culverts and road drainage
Stormwater systems
Flood hydrology
Flood routing
Hydrology
Stochastic hydrology
Estimating water requirements
Water resources yield
Dam safety legislation
Contact sessions
(approximate)
5
3
10
8
8
2
13
5
10
23
12
4
3
7
6
8
3
7
3
10
2
3
8
3
4.4 Learning presumed to be in place
Before studying this module, a student must revise the Chemistry module as well as Mechanics, which
are prerequisites for the subject.
4.5 Study themes
A summary of the study themes 1 to 7 with outcomes, teaching and learning methods, activities, and
assessment as well as the relevant materials and resources as provided in Table 4.
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T ABLE 4: B REAKDOWN OF SHC310 MODULE INTO STUDY THEMES
Teaching and learning
methods, activities
and assessment
Unit outcomes
Materials and resources
Theme 0: 3D CAD
•
•
Create a 3-dimensional model with CAD.
Project your model onto a technical drawing.
Lectures
Class discussion
Assignment
Applicable literature
FreeCAD Manual
Self-study activities
Tutorials on click-UP.
Theme 1: Properties of fluids
Contact sessions: 2
•
•
•
Understand the following concepts: density,
relative density, specific weight, bulk modulus,
viscosity and surface tension.
There are six primary units and you must be
able to derive any magnitude and property
from these primary units.
Understand dimensional homogeneity.
Lectures
Class discussion
Class tests
Semester test 1
Final exam
Applicable literature
Hydraulics in Civil and Environmental
Engineering: Chadwick, Morfett &
Borthwick. pp. xv – xviii
Fluid Mechanics & Machinery: Ojha,
Berndtsson and Chandramouli,
Chapter 1, p1 - 55
Civil Engineering Hydraulics:
Featherstone & Nalluri. Chapter 1
Additional reading
Mechanics of fluids: B.S. Massey, p 12
Self-study activities
Exercises at the end of Chapter 1,
Fluid Mechanics & Machinery
Additional exercises will be provided
Theme 2: Hydrostatics
Contact sessions: 9
Hydrostatic pressure:
• Understand pressure, gauge pressure, absolute
pressure, the relationship between pressure and
depth, pressure diagrams, pressure
measurement, different manometers and the
principles of hydraulic jacks.
Pressure forces:
• Understand the concept of pressure acting on
plane surfaces, - vertical surfaces, - inclined
surfaces and – curved surfaces.
• Calculate the hydrostatic forces on an object or
structure
Lectures
Class discussion
Class tests
Semester test 1
Final exam
Flotation:
• Understand Archimedes’ principle, buoyancy
(uplift) force, restoring moment, metacentre and
stability of floating bodies.
• Determine whether or not a floating body is
floating stable
Applicable literature
Hydraulics in Civil and Environmental
Engineering: Chadwick, Morfett &
Borthwick. Chapter 1
Fluid Mechanics & Machinery: Ojha,
Berndtsson and Chandramouli,
Chapter 2,3 & 5 p56 -132 &145 - 171
Civil Engineering Hydraulics:
Featherstone & Nalluri. Chapter 2
Additional reading
Mechanics of fluids: B.S. Massey, pp
27 –64
Self-study activities
Exercises 1-1 to 1-10 in the back of
Hydraulics in Civil and Environmental
Engineering
Exercises at the end of Chapter 2, 3
& 5, Fluid Mechanics & Machinery
Additional exercises will be provided
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Teaching and learning
methods, activities
and assessment
Unit outcomes
Materials and resources
Theme 3: Kinematics of fluids
Contact sessions: 8
• Understand the concepts of steady uniform flow.
• Grasp and understand the fundamental
equations of fluid dynamics namely: the law of
conservation of matter, - energy and –
momentum.
Lectures
Class discussion
Class tests
Semester test 1
Final exam
Applicable literature
Hydraulics in Civil and Environmental
Engineering: Chadwick Morfett &
Borthwick. Chapter 2, p 27-50
Fluid Mechanics & Machinery: Ojha,
Berndtsson and Chandramouli,
Chapters 6 & 7 p172 -244 &245 - 293
Civil Engineering Hydraulics:
Featherstone & Nalluri. Chapter 3, p
47-58
Additional reading
Mechanics of fluids: B.S. Massey, p
69-90
Fluid Mechanics for Civil Engineers:
N.B. Webber, p 25-44
Self-study activities
Exercises at the end of Chapters 6
and 7, Fluid Mechanics & Machinery
Exercises will be provided
Theme 4: Velocity and discharge measurement
Contact sessions: 7
Applicable literature
Hydraulics in Civil and Environmental
Engineering: Chadwick, Morfett &
Bothwick. Chapter 3, p 73-99
Fluid Mechanics & Machinery: Ojha,
Berndtsson and Chandramouli,
Chapters 8, 9 & 10 p294 - 411
Civil Engineering Hydraulics:
Featherstone & Nalluri. Chapter 7
Understand flow measurement in pipes when using:
Pitot tube, Venturi meter, Orifice plate and small and
large orifices
Lectures
Class discussion
Class tests
Assignment
Semester test 2
Final exam
Self-study activities
Exercises at the end of Chapters 8, 9
and 10, Fluid Mechanics & Machinery
Additional problems will be supplied
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Teaching and learning
methods, activities
and assessment
Unit outcomes
Materials and resources
Theme 5: Behaviour of real fluids
Contact sessions: 2
Applicable literature
Hydraulics in Civil and Environmental
Engineering: Chadwick, Morfett &
Bothwick. Chap 3, p 61-86
Understand the difference between real and ideal
fluids, viscous flow, viscosity, the Reynolds number,
and cavitation.
Lectures
Class discussion
Class tests
Semester test 2
Final exam
Civil Engineering Hydraulics:
Featherstone & Nalluri. Chap 7
Additional reading
Mechanics of fluids: B.S. Massey, p
134-153
Fluid Mechanics for Civil Engineer: N.B.
Webber, p 53-68
Self-study activities
Homework problems to be provided.
Theme 6: Pipe flow
Contact sessions: 14
•
•
Understand laminar and turbulent flow in
pipes, the momentum equation of pipe flow,
the development of boundary layers, the
Moody diagram, local head losses and partially
full pipes.
Pipeline systems - Design of simple pipe
systems (Series, parallel and branched pipe
systems)
Lectures
Class discussion
Class tests
Assignment
Semester test 2
Final exam
Applicable literature
Hydraulics in Civil and Environmental
Engineering: Chadwick, Morfett &
Borthwick. Chapter 4, p 101-133 and
Chapter 12, p 421-427
Fluid Mechanics & Machinery: Ojha,
Berndtsson and Chandramouli,
Chapter 14, p542 -617
Civil Engineering Hydraulics:
Featherstone & Nalluri. Chapter 4
Additional reading
Mechanics of fluids: B.S. Massey, p
154-230
Fluid Mechanics for Civil Engineers:
N.B. Webber, p 76-109
Self-study activities
Exercises at the end of Chapter 14,
Fluid Mechanics & Machinery
Additional problems will be supplied
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4.6 Credit map and notional hours
The number of credits allocated to a module gives an indication of the volume of learning required for
the completion of that module and is based on the concept of notional hours. Should a module carry
a weighting of 16 credits, such as in SHC310, it follows that you should spend an average of 10 x 16
hours of study in total on the module (1 credit = 10 notional hours). This includes time for lectures,
assignments, projects, tests and exams. This means that you should spend approximately
160 hours/14 weeks = 11.5 hours per week.
4.7 Assessment
Assessment title
Short description
or scope
Assessment
instrument
used
The assessment
tool used
Weighting in
relation to the
final mark
25
Class tests
Class tests will be
every second
Friday-timetable
and cover the
work of the 2
weeks prior to
this session
NUMBAS test
Computer
marking
Semester test 1
Study themes 1 3
Invigilated
written test for
derivations and
NUMBAS for
calculations
Memorandum for 25
derivations and
computer
marking for
calculations
Semester test 2
Study themes: 4 6
Invigilated
written test for
derivations and
NUMBAS for
calculations
Memorandum for 25
derivations and
computer
marking for
calculations
Assignment
Study themes: 0 4
Take-home
assignment
Practical and oral
presentation of
sluice gate
SEMESTER MARK
Exam
25
100/2 = 50%
Study themes: all
Invigilated
written test for
derivations and
NUMBAS for
calculations
FINAL MARK (Semester mark + Examination mark)
Memorandum
for derivations
and computer
marking for
calculations
50%
100%
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Class tests
Class tests will be completed bi-weekly during the Friday afternoon session of this module. Students
who submit a sick note for one of the class tests will be marked absent for that test. If a student is
sick for more than one class test, only the first-class test will be marked as absent. The student will
receive a zero mark for all subsequent missed tests.
Semester tests
Two tests of 90 minutes each will be undertaken during the scheduled test weeks of the Faculty of
Engineering, Built Environment and Information Technology (EBIT). Dates for these test weeks will be
announced online.
Assignments
During this module, the student will be required to complete a group assignment. This assignment
will be handed to the students at the beginning of the semester and should be completed by the set
date close to the end of the module, or as directed by the lecturer (dates will be provided). In other
words, while the course is being taught, the student should already start to work on the assignment.
No late submission of assignments will be accepted. The date for submission of the assignment will
be decided and coordinated to achieve a reasonable spread of submission dates throughout the
semester in the Department of Civil Engineering.
Part of the assignments may be submitted to clickUP. After marking assignments, feedback will be
made available to the students. The marks obtained are incorporated in the semester mark.
Students will be penalised if they deviate from the instructions in any way. The assignment evaluates
the student’s technical presentation capability and the individual's ability to function in a group [See
South African Qualifications Authority (SAQA, 1996)]. Projects submitted individually, away from the
allocated group WILL NOT be marked. The lecturer may allocate each registered student to a group.
Allocation to a group may not be changed, and the lecturer’s decision is final.
NOTE: All assessments will be dictated by the government’s regulations as well as the University of
Pretoria’s Executive Directive at the time of the assessment. The assessments will be either
handwritten or completed online in the IT labs on campus.
4.1 Assessment policy
Pass requirements
To gain exam entrance requires a semester mark of at least 40% and in order to pass the module a
student must obtain a final mark of at least 50% (final mark is the average of the semester mark and
the exam mark).
Absence from semester test
Any absence from semester tests must be supported by an official and valid statement (e.g. a medical
certificate) and must be submitted to the Mrs H Boks (HOD secretary) within three days after the date
of the test. A special semester test for all legitimate absentees will be arranged.
Please refer to Paragraph 7.1 to see the rules for missed class tests.
Late submission of assignments
Assignments submitted late will not be assessed.
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Exams
Exams may take the form of online tests, written exams, or assignments, depending on the
circumstances. Students will be notified of the format of the exams in due course.
Entrance to the supplementary exam will be granted in accordance with the rules published in the
EBIT yearbook. If a student writes the supplementary exam, the final mark will be calculated in
accordance with the stipulations in the EBIT yearbook. The semester mark will be retained, and the
final mark will be calculated as the average of the semester mark and supplementary examination
mark, with each mark contributing 50% of the total. The maximum final mark awarded may be no
more than 50%.
4.2 Plagiarism
Plagiarism is a serious form of academic misconduct. It involves both appropriating someone else’s
work and passing it off as one’s own work afterwards. Thus, you commit plagiarism when you present
someone else's written or creative work (words, images, ideas, opinions, discoveries, artwork, music,
recordings, computer-generated work, etc.) as your own. Only hand in your own original work.
Indicate precisely and accurately when you have used information provided by someone else.
Referencing must be done in accordance with a recognised system. Indicate whether you have
downloaded information from the Internet. The use of AI is restricted to Limited use for all
assignments and prohibited for all tests and exams. The lecturer has the right to call any student in
for an oral examination of any assessment should plagiarism or the use of AI be suspected.
For
more
details
visit
the
following
websites:
https://www.up.ac.za/en/aboutup/article/2013215/why-learn-about-plagiarism. Please download a QR code reader on your cell
phone. To download a QR code reader open your mobile app store (App Store, Google Play or
Windows Marketplace) and search for QR code readers.
Why learn about
plagiarism?
What is plagiarism?
How do I avoid
plagiarism?
Overstepping the
mark
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5
Addendum A: Support services
Please download a QR code reader on your cell phone. To download a QR code reader open your
mobile app store (App Store, Google Play or Windows Marketplace) and search for QR code readers.
Student
Counselling Unit
Provides counselling and therapeutic
support to students.
012 420 2333
Student Health
Services
Promotes and assists students with
health and wellness.
012 420 5233
012 420 3423
The Careers Office
Provides support for UP students and
graduates as they prepare for their
careers.
careerservices@up.ac.za
012 420 2315
24-hour Operational Management
Centre
012 420-2310
012 420-2760
24-hour Operational Manager cell
Crisis Line
083 654 0476
0800 006 428
Department of
Student Affairs
Enquiries concerning studies,
accommodation, food, funds, social
activities and personal problems.
012 420 2371/4001
Roosmaryn Building,
Hatfield campus
Centre for
Sexualities, AIDS
and Gender
Identifies and provides training of
student peer counsellors.
012 420 4391
Disability Unit
Ensure an integrated and inclusive
learning experience for students with
disabilities.
012 420 2064
Fees and funding
http://www.up.ac.za/enquiry
www.up.ac.za/fees-and-funding
012 420 3111
Department of
Security Services
IT Help desk
For student IT related queries
012 420 3051
studenthelp@up.ac.za
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