PDF No.

: 1
© Vocational Training Council

ENGINEERING DISCIPLINE

Electrical and Electronic Engineering

Programme Board

DEFINITIVE PROGRAMME DOCUMENT

for

Higher Diploma

in

Electrical Engineering
(Programme Code: EG114401 / EG314401 / EG524401)

Volume B2
Module Syllabuses

Version 3
February 2017
 PDF No.: 2
© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

TABLE OF CONTENTS

Page

1 Curriculum Summaries

1.1 Table 1 - Curriculum Summaries for Full-time Mode 4

1.2 Table 2 - Curriculum Summaries for Full-time Mode 6
(Electrical Services Stream)
1.3 Table 3 - Curriculum Summaries for Part-time Mode 8

2 Module Syllabuses
LAN3100 English and Communication: Workplace Interaction 10
LAN3103 English and Communication: Workplace Correspondence 15
LAN4101 English and Communication: Promotional Materials 20
LAN4107 English and Communication: Reports 24
LAN4108 English and Communication: Persuasive Presentations 29
LAN3003 職業中文傳意：普通話對話與匯報 34
LAN4003 職業中文傳意：普通話報告與紀實文書 38
SDD4001 Whole Person Development: Self-efficacy Enhancement 43
SDD4002 Whole Person Development: Global Vision 47
SDD4003 Whole Person Development: SMART in Action 50
SDD4004 Whole Person Development: Integrated Career Development 54
ITE3001 Information Technology Essentials – Services 59
ENG3200 Engineering Mathematics I 68
ENG4202 Engineering Mathematics II 72
ELE3011 Programming Technique Fundamentals 75
ELE3012 Computer-Aided Drawing 79
ELE3015 Environmental Sustainability 82
ELE3105 Digital Electronics and Microprocessor Fundamentals 85
ELE3107 Electronic Devices 88
ELE3110 Circuit Theory 92
ELE4013 Electrical Instrumentation and Measurement 95
ELE4014 OSH and Supervisory Skills 98
ELE4116 Electrical Engineering Principles 102
ELE4017 Electrical Machines and Drives 106
ELE4018 Electrical Installation 109
ELE4019 Electrical Power Systems 113
ELE4020 Control and Automation Systems 116
ELE4021 Engineering Project 120
ELE4100 Electrical Services in Building 123
ELE4102 Energy Efficiency and Management 126
ELE4104 Intelligent Control 130
ELE4106 Lighting Technology and System Design 133
ELE4108 Entertainment Lighting Control System 136
ELE4110 Railway System 139
ENG4200 Advanced Engineering Mathematics 143
ELE4201 Electrical Control and PLC 147
ELE4202 Installation Engineering Costing 152

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

ELE4203 Electric Machine and Drive 156

ELE4204 Building Electrical Technology 160
ELE4205 Electrical Distribution Technology 166
ELE4206 Intelligent Buildings Technology 172
ELE4207 Integrated Applications in PLC 177
ELE4208 Major Project 181
ELE4090 Industrial Attachment 185
ELE4091 Industry-Based Student Project 189
ELE2001 Practical Training I 194
ELE4002 Practical Training II 197
ELE4003 Practical Training III 200

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title English and Communication: Workplace Interaction

Module Code LAN3100

QF Credits 6

QF Level 3

Contact Hours: 26
(Tutorial: 18; Laboratory: 8)
Notional Learning Self-study Hours: 34
60
Hours
Assessment Hours: 0
(Outside Contact and Self-study hours)

The contact hours indicated is for students following a full-time study mode. For adult learners
following a part-time study module, the contact hours will be adjusted based on the general
conversion factor of 1 QF Credit being equivalent to 2 Contact Hours. The conversion
between Credit and Contact Hours may vary among modules depending on their QF Level
and nature.

Module Aim:

This module aims to enable students to participate, at a sufficient level of

comprehension and clarity, in oral interactions of increasing length, relating to a wide
range of largely familiar workplace contexts, and expressed in increasingly complex
language*, in order to understand and communicate, effectively and with some
confidence, predictable information, ideas, related explanations, discussion/argument,
and evaluation when handling suggestions, offers, preference and persuasion.

*Reference should be made to the Common European Framework of Reference for

Languages Level B1+/B2 for the relevant language proficiency underpinning this
competency.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Intended Learning Outcome:

On completion of the module, students are expected to be able to handle suggestions,

offers, preference and persuasion in oral interactions involving predictable
information, ideas, related explanations, discussion/argument, and evaluation. This
should be evidenced by students’ ability to:

 participate effectively in discussions/meetings/negotiations/ with colleagues/clients on

workplace topics/issues.
 make and respond to suggestions, offers, preference and persuasion by giving
opinions with justification appropriately.
 initiate and handle interruptions and clarifications effectively.
 demonstrate a reasonable level of accuracy in using increasingly complex
grammatical structures involving a wide variety of verb forms, tenses, modals and
discourse markers.

Learning and Teaching Strategies:

 Learning and teaching activities are devised to align with the intended learning
outcome and thus to help students attain the Unit of Competency at this level. A
learner-centred approach is adopted and students are given ample opportunities to
use the target language to carry out various communication tasks set in trade-specific
contexts through engaging in a wide range of activities such as pair work, group
discussions, and role plays. Grammar learning is also incorporated in trade
contexts.
 Trade-specific authentic materials and simulated workplace situations are adopted to
contextualise the learning and teaching of the four language skills, grammar and
vocabulary.
 To foster learner autonomy, students are encouraged to continue language learning
beyond the classroom and build up a stronger sense of ownership of their learning.
Students have to participate in self-initiated language activities, work independently on
e-learning, and keep records of such work and progress throughout. Students’
progress and achievements are regularly monitored and assessed.
 There is a close collaboration with disciplines to develop a whole-campus approach to
language learning support and a language-across-the-curriculum approach to
learning and teaching. Reading across the curriculum using discipline-specific texts
and journals is to be reinforced. Cross-curricular collaboration in building up
students’ terminology and raising students’ awareness of the need for continuous
improvement of linguistic proficiency in their trade modules is to be worked out.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Continuous Assessment will be set as part of assessment for learning. Students will
complete various tasks such as reading/viewing records, language practice and online
language tasks. They will be assessed during the learning process, with continuous
feedback given by the teacher. An End of Module Assessment will be administered to
assess students’ attainment of the Unit of Competency at this level.

Assessment Guidelines:

1. The assessment interactions could be recorded for verification purposes.

2. The assessments could be conducted face-to-face, or as if on the telephone or in a
video teleconference.
3. An individual may be assessed on an actual exchange or in a simulated activity
conducted with (a) peer(s) or, if absolutely necessary, (a) teacher(s)/assessor(s).
4. As the initiator of a topic or giver of a piece of information is, by definition,
psychologically and linguistically better prepared than his/her interlocutor(s), assessors
could ensure that, before the assessment interactions, all parties in them are given
instructions/stimuli that relate to a mix of both common and individual information so
that they have an equal opportunity to deliver and respond to both known and unknown
information.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation)
Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria

GCEN303A-2 1. The purpose of the interaction is
communicated/understood through identification of
Handle suggestions, the context and subject, and of the initiator’s
offers, preference communicative intent.
and persuasion in 2. The message of the interaction is
oral interactions communicated/understood through identification of
involving predictable the gist, main ideas and specific details.
information, ideas, 3. Specific information/ideas in the interaction are
related explanations, communicated and/or identified/extracted
discussion/argument, appropriately.
and evaluation 4. Communicative functions are handled appropriately.
5. Development of the interaction is achieved through
(Listening and appropriate responses and contributions.
speaking) 6. Turns are taken according to the conventions of the
interaction type.
7. Clarification is sought and given when necessary to
help communication.
8. The language used is appropriate to the task.
9. Non-verbal signals are used appropriately.

Range
 Speech should be fairly fluent when expressing
simple, familiar ideas and language, but more hesitant
with more complex and unfamiliar content/language.
 Speech may include some grammatical errors, but
these should not interfere with meaning or impose
interpersonal strain on a sympathetic listener.
 Articulation, intonation, stress and rhythm should be
fairly well controlled when expressing simple, familiar
ideas and language, but less controlled with more
complex and unfamiliar content and language.
 The exchange should be sufficient for each speaker.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

 The register should suit the audience and purpose.

 Non-verbal signals may include facial expressions,
other body language, and active listening
articulations.

Language Features
 a growing range of vocabulary
 increasingly complex grammatical structures:
o simple/compound/complex sentences
o positive/negative/interrogative/imperative forms
o a wide range of verb
forms/tenses/modals/discourse markers (e.g.
conjunctions, sequence words, etc)
o complex constructions (e.g. conditionals,
comparison, concession, etc)
o a small range of alternative constructions that
reflect variations in register

Textbooks:

In–house teaching and learning materials

References:

1. Clarke S., Powell M., Sharma P. (2009). In Company: Intermediate. Macmillan

Publishers Limited.

2. Stephens, B. (2011). Meetings in English. Macmillan.

3. Yule, G. (2009). Oxford Practice Grammar (Advanced). Oxford: Oxford University

Press.

Creation/Revision Record:

Version Date Revised by

1 Dec., 2010 Carol Sze Pui Shan
2 Jan., 2011 Carol Sze Pui Shan
3 March, 2011 Carol Sze Pui Shan
4 March, 2014 Mabel Wong Chau Ping

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title English and Communication: Workplace Correspondence

Module Code LAN3103

QF Credits 6

QF Level 3

Contact Hours: 26
(Tutorial: 18; Laboratory: 8)
Notional Learning
60 Self-study Hours: 34
Hours
Assessment Hours: 0
(Outside Contact and Self-study hours)

The contact hours indicated is for students following a full-time study mode. For adult learners
following a part-time study module, the contact hours will be adjusted based on the general
conversion factor of 1 QF Credit being equivalent to 2 Contact Hours. The conversion
between Credit and Contact Hours may vary among modules depending on their QF Level
and nature.

Module Aim:

This module aims to enable students to understand and respond, with reasonable
clarity, to incoming workplace written correspondence involving predictable
information, ideas, related explanations, discussion/argument, and evaluation relating
to a wide range of largely familiar workplace contexts, and expressed in increasingly
complex language*, in order to communicate effectively and with some confidence
when handling problems.

*Reference should be made to the Common European Framework of Reference for

Languages Level B1+/B2 for the relevant language proficiency underpinning this
competency.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Intended Learning Outcome:

On completion of the module, students are expected to be able to handle problems in

incoming written correspondence involving predictable information, ideas, related
explanations, discussion/argument, and evaluation. This should be evidenced by
students’ ability to:

 read for main ideas and extract relevant information from workplace documents for
handling specific problems.
 handle problems such as complaints from colleagues and customers by explaining
causes of problems, empathising with the reader, offering advice and evaluating
solutions to problems.
 deal with acceptance and refusal of responsibilities in different workplace situations.
 adopt a diplomatic tone and express goodwill.
 demonstrate a reasonable level of accuracy in using increasingly complex
grammatical structures involving a wide variety of verb forms, tenses, modals and
discourse markers.

Learning and Teaching Strategies:

 Learning and teaching activities are devised to align with the intended learning
outcome and thus to help students attain the Unit of Competency at this level. A
learner-centred approach is adopted and students are given ample opportunities to
use the target language to carry out various communication tasks set in trade-specific
contexts through engaging in a wide range of activities such as pair work, group
discussions, and role plays. Grammar learning is also incorporated in trade
contexts.
 Trade-specific authentic materials and simulated workplace situations are adopted to
contextualise the learning and teaching of the four language skills, grammar and
vocabulary.
 To foster learner autonomy, students are encouraged to continue language learning
beyond the classroom and build up a stronger sense of ownership of their learning.
Students have to participate in self-initiated language activities, work independently on
e-learning, and keep records of such work and progress throughout. Students’
progress and achievements are regularly monitored and assessed.
 There is a close collaboration with disciplines to develop a whole-campus approach to
language learning support and a language-across-the-curriculum approach to
learning and teaching. Reading across the curriculum using discipline-specific texts
and journals is to be reinforced. Cross-curricular collaboration in building up
students’ terminology and raising students’ awareness of the need for continuous
improvement of linguistic proficiency in their trade modules is to be worked out.

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 PDF No.: 11
© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Continuous Assessment will be set as part of assessment for learning. Students will
complete various tasks such as reading/viewing records, language practice and online
language tasks. They will be assessed during the learning process, with continuous
feedback given by the teacher. An End of Module Assessment will be administered to
assess students’ attainment of the Unit of Competency at this level.

Assessment Guidelines:

1. As the focus of this competency is on writing, reading should be seen as

facilitating input.
2. Input texts should be selected at an appropriate level of difficulty for the task.

Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation)
Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria

GCEN306A-3 1. The purpose of incoming correspondence is
understood through identification of the writer, context
Handle problems in and subject.
incoming written 2. The message of incoming correspondence is
correspondence understood through identification of the main ideas
involving predictable and specific details.
information, ideas, 3. Information/ideas that are appropriate to the purpose
related explanations, and message are given in the response.
discussion/ 4. Appropriate expressions of goodwill are given.
argument, and 5. An appropriate format is used.
evaluation 6. The response is organised appropriately.
7. A polite tone is used.
(Reading and Writing) 8. The language used is appropriate to the task.
9. Tasks are performed in a timely manner.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Range
The writing may include some grammatical, spelling or
punctuation mistakes, but these should not interfere with
meaning or impose strain on a sympathetic reader.

Language Features

• a growing range of vocabulary

• increasingly complex grammatical structures:
o simple/compound/complex sentences
o positive/negative/interrogative/imperative forms
o a wide variety of verb forms/tenses/
modals/discourse markers (e.g. conjunctions,
sequence words, etc)
o complex constructions (e.g. conditionals,
comparison, concession, etc)
o a small range of alternative constructions that
reflect variations in register

Textbooks:

In–house teaching and learning materials

References:

1. Clarke S., Powell M., Sharma P. (2009). In Company: Intermediate. Macmillan

Publishers Limited.

2. Guffey, M. E. (2010). Essentials of business communication (8th ed.). Mason,

OH: South-Western Cengage Learning.

3. Emmerson, P. (2013). Email English (2nd ed.). Macmillan.

4. Yule, G. (2009). Oxford Practice Grammar (Advanced). Oxford: Oxford University

Press.

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 PDF No.: 13
© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Creation/Revision Record:

Version Date Revised by

1 Dec., 2010 Carol Sze Pui Shan
2 Jan., 2011 Carol Sze Pui Shan
3 March, 2011 Carol Sze Pui Shan
4 March, 2014 Mabel Wong Chau Ping

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 PDF No.: 14
© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title English and Communication: Promotional Materials

Module Code LAN4101

QF Credits 10

QF Level 4

Contact Hours: 39
(Tutorial: 27; Laboratory: 12)

Notional Learning
100 Self-study Hours: 61
Hours
Assessment Hours: 0
(Outside Contact and Self-study hours)

The contact hours indicated is for students following a full-time study mode. For adult learners
following a part-time study module, the contact hours will be adjusted based on the general
conversion factor of 1 QF Credit being equivalent to 2 Contact Hours. The conversion
between Credit and Contact Hours may vary among modules depending on their QF Level
and nature.

Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing

extended texts relating to a wide range of both familiar and some new workplace
contexts, and expressed in complex language*, in order to communicate, effectively
and with confidence, information, ideas, related explanations, discussion/argument,
and evaluation when conveying persuasion and emotion.

*Reference should be made to the Common European Framework of Reference for

Languages Level B2/B2+ for the relevant language proficiency underpinning this
competency.

Module Intended Learning Outcome:

 On completion of the module, students are expected to be able to express

persuasion and emotion when presenting information, ideas, related
explanations, discussion/argument, and evaluation in written form. This
should be evidenced by students’ ability to:

 express persuasion and emotion effectively when promoting

products/services/projects/events
 handle information effectively when promoting oneself in work-related contexts
 discuss readers’ specific problems/needs in proposals.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

 present tactful explanations and discussion/argument with subtlety and sensitivity

when proposing response(s)/solution(s).
 write persuasively through suitable and sensitive evaluation of information and the
conclusions drawn from it.
 adopt an appropriate register and style for different types of persuasive writing.
 demonstrate a reasonable level of accuracy in using complex grammatical structures
involving all verb forms, tenses, modals and discourse markers and a growing range
of alternative constructions that reflect variations in register.

Learning and Teaching Strategies:

 Learning and teaching activities are devised to align with the intended learning
outcome and thus to help students attain the Unit of Competency at this level. A
learner-centred approach is adopted and students are given ample opportunities to
use the target language to carry out various communication tasks set in trade-specific
contexts through engaging in a wide range of activities such as pair work, group
discussions, and role plays. Grammar learning is also incorporated in trade
contexts.
 Trade-specific authentic materials and simulated workplace situations are adopted to
contextualise the learning and teaching of the four language skills, grammar and
vocabulary.
 To facilitate the development of learner autonomy required at QF Level 4, students are
encouraged to take charge of their own learning and develop a capacity for critical
reflection. Students are expected to take the initiative to draw up their own
independent learning plan, identify learning targets, monitor learning progress and
assess learning outcomes. They have to participate in a variety of self-initiated
language activities, work independently on e-learning and other extended language
learning tasks, and constantly reflect on their language learning experience.
 There is a close collaboration with disciplines to develop a whole-campus approach to
language learning support and a language-across-the-curriculum approach to
learning and teaching. Reading across the curriculum using discipline-specific texts
and journals is to be reinforced. Cross-curricular collaboration in building up
students’ terminology and raising students’ awareness of the need for continuous
improvement of linguistic proficiency in their trade modules is to be worked out.

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

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 PDF No.: 16
© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Total 100%

Continuous Assessment will be set as part of assessment for learning. Students will
complete various tasks such as reading/viewing records, language practice and online
language tasks. They will be assessed during the learning process, with continuous
feedback given by the teacher. An End of Module Assessment will be administered to
assess students’ attainment of the Unit of Competency at this level.

Assessment Guidelines:

Input or rubrics for the task can include written or aural texts, or simple instructions.

Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation)
Competencies under the Qualifications Framework.
Unit of Competency Performance Criteria
GCEN407A-3 1. Appropriate information/ideas are communicated with
a clear purpose and message.
Express persuasion
2. The information/ideas are organised logically.
and emotion when
3. The text is structured appropriately.
presenting
4. Communicative functions are handled appropriately.
information, ideas,
5. An appropriate format is used.
related explanations,
6. The language used is appropriate to the task.
discussion/
7. An appropriate register is used.
argument, and
8. If graphic representations play an essential part in the
evaluation in written
text, they should be incorporated appropriately, both
form
linguistically and physically.

(Writing)
Range
• The writing should demonstrate control of commonly
used grammatical structures and vocabulary, but there
may be mistakes in grammar, spelling or punctuation
with more advanced language. However, these
should not impose any strain on the reader.

Language Features
• a growing range of vocabulary

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 PDF No.: 17
© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

• complex grammatical structures:

o simple/compound/complex sentences
o positive/negative/interrogative/imperative forms
o all verb forms/tenses/modals/discourse markers
(e.g. conjunctions, sequence words, etc)
o complex constructions (e.g. conditionals,
comparison, concession , etc)
 a growing range of alternative constructions to reflect
variations in register

Textbooks:

In–house teaching and learning materials

References:

1. Clarke, S., Powell, M., Sharma, P. (2010). In Company: Upper Intermediate,

Oxford: Macmillan Publishers Limited.

2. Krizan, A. C., Merrier, P., Logan, J. & Williams, K. (2011). Business

communication (8th ed.). Cincinnati, OH: South-Western Thomas Learning.

3. Johnson-Sheesan, R. (2008). Writing Proposals (2nd ed.). New York:

Pearson/Longman.

4. Yule, G. (2009). Oxford Practice Grammar (Advanced). Oxford: Oxford University

Press.

Creation/Revision Record:

Version Date Revised by

1 Dec., 2010 Carol Sze Pui Shan
2 Jan., 2011 Carol Sze Pui Shan
3 March, 2011 Carol Sze Pui Shan
4 March, 2014 Mabel Wong Chau Ping

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 PDF No.: 18
© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title English and Communication: Reports

Module Code LAN4107

QF Credits 9

QF Level 4

Contact Hours: 26
(Tutorial: 18; Laboratory: 8)
Notional Learning Self-study Hours: 64
90
Hours
Assessment Hours: 0
(Outside Contact and Self-study hours)

The contact hours indicated is for students following a full-time study mode. For adult learners
following a part-time study module, the contact hours will be adjusted based on the general
conversion factor of 1 QF Credit being equivalent to 2 Contact Hours. The conversion
between Credit and Contact Hours may vary among modules depending on their QF Level
and nature.

Module Aim:

This module aims to enable students to demonstrate reasonable clarity in writing

extended texts relating to a wide range of both familiar and some new workplace
contexts, and expressed in complex language*, in order to communicate, effectively
and with confidence, information, ideas, related explanations, discussion/argument,
and evaluation when conveying suggestions.

*Reference should be made to the Common European Framework of Reference for

Languages Level B2/B2+ for the relevant language proficiency underpinning this
competency.

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 PDF No.: 19
© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Intended Learning Outcome:

On completion of the module, students are expected to be able to express

suggestions when presenting information, ideas, related explanations,
discussion/argument, and evaluation in written form. This should be evidenced by
students’ ability to:

 state the background and establish the purpose of a report precisely.

 analyse, synthesise and evaluate information in the findings and discussion sections
critically.
 express suggestions and recommendations persuasively, stating their resulting
benefits through appropriate and tactful explanation and argument.
 draw conclusions logically from findings through appropriate and sensitive evaluation of
information.
 demonstrate a reasonable level of accuracy in using complex grammatical structures
involving all verb forms, tenses, modals and discourse markers and a growing range of
alternative constructions that reflect variations in register.

Learning and Teaching Strategies:

 Learning and teaching activities are devised to align with the intended learning
outcome and thus to help students attain the Unit of Competency at this level.
A learner-centred approach is adopted and students are given ample
opportunities to use the target language to carry out various communication
tasks set in trade-specific contexts through engaging in a wide range of
activities such as pair work, group discussions, and role plays. Grammar
learning is also incorporated in trade contexts.
 Trade-specific authentic materials and simulated workplace situations are
adopted to contextualise the learning and teaching of the four language skills,
grammar and vocabulary.
 To facilitate the development of learner autonomy required at QF Level 4,
students are encouraged to take charge of their own learning and develop a
capacity for critical reflection. Students are expected to take the initiative to
draw up their own independent learning plan, identify learning targets, monitor
learning progress and assess learning outcomes. They have to participate in
a variety of self-initiated language activities, work independently on e-learning
and other extended language learning tasks, and constantly reflect on their
language learning experience.
 There is a close collaboration with disciplines to develop a whole-campus
approach to language learning support and a language-across-the-curriculum
approach to learning and teaching. Reading across the curriculum using

Volume B2 - Module Syllabuses 25

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 PDF No.: 20
© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

discipline-specific texts and journals is to be reinforced. Cross-curricular

collaboration in building up students’ terminology and raising students’
awareness of the need for continuous improvement of linguistic proficiency in
their trade modules is to be worked out.

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Continuous Assessment will be set as part of assessment for learning. Students will
complete various tasks such as reading/viewing records, language practice and online
language tasks. They will be assessed during the learning process, with continuous
feedback given by the teacher. An End of Module Assessment will be administered to
assess students’ attainment of the Unit of Competency at this level.

Assessment Guidelines:

Input or rubrics for the task can include written or aural texts, or simple instructions.

Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation)
Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria

GCEN407A-2 1. Appropriate information/ideas are communicated with a
clear purpose and message.
Express suggestions 2. The information/ideas are organised logically.
when presenting 3. The text is structured appropriately.
information, ideas, 4. An appropriate format is used.
related explanations, 5. The language used is appropriate to the task.
discussion/argument, 6. An appropriate register is used.
and evaluation in 7. If graphic representations play an essential part in the text,
written form they should be incorporated appropriately, both
linguistically and physically.
(Writing)
Range

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The writing should demonstrate control of commonly used

grammatical structures and vocabulary, but there may be
mistakes in grammar, spelling or punctuation with more
advanced language. However, these should not impose any
strain on the reader.

Language Features
 a growing range of vocabulary
 complex grammatical structures:
o simple/compound/complex sentences
o positive/negative/interrogative/imperative forms
o all verb forms/tenses/modals/discourse markers (e.g.
conjunctions, sequence words, etc)
o complex constructions (e.g. conditionals, comparison,
concession, etc)
o a growing range of alternative constructions that reflect
variations in register
 a linguistic repertoire that demonstrates subtlety, tact and
sensitivity

Textbooks:
In–house teaching and learning materials

References:

1. Clarke S., Powell M., Sharma P. (2010). In Company: Upper intermediate.

Macmillan Publishers Limited.

2. Bowden J. (2011). Writing a Report – how to prepare, write and present really
effective reports. (9th ed.) How to Books Limited.

3. Yule, G. (2009). Oxford Practice Grammar (Advanced). Oxford: Oxford University

Press.

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Creation/Revision Record:

Version Date Revised by

1 Dec., 2010 Carol Sze Pui Shan
2 Jan., 2011 Carol Sze Pui Shan
3 March, 2011 Carol Sze Pui Shan
4 March, 2014 Mabel Wong Chau Ping

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Module Syllabus

Module Title English and Communication: Persuasive Presentations

Module Code LAN4108

QF Credits 9

QF Level 4

Contact Hours: 26
(Tutorial: 18; Laboratory: 8)
Notional Learning
90 Self-study Hours: 64
Hours
Assessment Hours: 0
(Outside Contact and Self-study hours)

The contact hours indicated is for students following a full-time study mode. For adult learners
following a part-time study module, the contact hours will be adjusted based on the general
conversion factor of 1 QF Credit being equivalent to 2 Contact Hours. The conversion
between Credit and Contact Hours may vary among modules depending on their QF Level
and nature.

Module Aim:

This module aims to enable students to demonstrate reasonable clarity in presenting

extended spoken texts relating to a wide range of both familiar and some new
contexts, and expressed in complex language*, in order to communicate, effectively
and with some confidence, information, ideas, related explanations,
discussion/argument, and evaluation when conveying compliments, persuasion and
emotion.

*Reference should be made to the Common European Framework of Reference for

Languages Level B2/B2+ for the relevant language proficiency underpinning this
competency.

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Module Intended Learning Outcome:

On completion of the module, students are expected to be able to express

compliments, persuasion and emotion in oral presentations of information, ideas,
related explanations, discussion/argument, and evaluation. This should be
evidenced by students’ ability to:

 discuss audiences’ specific problem(s)/need(s).

 express compliments and emotion, and use persuasive language with tact and
subtlety.
 express sensitive evaluation of the resulting anticipated benefits of the proposed
recommendations.
 speak persuasively and confidently through appropriate and tactful explanations and
discussion/argument when proposing a solution/an idea.
 demonstrate a reasonable level of accuracy in using complex grammatical structures
involving all verb forms, tenses, modals and discourse markers and a growing range
of alternative constructions that reflect variations in register.

Learning and Teaching Strategies:

 Learning and teaching activities are devised to align with the intended learning
outcome and thus to help students attain the Unit of Competency at this level. A
learner-centred approach is adopted and students are given ample opportunities to
use the target language to carry out various communication tasks set in trade-specific
contexts through engaging in a wide range of activities such as pair work, group
discussions, and role plays. Grammar learning is also incorporated in trade
contexts.
 Trade-specific authentic materials and simulated workplace situations are adopted to
contextualise the learning and teaching of the four language skills, grammar and
vocabulary.
 To facilitate the development of learner autonomy required at QF Level 4, students are
encouraged to take charge of their own learning and develop a capacity for critical
reflection. Students are expected to take the initiative to draw up their own
independent learning plan, identify learning targets, monitor learning progress and
assess learning outcomes. They have to participate in a variety of self-initiated
language activities, work independently on e-learning and other extended language
learning tasks, and constantly reflect on their language learning experience.
 There is a close collaboration with disciplines to develop a whole-campus approach to
language learning support and a language-across-the-curriculum approach to
learning and teaching. Reading across the curriculum using discipline-specific texts
and journals is to be reinforced. Cross-curricular collaboration in building up

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students’ terminology and raising students’ awareness of the need for continuous
improvement of linguistic proficiency in their trade modules is to be worked out.

Assessment Scheme:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Continuous Assessment will be set as part of assessment for learning. Students will
complete various tasks such as reading/viewing records, language practice and online
language tasks. They will be assessed during the learning process, with continuous
feedback given by the teacher. An End of Module Assessment will be administered to
assess students’ attainment of the Unit of Competency at this level.

Assessment Guidelines:

1. The assessment presentation could be recorded for verification purposes.

2. The assessment could be conducted face-to-face, or as if on the telephone or in a
video teleconference.
3. An individual may be assessed on an actual presentation or in a simulated activity
conducted with (a) peer(s) or, if absolutely necessary, (a) teacher(s)/assessor(s).

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Key Content Area:

The following Unit of Competency is adopted from the Specification of Generic (Foundation)
Competencies under the Qualifications Framework.

Unit of Competency Performance Criteria

GCEN404A-3 9. Appropriate information/ideas are communicated with
a clear purpose and message.
Express 10. The information/ideas are organised logically.
compliments, 11. The presentation is structured appropriately, usually
persuasion, and with an introduction, message and conclusion.
emotion in oral 12. Communicative functions are handled appropriately
presentations of 13. The language used is appropriate to the task.
information, ideas, 14. The spoken delivery (pace and volume) is appropriate
related explanations, to the task.
discussion/argument, 15. Non-verbal signals are used appropriately.
and evaluation 16. If audio-visual aids and/or realia play an essential part
in the presentation, they should be incorporated
(Speaking) appropriately into the delivery, both linguistically and
physically.

Range
 Speech should be fairly fluent.
 Speech may include some grammatical errors, but
these should not interfere with meaning or impose
interpersonal strain on a sympathetic listener.
 Articulation, intonation, stress and rhythm should be
fairly well controlled.
 The register should suit the audience and purpose.
 Non-verbal signals may include facial expressions,
other body language, and active listening
articulations.
 The physical handling of audio-visual aids and/or
realia may include pointing to graphics, demonstrating
the use or characteristics of objects, and manipulating
equipment.

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Language Features
 a growing range of vocabulary
 complex grammatical structures:
o simple/compound/complex sentences
o positive/negative/interrogative/imperative forms
o all verb forms/tenses/modals/discourse markers
(e.g. conjunctions, sequence words, etc)
o complex constructions (e.g. conditionals,
comparison, concession, etc)
o a growing range of alternative constructions that
reflect variations in register
 a linguistic repertoire that demonstrates subtlety, tact
and sensitivity

Textbooks:

In–house teaching and learning materials

References:

1. Clarke S., Powell M., Sharma P. (2010). In Company: Upper Intermediate.

Macmillan Publishers Limited.

2. Williams E. (2013) Presentations in English (11th ed.). Macmillan Publishers

Limited.

3. Yule, G. (2009). Oxford Practice Grammar (Advanced). Oxford: Oxford University

Press.

Creation/Revision Record:

Version Date Revised by

1 Dec., 2010 Carol Sze Pui Shan
2 Jan., 2011 Carol Sze Pui Shan
3 March, 2011 Carol Sze Pui Shan
4 March, 2014 Mabel Wong Chau Ping

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課程大綱

職業中文傳意：普通話對話與匯報
科目名稱 Vocational Chinese Communication : Putonghua
Conversation and Reports
科目編號 LAN3003
資歷學分 6
資歷架構級別 第三級
授課時數*： 26 小時
(導修 18 小時；語言實驗室 8 小時)

學時 60 小時 自修時數： 34 小時
評估時數： 0 小時
(授課及自修時間以外)

*所示授課時數適用於全日制上課模式。至於兼讀制，在一般情況下，所修讀單元的一個資歷學分，可以換算為兩個
授課小時。不過，實際的換算可因應不同單元的資歷級別及性質而調整。

單元目標：

1. 培養學生的普通話表達與溝通能力，使他們能在熟悉的情況下，一般工作與社交領域
內，就多種不同的話題進行對話與匯報，以配合將來的工作需要。
2. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在一般的工作情景中：

1. 就多種不同的話題，熟練地以普通話進行對話。
2. 就多種不同的話題，熟練地以普通話進行匯報。
3. 以陳述、比較、建議等語言功能，成段落的話語，完成預設的溝通目標。
4. 針對情景與說話對象，適當運用與調整說話策略。

教學策略：

• 本單元以能力為本，採用真實材料，並模擬真實情景，以增強教學效果。
• 設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習普
通話，例如：網上學習、參與語文及文化活動等。
• 鼓勵學生養成應用資訊科技自學的習慣。
• 強調跨學科語言學習，為學生營造真實的語言學習環境。

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評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

總計 100%

評核指引：
1. 評核方式多樣化，包括說話評核、習作和網上練習等。
2. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯或語法上
所犯錯誤的多寡來評定。
3. 評核遵循效度、信度與可操作性等基本考核原則。
4. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。
5. 評核內容與形式應盡量接近真實生活情景或工作要求。

課程內容：

本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：

能力單元 能力元素 表現標準

1. 能就多種不同的話題
GCCH305A(P) 1.1 溝通目標
進行對話
能 就 多 種 不 同 應用範圍： ♦ 必須達到預設的溝通目標

的 話 題 進 行 對 ♦ 情景：可設定在一般 1.2 語言功能

的工作場所或社交 ♦ 必須完成預設的語言功能，例如陳
話（普）
場合 述、比較、推介等。
♦ 話題：多種不同的對
話話題包括但不限 1.3 語言特徵
於下列例子，如：談
論大眾話題、向同事 1.3.1 語篇類型
(下屬或上司) 介紹 ♦ 能夠進行以段落為單位的對話
工作計劃、職責、目
標、工作程序等 1.3.2 語音面貌
♦ 對話形式：面對面或 ♦ 錯誤或缺陷較少，不影響溝通
電話對話 ♦ 發音、吐字基本清晰，語氣、語調、
♦ 其他學習內容：包括 語速適當
各種形式的聆聽練
習與語言知識
1.3.3 組織結構
♦ 話語結構完整，前後連貫

1.3.4 詞匯與語法
♦ 準確地運用不同的詞匯及句子結構

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1.4說話策略
♦ 認真聆聽
♦ 用適當的語氣和得體的措辭來表達
不同意見。
♦ 針對情景與說話對象，適當運用與調
整說話策略，例如通過停頓、讚美、
肯定與提問等，來增強表達效果。
♦ 得體地運用身體語言，例如點頭、眼
神接觸等。
應用範圍：
每段對話不少於三分鐘

能力單元 能力元素 表現標準

GCCH307A(P) 1. 能準備口頭報告：發 1.1 確定報告目的
能就多種不同 言大綱、多媒體簡報 1.2 確定聽眾
的話題進行報 與答問準備 1.3 蒐集資料
告（普）
2. 面對一人或多人進 1.4 準備講稿
行報告 1.5 擬定口頭報告提綱
1.6 準備輔助材料，例如多媒體簡報、透明膠
應用範圍： 片、模型、圖片、表格等。
♦ 情景：可設定在一般 1.7 預計聽者的提問
的工作場所
♦ 話題：多種不同的報 2.1 溝通目標
告話題，如：產品或 ♦ 必須達到預設的溝通目標
服務推介報告、個人
或公司工作總結報 2.2 語言功能
告等 ♦ 必須完成預設的語言功能，例如陳
述、比較、推介、建議等
♦ 其他學習內容：包括
各種形式的聆聽練 2.3 語言特徵
習與語言知識 2.3.1 語篇類型
♦ 能夠進行以段落為單位的報告

2.3.2 語音面貌
♦ 錯誤或缺陷較少，不影響溝通
♦ 發音吐字基本清晰，語氣、語調、語
速適當。

2.3.3 組織結構
♦ 話語結構完整，包括介紹、主體、結
論三部份，且前後連貫。

2.3.4 詞匯與語法
♦ 準確地運用不同的詞匯及句子結構

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2.4 說話策略
♦ 根據情景，適當運用與調整說話策
略，例如通過停頓、讚美、肯定與提
問等，來增強表達效果。
♦ 用適當的語氣和得體的措辭來表達
不同意見。
♦ 善用多媒體簡報
♦ 控制緊張的情緒，例如做深呼吸、停
頓或減慢語速。
♦ 控制聲音，包括音量、音高、發音、
吐字等方面。
♦ 得體地運用身體語言，例如點頭、微
笑、眼神接觸、手勢等。
♦ 認真聆聽聽者的提問，並作出回答。

應用範圍：
每次報告不少於三分鐘

教材:

由語文學科中文項目發展小組開發

參考書目:

1. 中國社會科學院語言研究所詞典編輯室編(2012)。 《現代漢語詞典》(第 6 版)。北京：

商務印書館。
2. 三聯書店編(2012)。《簡化字總表檢字(增訂版)》。香港：三聯書店(香港)有限公司。
3. 《現代漢語通論精編》。上海：上海教育出版社。
邵敬敏編(2012)。

Creation/Revision Record:

Version Date Revised by

1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee
2 Jan 2012 Lo Hau Yee
3 Mar 2014 Lo Hau Yee
4 May 2015 Lo Hau Yee

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課程大綱

職業中文傳意：普通話報告與紀實文書
科目名稱 Vocational Chinese Communication : Putonghua
Presentations, Administrative and Technical Text Writing

科目編號 LAN4003
資歷學分 9
資歷架構級別 第四級
授課時數*： 26 小時
(導修 22 小時；語言實驗室 4 小時)

學時 90 小時 自修時數： 64 小時
評估時數： 0 小時
(授課及自修時間以外)

*所示授課時數適用於全日制上課模式。至於兼讀制，在一般情況下，所修讀單元的一個資歷學分，可以換算為兩個
授課小時。不過，實際的換算可因應不同單元的資歷級別及性質而調整。

單元目標：

3. 培養學生的普通話表達及中文寫作能力，使他們在比較新的情況下，各種專業領域內，進
行專題報告及寫作專業事務紀實文書，以配合將來的工作需要。
4. 培養學生的自學能力，使他們掌握終身學習的方法。

單元學習成果：

完成本單元，學生能在不同專業的工作情景中：

1. 以成段落的話語作分析、論證、辯護，並恰當運用報告技巧，熟練地以普通話進行報告。
2. 整理、分析資料，並針對問題，運用恰當的言辭作出合理的解釋，提出具體的建議，或推
介可行的方案。
3. 針對情景與寫作對象，靈活運用與調整寫作策略，達到預設的寫作目的。
4. 撰寫主旨明確、剪裁恰當、文理連貫的事務紀實文書。

教學策略：

• 本單元以能力為本，採用真實材料，並模擬真實情景，以增強教學效果。
• 設置延伸學習，採用多元學習模式，讓學生在課堂以外，透過各式各樣的活動學習普
通話，例如：網上學習、參與語文及文化活動等。
• 鼓勵學生養成應用資訊科技自學的習慣。
• 強調跨學科語言學習，為學生營造真實的語言學習環境。
評估方式：

持續評核(CA) 50%

單元總評核 (EA) 50%

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總計 100%

評核指引：
6. 評核方式多樣化，包括說話評核、筆試、習作、網上練習等。
7. 評核能力時以能否達到溝通目的為最高準則，而非單純以學生在語音、詞匯、錯別字或
語法上所犯錯誤的多寡來評定。
8. 評核遵循效度、信度與可操作性等基本考核原則。
9. 評核以表現標準為依據，並收集足夠證據以反映被評者的能力。
10. 評核內容與形式應盡量接近真實生活情景或工作要求。

課程內容︰

本課程參考香港資歷架構通用(基礎)能力，中文能力單元標準說明而設計：

能力單元 能力元素 表現標準

1.1 確定報告目的
GCCH407A(P) 1. 能準備各種專題報告
能進行各種專 1.2 確定聽眾
題報告（普） 2. 能進行各種專題報告
1.3 蒐集資料
1.4 準備講稿
1.5 擬定口頭報告提綱
應用範圍： 1.6 準備可視輔助物，例如多媒體演
♦ 情景：可設定在特定的工 示、透明膠片、模型、圖片、表格
作場所 等
♦ 話題：各種專題報告的話
1.7 預計聽者的提問，並作出適當的準
題如：業務報告、專題調
備
查報告、產品推介報告等
♦ 報告形式：面對一人或多 2.1 溝通目標
人進行報告 ♦ 必須達到預設的溝通目標
♦ 其他學習內容：包括各種
形式的聆聽練習與語文知 2.2 語言功能
識 ♦ 必須完成預設的語言功能，例
如分析、論證，以及辯護等。

2.3 語言特徵
語篇類型
♦ 能夠穩定地維持以段落為單
位的報告
語音面貌
♦ 錯誤或缺陷偶有出現，完全
不影響溝通。
♦ 發音吐字清晰，語氣、語調、
語速自然。

組織結構

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♦ 話語結構完整，層次分明，
前後連貫
♦ 介紹主題
♦ 主體闡述、論證要點
♦ 結論加強中心論題

詞匯與語法
♦ 準確地運用不同的詞匯及複
雜的句子結構。

2.4 報告策略
♦ 根據情景，適當使用與調整
說話策略，例如通過停頓、
讚美、肯定與提問等，來增
強表達效果。
♦ 用適當的語氣和得體的措辭
來表達不同意見。
♦ 利用可視輔助物

♦ 控制緊張的情緒，例如做深
呼吸、進行停頓、放緩語速。
♦ 控制聲音，包括音量、音高、
發音、吐字等方面。
♦ 得體地運用身體語言，例如
點頭、微笑、眼神接觸、手
勢等。
♦ 認真聆聽聽者的提問，並作
出適當的回答。

應用範圍：
♦ 每次報告不少於四分鐘

能力單元 能力元素 表現標準

GCCH413A 1.1 確定寫作目標

1. 能準備寫作各種專業事務
能寫作各種專
紀實文書
業事務紀實文 1.2 確定讀者身分
書
2. 能寫作各種專業事務紀實
文書 1.3 搜集相關資料

應用範圍： 1.4 擬定合適大綱

♦ 情景：可設定在特定的工
作場所 2.1 內容細節
♦ 專業：指學習的專科領 ♦ 清楚交代具體細節，如：時間、
域，如：商業管理、物流、 地點、人物、事件等及相關資
酒店等；也指工作情景中 訊的來源。

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Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

涉及的不同行業，如：鐘 ♦ 清楚交代寫作背景或原因，如
錶、美容、印刷等 個人或所屬單位的情況、立
♦ 寫作文書：各種專業事務 場、調查或實習的目標等。
文書，如：業務報告、實 ♦ 清楚交代事件中主次、因果、
習報告、專題調查報告、 條件等關係。
工作匯報、計劃書、建議 ♦ 為個人或所屬社群所提出的論
書等 點或建議，提供適當論證和理
♦ 其他學習內容：閱讀理 據、說明及解釋等。
解、語文及文化知識 ♦ 就既定的問題或報告目標加以
申述或回應。
♦ 根據情景要求作適當的總結或
相關的建議。
2.2 語文表達與運用
♦ 主旨明確，文理連貫，條理分
明，銜接得宜。
♦ 詞語運用配合情景，語法正
確，能靈活運用幾種常見修辭
手法，如：引用、排比等，語
氣風格配合溝通目標。
♦ 標點符號適當，標題配合主
旨，條目清晰明確，序號編排
得當，格式符合標準。
2.3 寫作策略
♦ 仔細審題，認真寫作，善於運
用自評或朋輩互改等方法反覆
修改，並配合觀察、情景分析
及聯想、創意等進行撰寫。
♦ 配合情景適當剪裁篇幅
♦ 校對稿件文字格式、遣詞用
語、修辭風格的錯誤。
♦ 利用恰當的版面處理（封面、
圖表、釘裝）以增強形象效果。

教材:

由語文學科中文項目發展小組開發

參考書目:

1. 中國社會科學院語言研究所詞典編輯室編(2012)。《現代漢語詞典》(第 6 版)。北京：
商務印書館。
2. 《商業傳意與應用文大全》。香港：商務印書館（香港）有限公司。
李錦昌(2008)。
3. 邵敬敏編(2012)。《現代漢語通論精編》。上海：上海教育出版社。

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Creation/Revision Record:
Version Date Revised by
1 Jan 2011 Qiu Xiaoyan, Lo Hau Yee
2 Jan 2012 Lo Hau Yee
3 Mar 2014 Lo Hau Yee
4 May 2015 Lo Hau Yee

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Module Syllabus

Module Title Whole Person Development: Self-efficacy Enhancement

Module Code SDD4001

QF Credits 6
QF Level 4
Contact Hours: 26 hrs
Notional Learning Self-study Hours: 34 hrs
60
Hours * Assessment Hours: 0 hr
(Outside Contact/Self-study Hours)
Exemption will be granted for students who fulfill either of the
following exemption criteria (1) or (2):
(1) Academic Criteria
• a pass in WPD3200S or
• a pass in WPD4063 & WPD4041 or
Exemption Criteria • a pass in WPD4063 & WPD4082 or
• a pass in a comparable module/learning programme
(2) Work Experience
• a pass in the assessment for module exemption, plus two
years full-time work experience acquired after meeting
HD Minimum Entrance requirement

*The contact hours indicated is for students following a full-time study mode. For students following a part-time study mode,
the contact hours will be adjusted based on the general conversion factor of 1 QF Credit being equivalent to 2 Contact Hours.
The conversion between QF Credit and Contact Hours may vary among modules depending on their QF level and nature.

Module Aims:

Enable students to enhance positive self-efficacy and personal outcome expectations which would
drive them to actualize personal goals and sustain lifelong learning.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. design a personal development plan in order to enhance self-defined competencies based on

strengths and weaknesses; and

2. identify the lifelong learning skills acquired through the evaluation of the learning process.

Learning and Teaching Strategies:

1. A student-centered learning and teaching approach will be adopted to facilitate students’

advancement in self-understanding, emotional regulation and positive thoughts, and the pursuit of
healthy lifestyle.

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2. Students will be given opportunities to integrate the learning attributes through the participation in
different activities such as interactive workshop activities, group discussion and healthy lifestyles
programmes.

3. Students will be encouraged to extend their learning experiences beyond workshops so as to

enrich personal growth and development. Students have to participate in activities which
improve learning and performance, self-confidence and promote healthy lifestyle. Students need
to work independently on self-reflection exercises, keep learning records and work on extended
learning tasks related to module contents.

4. Students will be encouraged to keep track of their learning and application in their daily lives.
The products of student’s works will be collected as artifacts for demonstrating the competency
and will be contributing to their personalized career portfolio for graduation.

Assessment Scheme:

Continuous Assessment : Workshop Exercises 40%

End of Module Assessment: Personal Development Plan 60%
Total: 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching.
A mixed mode of assessment components is adopted to collect a composite score which will be
expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass
0-39 Fail

Key Content Area:

The following Units of Competency (UoCs) are created to guide the delivery of the whole module
in order to achieve the intended learning outcomes.
 UoC#1: SWPD401 Identify strengths and weaknesses for the planning of personal
goals and enhancement of self-efficacy
 UoC#2: SWPD402 Set a feasible and self-directed personal development plan
according to self-defined development needs

Unit of Elements of Performance criteria

Competency Competency

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SWPD401 1. Apply self-analysis 1.1 Identify personal strengths, weaknesses,

strategies to identify competencies and interests in different
Identify strengths strengths and aspects through self-analysis
and weaknesses for weaknesses Range: Topics may include but not limited to
the planning of self-understanding, personal development
personal goals and questionnaire, healthy lifestyle programme
enhancement of and self enhancement activities.
self-efficacy
1.2 Explain the impact of identified strengths
and weaknesses on the achievement of
personal goals
Range: Topics may include but not limited to
understand the importance of setting the
personal goals based on identified strengths
and weaknesses.

Unit of Elements of Performance criteria

Competency Competency
SWPD402 1. Apply goal setting 1.1 Translate the areas for improvement into
principles in setting development needs
Set a feasible and a feasible personal Range: Topics may include but not limited to
self-directed development plan emotional regulation, positive thoughts, time
personal management and decision making.
development plan
according to
self-defined 1.2 Derive a personal development plan with
development needs goal setting principles for achieving the
identified development needs
Range: Topics may include but not limited to
criteria of an effective personal
development plan: setting of personal goals
and action plan.

1.3 Demonstrate the application of the

personal development plan
Range: Topics may include but not limited to
the use of portfolio / e-portfolio to achieve
the identified personal goals, e.g. leadership
training programme.

1.4 Reflect the effectiveness of personal

development plan for achievement of
personal goals
Range: Topics may include but not limited to
ways to make evaluation, review the plan for
further improvement.

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References:

1. Marsha, S. and Sandra, F. (2009). Organizing Your Day: Time Management Techniques
That Will Work for You. Revell.
2. 水淼 (2010)《20 幾歲，就定位：打造通往未來的許可證！》 。好的文化
3. Stewart, I. D., Mihaly, C., & Jeanne, N. (2011). Applied Positive Psychology: Improving
Everyday Life, Health, Schools, Work, and Society (Applied Psychology Series). New York:
Psychology Press.
4. Mind Tools Limited. (1996 - 2011.). Essential Skills for an Excellent Career. Retrieved
January 6, 2011, from http://www.mindtools.com
5. Monica, A. F. (2010). Excel At Life. Retrieved January 6, 2011, from
http://www.excelatlife.com/self-efficacy.htm.

Revision Record:

Version Date Revised By

1 January 2011 CHOI Wing Ki, Julia
2 October 2011 CHOI Wing Ki, Julia
3 February 2014 HAU Chung Ling, Jennifer
4 September 2015 WU Wai Man, Mavis
4.1 October 2015 WU Wai Man, Mavis

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Whole Person Development: Global Vision

Module Code SDD4002

QF Credits 3
QF Level 4
Contact Hours: 13 hrs
Self-study Hours: 17 hrs
Notional Learning Hours * 30
Assessment Hours: 0 hr
(Outside Contact/Self-study Hours)
Exemption will be granted for students who fulfill either of the
following exemption criteria (1) or (2):
(3) Academic Criteria
• a pass in WPD3202S or
Exemption Criteria • a pass in a comparable module/learning programme
(4) Work Experience
• a pass in the assessment for module exemption, plus two
years full-time work experience acquired after meeting HD
Minimum Entrance requirement

*The contact hours indicated is for students following a full-time study mode. For students following a part-time study mode,
the contact hours will be adjusted based on the general conversion factor of 1 QF Credit being equivalent to 2 Contact Hours.
The conversion between QF Credit and Contact Hours may vary among modules depending on their QF level and nature.

Module Aims:

Enable students to broaden global horizons and enhance sense of responsibility of a global citizen in
maintaining a balanced and sustainable career development in various contexts.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. apply critical thinking skills to analyze global issues in environmental, social, and economic
aspects; and

2. make recommendations to analyzed global issues relevant to the trade of study.

Learning and Teaching Strategies:

1. Having developed the understanding towards their trade of study and acquired essential
interpersonal skills, students will be encouraged to extend the learned attributes to develop global
perspectives through a wide range of activities such as group discussion and case study on
specific topics related to environmental, social, and economic aspects, to facilitate the students’

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advancement in critical thinking skills and balanced life cultivation in this module.

2. Students will be encouraged to extend their learning experiences beyond workshops so as to

enrich personal growth and global vision. Students have to make recommendations to resolve a
social issue either in environmental, social or economic aspect.

3. Students will be encouraged to keep track of their learning and application in their daily lives.
The products of student’s works will be collected as artifacts for demonstrating the competency
and will be contributing to their personalized career portfolio for graduation.

Assessment Scheme:

Continuous Assessment : Presentation Proposal 40%

End of Module Assessment: Group Presentation 60%
Total: 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching.
A mixed mode of assessment components is adopted to collect a composite score which will be
expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass
0-39 Fail

Indicative Contents:

The following Units of Competency (UoCs) are created to guide the delivery of the whole module
in order to achieve the mentioned objectives.

 UoC#1:SWPD403 Apply critical thinking skills and strategies to analyze global

issues from different perspectives

Unit of Competency Elements of Performance criteria

Competency
SWPD403 1. Use appropriate 1.1 Evaluate global issues in relation to the
strategies to discuss role and responsibility of self in family,
Apply critical thinking global issues in society and nation.
skills and strategies to various contexts
analyze global issues Range: Topics may include but not
from different limited to analyze contemporary issues
perspectives regarding the connection between self,
society and the global world

1.2 Apply a range of critical thinking skills

in discussion on various global issues.

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Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Range: Topics may include but not

limited to global, environmental and
cultural diversity issues; case studies
and discussions of current issues;
critical thinking model and application
through the discussion of current issues.

2. Make appropriate 2.1 Make flexible use of critical thinking

recommendations to skills and trade knowledge to suggest
the trade in response solutions to global issues.
to various global
issues Range: Topics may include but not
limited to inclusive society, globalization
and culture at work.

2.2 Justify the solutions with logical

reasoning skills under various
perspectives.

Range: Topics may include but not

limited to logical reasoning and critical
thinking through case studies of global
issues as well as daily life situation
and/or workplace.

References:

1. Caroseli, M.(2010).The Critical Thinking Tool Kit : Spark Your Team's Creativity with 35 Problem
Solving Activities. New York : AMACOM Books
2. Kaye, S.M. (2009). Critical Thinking: A Beginner's Guide. Oxford : Oneworld Publications.
3. Pieterse, N. J. (2009). Globalization and Culture. US: Rowman & Littlefield Publishers.

Revision Record:

Version Date Revised By

1 January 2011 CHENG Ming Wai, Zoe
2 October 2011 CHENG Ming Wai, Zoe
3 February 2014 HAU Chung Ling, Jennifer
4 September 2015 WU Wai Man, Mavis
4.1 October 2015 WU Wai Man, Mavis

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Electrical and Electronic Engineering Programme Board

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Module Syllabus

Module Title Whole Person Development: SMART in Action

Module Code SDD4003

QF Credits 3
QF Level 4
Contact Hours: 13 hrs
Self-study Hours: 17 hrs
Notional Learning Hours * 30
Assessment Hours: 0 hr
(Outside Contact/Self-study Hours)
Exemption will be granted for students who fulfill either of the
following exemption criteria (1) or (2):
(5) Academic Criteria
• a pass in WPD4052 or
• a pass in WPD4201S or
Exemption Criteria
• a pass in a comparable module/learning programme
(6) Work Experience
• a pass in the assessment for module exemption, plus two
years full-time work experience acquired after meeting HD
Minimum Entrance requirement

*The contact hours indicated is for students following a full-time study mode. For students following a part-time study mode,
the contact hours will be adjusted based on the general conversion factor of 1 QF Credit being equivalent to 2 Contact Hours.
The conversion between QF Credit and Contact Hours may vary among modules depending on their QF level and nature.

Module Aims:

Enable students to take responsibility for their decisions and behaviors by engaging them to use a
range of SWPD attributes and values in a real-life situation.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. show collaboration and involvement through various forms of review; and

2. apply problem solving skills for anticipating and resolving barriers throughout the project.

Learning and Teaching Strategies

1. A student-centered learning and teaching approach will be adopted to facilitate the students’
advancement in communication, teamwork and problem solving perspectives.

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2. Students will be given opportunities to integrate the learning attributes through participating in a
self-defined group project which would make some impacts to the community.

3. Students will be encouraged to keep track of their learning and application in their daily lives.
The products of student’s works will be collected as artifacts for demonstrating the competency
and will be contributing to their personalized career portfolio for graduation.

Assessment Scheme:

Continuous Assessment : Workshop Exercise 50%

End of Module Assessment: Project 50%
Total: 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching.
A mixed mode of assessment components is adopted to collect a composite score which will be
expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass
0-39 Fail

Indicative Contents:

The following Units of Competency (UoCs) are created to guide the delivery of the whole
module in order to achieve the mentioned objectives.

 UoC#1: SWPD404 Facilitate effective communication and teamwork to complete

tasks in various contexts
 UoC#2: SWPD405 Apply problem solving principles and strategies to anticipate
and resolve problems in various contexts

Unit of Elements of Competency Performance criteria

Competency
SWPD404 1. Select appropriate 1.1 Adapt personal communication and
communication and teamwork style to suit different contexts
Facilitate effective teamwork strategies to
communication and specific target audience Range: Topics may include but not
teamwork to or context limited to interaction style of different
complete tasks in roles in a team, dynamics in a team, case
various contexts studies and role plays in different
scenarios related to interpersonal
communication and teamwork.

1.2 Manage the progress of team tasks with

effective communication and teamwork

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Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

strategies

Range: Topics may include but not

limited to the characteristics of an
effective team, the motivation strategies
to keep the team growing, and the
strategies to monitor team progress.

1.3 Generate appropriate responses and

positive attitude to other’s opinions,
ideas and feelings with respect

Range: Topics may include but not

limited to empathic understanding,
effective communication in teamwork
context.

1.4 Evaluate and improve the team’s

performance

Range: Topics may include but not

limited to appropriate feedback skills
and peer evaluation skills

Unit of Elements of Competency Performance criteria

Competency
SWPD405 1. Analyze problems in 1.1 Identify potential problems critical to a
various situations with situation
Apply problem problem solving
solving principles principles Range: Topics may include but not
and strategies to limited to conflict management and
anticipate and problem solving skills.
resolve problems in
various contexts 2. Apply appropriate 2.1 Apply problem solving strategies to
strategies to resolve resolve familiar and / or unfamiliar
different problems in issues
various contexts
Range: Topics may include but not
limited to creative problem solving and
project management skills.

References:

1. Belbin, M. R. (2010). Management Teams: Why They Succeed or Fail (3rd Ed.). Butterworth
Heinemann.
2. Buzzle.com (2000-2011). Intelligent Life on the Web. Retrieved January 6, 2011, from
http://www.buzzle.com/articles/developing-effective-team-communication-skills.html.
3. O' Berry, Denise (2005 - 2011). Team Building Tips. Retrieved January 6, 2011, from

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http://www.teambuildingtips.com/.
4. Mind Tools Limited (1996-2011). Essential Skills for an Excellent Career. Retrieved January 6
2011, from http://www.mindtools.com.

Revision Record:

Version Date Revised By

1 January 2011 CHAN Po Lung, Prosper
2 October 2011 MAN Ka Yin, Kathleen
3 February 2014 HAU Chung Ling, Jennifer
4 September 2015 WU Wai Man, Mavis
4.1 October 2015 WU Wai Man, Mavis

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Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Whole Person Development: Integrated Career Development

Module Code SDD4004

QF Credits 3
QF Level 4
Contact Hours: 13 hrs
Self-study Hours: 17 hrs
Notional Learning Hours * 30
Assessment Hours: 0 hr
(Outside Contact/Self-study Hours)
Exemption will be granted for students who fulfill either of the
following exemption criteria (1) or (2):
(7) Academic Criteria
• a pass in WPD3203S or
• a pass in WPD3204S or
Exemption Criteria • a pass in WPD4074 or
• a pass in a comparable module/learning programme
(8) Work Experience
• a pass in the assessment for module exemption, plus two
years full-time work experience acquired after meeting HD
Minimum Entrance requirement

*The contact hours indicated is for students following a full-time study mode. For students following a part-time study mode,
the contact hours will be adjusted based on the general conversion factor of 1 QF Credit being equivalent to 2 Contact Hours.
The conversion between QF Credit and Contact Hours may vary among modules depending on their QF level and nature.

Module Aims:

Enable students to maximize employability and enhance work preparedness through the integration of
trade-specific knowledge by Academic Discipline, written communication by Language Centre and
career readiness enhancement by Student Development Discipline.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. formulate and revise career goals with consideration of personal and social factors; and

2. apply career-related strategies and skills to pursue career goals.

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Learning and Teaching Strategies

4. This module adopts an inter-disciplinary approach. The Student Development Office works in
collaboration with Language Centre and the Teaching Department in supporting students’ career
development. The Language Centre will strengthen students’ career-related written
communication skills, while the Industrial Attachment Preparation provided by Teaching
Department focuses on trade related development.

5. This career module will be supporting students’ career readiness in terms of proper attitudes and
job hunting skills. Depending on Programmes’ needs, this module will be scheduled before or
after the Industrial Attachment to facilitate students’ learning and career development.

6. A student-centered learning and teaching approach will be adopted where students are encouraged
to extend their learning experiences beyond workshops according to their individual goals and
aspirations. Co-curricular activities related to career development, work attitude, career image
and ethics, work etiquette, industry trend, career in China’s Mainland, and Career Clinic will be
organized to help students better extend their learning experiences beyond the classroom.

7. The module is delivered through different activities such as interactive workshop activities,
assessment tool, group discussion and mock interview.

8. Students will be encouraged to keep track of their learning and application in their daily lives.
The products of student’s works will be collected as artifacts for demonstrating the competency
and will be contributing to their personalized career portfolio for graduation.

Assessment Scheme:

Continuous Assessment : Career Plan 40%

End of Module Assessment: Mock Interview with Portfolio 60%
Total: 100%

Continuous assessment is used to check the students’ learning and to monitor the progress of teaching.
A mixed mode of assessment components is adopted to collect a composite score which will be
expressed in the form of grade. The grading criteria are:

70 or above Pass with Merit

40-69 Pass
0-39 Fail

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Indicative Contents:

Unit of Elements of
Performance criteria
Competency Competency
SWPD406 1. Relate one’s career 1.1 Identify one’s career interests and life roles
aspiration to career for career planning
Apply career planning Range: Topics may include but not limited to
planning strategies exploration of career interest, work value
to formulate and and personal ability and their interlinking
revise career plan effects on career planning;
interrelationships among life roles in
different lifespan development.

1.2 Identify one’s needs and responsibilities for

making career choices
Range: Topics may include but not limited to
consider the importance of constructing
career choices and designing further study
plans for personal development, and
cultivation of responsibilities in career
planning.

2. Formulate and revise 2.1 Formulate tentative career and life goals with
individual career action plan
plan Range: Topics may include but not limited to
setting tentative career goals and life goals,
and the related action plan in pursuit of those
goals.

2.2 Employ strategies to make constant review

for a flexible and practical career plan
Range: Topics may include but not limited to
getting the action plan on trial, collection of
feedback from various channels (e.g. from
significant others), and self-reflection on the
outcome of the action plan.

Unit of Elements of
Performance criteria
Competency Competency
SWPD407 1. Acquire a range of 1.1 Incorporate the job hunting tactics into
job hunting tactics individual action plan for career planning
Prepare with and development
career-related skills Range: Topics may include but not limited to
and strategies for building career portfolio and equipping with
job interview tactics.
application in
various work 1.2 Apply job hunting skills and demonstrate
contexts professional work image for employment

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Range: Topics may include but not limited to

mock interview for job hunting or for further
study.

1.3 Demonstrate positive work attitude,

appropriate repertoire of work ethics, and
professional work image.

Range: Topics may include but not limited to

work passion, resilience to career barriers
(e.g. adjustment difficulties in the
workplace),good working habits (e.g. habit
of punctuality and proper manner towards
colleagues), range of standards in different
vocations/workplace, the social courtesies
standard, basic legal knowledge for the
workplace and workplace/business etiquette.

2. Exhibit positive 2.1 Employ appropriate moral principles to suit

attitude and ethical the work contexts
standard in career Range: Topics may include but not limited to
preparation process case discussions and mock interview.

2.2 Identify areas for self improvement through

reflection on past interview and review
individual career plan, and demonstrate
proactive attitude in career preparation
process

Range: Topics may include but not limited to

the consolidation and reflection of
workplace experience, learning points from
the attachment, consolidation of experiences
learnt with respect to personal career and
life plan, evaluation of own performance,
areas of and plan for improvement.

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References:

1. Brown, D. (2011). Career Information, Career Counseling and Career

Development (10th Ed.). Prentice Hall.
Dubrin, A. J. (2010). Human Relations for Career and Personal Success: Concepts,
2. Applications, and Skills (9th Ed.). Pearson Prentice Hall.
水淼 (2010) 【20 幾歲，就定位：打造通往未來的許可證！】 。好的文化。
3.

Creation/Revision Record:

Version Date Revised By

1 January 2011 TANG Shiu Wai, Arthur
2 October 2011 LAM Hiu Jong, Celine
3 February 2014 HAU Chung Ling, Jennifer
4 September 2015 WU Wai Man, Mavis
4.1 October 2015 WU Wai Man, Mavis

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Module Syllabus

Module Title Information Technology Essentials – Services

Module Code ITE3001

QF Credits 6

QF Level 3

Notional Learning Contact Hours: Lab/Workshop: 26

65
Hours Self-study Hours: 39

Exemption will be granted for students who get Level 3 or above

in the Information and Communication Technology (ICT) subject
Exemption Criteria of the Hong Kong Diploma of Secondary Education (HKDSE)
Examination; or Grade E or above in HKALE Computer Studies
or Grade E or above in HKASLE Computer Applications

Module Rationale/Aims:

The module aims to:

1. strengthen students’ generic IT knowledge and skills in processing of data, and effective
presentation and communication in order to enhance workplace productivity in service
industry;
2. develop students’ ability and proper attitude in using information processing applications safely,
legally and ethically in workplace and daily life; and
3. acquire students with information acquisition skills with appropriate and effective use of Internet
services.

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Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. solve quantitative problems and present results in appropriate formats using spreadsheet to
support organisational functions;
2. produce desktop publishing documents to support organisational functions;
3. select and use standard computer applications to access Internet services; and
4. build a website with interactive and multimedia features according to given requirements.

Learning and Teaching Strategies:

• This module will be delivered in a computer laboratory.

• Practical examples are given to students to facilitate their learning.
• Hands-on and task-based approaches are used to encourage students to attain the practical skills
and knowledge.
• Exercises and work relevant to the programme are given to students to facilitate them to apply
the skills they learn in this module in their vocational modules of the programme.

Assessment Scheme:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Key Content Areas:

The following Units of Competency (UoCs) from the Specification of Generic (Foundation)
Competencies under the Qualifications Framework are adopted as the references for the delivery of
the module in order to achieve the intended learning outcomes.
 UoC#1: GCIT405A Produce spreadsheets to support organisational functions.
 UoC#2: GCIT406A Produce desktop publishing documents to support organisational
functions.
 UoC#3: GCIT316A Operate Internet services with computer applications.
 UoC#4: GCIT315A Produce an interactive website to meet user requirements.

Unit of Elements of Competency Performance Criteria

Competency
GCIT405A 1. Demonstrate an 1.1 Identify key features of the specific
Produce understanding of using problems
spreadsheets to spreadsheets to solve Range: Problem domains may include
support quantitative problems but are not limited to market research,
organisational financial problems, data mining,
functions statistical problems, human resources,
budgeting and inventory

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1.2 Identify and select functions in a

spreadsheet to solve the problems
Range: Topics may include but are not
limited to accuracy, reliability,
ease-of-use and cost effectiveness

2. Design the layout of a 2.1 Follow appropriate steps to create a

spreadsheet to meet the spreadsheet layout
organisational needs Range: Topics may include but are not
limited to planning, data collection,
data analysis, sharing of results and
presentation

2.2 Design and create different data tables

to analyze given data
Range: Topics may include but are not
limited to customizing data format in
cells and adding an input pointer using
conditional formatting

2.3 Create a database in a spreadsheet to

solve the problem
Range: Topics may include but are not
limited to the use of a data entry form
to view and find records, enter and
change data
3. Apply formulas and 3.1 Analyse the given quantitative problem
functions of spreadsheet and derive formulas to solve the
to meet organisational problem
needs Range: Topics may include but are not
limited to financial, statistical and
mathematical formulas

3.2 Identify and select statistical, financial,

logical and database functions to
calculate the required solution
Range: Topics may include but are not
limited to the use of financial, ‘what
if’, ‘is blank’ and lookup functions

3.3 Apply formulas to operate the data

tables
Range: Topics may include but are not
limited to the use of macro

3.4 Extract records from the worksheets

according to criteria set
Range: Topics may include but are not
limited to the use of filter and multiple
comparison criteria

3.5 Check the accuracy of formulas and

data integrity of the worksheets

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Range: Topics may include but are not

limited to the use of sample
calculations

3.6 Generate results to help others to

interpret and evaluate the solutions
Range: Results may include but are not
limited to tables, charts and graphs in
various formats

4. Enhance the layout of a 4.1 Customize the layout according to the

spreadsheet to meet design specifications
organizational needs Range: Topics may include but are not
limited to the use of graphs, diagrams
and tables where appropriate

4.2 Protect cells and workbook with

passwords where appropriate

5. Save and print reports 5.1 Save the spreadsheet in an appropriate

report format

5.2 Print the spreadsheet in an appropriate

format that is familiar to the target
audience

Unit of Elements of Competency Performance Criteria

Competency
GCIT406A 1. Demonstrate an 1.1 Identify features of the documents in
Produce desktop understanding of the accordance with the specifications for
publishing publishing documents and the organizational use
documents to layout requirements Range: Topics may include but are not
support limited to purposes of the documents,
organisational target audience, limitations and
functions constraints in technologies and cost

1.2 Identify and select an appropriate

desktop publishing application for the
publishing documents

1.3 Propose an appropriate plan for

document publishing to meet
specifications
Range: Topics may include but are not
limited to the layout, fonts type and
size, colour, paper size, quantity and
cost

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2. Produce the documents in 2.1 Format the text in accordance with

accordance with specifications
specifications Range: Topics may include but are not
limited to page layout, balance
proportion, harmony and sequence;
effective communication, readability,
legibility, colour matching,
presentation and accuracy

2.2 Add appropriate graphics and other

enhancements to the documents
Range: Topics may include but are not
limited to functions to capture and edit
digital images

2.3 Layout the documents in accordance

with specifications
Range: Layouts may include but are
not limited to magazines, booklets and
brochures

2.4 Save the documents in an appropriate

format
Range: Formats may include but are
not limited to the proprietary image
format

3. Print and verify the 3.1 Verify the printed documents to prevent
publishing documents mistakes
Range: Topics may include but are not
limited to editing and the proof-read of
the draft to meet the specifications

3.2 Print the documents in accordance with

specifications
Range: Topics may include but are not
limited to the selection of paper quality
and colour, cover design and page
margins

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Unit of Elements of Competency Performance Criteria

Competency
GCIT316A 1. Demonstrate an 1.1 Identify and select appropriate Internet
Operate Internet understanding of services to meet user requirements
services with functions and usages of Range: Topics may include but are not
computer Internet services limited to FTP services, webcasting
applications services, Internet Phone services, video
conference services, blogs,
web-hosting, web/electronic album and
virtual drives

2. Use software to access 2.1 Set up and configure client software to

Internet services meet user requirements
effectively Range: Topics may include but are not
limited to browsers, media player
software and voice/Internet Phone
client software

2.2 Subscribe to the appropriate Internet

services
Range: Topics may include but are not
limited to adding of user ID and
passwords, personal details, selection
of user groups and privilege

2.3 Login/logout Internet services with

appropriate authentication steps
Range: Topics may include but are not
limited to user name, user account
number, password or other information

2.4 Operate Internet services to access,

acquire and exchange information
Range: Topics may include but are not
limited to the download and upload of
information, viewing video,
communication via interactive text and
whiteboard, the use of voicemail and
administrate account

3. Maintain information 3.1 Apply appropriate measures to ensure

security effectively confidentiality of information when
when using the Internet using Internet services
services
3.2 Apply appropriate measures to prevent
unauthorised access when using
Internet services

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Unit of Elements of Competency Performance Criteria

Competency
GCIT315A 1. Demonstrate knowledge 1.1 Identify the purpose of the website to
Produce an and skills in planning an meet user requirements
interactive interactive website Range: Topics may include but are not
website to meet limited to target audience, purpose,
user requirements content and information, constrains and
limitations

1.2 Identify and select an appropriate

method to produce an interactive
website
Range: Topics may include but are not
limited to using HTML or website
authoring tools

1.3 Produce sitemap draft to assist

planning of the website
Range: Topics may include but are not
limited to the default page, menus,
hierarchy, links between web pages,
site guides, contact information and
FAQ pages

2. Produce an interactive 2.1 Use appropriate tools to produce a

website according to the website with interactive features
user requirements Range: Topics may include but are not
limited to text formatting, the use of
hyperlinks, Cascading Style Sheet,
frames, forms and tables; interactive
media and typography, hit counter,
search functions, on-line product
catalogue, membership registration and
login

2.2 Insert appropriate graphics, images,

animation and sound from libraries to
enhance the website
Range: Topics may include but are not
limited to the use of colour,
background images, animation and
background music

3. Manipulate audio in 3.1 Select, modify or produce digitized

enhancing web pages audio files to meet the design
effectively requirements
Range: Topics may include but are not
limited to direct capture, analog and
digital conversion, sampling frequency
implications

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3.2 Adjust and convert audio files to

appropriate formats
Range: Topics may include but are not
limited to mixing, trimming, combining
and converting file formats

4. Manipulate video in 4.1 Select, modify or produce digitized

enhancing web pages video files to meet the design
effectively requirements
Range: Topics may include but are not
limited to direct capture by digital
video and digital camera, analog and
digital conversion, video aspect ratio,
video and audio synchronisation, the
use of streaming format

4.2 Adjust and convert video files to

appropriate formats
Range: Topics may include but are not
limited to trimming, combining, adding
transitions, subtitles and narrative

5. Manipulate animation and 5.1 Select, modify or produce animated

graphics in enhancing entities with appropriate software to
web pages effectively meet the design requirements

5.2 Select, modify or produce graphics

with appropriate software to meet the
design requirements

6. Test and maintain the 6.1 Preview and test the website
website
6.2 Publish the website by uploading files
to appropriate locations

6.3 Modify and update the website to meet

user requirements

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Requirements for Supporting Tools:

Students should have access to a personal computer with appropriate peripherals, Internet access and
application software.

Textbooks:

In-house learning and teaching materials.

References:

1. Story, L. (2010). Microsoft Office 2010: Fundamentals. Course Technology.

2. O’Leary, T., & O’Leary, L. (2010). Microsoft Office 2010: A case approach, introductory.
McGraw-Hill College.
3. Shelly, G. B., Napier, H. A., & Rivers, O. (2010). Discovering the Internet: Complete concepts
and techniques. Cengage Learning.
4. Garrand, T. (2006). Writing for multimedia and the Web: A practical guide to content
development for interactive media. Boston: Elsevier/Focal Press.
5. Bell, M. R. (2009). Build a Website for free. Indianapolis, Ind.: Que.

Creation/Revision Record:

Version Date Revised by

1 Nov., 2010 LM Li
2 Feb. 2011 LM Li
3 Jan. 2012 LM Li
4 Oct. 2012 LM Li
5 Feb. 2013 Tony Siu
6 Feb. 2014 CHUI Wai Chun, Emily

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Module Syllabus

Module Title Engineering Mathematics I

Module Code ENG3200

Credit Value 10

QF Level 3
Contact Hours*: 39 hrs
(Lecture: 26; Tutorial: 13; Lab/Workshop: 0)
Notional Learning Hours 100 Self-study Hours: 59 hrs
Assessment Hours:2 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Mathematical Methods for Science (ITE4901)

Exemption from this module will be granted to students with
Exemption Criteria
Grade E or above in HKAL Pure Mathematics or equivalent.
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. apply vector mathematics to real problems in the field of Engineering

2. solve given engineering mathematical problems using the properties of exponential and
logarithmic functions;
3. apply statistical methods in solving practical problems
4. solve problems on the rate of change by demonstrating an understanding of calculus of one
variable
5. explain the nature of an integral and use the integral function in engineering applications

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Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
Vectors 8 hours
• definition and notations of vectors
• magnitude of vectors
• introduction to some special vectors (e.g. identical vectors,
negative vectors, zero vectors and unit vectors)
• representation of 2-D and 3-D vectors in rectangular coordinate
system
• definition and properties of scalar product
• applications of scalar product
• definition and properties of cross product
• applications of cross product

Exponential & Logarithmic functions 4 hours

• law of rational indices
• definition and properties of exponential functions
• solving problems of exponential functions
• definition and properties of logarithmic functions
• solving problems of logarithmic equations
• real life applications exponential and logarithmic functions

Statistics 8 hours
• statistical measures: mean and standard deviation.
• probability distributions (e.g. binomial and normal)
• random sampling and sampling distributions (e.g. t-distribution)
• confidence intervals

Differential Calculus 11 hours

• intuitive concept of the limit of a function
• concept of differentiation from first principle
• fundamental differential formulae
• addition rule, product rule, quotient rule and chain rule
• second derivatives
• implicit differentiation and parametric differentiation
• applications of differentiations

Integral Calculus 8 hours

• concept and basic techniques of integral calculus;
• standard Indefinite integrals
• concept of definite integral
• properties of definite integral
• integration by substitution, partial fraction and by parts
• applications of integration

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Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4 5
1 Vectors √
Exponential & Logarithmic
2 √
functions
3 Statistics √
4 Differential Calculus √
5 Integral Calculus √

Learning and Teaching Strategies:

• Lectures will form the major portion of the delivery of the module for mass lectures
• Tutorials will be used to enhance the learning and develop skills
• Lectures will be the most appropriate method to introduce the basic principles and practices
of operations being taught in the module.
• Assignments and in-class exercises will be given to students allowing them to practice the
taught methods and decision-making techniques.
• Students should be guided to relate the activities to the application of mathematical
principles.
• Interaction between peers and tutor/students should be encouraged.
• Appropriate use of calculators and other multi-media may be sought to enhance teaching
and learning where appropriate.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

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References:

1. O'Neil P.V. (2010). Elements of advanced engineering mathematics / Peter V.

Stamford, Conn. : Cengage Learning.
2. Chan M.H. et al. (2008). New trend mathematics. Hong Kong: Chung Tai Educational
Press.
3. Gangwar, H. S. (2010). A textbook of engineering mathematics I, New Delhi : New Age
International.

Creation/Revision Record:

Version Date Revised by

1 25 November 2011 Tony Mannion
2 14 September, 2015 Ir Eric Kwan

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Module Syllabus

Module Title Engineering Mathematics II

Module Code ENG4202

Credit Value 10

QF Level 4
Contact Hours*: 39 hrs
(Lecture: 26; Tutorial: 13; Lab/Workshop: 0)
Notional Learning Hours 100 Self-study Hours: 59 hrs
Assessment Hours:2 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Advanced Mathematics with Applications (ENG4203)

*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. solve engineering problems using complex number;

2. solve engineering problems using martix up to (3x3) and its determinant;
3. solve engineering problems occurred in different contexts with differential equations; and
4. solve engineering problems occurred in different contexts with Laplace transforms.

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Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Complex Number 8 hours
• Euler's formula and exponential form of complex numbers;
• De Moivre’s theorem;
• Applications.

2. Matrix 8 hours
• Basic structures and operations of a matrix (up to 3x3);
• Multiplication of matrices;
• Determinants, properties of determinants;
• Applications.

3. Ordinary Differential Equations 10 hours

• Basic Concepts of differential equations;
• Separation of variable;
• Solving first-order linear equation using integrating factor;

4. Laplace Transform 13 hours

• Introduction of Laplace transform (LT);
• Inverse transform, and tables of inverse transforms;
• Transform using practical fractions;
• Use of the Laplace transform to solve Ordinary Differential
Equation (O.D.E.).

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
1 Complex Number √
2 Matrix √
3 Differential Equations 1st order ODE √
4 Laplace Transform √

Learning and Teaching Strategies:

• The knowledge is delivered through a series of lecture classes.

• Lecture and tutorial class are merged together to deliver formal material and worked
exercise to a students. The lecture class will deliver theories and relevant mathematical
techniques. Students should be encouraged in open discussion for experience sharing.
• An informal approach is adopted and mathematical processes are described using everyday
language. Mathematical ideas are often developed by relating to actual engineering
examples rather than by using formal proof which should be kept to a minimum. Emphasis
is placed on techniques and applications, rather than a rigorous, abstract treatment. A large

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number of practical exercises are given in the form of problem sheets.

• Software packages may be used to enhance teaching and learning at appropriate occasions.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

References:

1. Croft , A. & Davison,R. (2008). Mathematics for Engineers: A Modern Interactive

Approach, 3rd Ed., Pearson
2. Mitin, V.V., Romanov, D.A., Polis, M.P. and Vladimir, V.M. (2001). Modern Advanced
Mathematics for Engineers, J. Wiley.
3. G. Jame. Et. Al. (2008). Modern Engineering Mathematics, Prentice Hall.
4. Chan, C.K., Chan, C.W. and Hung, K.F. (2008). Basic Engineering Mathematics,
McGrawHill.
5. Stroud, K.A. (2007). Engineering Mathematics, Industrial Press.

Creation/Revision Record:

Version Date Revised by

1 20 October, 2011 Chan Chiu Shing
2 13 December, 2011 Chan Chiu Shing

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Module Syllabus

Module Title Programming Technique Fundamentals

Module Code ELE3011

Credit Value 7

QF Level 3
Contact Hours*: 26 hrs
(Lecture: 0; Tutorial: 0; Lab/Workshop: 26)
Notional Learning Hours 70 Self-study Hours: 44 hrs
Assessment Hours:0 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. design application by analyzing engineering problem, using flowcharts and programming tools;
2. construct structured and well-documented computer programs by writing high level programming
language and using graphical user interfaces;
3. test, debug and solve programming problems which are commonly found in a high level computer
program;
4. design application program with simple hardware control.

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Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. System analysis and design with programming tools 4 hours
• program development life cycle
• flowcharts
• graphical user interface elements
• program development tools
• test and debug
• program internal documentation

2. Basic data types and operation 4 hours

• primitive data types
• variables
• constants
• arithmetic and logical expressions
• type conversion

3. Control structures 6 hours

• condition
• selection
• decision making
• repetition and iteration statements

4. Function & subroutines 4 hours

• basic standard library functions
• user-defined functions and subroutines
• parameter passing method

5. Database 6 hours
• database construction
• primary key and foreign key
• entity relationship diagram
• data types
• database manipulations
• structured query language
• database connection with applications

6. Electrical system applications 2 hours

• hardware connections
• basic hardware control

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
System analysis and design with
1 √ √ √ √
programming tools
2 Basic data types and operation √ √
3 Control structures √ √
4 Function & subroutines √ √
5 Database √ √
6 Electrical system applications √ √ √ √

Learning and Teaching Strategies:

• The module is delivered through laboratory classes. Classes are preferably run in a
computer laboratory where demonstration and practice can be done simultaneously.
• Laboratory work is a better way to support the learning of software. It enables students to
practice, explore and become creative with their newly acquired skills through hands-on
exercises.
• Programming syntax, algorithmic development and programming approach will be taught
during laboratory sessions.
• Laboratory exercises, quiz, test will be given throughout the module.
• Students will have ample opportunities to practice their programming skills through
laboratory exercises, assignments and mini-projects.
• The laboratory classes will help students understand and grasp a clear concept of the
subject.
• By going through a series of hands-on exercises conducted in the laboratory, students will
acquire both programming skills and debugging techniques that would be encountered in
their working life or further studies.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Requirements for Supporting Tools:

(a) Integrated Development Environment (e.g., Microsoft Visual Studio .NET)

(b) Database Management System (e.g., Microsoft Access)

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Textbooks:

1. TLP materials will support the module.

References:

1. Karli Watson, Christian Nagel, Jacob Hammer Pedersen, Jon D. Reid and Morgan Skinner.
(2010). Beginning Visual C# 2010. Wrox Press © 2010.
2 Deitel, Paul J. (2010). Visual C# 2010 : how to program. Upper Saddle River, N.J. :
Pearson Prentice Hall, c2011.
3. Hennig, T. (2010). Microsoft Access 2010 programmer's reference. Indianapolis, IN: Wiley
Publishing.
4. Shelly, Gary B (2010). Microsoft Visual C# 2010 for Windows, Web, and Office
applications : complete. Boston, MA : Course Technology, Cengage Learning, c2011.
5. Gaddis, Tony (2010). Starting out with Visual C#. Boston : Pearson, c2011.

Creation/Revision Record:

Version Date Revised by

1 30 Sept., 2011 Louie Chan
2 30 Nov, 2011 Lam TS
3 19 Aug, 2015 Louie Chan

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Computer-Aided Drawing

Module Code ELE3012

Credit Value 7

QF Level 3
Contact Hours*: 26 hrs
(Lecture: 0; Tutorial: 0; Lab/Workshop: 26)
Notional Learning Hours 70 Self-study Hours: 44 hrs
Assessment Hours:0 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. reproduce drawings with electrical components and in appropriate methods and procedures using
a PC based CAD system;
2. produce electrical control diagrams and scaled electrical layout drawings by integrating different
components and parts;
3. construct isometric, first and third angle projections drawings based on 3D objects;
4. design PCB schematic diagram and PCB layout using a CAD software package.

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Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum
Hours
1. Introduction to engineering drawing and CAD 3 hours
• Engineering drawing as a means of communication; types of drawing
• First angle and third angle projection, hidden details, sectional views;
dimensioning
• Isometric projection

2. Basic techniques of CAD system 10 hours

• Drawing setup, co-ordinate system, change of background
color; drawing aids: cursor tracking, grid, snap; ortho aids,
object snap
• Entity creation: line, circle, arc, ellipse, polygon, copy, offset, array,
hatch; entity selection: single, multiple, window, crossing, by entity
type; entity editing: erase, trim, break, fillet, chamfer, move, scale;
linetype, colour, layer; detailing: dimensioning, text, hatching
• Modification of entities
• Creating/use of blocks and attributes
• Production of isometric, first and third angle projection
drawings

3. Preparation of electrical drawings 10 hours

• Practice on drawings using standard template with title block
and entities properties
• Creation of electrical control, electrical layout plan,
schematic diagrams and component drawings using the
concept of group or block
• Printing/plotting: modal space and paper space printing, layout
printing, printing in scales
• Application of ‘design centre’ and ‘layer control manager’

4. Preparation of print circuit board drawings 3 hours

• Applying a package to create schematic diagrams and PCB layouts.

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
Introduction to engineering drawing
1 √ √
and CAD
2 Basic techniques of CAD system √ √
3 Preparation of electrical drawings √ √
Preparation of print circuit board
4 √
drawings

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning and Teaching Strategies:

• The teaching strategies will adopt a practical approach.

• The module consists of hands-on demonstration and computer aided drafting practices.
• There will be assignments at suitable intervals to monitor the progress of students.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Requirements for Supporting Tools:

(a) CAD software package

Textbooks:

1. TLP materials will support the module.

References:

1. Yarwood, Alf. (2013). Introduction to AutoCAD 2013, 2D and 3D design. Oxford;

Burlington, Mass.: Newnes.
2. Autodesk. (2013). AutoCAD 2013 user guide. Autodesk.

Creation/Revision Record:

Version Date Revised by

1 30 Sept, 2011 David Ma
2 30 Nov, 2011 Lam TS
3 17 Aug, 2015 James Yeung

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Environmental Sustainability

Module Code ELE3015

Credit Value 7

QF Level 3
Contact Hours*: 26 hrs
(Lecture: 13; Tutorial: 13; Lab/Workshop: 0)
Notional Learning Hours 70 Self-study Hours: 42 hrs
Assessment Hours:2 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Green Knowledge and Practices (ENV3001)

*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. identify environmental issues through interpreting the regulations, bylaw and code of practice
prevailing in environmental protection especially those relating to air, water, noise and solid waste
disposal;
2. establish environmental management system to comply with requirements of ISO 14001 series of
environmental management standards;
3. carry out carbon accounting in determining the GreenHouse Gas (GHG) inventory by applying
ISO14064 standard.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Environmental Issues and Legislation 2 hours
• Environmental impact, pollution control and management
• Current environmental legislation in Hong Kong for air, noise,
water and solid waste

2. Environmental Management 8 hours

• Basic environmental management and environmental
management system and ISO 14001 series of standard
• Environmental policy, planning, implementation and operation,
checking and monitoring, management review
• Establish environmental policy and EMS manual
• Environmental aspect identification, legal and other requirements
• Objectives, target and programme, resources, roles, responsibility
and authority
• Competence, training and awareness, communication and
documentation
• Emergency preparedness and response
• Monitoring and measurement, corrective action, preventive
action and internal audit
• Management review and continuous improvement

3. GreenHouse Gas (GHG) Emissions Quantification 16 hours

• Global warming and climate change
• Carbon accounting protocols, ISO14064, ISO2050 &
PAS2060:2010
• ISO14064-1 implementation
• Quantification of common GHG emissions and Scope 3
emissions
• HK carbon accounting guidelines and ISO14064-3 Verification

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3
1 Environmental Issues and Legislation √
2 Environmental Management √
GreenHouse Gas (GHG) Emissions
3 √
Quantification

Learning and Teaching Strategies:

• Teaching and learning strategies for this module should adopt real life examples as the
teaching materials to illustrate the topics being delivered. Case study should be given to the
students allowing them to practise the taught materials and better understand the concepts.
• Homework problems and self-learning tutorial questions will provide a focus for students’
self-study.

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Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

References:

1 Law in Hong Kong:

. • Air Pollution Control Ordinance and subsidiary regulations
• Noise Control Ordinance and subsidiary regulations
• Waste Disposal Ordinance and subsidiary regulations
• Water Pollution Control Ordinance and subsidiary regulations
• Ozone Layer Protection Ordinance and subsidiary regulations
• Dumping at Sea Ordinance and subsidiary regulations
• Environmental Impact Assessment Ordinance and subsidiary regulations
2 Environmental Protection Department and Electrical and Mechanical Services Department.
. (2010). Guidelines To Account For And Report On Greenhouse Gas Emissions And Removals
For Buildings In Hong Kong Retrieved from
http://www.epd.gov.hk/epd/english/climate_change/files/Guidelines_English_2010.pdf
3 Environmental Protection Department. (1997). Technical Memorandum on Environmental
. Impact assessment Process. Retrieved from
http://www.success.tid.gov.hk/english/lin_sup_org/gov_dep/publication_detail_3905.html
4 Environmental Protection Department. (2005). Generic ISO 14001 EMS Templates Retrieved
. from
http://www.epd.gov.hk/epd/misc/env_management_sme/eng/pdf/User%20Manual/UserManual_
01.pdf.

Creation/Revision Record:

Version Date Revised by

1 12 Oct, 2011 Lam TS
2 30 Nov, 2011 Lam TS
3 31 Aug, 2015 Duncan Tong

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Digital Electronics and Microprocessor Fundamentals

Module Code ELE3105

Credit Value 12

QF Level 3
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 13; Lab/Workshop: 13)
Notional Learning Hours 120 Self-study Hours: 65 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil

*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

 convert numerical values between different number systems;

 apply common logic gates, combinational elements, sequential elements and memory elements to
implement a digital circuit according to given requirements;
 produce a working solution with practical considerations of logic simplifications and electrical
characteristics of logic devices such as noise margin, fan-in, fan-out, propagation delay and power
consumption;
 identify essential blocks and functions of a microprocessor system and develop simple control
programs for microprocessor systems.

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Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Number Systems 4 hours
• Analog vs Digital and their inter-conversion
• Binary, Octal, Decimal and Hexadecimal number systems and
their inter-conversion

2. Combinational Logic 12 hours

• Basic logic gates: AND, OR, NOT, NAND, NOR, XOR
• Truth Table, Boolean Expression and Logic Simplification
• Components of combinational circuits (e.g. multiplexer,
de-multiplexer, encoder, decoder) and their applications

3. Sequential Logic 12 hours

 Types of Flip-flops (e.g. D and JK): their functional
characteristics and applications as counters or registers
 Type of memories (e.g. ROM and RAM): their functional
characteristics and applications

4. Logic families 5 hours

 TTL vs CMOS and their electrical characteristics (e.g. operating
ranges, fan-in/fan-out, noise margin, propagation delay, power
consumption)
 Practical considerations on choosing a logic family for real-life
applications

5. Microprocessor Fundamentals 19 hours

 Basic blocks of a microprocessor system (Microprocessor, ROM,
RAM, Input/Output and Bus) and their functions
 Basic architecture and operations of a microprocessor
 Program development: instructions and programming
applications

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
1 Number Systems 
2 Combinational Logic  
3 Sequential Logic  
4 Logic Families  
5 Microprocessor Fundamentals 

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Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning and Teaching Strategies:

• The module consists of lecture, tutorial and laboratory to support the learning and
understanding of the theorem / concepts taught in this Module.
• In lectures, students are presented with basic concepts of digital electronics and
microprocessor systems.
• Students will be guided to apply their knowledge to design and implement practical
applications using typical combinational and sequential elements.
• In tutorials and assignments, students will use computer tools to explore and evaluate
practical digital design.
• A simplified programming model of a typical microprocessor will be adopted to illustrate
the architectural features and operations of a microprocessor.
• Developing simple control programs in a high-level programming language will be used to
illustrate the program development for a microprocessor system.
• Design project will be adopted to reinforce the understanding of the module.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Requirements for Supporting Tools:

Nil

Textbooks:

1. TLP materials will support the module.

References:

1. Tocci, R. (2011). Digital Systems: Principles and Applications. (11 ed.). Upper Saddle
River: Prentice Hall.
2. Floyd, T. (2014). Digital Fundamentals. (11 ed.). Upper Saddle River: Prentice Hall.
3. Tokheim, R. (2013). Digital Electronics: Principles & Application. (8 ed.). Boston:
McGraw-Hill Higher Education.
4. MacKenzie, I. (2006). The 8051 Microcontroller. (4 ed.). Upper Saddle River: Prentice
Hall.

Creation/Revision Record:

Version Date Created/Revised by

1 [First Creation] 26 May 2015 Chu Kin Cheong

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Electronic Devices

Module Code ELE3107

Credit Value 11

QF Level 3
Contact Hours: 52 hrs
(Lecture: 30; Tutorial: 16; Lab/Workshop: 6)
Notional Learning Hours 110 Self-study Hours: 55 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. evaluate the operation and characteristics of basic electronic devices, semiconductor devices and
operational amplifier;
2. extract and interpret key information of the above devices from datasheet; and
3. analyse simple electronic circuits built with the above devices.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Basic Devices 7 hours
• Atomic structure, conductor, insulator, semiconductor
• Resistors, Capacitors, Inductors and Batteries
• Resistor: construction, commercially available resistors,
resistance, factors affecting resistance
• Capacitor: construction, charging and discharging, commercially
available capacitors, capacitance, factors affecting capacitance,
dielectric materials
• Inductor: construction, commercially available inductors,
inductance, factors affecting inductance
• Battery: conversion between chemical energy and electrical
energy, construction of battery, properties of battery materials

2. Diode 11 hours
• P-type and N-type materials;
• Forward and reverse bias;
• I-V characteristic curve of junction diode and zener diode;
• Applications: full-wave, half-wave and bridge rectifier, zener
diode shunt regulator;
• Interpreting datasheet.

3. Transistor 16 hours
• NPN and PNP transistors;
• modes of operations and I-V characteristics of an NPN & PNP
transistor and metal oxide semiconductor field effect transistor
(MOSFET);
• Load line method and Q point;
• Calculation of DC voltages and currents;
• Bipolar and MOSFET as switch or amplifier;
• Application: linear power supply;
• Interpreting datasheet.

4. Diode and Transistor Variants 9 hours

• Power electronic devices:
SCR, TRIAC, and bipolar power transistor characteristics;
Application: phase control of lighting power;
• Opto-electronic devices:
LED operation and interfacing;
Properties of photo-diode, photo-transistor, solar cell;
• Interpreting datasheet.

5. Operational Amplifier as Device 9 hours

• Concepts and characteristics of an ideal operation amplifier;
• Inverting amplifier and non-inverting amplifier;
• Application: audio amplifier (e.g. LM386);
• Interpreting datasheet.

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Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
1 Basic Devices 
2 Diode   
3 Transistor   
4 Diode and Transistor Variants   
5 Operational Amplifier as a Device   

Learning and Teaching Strategies:

• The module consists of lecture, tutorial and laboratory to support the learning and
understanding of the theorem / concepts taught in this Module
• Students will be guided to apply their knowledge in device characteristics and to determine
circuit parameters such as voltage, current, biasing point, and threshold.
• Demonstrations will be given to students in order to enhance their understanding in the
characteristic of devices like BJT (Bipolar Junction Transistor), MOSFET and operational
amplifier.
• Use simulation software to assist student to analyse operation of practical circuits using
devices taught in this module, e.g. audio amplifier and linear power supply.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Requirements for Supporting Tools:

• Simulation Software (e.g. Proteus, Electronic Workbench, or ORCAD Spice)

Textbooks:

1. Floyd, T. (2012). Electronic Devices. (9 ed.). Boston: Prentice Hall.

References:

1. Jaeger, R., & Blalock, T. (2015). Microelectronic Circuit Design. (5 ed.). Boston:
McGraw-Hill Higher Education.

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2. Clayton, G. (2003). Operational Amplifiers. (5 ed.). Boston: Newnes.

Creation/Revision Record:

Version Date Created/Revised by

1 [First Creation] 26 May 2015 HK Lau

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Circuit Theory

Module Code ELE3110

Credit Value 11

QF Level 3
Contact Hours: 52 hrs
(Lecture: 30; Tutorial: 16; Lab/Workshop: 6)
Notional Learning Hours 110 Self-study Hours: 55 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. apply basic network theorems in analyzing given direct current (DC) electrical circuits;
2. solve problems for basic alternating current (AC) electrical circuits consisting of RLC
components;
3. explain the transient characteristics in DC circuits.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
DC NETWORK THEOREMS 16 hours
• Concept of current, voltage and resistance
• Ohm’s law, resistors in series and in parallel; potential dividers,
variable resistors
• Electric power and energy
• Kirchhoff’s Laws, Superposition Theorem, Thevenin’s Theorem,
Norton’s Theorem, Maximum Power Transfer Theorem;
• The application of the circuit theorems in electrical circuit
analysis.
AC ELECTRICAL QUANTITIES 12 hours
• Sinusoidal AC characteristics (frequency, period, amplitude, and
values of instantaneous, peak, r.m.s. and average);
• General format of sinusoidal AC sources;
• Phase relationship and complex number representations
(rectangular and polar forms);
• Phasor representations of reactance and impedance.
NETWORK ANALYSIS OF AC CIRCUITS 9 hours
• The applications of phasor and complex number to solve
problems for AC electrical circuits consisting of RLC
components;
• Power: apparent, reactive and active, power factor.
TRANSIENT 13 hours
• Capacitors in series and in parallel, inductors in series and
parallel
• Time constants, transient and steady state, energy stored in
capacitor and inductor
• DC transient in RC, RL circuits (1st order systems);
• DC transient in R-L-C circuit (2nd order system).

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3
1 DC NETWORK THEOREMS   
2 AC ELECTRICAL QUANTITIES 
NETWORK ANALYSIS OF AC 
3
CIRCUITS
4 TRANSIENT 

Learning and Teaching Strategies:

• The module consists of lecture, tutorial and laboratory to support the learning and
understanding of the theorem / concepts taught in this Module
• The lecture adopts an interactive approach in which lecture presentations are inter-mixed

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

with class quizzes at suitable intervals throughout the semester

• Problems and application examples are given and discussed in tutorials to enhance student’s
understanding in basic concepts; and
• Graphical representations and simulation software would be used, whenever applicable, to
explain difficult concepts.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Requirements for Supporting Tools:

(a) Simulation Software (e.g. Proteus, Electronic Workbench, or ORCAD Spice)

Textbooks:

1. Boylestad, R. (2015). Introductory circuit analysis. (13 ed.) Upper Saddle River, N.J:
Prentice Hall.

References:

1. Boylestad, R. (2003). Essentials of circuit analysis. Upper Saddle River, NJ:

Pearson/Prentice Hall.
2. Wolf, S. (2003). Student reference manual for electronic instrumentation laboratories.
Upper Saddle River, N.J: Pearson/Prentice Hall.

Creation/Revision Record:

Version Date Created/Revised by

1 [First Creation] 26 May 2015 Chui Tsz Leung

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Electrical Instrumentation and Measurement

Module Code ELE4013

Credit Value 10

QF Level 4
Contact Hours: 39 hrs
(Lecture: 20; Tutorial: 9; Lab/Workshop: 10)
Notional Learning Hours 100 Self-study Hours: 59 hrs
Assessment Hours: 2 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. select and use appropriate instruments for measuring electrical quantities;

2. design a simple electrical circuit to extend the instrument range;
3. interpret the measurement results and determine measurement errors;
4. interpret the characteristics of a range of transducers and apply their electrical engineering
applications.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Measurement of Electrical Quantities 10 hours
• DC and AC signal sources: DC power supply, function generator
• Voltage, current and resistance measurements: use of analog and
digital multimeters and their limitations
• Extension of instrument range
• Measurements using bridge configurations

2. Measurement Fundamentals and Errors 9 hours

• Performance specifications and calibration of instruments
• Errors in measurement and methods of reduction
• Loading effect of instruments

3. Oscilloscope 10 hours
• Simple functional diagrams and performance specifications of
CRO
• Basic oscilloscope controls and operating techniques
• Oscilloscope probe
• Measurement of waveform voltage, period, frequency, phase
difference, rise/fall time; differential measurement

4. Transducer 10 hours
• Role of transducers in instrumentation system
• Transducer classification
• Principles and characteristics of commonly used transducers and
their engineering applications

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
1 Measurement of Electrical Quantities √ √
2
Measurement Fundamentals and √
Errors
3 Oscilloscope √
4 Transducer √

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning and Teaching Strategies:

• Practical examples are provided to reinforce the learning outcomes, underpinning

knowledge and practical skills on instrumentation and measurements;
• Complex mathematical derivation is avoided;
• Diagrams and photographs are used for illustration to enhance learning and analysis
• Students are encouraged to make use of the laboratory for the learning of using appropriate
instruments, following correct procedures and getting accurate data for analysis.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

References:

1. Allan H. Robbins and Wilhelm C Miller (2012). Circuit analysis : theory and practice.
Delmar Cengage Learning.
2. Wolf, S. (2003). Student reference manual for electronic instrumentation laboratories.
Upper Saddle River, N.J: Pearson/Prentice Hall.
3. Carr, J. (1996). Elements of electronic instrumentation and measurement. Englewood
Cliffs, N.J: Prentice Hall.

Creation/Revision Record:

Version Date Revised by

1 30 Sept., 2011 Eric Wong
2 30 Nov., 2011 Lam TS
3 31 Aug., 2015 Eric Wong

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title OSH and Supervisory Skills

Module Code ELE4014

Credit Value 10

QF Level 4
Contact Hours: 39 hrs
(Lecture: 26; Tutorial: 13; Lab/Workshop:0)
Notional Learning Hours 100 Self-study Hours: 61 hrs
Assessment Hours: 0 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. identify the potential hazards related to site operations and activities with consideration to the
requirements of safety and health ordinance and regulations;
2. identify the importance and usage of personal protective equipment with consideration to the
requirements of safety and health ordinance and regulations;
3. apply the safety management technique and carry out risk assessment on construction sites;
4. interpret the important role and skills for a supervisor and practice with competence as a
supervisor.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
Basic Safety Training (class size:30) 8 hours
• Overview of Legislation Provisions: Occupational Safety and
Health Ordinance and Regulations; Factories and Industrial
Undertakings Ordinance and Regulations (including General
Duties provisions); Construction Sites (Safety) Regulations and
other relevant subsidiary regulations.
• Potential Hazards on Construction Sites: Working under noisy
environment; in confined spaces; at height; with chemicals,
asbestos and silica based materials. Use of electricity;
cartridge-operate fixing tool and machinery. Lifting operation.
Gas and arc welding.
• Analysis of Accidents and Prevention Strategies: Fire prevention;
use of portable fire fighting equipment; emergency preparedness;
evacuation procedures and first-aid equipment. Accident and
dangerous occurrences reporting system and procedures.
• Personal protection Equipment: Purpose, selection and use of
personal protective equipment including helmet, shoes, boots,
harness with lifeline & fall-arresting device, gloves, ear and eye
protectors and respirator and breathing apparatus.
Safety Management 5 hours
• Roles of safety supervisor and safety officer. Safety policy and
responsibility; safety committee, audit and plan; safety training;
safety inspection, safety monitoring and risk assessment
techniques. OHSAS18001.
Occupational Health Practice 5 hours
• Classification of prescribed occupational diseases; dust hazards
and control; respiratory protection; noise assessment and control
measures; ergonomics
Construction Safety 8 hours
• Construction Site (Safety) Regulations; site formation and
excavation; working in confined space and working at height.
Code of practice
• Woodworking machinery; abrasive wheels; cartridge-operated
fixing tools; spraying of flammable liquids; dangerous
substances; electricity; lifting appliances and lifting gears; load
shifting machinery; goods lifts; manual lifting; gas welding and
flame cutting; fire precautions.
The Supervisory Concept 8 hours
• Management Cycle, Planning, Decision Making, Internal and
External Constraints, Organizational Structure
• Line/Staff Relationship, Leading, Motivation, Centralization and
Decentralization, Control, Needs/Reward, Finance and
Budgeting, A Good Example
Supervisory Skills 5 hours
• The role as a supervisor: job specifications, time and budget
management, interpersonal skills, job evaluation

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
1 Basic Safety Training √ √
2 Safety Management √
3 Occupational Health Practice √ √
4 Construction Safety √ √
5 The Supervisory Concept √
6 Supervisory Skills √

Learning and Teaching Strategies:

• Teaching and learning strategies for this module should adopt real life examples as the
teaching materials to illustrate the topics being delivered. Case study should be given to the
students allowing them to practice the taught materials and better understand the concepts
• Assignments should focus on the underpinning meaning of the questions. Module lecturers
should “tap” the students’ understanding of the questions during the tutorial sessions
• Supplementary materials are provided under notional study folder in the online learning
platform for students’ self learning
• Students will practice the use of personal protective equipment
• Student will be provided with the opportunity for a role play - practicing the role of a
supervisor

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

References:

1. Law in Hong Kong

• Factories & Industrial Undertakings Ordinance and Regulations
• Occupational Safety & Health Ordinance and Regulations
2. Labour Department. Code of Practices and Guides.
Retrieved from Labour Department website: http://www.labour.gov.hk/eng/public/index.htm
3. Ridley, J. (2008). Health and safety : in brief. Routledge; 4 edition
4. Robbins, S. (2012). Supervision today! Upper Saddle River, N.J: Pearson/Prentice Hall.

Creation/Revision Record:

Version Date Revised by

1 29 Sept 2011 DUNCAN TONG
2 30 Nov 2011 Lam TS
3 31 Aug 2015 DUNCAN TONG

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Electrical Engineering Principles

Module Code ELE4116

Credit Value 13

QF Level 4
Contact Hours: 52 hrs
(Lecture: 29; Tutorial: 13; Lab/Workshop:10)
Notional Learning Hours 130 Self-study Hours: 75 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. relate concepts of electromagnetism and alternating current (AC) to basic engineering science and
their real life applications
2. present the AC electrical quantities of a circuit in phasor diagrams and power triangles, and
suggest solutions to improve the power factor of the circuit;
3. apply network theorems to analyze AC circuits and calculate the electrical parameters such as
voltages, currents and powers in AC circuits;
4. separate harmonics components in complex waveform;
5. compute the electrical parameters such as voltages, currents and powers in balanced and simple
unbalanced three-phase loadings.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Electromagnetism 4 hours
• Magnetic effect of electric current
• Current-carrying conductor in magnetic field
• Electromagnetic induction
• Introduction of transformers

2. Review of Single Phase steady-state AC Circuit 8 hours

• Introduction to AC generators and AC motors
• Advantages of alternating current
• Graphic presentation of AC Quantities
• Phasor, Phasor diagram
• AC power calculation, Power triangle
• Power Factor correction

3. AC Circuit Analysis by Network Theorems 18 hours

• Kirchhoff’s laws
• Superposition Theorem
• Mesh Current Theorem
• Thevenin’s Theorem
• Norton’s Theorem
• Maximum Power Transfer Theorem

4. Harmonics 6 hours
• Nature of harmonics.
• Harmonics in a complex wave and its RMS value. Form factor.
Total harmonic distortion
• Power and power factor of complex wave.
• Effects of harmonics

5. Three-phase Systems 16 hours

• Generation of three-phase Supply
• Concept of Line/Phase voltages and phase angles in a balanced
three-phase system
• Star and Delta connections of three-phase system and their
phasor representations
• Star and Delta connections for Balanced and Unbalanced loads
• Calculations of voltages, currents and complex power in
three-phase systems
• Three-phase power measurement

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4 5
1 Electromagnetism √
2 Single Phase AC Circuit √ √
3 AC Circuit Analysis √
4 Harmonics √
5 Three Phase Systems. √

Learning and Teaching Strategies:

• The module consists of lecture, tutorial and laboratory to support the learning and
understanding of the theorem / concepts taught in this Module
• Simple and practical approach should be adopted to help students to build up a good
foundation for the learning of electrical engineering courses, and support students of other
modules in the courses
• Illustrations and work examples should be put on for helping students to understand the
techniques of using network theories in tackling problems of AC single phase circuits and
balanced and simple unbalanced 3-phase loadings
• Problems and application examples are given and discussed in tutorials to enhance student’s
understanding in basic concepts
• Experiments are designed to supplement the learning material so students are encouraged to
take extra readings to reinforce the learning, to clarify concepts and to verify the theories
learnt
• Circuit simulation software and graphical representation would be used, whenever
applicable, to help students to analyze the behaviour of electrical circuits under different
conditions

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

References:

1. Hughes, E. (2012). Hughes electrical and electronic technology. Harlow, England New
York: Pearson/Prentice Hall.
2. Robbins, A. (2012). Circuit analysis : theory and practice. Delmar Cengage Learning.

Creation/Revision Record:

Version Date Revised by

1 30 Sept., 2011 CHO, Yat Yin
2 30 Nov, 2011 Lam TS
3 31 Aug 2015 Raymond Yung

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Electrical Machines and Drives

Module Code ELE4017

Credit Value 13

QF Level 4
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 11; Lab/Workshop:15)
Notional Learning Hours 130 Self-study Hours: 75 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Passed in ELE3110

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. evaluate the construction, operating principles and characteristics of transformer and electrical
machines;
2. analyze the performance of transformer and electrical machines using equivalent circuit models;
3. analyze the basic design and operating principles of various converters with the aid of sketching
the voltage and current waveforms at various locations of the circuit;
4. evaluate the operating principle and characteristics of various power electric drive systems.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
Transformers 7 hours
• Construction, Operating Principles
• Equivalent Circuit, Voltage Regulation and Efficiency
• Open and Short Circuit Tests
DC Machines 12 hours
• Construction, Operating Characteristics of DC Machines
• E.m.f. Equation
• Steady State Characteristic and Equivalent Circuit
• Commutation and Armature Reaction
AC Machines 12 hours
• Squirrel Cage and Wound Rotor Construction, Operating
Principles
• Production of Rotating Field, Slip, Equivalent Circuit
• Power Flow Diagram, Torque Slip Relationship
• Single Phase Induction Motors
Power Converters 14 hours
• Single Phase and Three Phase Controlled Rectifier
• Fully Controlled Rectifiers, Dual Converters
• Step Down and Step Up Choppers, Buck-Boost Regulator
• Single Phase and Three Phase Bridge Inverters
• Voltage and Frequency Control
Drive Systems 7 hours
• Four Quadrant Operations, Torque Speed Relationship
• D.C. Drives fed from Single Phase and Three Phase Controlled
Rectifiers
• D.C. Drives Fed from Choppers
• Induction Motor Drives

Mapping of Learning Contents with Module Intended Learning Outcomes:

Intended Learning Outcomes

Learning Contents
1 2 3 4
1 Transformers √ √
2 DC Machines √ √
3 AC Machines √ √
4 Power Converters √
5 Drive Systems √

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning and Teaching Strategies:

• Workshop shall be given to students, allowing them to practise the taught material and
better understand the concepts.
• Tutorial questions will be given to students for their self learning.
• Schedule test and in-class work to monitor the progress of students.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

References:

1. Rashid, M. (2013). Power electronics : circuits, devices, and applications. Upper Saddle
River, N.J. Delhi: Pearson/Prentice Hall Pearson.
2. Sen, P.C. (2013). Principles of Electrical Machines and Power Electronics. Wiley India
Pvt. Ltd..
3. Mohan, N. (2002). Power electronics : converters, applications, and design. Hoboken, NJ:
John Wiley & Sons.

Creation/Revision Record:

Version Date Revised by

1 29 Sept, 2011 WONG KWOK KAM
2 30 Nov, 2011 Lam TS
3 3 Aug, 2015 WONG KWOK KAM

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Electrical Installation

Module Code ELE4018

Credit Value 13

QF Level 4
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 11; Lab/Workshop:15)
Notional Learning Hours 130 Self-study Hours: 75 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. identify the key local regulatory framework on electrical installations and its impact on electrical
installation works;
2. design electrical installations by applying the knowledge in current demand, sizing and selection
of cables, final circuit arrangement, overcurrent and earth fault protection;
3. verify that electrical installations as erected are in accordance with Code of Practice;
4. develop a general indoor lighting design with an appropriate selection of lamp and luminaire;
5. develop the design of lightning protection systems for structures in accordance with BSEN 62305.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Regulatory framework on electrical installations 4 hours
 Electricity Ordinance and the Electricity (Wiring) Regulations.
Registration of REW and REC
 Code of Practice. Supply Rules.

2. General assessment 4 hours

 Types of Incoming Supply. Supply characteristic.
 Maximum demand and Diversity factor

3. Selection of cables and wiring installation methods 8 hours

 Types of wiring cables and their applications. Cable colour code.
Sizing of wiring cables.
 Types of wiring installation enclosures such as conduit trunking.
Sizing of conduit and trunking.

4. Circuit Arrangement 8 hours

 Isolation and switching. Segregation of circuits.
Final circuit arrangement.

5. Overcurrent and Electric fault protection 10 hours

 Prospective short circuit current. Breaking capacity of protective
devices. Types of protective devices such as fuses, MCB, MCCB,
RCD, IDMTL Relay.
 TT and TN-S system. Earth-fault loop impedance. Earth fault
current
 Adiabatic equation. Sizing of circuit protective conductor.
 Discrimination and Backup protection

6. Inspection, Testing & Certification 6 hours

 Visual inspection. Sequence of tests. Testing methods.
 Work completion certificate. Periodic test certificate.
7. General indoor lighting design 8 hours
• Basic terms such as luminous flux; illuminance; efficacy; colour
temperature, colour rendering.
• Application of different types of lamps.
• CIBSE interior lighting code. Lumen method
8. Lightning protection systems for structures 4 hours
 Principles of lightning discharge. Risk assessment
 Design of Lightning Protection System according to BSEN
62305

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4 5
Regulatory framework on electrical
1 √
installations
2 General assessment √
Selection of cables and wiring
3 √
installation methods
4 Circuit Arrangement √
Overcurrent and Electric fault
5 √
protection
6 Inspection, Testing & Certification √
7 General indoor lighting design √
8
Lightning protection systems for √
structures

Learning and Teaching Strategies:

This module is to give students a general view of the electrical installation in Hong Kong. Real-life
examples should be adopted to highlight the topic being taught. Lecturer should use practical
examples and the prevailing practices in Hong Kong to illustrate the topic being delivered.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Requirements for Supporting Tools:

(a) Hevacomp Electrical Designer

Textbooks:

1. TLP materials will support the module.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

References:

1. Wong, J. (2008). Fundamental Low Voltage Electrical Installation. Hong Kong &
Kowloon Electrical Engineering & Appliances Trade Workers Union.
2. EMSD (2009). Code of Practice for the Electricity (Wiring) Regulations..
Retrieved from http://www.emsd.gov.hk/emsd/e_download/pps/pub/COP_E.pdf.

Creation/Revision Record:

Version Date Revised by

1 30 Sept., 2011 SF Chan
2 30 Nov, 2011 Lam TS
3 31 Aug 2015 SF Chan

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Electrical Power Systems

Module Code ELE4019

Credit Value 10

QF Level 4
Contact Hours: 39 hrs
(Lecture: 20; Tutorial: 9; Lab/Workshop:10)
Notional Learning Hours 100 Self-study Hours: 59 hrs
Assessment Hours: 2 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Passed in ELE3110

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. evaluate the essential components in electricity generation, power transmission and distribution
systems;
2. analyse the relation between the input and output of a transmission line using short and medium
transmission line models and two port analysis;
3. analyse the load profile with the consideration of power factor improvement and the tariff
systems;
4. analyse the power circuit network and select the appropriate protection arrangement.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
Power Transmission & Distribution Systems Overview 2 hours
• Sources of energy
• Layout of power generation, transmission & distribution
systems, main switch-room, main switch-board and transformer
room
• Functions and applications of essential components in power
transmission and distribution systems
• Radial, ring and inter-connectors for distribution system
• Introduction to Power Systems in China

Two-port Network 14 hours

• Parameters for typical networks; series impedance, shunt
admittance, T and π- networks
• Short and medium transmission line models and their effects in
the process of power transmission

Power Quality of T&D Systems and Compensation 2 hours

• Effects of power factor on power distribution system
• Methods of regulations
• Causes and solutions to voltage dip and transient current in
supply systems
• Introduction to ride through device

Tariffs and Power Factor Improvement 8 hours

• Calculations of electricity bills on block rate and two-part tariff
• Power factor correction for maximum saving

Power System Faults and Protection 13 hours

• Causes of faults in power systems and ways to restraint fault
current
• Per unit system, fault calculation in power system networks
• Protection schemes in power systems networks

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
Power Transmission & Distribution
1 √
Systems Overview
2 Two-port Network √
Power Quality of T&D Systems and
3 √
Compensation
Tariffs and Power Factor
4 √
Improvement
5 Power System Faults and Protection √

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning and Teaching Strategies:

This module is to give students a general view of the power industry in Hong Kong and
contains some basic concepts of electrical power and supply systems. Practical examples
and group discussion should be adopted to highlight the topic being taught. Lecturer should
use practical examples to illustrate the topic being delivered. If possible, site visits should
be arranged to help students understand the essential knowledge of a typical electrical
installation in Power stations. Emphasis should be placed on the practices prevailing in
Hong Kong.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

References:

1. Hughes, E. (2012). Hughes electrical and electronic technology. Harlow, England New York:
Pearson/Prentice Hall.
2. Wildi, T. (2005). Electrical Machines, Drives, And Power Systems, Upper Saddle River, N.J:
Pearson Prentice Hall.
3. Stevenson, W. (1982). Elements of power system analysis. New York: McGraw-Hill.

Creation/Revision Record:

Version Date Revised by

1 30 Sept., 2011 Kenneth Chong
2 30 Nov, 2011 Lam TS
3 31 Aug 2015 Kenneth Chong

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Control and Automation Systems

Module Code ELE4020

Credit Value 13

QF Level 4
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 11; Lab/Workshop:15)
Notional Learning Hours 130 Self-study Hours: 75 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. analyse different control and automation networks & architecture, and control strategies in
intelligent buildings;
2. evaluate the major systems for constructing the functionality of intelligent building;
3. design and build graphical language programming to control input and output devices;
4. develop simple Programmable Logic Control program to solve simple control and automation
problems.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
Control and Automation Networks & Architecture 4 hours
• Centralized and Distributed Control Systems
• Control network standard protocols
• Topology in Networking
• Typical types of LAN system, protocol, wiring
Control Strategies in Intelligent Buildings 4 hours
• Local loop control
• Direct Digital Control (DDC)
• PID control mode
Functionality of Intelligent Buildings 10 hours
• Electrical System: Monitoring and control of power status,
metering, and protection
• Lighting System: Lighting circuit, lighting control strategies,
energy management
• HVAC System: Types of control methods, Monitoring and
control of Chiller/Boiler, Air Handling Unit and Variable Air
Volume Box. Efficiency & energy management
• Fire Alarm System: Configuration of FA system, system devices
and controller for detection, suppression and notification,
standards and safety regulations
Graphical Control Programming and Input/Output Interfacing 18 hours
• Human-machine interface (HMI)
• Design & build the graphical programming: Create, edit, and
debug; Loops, case, and sequence; Arrays, charts, and graphs;
Strings and File I/O
• Input/Output and Interfacing
• Senors and Transducers
Programmable Logic Control (PLC) Systems 16 hours
• Basic architecture of PLC
• Applications of writing simple PLC commands to control I/O
ports.
• Testing, debugging, modifying and improving techniques in
control systems.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
Control and Automation Networks &
1 √
Architecture
Control Strategies in Intelligent
2 √
Buildings
3 Functionality of Intelligent Buildings √
Graphical Control Programming and
4 √
Input/Output Interfacing
5 Programmable Logic Control Systems √

Learning and Teaching Strategies:

a. Fundamental concepts supported by graphical presentations and case studies are delivered in
lectures to enhance students’ understanding of the control and automation systems;
b. Laboratories are conducted to allow students to practice the taught materials and hence
clarify the concepts;
c. Tutorials are conducted to facilitate learning and let students to apply theories in daily
engineering practices;
d. Supplementary materials are recommended for students’ self learning and references.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

References:

1. Faye C. McQuiston, Jerald D. Parker, Jeffrey D. Spitler (2005). Heating, ventilating, and
air conditioning : analysis and design. Hoboken, N.J: John Wiley & Sons.
2. Newman, H. (1994). Direct digital control of building systems : theory and practice. New
York: Wiley.
3. Johnson, G. (2006). LabVIEW graphical programming. New York: McGraw-Hill.
4. Robert King. (2012). Introduction to Data Acquisition with LabView. McGraw-Hill.
5. Boed, V. (2000). Networking and integration of facilities automation systems. Boca Raton:
CRC Press.
6. Bolton, W. (2015). Programmable Logic Controllers. Oxford: Newnes.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Creation/Revision Record:

Version Date Revised by

1 3 Oct., 2011 K C Chu
2 30 Nov, 2011 Lam TS
3 24 Aug, 2015 K C Chu

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Engineering Project

Module Code ELE4021

Credit Value 10

QF Level 4
Contact Hours: 39 hrs
(Lecture: 13; Tutorial: 0; Lab/Workshop:26)
Notional Learning Hours 100 Self-study Hours: 61 hrs
Assessment Hours: 0 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. explain the roles of various parties involved in engineering project;

2. apply the skills of contract administration and project management to projects in electrical
services;
3. prepare tender, contract documents and drawings for betting projects in electrical services;
4. apply the quality management skills to projects in electrical services;
5. design electrical services system for new building and development.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
Contract for Engineering Projects 10 hours
• Main contracts and sub-contract
• Drawing, schedules, general and particular specifications, bills of
quantities, tender correspondence
• Feasibility study, project planning and briefing, financial
planning and budgetary control
• Government and utilities submissions, contract arrangement,
tender documents and drawings, tendering, formation of contract
• Professional Ethics

Contract Administration and Project Management 6 hours

• Instruction, variations, cost control, interim certificate,
completion, defects and handing over
• Functions of project team, progress and site meetings, site
organization and control
• Contractor’s submission and approval, project planning, project
tracking
• Implementation of the project management processes throughout
each project stage

Quality Management 4 hours

• Quality control, quality assurance, total quality management
concepts, customers focus, process improvement, total
involvement, quality costs and plan
• Quality system to ISO 9001

Electrical Services Design 19 hours

• Legend and symbol, schematic wiring diagram, lighting
layout plan drawing, power layout plan drawing, MCB
board details drawing
• Loading assessment, standard provision, design proposal,
design report, technical specification, general specification

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4 5
1 Contract for Engineering Projects √ √
Contract Administration and Project √
2 √
Management
3 Quality System √ √
4 Electrical Services Design √ √

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning and Teaching Strategies:

• Adopt real life examples as the teaching material to illustrate the topics being delivered;
• Workshop / case study shall be given to students allowing them to practice the taught
material and better understand the concepts;
• Use CAD software package or industrial standard software to practice the drafting
skills;
• Adopt mini project as a means to enhance students’ design skills
• Schedule in class work to monitor the progress and performance of students

Assessment Plan:

Continuous Assessment (CA) 40%

End of Module Assessment (EA) 60%

Total 100%

Textbooks:

1. TLP materials will support the module.

References:

1. Hackett, M. (2015). The Aqua Group guide to procurement, tendering & contract
administration. Oxford Malden, MA: Blackwell Pub./Davis Langdon.
2. Hills, M. (1995). Building contract procedures in Hong Kong. Hong Kong: Longman.
3. Oberlender, G. (2014). Project management for engineering and construction. Boston:
McGraw-Hill.
4. Besterfield, D. (2003). Total quality management. Upper Saddle River, N.J: Prentice Hall.
5. Kerzner, H. (2013). Project management : a systems approach to planning, scheduling,
and controlling. Hoboken, N.J: John Wiley & Sons.
6. EMSD (2009). Code of Practice for the Electricity (Wiring) Regulations..
Retrieved from http://www.emsd.gov.hk/emsd/e_download/pps/pub/COP_E.pdf.

Creation/Revision Record:

Version Date Revised by

1 [First Creation] 6 Oct. 2011 Ringo Fung
2 30 Nov, 2011 Lam TS
3 31 Aug, 2015 Ringo Fung

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Electrical Services in Building

Module Code ELE4100

Credit Value 14

QF Level 4
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 11; Lab/Workshop:15)
Notional Learning Hours 140 Self-study Hours: 85 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. determine fault level at a given point in a three-phase balanced or unbalanced power distribution
system in building and appropriate protection settings;
2. with a well defined specification, design the low voltage systems for a typical
commercial/residential building;
3. analyse and develop solutions for problems in the extra low voltage system and identify their
applications;
4. with a well defined specification, design the generator set system for a typical
commercial/residential building;
5. suggest solutions to improve power line disturbances in the electrical systems;
6. with a well defined specification, plan and design the vertical transportation system for a typical
commercial/residential building.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
Advanced Electrical Principles 10 hours
• Symmetrical components
• Positive, negative and zero sequence network for an unbalanced
3-phase system
• Fault levels and Fault current finding of distribution system
Power Distribution in Building 10 hours
• Meter arrangement
• LV Switchboard
• Low voltage systems design
Extra Low Voltage 8 hours
• Security system: CCTV system, Access control, and watchman
tour
• Building management system
Generator Set 8 hours
• Application of generator set
• Sizing of Genset system
Power line Disturbances 8 hours
• Common power electronics related power line disturbances,
Voltage spikes, Chopped voltage waveform, Harmonics,
Electromagnetic Interference.
• Harmonics Filter
Vertical Transportation 8 hours
• Fundamental components of a lift and escalator
• Assess and design of the performance of lift system

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4 5 6
1 Advanced Electrical Principles √ √
2 Power Distribution in Building √ √
3 Extra Low Voltage √
4 Generator Set √
5 Power line Disturbances √
6 Vertical Transportation √

Learning and Teaching Strategies:

• Use systematic approach to solve problem in worked examples

• Adopt real life examples to illustrate the topics being delivered
• Provide tutorials for self learning
• Schedule tests and in class assignment to monitor the progress of students
• Use different diagrams and photos for illustration to enhance learning and analysis

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

References:

1. Rigby, B. (2005). Design of electrical services for buildings. London New York: Spon
Press.
2. Sclater, N. (2003). Handbook of electrical design details. New York: McGraw-Hill.

Creation/Revision Record:

Version Date Revised by

1 29 Sept, 2011 Mr. Ma Chi Cheung, Eddy
2 30 Nov, 2011 Lam TS
3 31 Aug, 2015 Ma Chi Cheung, Eddy

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Energy Efficiency and Management

Module Code ELE4102

Credit Value 14

QF Level 4
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 11; Lab/Workshop:15)
Notional Learning Hours 140 Self-study Hours: 85 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. evaluate energy consumption pattern and different forms of renewable energy resources in
buildings;
2. evaluate the potential of hydro, solar and wind as renewable resources for power generation;
3. carry out the energy audit in buildings to identify system problems;
4. recommend energy efficiency and alternative energy solutions in building system;
5. analyse the financial impact of different energy management opportunities and renewable energy
systems in residential and commercial building systems.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
Energy Efficiency and Power quality 10 hours
• Lighting installation
• Electrical installation
• Power quality analysis
• Air-conditioning system
Energy Audit 10 hours
• System identification
• Energy Audit tools
• Audit reporting
• Energy Efficient systems
• Energy management opportunities identification
Energy management opportunities 6 hours
• Opportunities analysis
• Financial impact calculation
• Plans to implement energy management opportunities
Introduction to Renewable Energy 3 hours
• Energy use and environment; definition of renewable energy
• Different forms of renewable energy; recent development
Energy resources and efficient utilization 3 hours
• The natural energy resources available for power generation
including coal, oil, nuclear, natural gas, and renewable energies;
and their impacts on environment
• Basic principles of electrical power system operation
• Economic dispatch: Generator operating cost, fuel-cost
characteristics, incremental fuel cost, optimum loading among
different units
Potential Renewable Energy Resources for power generation 12 hours
• Solar Energy: Terrestrial solar energy for electricity generation;
Photovoltaic conversion; solar thermal generation
• Wind Power: Windmill aerodynamics; wind turbines;
environmental effects and siting
Application of Renewable Energy 8 hours
• Solar thermal application in buildings, solar electrical generation;
building-integrated photovoltaic; hybrid solar-wind power
generation; ground source heat pump

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4 5
1 Energy Efficiency and Power quality √
2 Energy Audit √ √
3 Energy management opportunities √ √
4 Introduction to Renewable Energy √
Energy resources and efficient
5 √
utilization
Potential Renewable Energy
6 √
Resources for power generation
7 Application of Renewable Energy √ √

Learning and Teaching Strategies:

• Delivery will be conducted through lectures to introduce the basic concepts, followed by
workshop and tutorial to reinforce student’s understand
• Provide tutorial questions for self learning
• Schedule test and in class work to monitor the progress of students
• Use of diagrams and photographs for illustration to enhance learning and analysis
• Provide links and websites of relevant topics for self learning

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

References:

1. EMSD (2007). Code of Practice for Energy Efficiency.

Retrieved from EMSD website: http://www.emsd.gov.hk/emsd/eng/pee/eersb_pub_cp.shtml.
2. EMSD (2007). Guidelines on Energy Audit. Retrieved from
http://www.emsd.gov.hk/emsd/e_download/pee/Guidelines_on_Energy_Audit_2007.pdf
3. EMSD. Energy Efficiency and Conservation for Buildings. Retrieved from
http://www.emsd.gov.hk/emsd/e_download/pee/emsd100dpi.pdf
4. Doty, S. (2012). Energy management handbook. Lilburn, GA Boca Raton, FL: Fairmont Press
Distributed by Taylor & Francis.
5. Renewables Global Status Report. Retrieved from http://www.ren21.net
6. Twidell, J and Tony Weir. (2015). Renewable energy resources. Routledge.
7. Kishore, V.V.N. (2009). Renewable energy engineering and technology: principles and practice.
London Sterling, VA: Earthscan.

Creation/Revision Record:

Version Date Revised by

1 [First Creation] 10 Nov 2011 Lai Siu Sai
2 30 Nov, 2011 Lam TS
3 31 Aug, 2015 Edmond Leung

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Intelligent Control

Module Code ELE4104

Credit Value 14

QF Level 4
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 11; Lab/Workshop:15)
Notional Learning Hours 140 Self-study Hours: 85 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. apply suitable sensors with appropriate interfacing circuits and recognition of possible errors for
measurement of signals under a well defined requirement;
2. apply knowledge of HVAC, Lighting and Security & Access systems in the field of Intelligent
Building control;
3. apply system installation knowledge of different equipment in the field of Intelligent Building
control;
4. apply appropriate testing and commissioning procedure in the field of Intelligent Building control.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
Analog & digital signal measurement 10 hours
• Sampling
• Aliasing
• Quantization error
• Timing of digital signal
Sensor interfacing 10 hours
• Interfacing of temperature sensor
• Interfacing of strain gauge
• Bridge circuit
• Signal conditioning
Automated system design 10 hours
• Distributed System Architecture
• Design of HVAC, Lighting and Security & Access systems for
intelligent building system
• Configuration of HVAC, Lighting and Security & Access for
intelligent building system
Installation of systems for intelligent building system 10 hours
• Hardware installation precaution
• Consideration of hardware specification
• Configuration of different equipments for HVAC, Lighting and
Security & Access systems
Testing & commissioning of systems for intelligent building system 12 hours
• Hardware testing procedures
• Using measurement instruments to test the hardware for HVAC,
Lighting and Security & Access systems
• Calibration of the different sensors/actuators for HVAC, Lighting
and Security & Access systems
• Testing & commissioning documentations of HVAC, Lighting
and Security & Access for intelligent building system

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes
Learning Contents
1 2 3 4
1 Analog & digital signal measurement √
2 Sensor interfacing √
3 Automated system design √
Installation of systems for intelligent
4 √
building system
Testing & commissioning of systems
5 √
for intelligent building system

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning and Teaching Strategies:

a. Fundamental concepts supported by graphical presentations are delivered in lectures;

b. Laboratories are conducted to allow students to practice the taught materials and hence
clarify the concepts;
c. Tutorials are conducted to facilitate learning and let students to apply theories in daily
engineering practices;
d. Supplementary materials are recommended for students’ self learning and references.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

References:

1. Wolf, S. (2003). Student reference manual for electronic instrumentation

laboratories. Upper Saddle River, N.J: Pearson/Prentice Hall.
2. Ferrari, G. (2009). Sensor networks : where theory meets practice. Heidelberg:
Springer.
3. Greeno, R. (1997). Building services, technology and design. Harlow: Longman.
4. McQuiston, F. (2005). Heating, ventilating, and air conditioning : analysis and
design. Hoboken, N.J: John Wiley & Sons.

Creation/Revision Record:

Version Date Revised by

1 [First Creation] 11 Nov., 2011 Vincent Hui
2 30 Nov., 2011 Lam TS
3 31 Aug, 2015 Vincent Hui

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Lighting Technology and System Design

Module Code ELE4106

Credit Value 14

QF Level 4
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 11; Lab/Workshop:15)
Notional Learning Hours 140 Self-study Hours: 85 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. analyse lighting design data by applying knowledge of lighting fundamentals;

2. identify the most suitable light sources from daily life usage and extend to lighting project
planning;
3. identify different characteristics of luminaires and implement the appropriate luminaires for
different lighting applications;
4. apply lighting parameters to develop a general lighting plan and the lighting concept relate to the
design of lighting systems;
5. characterize and analyze special features in Studio, Theatrical, Road and Tunnel lighting;
6. demonstrate the capability to calculate the daylighting, floodlighting and interior lighting data,
able to interpret the information and judge if improvements can be made.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative
Curriculum Hours
1. Basic Principles of Light 8 hours
• Physical properties, Psychological aspect, Biological and
Mechanical effects.
• Visible spectrum, visual system and colour, CIE
chromaticity coordinates, colour mixing
• Measuring vision, visibility and visual performance.
2. Light Sources 6 hours
• Incandescent filament lamps, Fluorescent lamps, High
intensity discharge lamps, Miscellaneous light sources.
3. Luminaires 6 hours
• Methods of light control, photometric data, analysing
photometric information.
4. Light Measurements and Illuminance Calculation 12 hours
• Lighting metrics, Direction and distribution of light,
Calculating illuminance at a point.
• Lumen method, Coefficient of utilization, Light loss factor,
Effective cavity reflectance.
5. Lighting Design Concept 4 hours
• Design process, Luminaires selection, Movement of light.
6. Lighting System Design 8 hours
• Studio control system
• Stage control system
• Road Lighting
• Tunnel Lighting
7. Interior Lighting System 4 hours
• Lighting for offices, Industrial building, shops and stores,
public lighting and sport halls
8. Daylighting and Floodlighting 4 hours
• Daylighting calculation, Daylighting application,
Floodlighting design criteria, Floodlighting in various
situations.

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes
Learning Contents
1 2 3 4 5 6
1 Basic Principles of Light √ √
2 Light Sources √
3 Luminaires √ √
Light Measurements and √ √
4 √ √
Illumination Calculation
5 Lighting Design Concept √ √ √ √ √
6 Lighting System Design √ √ √
7 Interior Lighting System √ √ √
8 Daylighting and Floodlighting √ √ √

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning and Teaching Strategies:

• An independent learning strategy will be applied to help students to build knowledge and
skills in lighting fundamentals. The process of independent learning enhances students’
motivation and they will actively participate in controlling of their own learning.
• Consist of lectures, tutorials and Workshop sessions plus real life examples will be used to
arouse students’ interest to motivate their learning. Different types of lamp bulbs and photos
from installed sites will be displayed in front of students to impress their memory in the
learning of light sources and lighting systems.
• Assignments will be given that is completed by the students outside of class. It involves the
review and practice of classroom learning. Assignments will be a tool to encourage
students’ responsibility for their own learning and self-monitoring strategies.
• Students’ progress and achievements will be regularly monitored and assessments for
learning will be applied. An end of module examination will be held to final assess what
they have learnt in this module.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. Coaton, J.R. & Marsden, A.M. (1996). Lamps and Lighting. London : Arnold ; New
York : John Wiley & Sons.
2. Simmons, R. H. (2001). Lighting engineering : applied calculations. Oxford :
Architectural Press.

References:

1. Bean, R. (2004). Lighting : Interior and Exterior. Oxford : Architectural Press.

2. ED-100 editing group. (1999). IESNA Lighting Education: Fundamental Level. New York :
Illuminating Engineering Society of North America.
3. ED-150 editing group. (1993). IESNA Lighting Education: Intermediate Level. New York :
Illuminating Engineering Society of North America.
4. Lindsey, J.L. and Scott C. Dunning PHD PE CEM (2015). Applied Illumination
Engineering. Lilburn, GA : Fairmont Press.

Creation/Revision Record:

Version Date Revised by

1 11 November, 2011 Kwan Wai-wing, Eric
2 31 August, 2015 Kwan Wai-wing, Eric

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Entertainment Lighting Control System

Module Code ELE4108

Credit Value 14

QF Level 4
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 11; Lab/Workshop:15)
Notional Learning Hours 140 Self-study Hours: 87 hrs
Assessment Hours: 1 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. identify characteristics and trends in the development of lighting control system, capable to
integrate contemporary control protocol into various types of lighting controls;
2. present and evaluate critical issues pertaining to the safe selection, structuring and planning of
dimming facilities in lighting system;
3. critique traditional conceptualization in using luminaires, integrate LED panel and moving heads
into lighting control system;
4. demonstrate an appreciation of the varied lighting control systems, perform system design in
theatrical, architectural, studio, functional and theme park lighting;
5. illustrate the lighting plan from designer and capable to implement and communicate with other
stakeholders in the entertainment lighting environment;
6. discriminate Stage Lighting, House-light and Work-light system and the ability to integrate all
into one Theatrical lighting system.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Control System and Protocol 10 hours
• Analogue to Multiplex control system, Network control
system, Control protocol : D54, AMX192, DMX512,
Remote Device Manager (RDM), Architecture for Control
Network (ACN).
• House-light control system in Theatre, Work-light control
system logic design, Integration of Stage, House and
Work-light control system.
2. Dimmers and Dimming Theory 6 hours
• Introduction to dimmers, Phase control dimmers, Sinewave
dimmers, Basic dimming theory.
3. Luminaires, LED panel and Automated Lighting Systems 6 hours
• Selection of luminaires, LED for different application,
Automated lighting systems for theatrical and commercial
application.
4. Stage Lighting Equipment 10 hours
• Control console, Designers and Riggers, Dimming system.
• Stage lighting luminaires, Colour gels & Scrollers, Gobo,
Smoke machines, Moving heads.
5. Stage Lighting Design Concept 8 hours
• Aims in lighting, Lighting composition, Rigging and
Wiring, Direction and Focus, Colour, Design process.
6. Architectural Lighting and Functional Lighting 12 hours
• Integrated home control systems, Meeting room,
Conference room, Café and Ballroom.
• Retail spaces, Manufacturing process lighting control
system.
• Theme park lighting control, Application of lighting control
system under theme park environment.

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4 5 6
1 Control System and Protocol √ √ √ √
2 Dimmers and Dimming Theory √ √
Luminaires, LED panel and √
3 √
Automated Lighting Systems
4 Stage Lighting Equipment √ √ √
5 Stage Lighting Design Concept √ √ √ √
Architectural Lighting and
6 √ √ √ √
Functional Lighting

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning and Teaching Strategies:

• A competency-based approach will be adopted to help students to learn in vocational contexts,

students acquire knowledge and techniques under the lighting industry scenario to carry out
various tasks independently.
• Consists of lectures, tutorials and workshop sessions of practical approaches with demonstration
to drive students to understand in the design of lighting system and the application of lighting
equipment.
• Students’ progress and achievements will be regularly monitored and assessed in a variety of
methods such as continuous assessments and interaction between the lecturer and students.
• Through a series of lectures, assignments and workshop sessions, students will be equipped with
competency to work under the scope of installation and technical supporting professionals in the
entertainment lighting industry..

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. Reid, F. (2002). The Stage Lighting Handbook. New York: Routledge.

2. Simpson, R.S. (2003). Lighting Control – Technology and Applications. Oxford; Boston :
Focal Press.

References:

1. Cadena, R. (2010). Automated Lighting – The Art and Science of Moving Light in Theatre,
Live Performance, Broadcast, and Entertainment. Amsterdam : Boston : Focal Press.
2. Fetters, J.L. (1997). The Handbook of Lighting Surveys & Audits. Boca Raton, Florida :
CRC Press.
3. Steven Louis Shelley. (2013). A Practical Guide to Stage Lighting. Focal Press
4. Mobsby, N. (2005). Practical DMX. Great Shelford, Cambridge : Entertainment
Technology Press.

Creation/Revision Record:

Version Date Revised by

1 11 November, 2011 Kwan Wai-wing, Eric
2 31 August, 2015 Kwan Wai-wing, Eric

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Railway System

Module Code ELE4110

Credit Value 14

QF Level 4
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 11; Lab/Workshop:15)
Notional Learning Hours 140 Self-study Hours: 85 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. analyze the design requirements, operating characteristics and interaction of the various railway
infrastructures.
2. use fault finding techniques to identify intermittent faults in the train system and equipment.
3. identify, analyse and quantify risk and apply maintenance strategy.
4. analyze the working principles, design requirements and applications of the various signalling
system and train detection techniques; and
5. describe the configuration and principle of traction supply systems.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Modern Railway System 9 hours
• Role of railways in public transport
• Key attributes of a modern railway system
• Modern Railway Infrastructures, Signaling, Traction
Supply, Rolling Stock, Permanent Way & Civil
Infrastructures, Communications & Control, Depot
Facilities, Stations, Tunnel Ventilation, Fare Collection
System
2. Fault Finding 9 hours
• Introduction to fault finding procedures
• Methods used for fault finding
3. System Assurance 8 hours
• Safety Measurement
• Risk Management Process and Risk Evaluation
• Failure Modes, Effects and Criticality Analysis (FMECA)
• Hazard And Operability Study (HAZOP)
• Fault Tree
• Event Tree
• Preventive Maintenance (PM),
• Corrective Maintenance (CM)
• Condition Based Maintenance (CBM)
• Reliability Centre Maintenance (RCM)
4. Signaling 6 hours
• Railway Lines, Functions of Signalling System
• Meaning of Aspect, Headway and Line Capacity
• Block length, Braking Distance and Overlap
• Fixed Block Signaling, Moving Block Signaling, Speed
Code Signaling
• Trainstops, Track Circuit, Axle Counter
• Automatic Warning System
• Train Protection & Warning System, Track Loop
• Automatic Train Operation, Automatic Train Protection,
Automatic Train Supervision
5. Traction Supply 20 hours
• Electrical and Mechanical Facilities
• DC and AC Traction Supply Systems
• Overhead Line System
• Direct Feed, Booster Transformer Feed, Autotransformer
Feed Arrangement

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4 5
1 Modern Railway System √
2 Fault Finding √
3 System Assurance √
4 Signaling √
5 Traction Supply √

Learning and Teaching Strategies:

• Provide tutorial questions for self-learning.

• Schedule test to monitor the progress of students.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. Courseware complied by the course team.

References:

1 David Kerr and Tony Rowbothan. Introduction to Signalling, Institution of Railway

Signal Engineering (IRSE), 2001
2 R.J. Hill, Electric Railway Traction – Part 1 Electric Traction and DC Traction
Motor Drives, Power Engineering Journal, pp. 47-56, February, 1994.
3 R.J. Hill, Electric Railway Traction – Part 3 Traction Power Supplies, Power
Engineering Journal, pp. 275-286, December, 1994.
4 Chandra, Satish., Railway Engineering, New Delhi : Oxford University Press, 2013
5 Profillidis, Vassilios A., Railway Management and Engineering, Aldershot, Hants,
England ; Burlington, VT : Ashgate Pub. Co., 2006
6 John Moubray, Reliability-centred Maintenance, Industrial Press Inc., 1997
7 Joel Levitt, Complete Guide to Preventive and Predictive Maintenance, Industrial Press,
2011
8 V. Narayan, Effective Maintenance Management, Industrial Press new York, 2005
9 B.S.Dhillon, Transportation Systems Reliability and Safety, CRC Press, 2011
10 Rudolph Frederick Stapelberg, Handbook of Reliability, Availability, Maintainability and
Safety in Engineering Design, Springer, 2009

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

11 David J. Smith, Reliability, Maintainability and Risk : Practical Methods for Engineers
including Reliability Centred Maintenance and Safety-Related Systems,
Butterworth-Heinemann Ltd, 2011
12 Rashid M. H., Power Electronics: Circuits, Devices, and Applications, 4th ed., Prentice
Hall, 2013.

Creation/Revision Record:

Version Date Revised by

1 28 Aug 2015 Kenneth Chong
2 1 Sept 2015 Dr Lam TS
3 1 Jan 2017 Eric Fung

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Advanced Engineering Mathematics

Module Code ENG4200

Credit Value 14

QF Level 4
Contact Hours: 52 hrs
(Lecture: 26; Tutorial: 26; Lab/Workshop:0)
Notional Learning Hours 140 Self-study Hours: 85 hrs
Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. apply series to function approximation;

2. use Fourier transforms and z-transform to solve engineering problems;
3. solve non-linear equations and estimate the solution of systems of ordinary differential equations
by using various numerical methods;
4. use partial derivatives to solve the optimization problems in engineering;
5. apply the knowledge of vector calculus to interpret Maxwell’s equations, Laplace’s equations and
harmonic function;
6. use multiple integration in the solution of engineering problems.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Series 6 hours
• Convergent and Geometric Series
• Test for a Divergent Series
• Positive Term Series: comparison, limit comparison and ratio test
• Alternating Series: alternating series test, absolute convergence,
conditionally convergent theorem and error in sum
approximations
• Interval of Convergence
• Differentiation and Integration of Power Series
• Taylor Series and Polynomials
• Binomial Series
• Manipulation of Power Series: addition, subtraction,
composition, multiplication and division of power series
2. Transforms 10 hours
• Z-Transform, operational theorems and their use in solving
difference equations of order one and two.
• Fourier Transform and its applications
3. Numerical Analysis 10 hours
• Zeroes of functions, Bisection method, Newton’s method.
• Error consideration and ill-conditioned systems
4. Partial Derivatives 6 hours
• Functions of two variables, tangent approximation and
optimization
• Chain Rule, Gradient and Directional Derivatives
5. Vector Calculus 10 hours
• Scalar and Vector fields and their associated Grad, Div and Curl.
• Elementary calculus rules for Grad, Div and Curl.
• Scalar potential of a conservative vector field.
• Applications, e.g., Maxwell’s equations, Laplace’s Equations and
Harmonic Function
6. Multiple Integrals 10 hours
• Double Integrals, Vector Fields and Line Integrals
• Triple Integrals
• Green’s Theorem, Divergence Theorem and Stokes’ Theorem

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4 5 6
1 Series √
2 Transforms √
3 Numerical Analysis √
1 Partial Derivatives √
2 Vector Calculus √
3 Multiple Integrals √

Learning and Teaching Strategies:

• The teaching strategies will adopt a simple and practical approach with an aim to develop
the engineering sense of student.
• Practical engineering application in daily life and physical meanings of the quantities and
theories will be given in order to foster the understanding of the students.
• Graphical presentations and software tools will be used wherever applicable to explain the
more difficult concept of theories.
• Homework problems and self-learning tutorial questions will provide a focus for students’
self-study.

Assessment Plan:

Continuous Assessment (CA) 50%

End of Module Assessment (EA) 50%

Total 100%

Textbooks:

1. TLP materials will support the module.

References:

1. MIT Open Courseware (http://ocw.mit.edu/courses/mathematics/).

2. Dr Anthony Croft, Robert Davison, Martin Hargreaves, James Flint. (2012). Engineering
mathematics : a foundation for electronic, electrical, communications, and systems
engineers. Pearson.
3. Kreyszig, E. (2011). Advanced engineering mathematics. Hoboken, N.J: Wiley.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Creation/Revision Record:

Version Date Revised by

1 7 Oct, 2011 Lam TS
2 17 Nov, 2011 Lam TS
3 14 Dec, 2011 Lam TS
4 15 Mar, 2012 Lam TS
5 31 Aug, 2015 Lam TS

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

单元大纲 Module Syllabus

单元名称 电气控制与 PLC

Module Title Electrical control and PLC
单元编号
ELE4201
Module Code
学分数值
13
Credit Value
资历架构级别
4
QF Level
授課時數 Contact Hours: 52 hrs
(理论教学 Lecture: 25; 导修 Tutorial: 0;
实践项目 Lab/Workshop:27)
学時
130
Notional Learning Hours 自修時數 Self-study Hours: 75 hrs
評估時數 Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
先修要求 Pre-requisite 无 Nil
同修要求
无 Nil
Co-requisite
*所示教學時數適用於全日制上課模式。
*The curriculum hours indicated is for students following a full-time study mode.

学习成果：

完成本单元，学生能够达到下列要求：
1. 运用基本控制电路实现电动机的启、停，电气传动系统的自动控制。
2. 能按 PLC 的结构、工作原理、型号，性能指标，选择适当类型的 PLC 及接线方法。
3. 能够使用基本指令、顺序指令对 PLC 控制系统编写程序。
4. 运用可编程控制器原理及编程方法实现自动化系统程序设计能力。

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. determine suitable basic electrical circuits for the motor starting and braking, and for the
automatic control of electrical drive systems;
2. select suitable type of Programmable Logic Controller (PLC) and appropriate wiring method in
according to the structure, working principle, model, performance specification of PLC;
3. apply the concept of basic logic instructions and sequential instructions for the programming of
PLC control systems;
4. design automatic system programme by applying the principle and programming method of PLC.

单元内容及教学时数:

单元内容 教学时数

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

1. 常用低压电器 2 hours
 接触器；继电器、开关、主令电器、断路器、熔断器
2. 电气控制基本电路 6 hours
 异步电动机；
 起动和制动控制；
 正反转控制；
 顺序控制等基本控制线路；
 异步电动机星-三角起动
3. 电气制图及电路图读图方法 6 hours
 电气控制线路，图形符号，电气原理图；
 典型电气控制线路：电动机降压启动线路，电动机的制动控制
线路，电动机的调速控制线路，车床的电气控制线路
4. 三菱 FX 系列 PLC 介绍 2 hours
 PLC 的由来、分类与应用；
 PLC 工作原理、组成、结构特点；
 PLC 的一般技术指标与选型
5. 基本逻辑指令 16 hours
 编程器、编程软件的使用训练；
 梯形图编程语言与指令的转换与编程方法；
 基本指令，编程技巧；
 定时器编程方法；
 计数器编程方法
6. 步进顺控指令及应用 14 hours
 状态转换移图、编程方法；
 简单流程状态转移图；
 选择性分支与汇合；
 并行型分支与汇合
7. 功能指令及应用 6 hours
 常用功能指令的应用；
 了解功能指令的通则；
 主要功能指令与应用、编程

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours

1. Commonly used low voltage electrical switchgears 2 hours

 Contactor; Relay; Switch, Panel instruments; Circuit breakers;
Fuses
2. Basic electrical control circuits: 6 hours
 Non-synchronous motor
 Starting and braking control
 Forward and reverse control
 Sequential control
 Star/Delta starter for non-synchronous machine
3. Construction and reading of electrical schematic wiring diagrams: 6 hours
 Electrical control circuits, graphical symbols, electrical schematic
diagrams;
 Typical electrical control circuits:
Motor reduced voltage starting circuit, motor brake control circuit,
motor speed control circuit, Lathing machine electrical control circuit.
4. Introduction of Mitsubishi PLC - FX series 2 hours
 Origin, classification, and applications
 The structural properties and working principle
 The general technical specifications and selection

5. Basic logic instructions 16 hours

 Use of programming controller and software
 Conversion and programming method of ladder diagram and
instructions, programming techniques, Timer, Counter
programming technique

6. Sequential instructions and application 14 hours

 Sequential function chart, programming methods
 Basic sequential function chart (SFC)
 SFC selection branch
 SFC simultaneous branch

7. Functional instructions and application 6 hours

 Use of general functional instructions
 General rules of functional instructions
 Application and programming of main functional instructions

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

单元内容与单元学习成果之配合:

学习成果
单元内容
1 2 3 4
1. 常用低压电器 √
2. 电气控制基本电路 √
3. 电气制图及电路图读图方法 √
4. 三菱 FX 系列 PLC 介绍 √
5. 基本逻辑指令 √ √
6. 步进顺控指令及应用 √
7. 功能指令及应用 √ √

Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents Module Intended Learning Outcomes

1 2 3 4
1. Commonly used low voltage
√
electrical switchgears
2. Basic electrical control circuits √
3. Construction and reading of
electrical schematic wiring √
diagrams
4. Introduction of Mitsubishi PLC -
√
FX series
5. Basic logic instructions √ √
6. Sequential instructions and
√
application
7. Functional instructions and
√ √
application

教学策略：

• 本单元以日常应用的工业实例引导学生了解学习内容；
• 以电气控制为基础，以编写程序为主体，指导学生正确、快速的编写 PLC 控制程序；
• 以实训的方法使学生熟悉设计过程，提升编程技巧；在实训过程中，留有学生对程序
功能进行扩展开发的空间；
• PLC 项目综合实训(包括：电动机正反转、电动机星/三角起动、数码管循环点亮、机
械手、自动生产线等)使学生掌握 PLC 控制项目的设计方法。

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning and Teaching Strategies:

• Daily life industrial examples will be used to guide students in understanding the learning
contents;
• The main focus will be on the training of PLC programme writing supplemented with the basic
concept of electrical control. Student will be guided to write PLC programme in a proper and
effective way;
• Practical training sessions will be provided for students to understand the design process, and to
enhance their technique in programming; rooms of further development in programming will
also be provided for students during practice.
• Integrated PLC applications training (such as motor forward and reverse control; Star / Delta
starter; LED lighting control, robotic arms; automatic production lines, and etc.) will be arranged
for students to master the PLC control design methods.

评核方式 Assessment Plan:

平时性成绩
50%
Continuous Assessment (CA)

期末评核成绩
50%
End of Module Assessment (EA)

总数 Total 100%

教材 Textbooks:

1. 《MITSUBISHI 三菱微型可编程控制器》使用手册, 2000

参考书目 References:

1. 钟肇新編著 (2004) :《可编程控制器原理及应用》 。华南理工大学出版社。

2. 李景学 金广业編著 (1995) :《可编程控器应用系统设计及方法》。电子工业出版社。
3 阮友德編著 (2009) :《PLC、变频器、触摸屏综合应用实训》 。中国电力出版社。
4 曲非非編著 (2003) :《PLC 应用技术 200 例》
。

制订 / 修订记录 Creation/Revision Record:

Version 版本 Date 日期 Revised by

1 2011. 9 吴锋，黄志昌
2 2011. 12 吴锋

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

单元大纲 Module Syllabus

单元名称 安装工程造价
Module Title Installation Engineering Costing
单元编号
ELE4202
Module Code
学分数值
9
Credit Value
资历架构级别
4
QF Level
授課時數 Contact Hours: 26 hrs
(理论教学 Lecture: 16; 导修 Tutorial: 4;
实践项目 Lab/Workshop:6)
学時
90
Notional Learning Hours 自修時數 Self-study Hours: 64 hrs
評估時數 Assessment Hours: 0 hr(s)
(Outside Contact/Self-study Hours)
先修要求 Pre-requisite 无 Nil
同修要求
无 Nil
Co-requisite
*所示教學時數適用於全日制上課模式。
*The curriculum hours indicated is for students following a full-time study mode.

单元学习成果：

完成本单元后，学生能够达到下列要求：

1. 能读懂电气工程施工图，进而能分解表列施工图中安装施工的基本内容；
2. 能根据国家标准的工程量计算规则正确计算电气工程的工程量；
3. 能根据安装工程预算定额进行分项工程综合单价计算；
4. 能根据工程量清单计价规范正确编制电气工程预算。

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. interpret electrical shop drawings and to tabulate the basic contents of installation obtained from
the shop drawings;
2. calculate the quantities of electrical work in accordance with the computational rules of national
standard (GB);
3. prepare the breakdown calculation of partial works in accordance with the budgeting rules of
installation works;
4. compile the budget of electrical engineering correctly in accordance with the “Code of Valuation
with Bill Quantity of Construction works”.

单元内容及教学时数:

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

单元内容 教学时数

1. 工程识图
 电气工程施工图的构成、特点及识图方法; 6 hours
 电气工程的施工内容与项目分解。
2. 工程量计算
6 hours
 电气工程的工程量计算规则和方法。
3. 造价构成与工程定额
 工程造价的构成以及 “五算”的含义；
6 hours
 工程定额的概念、分类和应用；
 分项工程综合单价的组价计算。
4. 工程预算编制
 工程量清单计价规范的运用方法； 8 hours
 电气工程预算的编制。

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative Curriculum

Hours

1. Interpretation of engineering drawings

 Structure, characteristic and reading method of electrical
6 hours
shop drawings
 Scope of electrical engineering work and items breakdown
2. Measurement of quantities
 Computational rules and methods of electrical engineering 6 hours
quantities
3. Engineering costing and Project quota
 Composition of engineering cost and meaning of the 5
‘computations’ 6 hours
 Concept, category and application of project quota
 Breakdown calculation of partial works
4. Engineering budget compilation
 Applications of Code of Bill of Quantity valuation 8 hours
 Electrical engineering budget compilation

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

单元内容与单元学习成果之配合:

单元学习成果
单元内容
1 2 3 4
1 工程识图 √ √
2 工程量计算 √ √
3 造价构成与工程定额 √ √
4 工程预算编制 √

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
Interpretation of engineering
1 √ √
drawings
2 Measurement of quantities √ √
3 Engineering costing and Project quota √ √
4 Engineering budget compilation √

教学策略：

1. 本课程的重点是工程量计算、施工图预算编制等。难点在于工程定额及计价方法的理解与应
用。
2. 每次课程以实际问题引入，引导学生对知识、技能进行主动的探索和练习。
3. 本课程大作业（实训）的任务是进行综合能力训练，学生要完成一份工程预算的编制。

Learning and Teaching Strategies:

1. The key points of this module are the measurement of quantities and budgeting. The challenge of
this module is in the understanding and application of project quota.
2. Practical problems are used to guide students to take the initiative in exploring knowledge and
skills.
3. The major project of this module which requires students to compile a comprehensive engineering
budget aims to help students integrate their gained knowledge into practice.

评核方式 Assessment Plan:

平时性成绩
50%
Continuous Assessment (CA)

期末评核成绩
50%
End of Module Assessment (EA)

总数 Total 100%

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教材 Textbooks:

1. 岳井峰 (2009)《看图学电气安装工程预算》中国电力出版社

参考书目 References:

1.《建筑工程工程量清单计价规范》 （GB50500-2008）中华人民共和国建设部。
2. 郎禄平編著 (2007) :《电气安装工程造价》。机械工业出版社。
3. 禇振文編著 (2007) :《建设电气工程工程量清单计价入门》 。化学工业出版社。

Creation/Revision Record:制订 / 修订记录

Version 版本 Date 日期 Revised by

1 2011.9 黎洪
2 2011.12 黎洪

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单元大纲 Module Syllabus

单元名称 电机与电气传动
Module Title Electric Machine and Drive
单元编号
ELE4203
Module Code
学分数值
13
Credit Value
资历架构级别
4
QF Level
授課時數 Contact Hours: 52 hrs
(理论教学 Lecture: 20; 导修 Tutorial: 4;
实践项目 Lab/Workshop:28)
学時
130
Notional Learning Hours 自修時數 Self-study Hours: 75 hrs
評估時數 Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
先修要求 Pre-requisite Passed in ELE3110
同修要求
无 Nil
Co-requisite
*所示教學時數適用於全日制上課模式。
*The curriculum hours indicated is for students following a full-time study mode.

单元学习成果：

完成本单元后，学生能够达到下列要求：
1. 能分析确定机电传动系统中电动机的运行状态。
2. 能根据三相感应电动机的工作原理，正确设置变频器的参数。
3. 能正确操作变频器，实现三相感应电动机的调速控制。
4. 能按控制要求，正确驱动步进电机和伺服电机。
5. 能根据控制系统的功能和要求，正确选择电动机的类型和参数。

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:
1. analyse the operating characteristics of motors in electric drive system;
2. determine the parameters of frequency inverters by applying the knowledge of the operating
principle of three-phase induction motors;
3. operate frequency inverters properly for the speed control of three-phase induction motors;
4. operate stepper motors and servo motors properly under designated control requirements;
5. select suitable types and parameters of motors according to the functions and requirements of a
control system.

单元内容及教学时数:

单元内容 教学时数

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机电传动系统的动力学基础 2 hours
 机电传动系统的运动方程式；
 机电传动系统稳定运行的条件
三相感应电机的工作原理 12 hours
 三相感应电机的结构和原理；
 三相感应电机的机械特性；
 三相感应电机的启动、调速和制动方法；
通用变频器的使用 20 hours
 通用变频器的结构与原理；
 通用变频器的参数设置与正确使用；
伺服电机和步进电机的工作原理 14 hours
 伺服电机的原理及驱动方法；
 步进电机的原理及驱动方法；
机电传动系统中电动机的选择 4 hours
 电动机容量的选择方法；
 电动机种类、电压、转速和结构形式的选择方法；

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative Curriculum

Hours:
The fundamental knowledge of electric drive systems 2 hours
 The driving formula of electric drive system
 The stabilized conditions in electric drive system
The operating principles of three phase induction motors 12 hours
 The constructions and principles of three phase induction motors
 The mechanical characteristics of three phase induction motors
 The starting, speed control and braking method in three phase
induction motor
The operating methods of universal frequency converters 20 hours
 The constructions and principles of universal frequency
converters.
 Parameters setting and correct operation method of universal
frequency converters
The operating principles of servo motors and stepper motors 14 hours
 The principles and driving methods of servo motors
 The principles and driving methods of stepper motors
Selection of electrical machines for electric drive systems 4 hours
 Selection of suitable motor power rating
 Selection of suitable motor type, voltage, speed and construction

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单元内容与单元学习成果之配合:

单元内容 单元学习成果
1 2 3 4 5
1 机电传动系统的动力学基础 √
2 三相感应电机的工作原理 √
3 通用变频器的使用 √
4 伺服电机和步进电机 √
5 机电传动系统中电动机的选
√
择

Mapping of Learning Contents with Module Intended Learning Outcomes:

Learning Contents Module Intended Learning Outcomes

1 2 3 4 5
1 The fundamental knowledge of
√
electric drive systems
2 The operating principles of three
√
phase induction motors
3 The operating methods of
√
universal frequency converters
4 The operating principles of
√
servo motors and stepper motors
5 Selection of electrical machines
√
for electric drive systems

教學策略：

1. 按照“从控制对象到调速系统”的思路来讲授和学习，先分析控制对象的特性，再到调速系
统如何构成。
2. 通过对交流调速系统的学习，介绍对一般调速系统的要求及调速系统的基本构成；
3. 以通用变频器的使用为应用重点；
4. 理论与实践紧密结合；通过相关实训，加深学生对调速系统相关原理的了解与掌握。

Learning and Teaching Strategies:

1. The teaching strategies are started from analysing of the characteristics of The teaching strategies
are started from analysing the characteristics of the control object, and then to what constitutes a
speed control system.
2. From the learning of AC speed control system, students can understand the basic constructions
and requirements of commonly used speed control systems.
3. The main application is in the operation methods of a universal frequency converter.
4. Theory integrates closely with practice. Students can strengthen their learned theories in electric
drive system through relevant laboratory practices.

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評核方式 Assessment Plan:

平时性成绩
50%
Continuous Assessment (CA)
期末评核成绩
50%
End of Module Assessment (EA)

总数 Total 100%

教材 Textbooks:

1. 邓星钟 (2007)《机电传动控制》机械工业出版社

參考書目 References:

1 三菱公司编 :《三菱变频器使用手册》。
2 三菱公司编 :《三菱伺服和步进驱动系统使用手册》。
3 本专业自编 :《通用变频器使用指导》。
4 阮友德編著 (2009) :《PLC、变频器、触摸屏综合应用实训》 。 中国电力出版社。
5 盖超会 阳胜峰編著 (2011) :《三菱 PLC 与变频器、触摸屏综合培训教程》。中国电力
出版社。

Creation/Revision Record:制訂 / 修訂記錄

Version 版本 Date 日期 Revised by

1[Original version] 2011.9 白广新
2 2011.12 白广新

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

单元大纲 Module Syllabus

单元名称 建筑电气技术
Module Title Buildings Electrical Technology
单元编号
ELE4204
Module Code
学分数值
13
Credit Value
资历架构级别
4
QF Level
授課時數 Contact Hours: 52 hrs
(理论教学 Lecture: 30; 导修 Tutorial: 10;
实践项目 Lab/Workshop:12)
学時
130
Notional Learning Hours 自修時數 Self-study Hours: 75 hrs
評估時數 Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
先修要求 Pre-requisite 无 Nil
同修要求
无 Nil
Co-requisite
*所示教學時數適用於全日制上課模式。
*The curriculum hours indicated is for students following a full-time study mode.

单元学习成果：

完成本单元后，学生能够达到下列要求：

1. 看懂建筑供配电及照明设备、线路及系统的系统图、平面图，完成其运行、故障排查及设
备更换等工作。
2. 看懂施工图，进行建筑供配电及照明设备、线路及系统的常规施工，包括施工方案编制、
安装及调试。
3. 能进行中小规模建筑供配电及照明系统的设计。
4. 能进行常用智能照明系统(如总线式)及供配电监控系统(如 DDC 监控)的运行、维护、施工
及设计工作。

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Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. interpret the layout plans and schematic drawings for the operation, troubleshooting, and
equipment replacement work of lighting and power distribution circuits;
2. interpret shop drawings for the installation of building power supply and lighting equipments;
and wiring systems including preparation of construction plan, installation and commissioning;
3. design the power distribution and lighting systems of small and medium scale buildings;
4. carry out the operation, maintenance, construction and design of intelligence lighting systems
(such as bus type) and power supply monitoring system (such as Direct Digital Control (DDC)
monitoring).

单元内容及教学时数:

单元内容 教学时数
1. 照明系统的维护
• 建筑供配电及照明系统的构成
6 hours
• 漏电故障排查
• 局部等电位联结改造
2. 供配电系统的运行维护
• 接地装置故障检测 6 hours
• 电气火灾的防范
3. 高低压配电室的运行维护
• 高压开关柜的运行维护
• 变压器的运行维护 6 hours
• 低压开关柜的运行维护
• 应急电源的运行维护
4. 照明系统的施工
• 智能照明系统的安装及调试 4 hours
• 照明系统的节能改造
5. 供配电系统的施工
• 配电箱的安装
• 供配电系统的防雷施工 6 hours
• UPS 的选用及安装
• 供配电系统的节能改造
6. 高低压配电室的施工
• 高压开关柜及其监控系统的安装
• 变压器及其监控系统的安装 4 hours
• 低压开关柜及其监控系统的安装
• 应急电源及其监控系统的安装
7. 住宅供配电及照明系统的设计
• 普通住宅单元照明系统的设计
• 别墅照明系统的设计 8 hours
• 高层住宅供配电及照明系统的设计
• 小区供配电系统的设计

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8. 办公室供配电监控及智能照明系统设计 6 hours
9. 建筑夜景照明及施工现场用电组织设计 6 hours

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative Curriculum

Hours
1. Protection of lighting system
• Structure of power distribution and lighting system
6 hours
• Earth leakage fault finding
• Equipotential bonding
2. Operation & maintenance of power distribution system
• Inspection & testing of earthing equipment 6 hours
• Prevention of electrical fire accident
3. Operation & maintenance of high and low voltage distribution
equipments
• high voltage switchgear
6 hours
• distribution transformer
• low voltage switchgear
• essential power supply
4. Installation of lighting system
• Installation & testing of intelligence lighting system 4 hours
• Energy saving on lighting system
5. Installation of power distribution system
• Installation of distribution board
• Lightning protection system 6 hours
• Selection & installation of UPS
• Energy saving on power distribution system
6. Installation works at HV/LV switch rooms
• Installation of high voltage switchgear and its’ monitoring system
• Installation of transformer and its’ monitoring system 4 hours
• Installation of low voltage switchgear and its’ monitoring system
• Installation of essential power supply and its’ monitoring system
7. Design of the Power distribution and Lighting systems of
Domestic buildings
• Lighting system design of a general domestic flat
• Lighting system design of a villa 8 hours
• Power distribution and lighting system design of a multi-stories
domestic building
• Power distribution system design of an estate
8. Design of the Power distribution monitoring and Intelligent
6 hours
lighting of offices
9. Design of the Architectural Landscape Lighting and Power supply
6 hours
of construction sites

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

单元内容与单元学习成果之配合:

单元学习成果
单元内容
1 2 3 4
1 照明系统的维护 √
2 供配电系统的运行维护 √
3 高低压配电室的运行维护 √
4 照明系统的施工 √
5 供配电系统的施工 √
6 高低压配电室的施工 √
7 住宅供配电及照明系统的设计 √
8 办公室供配电监控及智能照明系统
√ √
设计
9 建筑夜景照明及施工现场用电组织
√
设计

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
1 Protection of lighting system √
2 Operation & protection of power
√
distribution system
3 Operation & maintenance of high and
√
low voltage distribution equipment
4 Installation of lighting system √
5 Installation of power distribution
√
system
6 Installation works at HV/LV switch
√
rooms
7 Design of the Power distribution and
Lighting systems of Domestic √
buildings
8 Design of the Power distribution
monitoring and Intelligent lighting of √ √
offices
9 Design of the Architectural
Landscape Lighting and Power √
supply of construction sites

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

教学策略:
Learning and Teaching Strategies:

1. 本课程的理论教学要求使用多媒体教室，利用动画、多媒体教学软件，配合高低压
电器设备。
2．为保证理论与实际操作密切结合，将“教、学、做”融为一体，强化参观、拆装、操
作、设计等实训环节。

Learning and Teaching Strategies:

1. Multimedia classroom will be used for lectures. Animation, multimedia teaching software will
be used together with high and low voltage equipments for demonstration.
2. To ensure the close interaction of theory class together with hands-on training by integrating
“teaching-learning-performing” philosophy, sites visiting, and devices operation, disassembling
and design are emphasized.

评核方式 Assessment Plan:

平时性成绩
50%
Continuous Assessment (CA)

期末评核成绩
50%
End of Module Assessment (EA)

总数 Total 100%

教材 Textbooks:

齐向阳編著 (2011) :《建筑供配电及照明技术》。高等教育出版社。

参考书目 References:

1. 沈瑞珠編著 (2010) :《建筑电气工程技术实践教学指导——施工图识读与设计》

。中
国建筑工业出版社。
2. 范同顺編著 (2004) :《建筑供配电与照明》。高等教育出版社。
3. 王晓丽編著 (2004) :《供配电系统》。机械工业出版社。
4. 李有安 刘晓敏編著 (2003) :《建筑电气实训指导》
。科学出版社。
5. 谢秀颖編著 (2004) :《电气照明技术》。电力出版社。

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

制订/修订记录 Creation/Revision Record:

Version 版本 Date 日期 Revised by

1 [Original version] 2011.9 Qi Xiangyang, Yi Dan
2 2011.12 Qi Xiangyang, Yi Dan

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

单元大纲 Module Syllabus

单元名称 供配电技术
Module Title Electrical Distribution Technology
单元编号
ELE4205
Module Code
学分数值
13
Credit Value
资历架构级别
4
QF Level
授課時數 Contact Hours: 52 hrs
(理论教学 Lecture: 32; 导修 Tutorial: 0;
实践项目 Lab/Workshop:20)
学時
130
Notional Learning Hours 自修時數 Self-study Hours: 75 hrs
評估時數 Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
先修要求 Pre-requisite Passed in ELE3110
同修要求
无 Nil
Co-requisite
*所示教學時數適用於全日制上課模式。
*The curriculum hours indicated is for students following a full-time study mode.

单元学习成果

完成本单元，学生能够达到下列要求：

1． 看懂供配电系统图、平面图、接线图，能对常用高低压变配电设备识别、正常运行、规范
操作、故障排查、技术参数测试、设备更换及调试、维护与保养。
2． 识别系统一次与二次回路及其相关设备，识别各类高低压开关柜及其中的设备与组件、保
障系统正常运行、故障排查、设备更换及调试。
3． 看懂供配电系统施工图，进行输配电线路施工、安装及调试等。
4． 能对中小型工厂供配电系统进行系统设计、负荷计算与分配、设备选型、短路计算与设备
校验、绘制施工图。

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Intended Learning Outcomes of the Module

Upon completion of the module, students are expected to be able to:

1. interpret the electrical distribution system drawings, layout plans and circuit diagrams for the
identification, normal operation, fault finding, verification of technical parameters, replacement,
commissioning, repair and maintenance of generic High Voltage (HV) & Low Voltage (LV)
distribution equipments;
2. identify the primary and secondary circuits, associated equipments, HV & LV switching cubicles
and associated components of electrical distribution systems for ensuring normal operation; fault
finding; equipments repair and commissioning of the electrical distribution systems;
3. interpret the shop drawings for the installation and commissioning of electrical distribution
circuits;
4. carry out the design of electrical distribution system of small and medium-sized factories, load
calculation and allocation, selection of equipments, short-circuit calculations, calibration of
equipments, and preparation of shop drawings.

单元内容及教学时数:

单元内容 教学时数
1. 供配电系统基本知识 3 hours
 电力系统基本概念
 中性点运行方式
2. 供配电系统高低压电器设备 8 hours
 变压器
 电流互感器与电压互感器
 电弧问题
 高、低压开关电器（隔离开关、负荷开关、断路器）
 熔断器
 应急电源
3. 负荷及计算负荷 8 hours
 负荷及其分类
 计算负荷的概念
 三相及单相设备组计算负荷的确定
 供电系统功率损耗、电能损耗
 尖峰电流及其计算
4. 短路及短路计算 6 hours
 短路概述（形式、现象、危害）
 无限大容量系统短路计算
 短路电流的应用（变压器、熔断器、断路器的选择）
 动稳定度校验；热稳定度校验
5. 变配电系统及其一次回路 12 hours
 变配电所的任务、类型
 变电所的结构、布置及安装图
 高压变电所主接线图
 低压变配电所主接线图
 高低压开关电器、变压器、电流互感器与电压互感器、断
路器的应用

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 进线柜、出线柜、计量柜、联络柜、无功补偿柜
 变配电所一次系统的运行维护
6. 供配电系统及其二次回路 9 hours
 继电保护
 断路器的控制与信号回路
 二次回路接线图
 电测量仪表
 自动化装置
7. 电力系统线路 2 hours
 电力线路的种类与功能
 线路结构与敷设方式
 导线、电缆截面的选择
8. 低压配电与照明系统 2 hours
 照度计算与灯具选择
 低压配电系统
 低压配电负荷分配
 照明平面布置
9. 防雷与接地及安全用电 2 hours
 过电压与防雷
 接闪器
 接地系统
 安全用电
 节能的意义

Learning contents and Indicative Curriculum Hours:

Module contents Indicative

curriculum hours
1. Basic knowledge of electrical distribution system 3 hours
 Basic concepts of a power system；
 The neutral-point operating mode
2. HV & LV electrical distribution equipments 8 hours
 Transformers；
 Current and voltage transformers；
 The issue of electric arc；
 HV & LV switches (isolating switches, load switches, circuit
breakers)；
 Fuses；
 Emergency power sources
3. Electrical load and calculations 8 hours
 Electrical load and its classification；
 The concepts of load calculations；
 Determination of the load calculations of three-phase and
single-phase equipments；
 Power and energy losses of electrical distribution system；
 Peak currents and their calculations
4. Short-circuit current and calculations 6 hours
 General description of short-circuit faults (form,

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phenomenon and hazards)；

 Short-circuit current calculations in an infinite power
system；
 The calculation of short-circuit current (for determining the
short circuit ratings of transformers, fuses and circuit
breakers)；
 Verification of dynamic and thermal stability
5. Electrical distribution system and associated primary circuits 12 hours
 Functions and types of distribution substations;
 Structure, layout and installation drawings of distribution
substations;
 Main circuit drawings of high voltage substation;
 Main circuit drawings of low voltage distribution substation；
 Applications of HV & LV switching equipments,
transformers, current and voltage transformers, and circuit
breakers；
 Incoming cubicles, outgoing cubicles, metering cubicles, bus
section cubicles, reactive power compensation cubicles；
 Operations and maintenance of the primary circuits of the
electrical distribution substation
6. Secondary circuits of the electrical distribution system 9 hours
 Relay protection；
 Circuit breaker control and signalling circuits；
 Circuit diagrams of secondary circuit；
 Power metering and instrumentation；
 Automation equipment
7. Power system circuits 2 hours
 Types and functions of power circuits；
 Structures and laying methods of power circuits；
 Selection of conductors and cross-sections
8. Low voltage distribution and lighting system 2 hours
 Illumination calculations and selection of lighting fixtures；
 Low voltage distribution system；
 Load allocation in LV distribution；
 Layout plan of lighting
9. Lightning protection, earthing and safety in use of electricity 2 hours
 Over-voltage and lightning protection；
 Lightning arrester；
 Earthing system；
 Safety in use of electricity；
 The meaning of energy savings

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单元内容与单元学习成果之配合:

单元学习成果
单元内容
1 2 3 4
1. 供配电系统基本知识 √
2. 供配电系统高低压电器设备 √ √ √
3. 负荷及计算负荷 √ √
4. 短路及短路计算 √ √
5. 变配电系统及其一次回路 √ √ √
6. 供配电系统及其二次回路 √ √ √
7. 电力系统线路 √
8. 低压配电与照明系统 √ √
9. 防雷与接地及安全用电 √

Mapping of the Learning Contents with the Module Intended Learning Outcomes:

Learning Outcomes
Learning contents
1 2 3 4
1. Basic knowledge of electrical distribution
√
system
2. HV & LV distribution equipments √ √ √
3. Electrical load & calculations √ √
4. Short-circuit current and calculations √ √
5. Electrical distribution system and associated
√ √ √
primary circuits
6. Secondary circuits of the electrical distribution
√ √ √
system
7. Power system circuits √
8. LV distribution and lighting system √ √
9. Lightning protection, earthing and safety in use
√
of electricity

教学策略

• 分单元完成整个教学任务，并每个单元通过不同的实训项目进行知识的贯通与巩固。
• 实训以项目为主，学生自学和动手为主，教师指导、讲解辅之；运用高低压供配电设
备、低压成套柜等实物等。
• 综合实训项目以工厂供配电系统设计为目的、通过施工图的阅读与审核，将各单元学
习内容按专业规范联系起来。
• 教学中注重安全教育，强调供配电系统设备的操作。

Learning and Teaching Strategies：

• The delivery of this module will be on unit basic. The learning of each unit will be
reinforced and integrated by relevant practical works.
• The main approach will be on the hands-on practical works with self-study, supplemented

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by teacher’s guidance and lectures, on actual HV & LV distribution equipments and LV

cubicle assemblies.
• The main focus of the integrated practical training will be on the design of the factory
power distribution system. The learning contents of each unit will be integrated in
according to the professional code of practice.
• The teaching and learning focus will be on safety education with emphasis on the safe
operations of the equipments of the power distribution system.

Assessment Plan: 评核方式:

平时性成绩
50 %
Continuous Assessment (CA)
期末评核成绩
50 %
End of Module Assessment (EA)
总数 Total 100%

教材 Textbooks:

1. 刘介才編 著 (2008) :《供配电技术》

。机械工业出版社。

参考书目 References:

1. 李军編 著 (2007) :《供配电技术》。中国轻工业出版社。

2. 陈家媚、包晓辉編 著 (2004) :《供配电系统及其电气设备》。中国水利电力出版社。
3 芮静康編 著 (2002) :《供配电实用技术问题》。中国电力出版社。
4 刘相元、刘卫国編 著 (2006) :《现代供配电技术》。机械工业出版社。

制订 / 修订记录 Creation/Revision Record:

Version 版本 Date 日期 Revised by

1 2011.12.13 高素萍，钟宇明
2. 2011.12.20 高素萍

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单元大纲 Module Syllabus

单元名称 楼宇智能化技术
Module Title Intelligent Buildings Technology
单元编号
ELE4206
Module Code
学分数值
13
Credit Value
资历架构级别
4
QF Level
授課時數 Contact Hours: 52 hrs
(理论教学 Lecture: 16; 导修 Tutorial: 8;
实践项目 Lab/Workshop:28)
学時
130
Notional Learning Hours 自修時數 Self-study Hours: 75 hrs
評估時數 Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
先修要求 Pre-requisite 无 Nil
同修要求
无 Nil
Co-requisite
*所示教學時數適用於全日制上課模式。
*The curriculum hours indicated is for students following a full-time study mode.

学习成果：

完成本单元，学生能够达到下列要求：

1. 能按楼宇设备监控系统的系统架构进行编程设计。
2. 能对安全防范子系统进行安装与调试。
3. 能对火灾报警控制器（联动型）的地址编码与自动复合控制。
4. 能对安全防范子系统进行故障诊断与排故。

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. carry out programming design in according to the architecture of building management system;
2. carry out the installation and commissioning of security sub-systems;
3. carry out the address coding and automatic reset control of fire alarm controllers;
4. carry out fault diagnosis and troubleshooting of security sub-systems.

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单元内容及教学时数:

单元内容 教学时数
1. 智能建筑基础
• 智能建筑的发展
• 智能建筑的概念 3 hours
• 智能建筑基本技术
• 智能建筑各系统
2. 可视对讲与门禁系统
• 可视对讲系统组成及工作原理
• 门禁系统组成及工作原理 9 hours
• 可视对讲系统硬件连接及调试
• 门禁系统硬件连接及调试
3. 闭路电视监控系统
• 闭路电视监控系统组成及工作原理
• 前端设备的选择
• 显示与记录设备\控制设备 14 hours
• 画面处理器系统的硬件连接及调试
• 硬盘录像机系统的硬件连接及调试
• 矩阵系统的硬件连接及调试
4. 防盗报警系统
• 防盗报警系统的基本组成
• 防盗报警探测器的基本组成和原理
10 hours
• 防盗报警探测器的种类、特性及应用
• 防盗报警控制器
• 防盗报警系统的硬件连接及调试
5. 消防自动报警与联动系统
• 消防自动报警系统的组成及工作原理
9 hours
• 消防联动系统
• 消防自动报警系统的硬件连接及调试
6. 楼宇设备监控系统
• 楼宇设备监控系统的组成及工作原理
7 hours
• 楼宇各设备监控系统介绍
• 楼宇设备监控系统实训

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Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative Curriculum

Hours
1. Basic knowledge of intelligent buildings
• Development of intelligent buildings
• Concept of intelligent buildings 3 hours
• Basic technique of intelligent buildings
• Systems of intelligent buildings
2. Visual intercom and door access system
• Construction and principle of visual intercom system
• Construction and principle of door access system 9 hours
• Hardware installation and testing of visual intercom system
• Hardware installation and testing of door access system
3. CCTV surveillance system
• Construction and principle of CCTV surveillance system
• Selection of upstream equipment
• Display and recording/control equipment 14 hours
• Hardware installation & test of multiplexers
• Hardware installation & test of DVR
• Hardware installation & test of matrix system
4. Security alarm system
• Construction of Security alarm system
 Construction and principle of security detector 10 hours
 Types, characteristics and applications of security detector
 Security control unit
 Hardware installation & test of security alarm system
5. Automatic fire alarm system
 Construction and principle of automatic fire alarm 9 hours
 Hardware installation & test of automatic fire alarm
6. Building management system
 Construction and principle of building management system
7 hours
 Introduction to building management system
 Practical training of building management system

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单元内容与单元学习成果之配合:

单元学习成果
单元内容
1 2 3 4
1 智能建筑基础 √ √ √ √
2 可视对讲与门禁系统 √ √
3 闭路电视监控系统 √ √
4 防盗报警系统 √ √
5 消防自动报警与联动系统 √
6 楼宇设备监控系统 √

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
Basic knowledge of intelligent
1 √ √ √ √
buildings
Visual intercom and door access
2 √ √
system
3 CCTV surveillance system √ √
4 Security alarm system √ √
5 Automatic fire alarm system √
6 Building management system √

教学策略：

• 理论与实践紧密结合；通过相关实训，加深学生对楼宇智能化技术的了解与掌握。
• 实训须有两位老师指导。 实训内容包括：闭路电视监控系统、可视对讲系统、三表
远传抄表系统、楼宇设备监控系统软件(例如：HoneyWell CARE) 编程和 DDC 硬件设
计和仿真、综合布线等。

Learning and Teaching Strategies:

• Theory integrates closely with practice. Students can reinforce their learned knowledge in
Intelligent Buildings Technology through practical training.
• Students’ practical training is instructed by two teachers. Practical training items include: Closed
Circuit TV Monitoring System; Video Intercom System; Remote Metering (water, electricity and
gas); BMS software programming (e.g. Honeywell CARE) sand DDC hardware design and
simulation; and integrated wiring practice, and etc.

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评核方式 Assessment Plan:

平时性成绩
50%
Continuous Assessment (CA)

期末评核成绩
50%
End of Module Assessment (EA)

总数 Total 100%

教材 Textbooks:

1. 郑李明、徐鹤生編 著 (2004) :《安全防范系统工程》

。 高等教育出版社。

参考书目 References:

1. 《可视对讲与门禁实训指导书》讲义
2. 《防盗报警系统实训指导书》讲义
3 《闭路电视监控系统实训指导书》讲义
4 《消防报警与联动控制实训指导书》讲义
5 《楼宇自动化系统实训指导书》讲义

Creation/Revision Record:制订 / 修订记录

Version 版本 Date 日期 Revised by

1 2011.9 郭树军、姚卫丰
2 2011.12 姚卫丰

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单元大綱 Module Syllabus

单元名称 PLC 综合应用技术

Module Title Integrated Applications in PLC
单元编号
ELE4207
Module Code
学分数值
13
Credit Value
资历架构级别
4
QF Level
授課時數 Contact Hours: 52 hrs
(理论教学 Lecture: 20; 导修 Tutorial: 10;
实践项目 Lab/Workshop:22)
学時
130
Notional Learning Hours 自修時數 Self-study Hours: 75 hrs
評估時數 Assessment Hours: 3 hr(s)
(Outside Contact/Self-study Hours)
先修要求 Pre-requisite 无 Nil
同修要求
无 Nil
Co-requisite
*所示教學時數適用於全日制上課模式。
*The curriculum hours indicated is for students following a full-time study mode.

单元学习成果：

完成本单元后，学生能够达到下列要求：

1. 能使用 PLC(可编过程控制器)进行工业、楼宇等自动控制系统设计，包括控制要求分析、I/O
地址分配、电气原理图设计、软件编程、系统调试等。
2. 在说明书、辅导资料的帮助下，学生能自主学习使用其它型号 PLC 完成指定实训习作。
3. 能使用 PLC 的逻辑运算、定时、计数等功能完成交通灯控制、自动化生产线成品分拣等控
制任务。
4. 能通过 PLC 的高级应用，完成诸如电机速度测量与控制、温度测量与调节等复杂自动控制
任务。

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Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. design industrial, building automatic control systems by applying the knowledge of control
requirements analysis, I/O address allocation, electrical schematics diagram design, software
programming, and system debugging;
2. use other model of PLC by self-learning approach from manual and tutorial to complete assigned
tasks;
3. apply the logic operations, timing, counting functions of PLC for traffic light control, automatic
production line workpiece sorting control system, and etc.
4. implement more advanced PLC’s applications in more complex automatic control tasks such as
the motor speed measurement and control, temperature measurement and regulation, and etc.

单元内容及教学时数:

单元内容 教学时数

PLC 控制系统设计方法与步骤 10 hours

• 控制要求分析、I/O 地址分配、电气原理图设计、软件编程、
系统调试
PLC 说明书、辅导资料的应用 (例如：西门子 S7-300) 16 hours
• 软、硬件基本使用方法
• PLC 系统资源
• 基本逻辑指令使用方法
• 定时器和计数器等的使用
PLC 模拟量处理等高级应用 16 hours
• 模拟量输入、输出信号的处理方法
• 高速计数器的使用方法
• PID 控制算法及应用实例
PLC 综合设计 10 hours
• 综合实训：PLC 自动控制系统的组成及设计方法。 （比如成品
分拣站控制系统）包括各种传感器、控制器、驱动装置的综
合应用。

Learning contents and Indicative Curriculum Hours:

单元内容 教学时数

Design method and procedure of PLC control system 10 hours

• control requirements analysis, I/O address allocation, electrical
schematics diagram design, software programming, system
debugging
Use of PLC manual and tutorial (e.g. Siemens S7-300) 16 hours
• Basic use of hardware and software
• PLC system resource
• Basic use of logic instructions
• Use of timer and counter

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Advance applications of PLC 16 hours

• Operation of analogue input and output
• Use of high-speed counter
• PID control algorithm and application
PLC integrated design 10 hours
 Integrated project: the design and installation of PLC control
systems with the use of transducers, controller and drivers such
as automatic production line workpiece sorting control system.

单元内容与单元学习成果之配合:

单元学习成果
单元内容
1 2 3 4
1 PLC 控制系统设计方法与步骤 √ √ √
2 PLC 说明书、辅导资料的应用 √ √ √
3 PLC 模拟量处理等高级应用 √ √ √
4 PLC 综合设计 √ √ √

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
Design method and procedure of PLC
1 √ √ √
control system
2 Use of PLC manual and tutorial √ √ √
3 Advance applications of PLC √ √ √
4 PLC integrated design √ √ √

教学策略：

• 理论联系实际，以实训项目驱动教学，让学生在实训的过程中学习、体会 PLC 的工作

过程，并掌握实际 PLC 控制系统设计、调试的技能。
• 在说明书、辅导资料的帮助下，引导学生学习使用其它型号 PLC(例如：西门子 S7-300 )
完成指定实训习作。
• 在多媒体教室进行理论教学，多使用动画、图片、框图等形象化的手段促进学生的理
解。
• 可适当采用讨论、项目竞赛等方式活跃教学氛围。

Learning and Teaching Strategies:

• Hand-on practice will be used to integrate with classroom teaching so as to let students
understand the process, design and testing of a PLC control system.
• Students will be guided to use other model of PLC (e.g. Siemens S7-300) by self-learning
approach from manual and tutorial to complete assigned tasks;

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• Lectures will be conducted in multimedia room with the use of animation, photos, flow chart,
and etc. for students’ better understanding of the teaching content.
• The learning atmosphere will be enhanced by the way of group discussion, project based
competition, and etc.

評核方式 Assessment Plan:

平时性成绩
50%
Continuous Assessment (CA)

期末评核成绩
50%
End of Module Assessment (EA)

总数 Total 100%

教材 Textbooks:

1. 胡健編 著 (2007) :《西门子 S7-300 PLC 应用教程》

。 机械工业出版社。

2. 《PLC 综合应用技术》。 实训单。

参考书目 References:

1. Siemens 編 著 (2008) :《自动化系统 S7-300》。 Siemens 自动化与驱动集团。

2. 。 Siemens 自动
Siemens 編 著 (2004) :《SIMATIC S7-300 和 S7-400 梯形逻辑编程》
化与驱动集团。

制订 / 修订记录 Creation/Revision Record:

Version 版本 Date 日期 Revised by

1 2011.9 李志斌，杨红
2 2011.12 李志斌，杨红

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Module Syllabus

Module Title Major Project

Module Code ELE4208

Credit Value 39

QF Level 4
Contact Hours: 91 hrs
(Lecture: 0; Tutorial: 0; Lab/Workshop:91)
Notional Learning Hours 390 Self-study Hours: 299 hrs
Assessment Hours: 0 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. integrate and apply knowledge and skills learned in the course to solve engineering problems
through different stages of development, including, as applicable, literature and information
search, design, installation, testing, investigation, evaluation, and etc. with exposure to current
developments in the electrical engineering industry;
2. implement relevant aspects of project management, such as project planning and scheduling,
teamwork skills, costing, documentation, and etc.;
3. perform project tasks individually and as a team member with due reflection on safety, energy
and environmental issues wherever appropriate; and
4. produce formal written reports and give oral presentations explaining the project work.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Research and Planning
 Information search from internet, literature, design and
application manual, teaching notes, journals, and etc.
 Familiarization with the assessment scheme, project deliverables,
environmental & safety issues, and etc.
 Producing a written project proposal which should include:
• Introduction and objectives 26 hours
• Project description and specifications (at Hong Kong)
• Proposed methodology / approach
• Brief outline of applied theory
• Initial product / system design
• Project plan and Work schedule
• Cost estimation
2. Project Implementation
 Development of theoretical and engineering solutions to specific
problems
 Design work on system / hardware / software
 Building / installing / testing of system / hardware / software
 Performing experimental / investigative work / system operation
 Illustration of relevant aspects of project management such as
project planning and scheduling, budgeting, documentation, and
etc.
3. Project Reporting
 Maintaining student log book: record of work / activities,
progress and learning points 65 hours
 Producing a written project final report which should include: (at Shenzhen)
• Introduction and objective
• Project description / specification
• Project plan and work schedule
• Design and research work
• Work done on system / hardware / software
• Performance and testing
• Discussion of results / findings
• Conclusion and recommendations for further
• Give oral presentations explaining the project work

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
1 Research and Planning √ √ √
2 Project Implementation √ √ √ √
3 Project Reporting √ √ √

Learning and Teaching Strategies:

 Students will start their projects at the beginning of second semester of the final year of
study. The schedule of this module will be arranged as follows:

Campus Curriculum Stage of work

hour
Hong Kong 26 • Research & Planning
(Jan – Feb)
Shenzhen 65 • Project Implementation;
(March – May) • Report Reporting

 Project can be undertaken in group or by individual subjected to its nature and scale. For
project group, it will normally be formed with one / two students per group. On a need
basis, Project Supervisor can put more project groups to work together on a large-scale
project.

 Students will be required to propose a project title related to their field of study and the
current applications in the engineering industry.

 The project work will be highly student-centered, in that students will gain knowledge
through their own research and application of findings to solving problems associated with
the work in a creative manner.

 In undertaking the project, students will be encouraged to try new ideas and an open
laboratory policy will be adopted to give them greater opportunity to try these ideas. Each
group of project students will be required to have regular meetings with their Project
Supervisors to discuss about the progress and problems associated with the project work.

 The project supervisor will play the role of facilitator for the assignment, which aims at
promoting student-centered learning and enhancing the concept of team spirit.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Assessment Plan:

Continuous Assessment (CA):

Project Proposal 10%
Progress review 10%
Soft skills 15%
Engineering competence 25%
Total: 60%
End of Module Assessment (EA):
Presentation and Demonstration 10%
End product / results 15%
Final report 15%
Total 40%

 For obtaining a pass in this module, students have to pass both of the Continuous
Assessment (CA) and the End of Module Assessment (EA). Students who are unable to
complete the module for various reasons, or who fail to reach a satisfactory standard in
any component above, are deemed to fail the module
 Each student will be required to maintain a project log of activities, which includes the
project plan and details of work undertaken, including results obtained.
 The Programme Leader will ensure that a Second Project Assessor who will,
preferably, be industry based professional from the trade area covered with the project
will be appointed in each project
 The Project Supervisor and the Second Project Assessor will work together for the
allocation of the project marks
 Presentations will be delivered by the students at the conclusion of their project work.
 A Project Moderator will be responsible for ensuring common and consistent approach
in project management, operation and assessment

References:

1. Taught materials of other modules in the course

2. Technical magazines, journals and reports
3. Design and application manuals
4. Internet and Library

Creation/Revision Record:

Version Date Revised by

1 Oct 2011 SF Chan
2 Jan 2012 SF Chan

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Industrial Attachment

Module Code ELE4090

Credit Value 10

QF Level 4
Contact Hours: 91 hrs
(Coaching and Student Support Activities (Note))
Notional Learning Hours 100 Self-study Hours: 9 hrs
Assessment Hours: 0 hr(s)
(Outside Contact/Self-study Hours)
Generally Nil. Special cases will be considered individually for
Exemption Criteria
relevant trade specific work experience acquired
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Note: Coaching and student support activities may include, among others, pre-attachment orientation,
workshop, seminars, talks by employers and alumni, visits by module lecturers during attachment, post
attachment presentation and self reflection sessions.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. relate learnt knowledge and technical/professional skills to practice in a real industrial,

commercial or organizational environment and apply their own trade specific knowledge
developed to solve workplace problems in engineering related industry;

2. handle assigned tasks in the workplace with correct work attitude and appropriate key skills,
such as interpersonal skills and teamwork skills, management skills, logical thinking, problem
solving skills and communication skills as well as occupational safety and health and
environmental awareness;

3. identify their own strengths and weaknesses (in relation to working in a workplace) through
reflection on real experience gained in the attachment;

4. develop a personal development plan.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Orientation and Student Support Activities 91 hours

 Statement of Understanding among the participating

organizations or companies, IVE/VTC and the students
 Concept of key skills
 Workplace safety, environmental concerns, insurance
coverage, professional expectations, legalities, ethics, and
confidentiality matters
 Job description and work/attachment schedules
 Various procedures: leave application, discipline, grievance,
feedback, local or Mainland China travel, etc
 Roles of trainees, tutors and industry mentors
 Background of the organizations or companies
 Workplace/Business etiquette
 Importance of working in teams
 Correct work attitude
 Possible continuation to Industry-Based Student Project
(IBSP)
2. Attachment Experience

 Personalized learning/training plan

 Proposal for possible continuation to Industry-Based Student
Project (IBSP)
 Workplace visit(s) by tutors/industrial attachment
coordinator
 Completion of the attachment as specified in the attachment
schedule(s)
 Feedback / comments of industry mentors
3. Reflection Report

 Student log sheet: record of work/activities, progress and

learning points
 Characteristics of the assigned operational unit
 Practices at the workplace
 Appreciation of a real engineering industry working
environment
 Learning points from the attachment, relation with learnt
knowledge and technical/professional skills in Engineering
Discipline
 Reflection and evaluation of own performance, strengths
and weaknesses, areas of and plan for improvement.
Note#: The exact curriculum hour of industry attachment (91 hours) depends on the nature of industrial
attachment and the location of the industry. The learning contents are described in general terms working in an
engineering related workplace.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
Orientation and Student Support
1 √ √ √
Activities
2 Attachment Experience √ √ √
3 Reflection Report √ √ √

Learning and Teaching Strategies:

 Each student should practise at a workplace in an engineering field related to the

programme of study for a reasonable length of time, such as a minimum of 90 hours, in
order to gain the practical work experience in a real industrial, commercial or
organizational environment.

 Orientation will be held before work placement for students to understand the objectives,
the process, and the issues in relation to the workplace.

 Tutors/workplace attachment coordinators will visit the students during the placement
period at their workplace to examine the well-being of the students, monitor standards of
performance, identify learning needs and receive feedback from students and mentors for
the sake of maximising student learning.

 Reflection Report will be submitted at the end/after the placement for students to share and
consolidate their work experience.

 In case of insufficient jobs under a real industrial, commercial or organizational

environment for placing all students, or students are considered not ready for such
placement, measures will be taken to arrange in-house placements in various Operation
Units of VTC to offer a simulated environment with quality work contents for students.

 Industrial attachment may lead to a continuation to the module of Industry-Based Student

Project(IBSP) if suitable project topics come up between the attached company and the
Department.

 Guideline for IA and IBSP should be read in conjunction with this syllabus.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Assessment Plan:

Continuous Assessment(CA) 60%

End of Module Assessment (EA) 40%

Total 100%

 Students are required to achieve satisfactory performance in all of the following components to
pass this module:
 Complete the workshop(s)/ seminar(s) arranged by department with satisfactory attendance
 Complete the work attachment (90 hours) arranged by the Department concerned
 Write up a reflection report to demonstrate progress of learning in the attachment period

 Students who are unable to complete the module for various reasons, or who fail to reach a
satisfactory standard in any component above, are deemed to fail the module.

References:

1. Guideline for Industrial Attachment (IA) and Industry-Based Student Project (IBSP)

2. Relevant staff/employee/trainee handbooks of the participating organizations or companies

Creation/Revision Record:

Version Date Revised by

1 29 Dec, 2011 Lam TS
2 17 Mar, 2012 Lam TS

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Industry-Based Student Project

Module Code ELE4091

Credit Value 48

QF Level 4
Contact Hours: 117 hrs
(Work Attachment , Coaching and Student Support
Activities (Note))
Notional Learning Hours 480
Self-study Hours: 363 hrs
Assessment Hours: 0 hr(s)
(Outside Contact/Self-study Hours)
Generally Nil. Special cases will be considered individually for
Exemption Criteria
relevant course related project works completed
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Note: Coaching and student support activities include, among others, pre-attachment orientation, visits by
project supervisors during attachment, and project presentations.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. integrate and apply knowledge and skills learned in the programme and experience gained from
industrial attachment to solve engineering problems through different stages of development,
including, as applicable, literature and information search, design, installation, testing,
commissioning, evaluation and maintenance with exposure to current developments in the field
of Electrical related industry;

2. implement relevant aspects of project management, such as scheduling, user requirements,

costing, documentation, project supervision and coordination;

3. perform project tasks individually and as a team member to solve encountered problems with due
reflection on safety, energy and environmental issues wherever appropriate; and

4. produce formal written reports and give oral presentations explaining the project work.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Research and Planning 117 hours

 An information gathering exercise, which could include:

 literature survey;
 survey of existing equipment/services; and
 survey of user needs
 Development of a project plan and work schedule taking into
considerations the workplace conditions, as applicable;
 Familiarization with the assessment scheme, project deliverables,
environmental & safety issues, and confidentiality matters; and
 Identification of problems to be solved by knowledge-based
engineering solutions and experience gained from Industrial
Attachment.
2. Project Implementation

 Development of theoretical and engineering solutions to specific

problems
 Carrying out design work on system / hardware / software
 Building/ installing / testing of system / hardware / software
 Performing experimental or investigative work or system operation
 Critically appraising findings/work
 Providing a cost analysis of development and/or production
 Proper documentation throughout the process
 Carrying out the following works:
 Project supervision
 Project management
 Project coordination
 Works requested by the employer
3. Project Reporting

 Maintaining student log book: record of work/activities, progress and

learning points
 Producing a formal written project report/portfolio detailing the works
and including the followings:
 Characteristics and practice of the assigned operational unit
 Evaluation of the engineering problems
 Detailed activity plan to meet objectives / learning outcomes and
monitor progress
 Application of technology for solving engineering design /
installation / operation / maintenance problems in a competent
and creative manner
 Discussion of result, achievement of learning outcomes,
conclusion and recommendation for further development
 Giving oral presentations explaining the project work

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3 4
1 Research and Planning √ √ √
2 Project Implementation √ √ √
3 Project Reporting √ √ √

Learning and Teaching Strategies:

 Students will be assigned on industry-based student project (IBSP) and will work under the real
environment in engineering field.

 Students will start their projects at the beginning of the second semester of the final year of study
and carry them full-time throughout the whole semester. In this way, both students and
employers (who take on the students) would have extensive period of time dedicated to the
projects.

 Project groups will normally be formed with one/two students per group. On a need basis,
Project Supervisor can put more project groups to work together on a large-scale project.

 The project work will be highly student-centered, in that students will gain knowledge through
their own research and application of findings to solving problems associated with the work in a
creative manner. They will be under the similar work pressure as the employees of the company
and will be required to take certain level of responsibility for their projects.

 The nature of industry-based projects can vary from small to medium sized projects or work
attachment as long as the project work is relevant to their programme of studies. To support the
student, the Project Supervisor will act as a mentor and guide the student throughout the project.

 In case of insufficient projects under a real industrial, commercial or organizational

environment for placing all students, or students are considered not ready for such engagement,
in-house industry-based projects would be deemed as necessary. The department will provide
similar work environment to the students, who undertake in-house projects, and the project titles
will be closely related to the current trend of developments in the engineering industry.

 In undertaking the project, students will be encouraged to try new ideas and an open laboratory
policy will be adopted to give them greater opportunity to try these ideas. Each group of project
students will be required to have regular meetings with their Project Supervisors to discuss
about the progress and problems associated with the project work. Students on industry-based
projects are welcome to bring back their work in industry and make use of facilities available in
the department. The technical staff of the department will support all activities inside
laboratories and act as a valuable source of practical knowledge and advice.

 To add further benefit to the students, project titles should be related to both their fields of study
and current applications in the engineering industry. For industry-based projects, the Project
Supervisor must be satisfied that the work is relevant, student has adequate supervision and that
the marks from the Second Project Assessor in industry have fairly and accurately reflected the
standard of work and students’ effort.

 Briefing session will be held before the industry-based project for students to understand the

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

objectives, the process, and the issues in relation to the project.

 Confidentiality, copyright, intellectual property rights, licensing Issues matters and insurance
coverage must be well identified in advance.

 Ideally, Industry-Based Student Project (IBSP) should be conducted at the same company as the
module of Industrial Attachment (IA) if suitable project topics come up between the company
and the Department.

 Additional requirements will be supplemented to students for different programme areas if

appropriate to suit for their trade specific nature.

 A Guideline for Industry-Based Student Project (IBSP) should be read in conjunction with this
syllabus.

Assessment Plan:

Continuous Assessment (CA) 60%

End of Module Assessment (EA) 40%
Total 100%

 For obtaining a pass in this module, students have to pass 2 CA components: engineering
competence and soft skills, and all 3 EA components. Students who are unable to complete the
module for various reasons, or who fail to reach a satisfactory standard in any component above,
are deemed to fail the module.

 Each student will be required to maintain a project log of activities, which includes the project
plan and details of work undertaken, including results obtained. As part of this log, students will
be required to produce an appraisal of their work.

 The Programme Leader will ensure that a Second Project Assessor will be appointed in each
project. For industry-based project, the Second Project Assessor will be nominated from
industry. For in-house industry-based projects, the Programme Leader will secure a Second
Project Assessor who will, preferably, be industry based professional from the trade area
covered with the project.

 The Project Supervisor and the Second Project Assessor will work together for the allocation of
the project marks.

 Presentations will be delivered by the students at mid term and at the conclusion of their project
work.

 A Project Moderator will be responsible for ensuring common and consistent approach in
project management, operation and assessment.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

References:

1. Guideline for Industrial Attachment (IA) and Industry-Based Student Project (IBSP)

2. Taught materials of other modules in the course

3. Book and Design Manuals

4. Vendors’ application manuals

5. Internet and Library

Creation/Revision Record:

Version Date Revised by:

1 15 Dec, 2011 Lam TS
2 17 Mar, 2012 Lam TS
3 31 Aug, 2015 Lam TS

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Practical Training I

Module Code ELE2001

Credit Value 4

QF Level 2
Contact Hours: 26 hrs
(Lecture: 0; Tutorial: 0; Lab/Workshop:26)
Notional Learning Hours 40 Self-study Hours: 14 hrs
Assessment Hours: 0 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. follow safety requirements while performing given tasks in mechanical / electrical / electronics
workplace workshop;
2. adopt the basic skills in bench fitting, electrical work and electronic assembly;
3. use appropriate tools and equipment correctly to perform given tasks in mechanical / electrical /
electronics workplace workshop.

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© Vocational Training Council

Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Basic Mechanical skill 6 hours
• Mechanical workshop safety
• Basic bench fitting practice (marking, filing, drilling, tap & die
and measurement technique)

2. Basic Electrical skill 10 hours

• Electrical workshop safety
• Termination of power and signal cables (e.g. RJ45, 13A power
plug / socket)
• Termination and joint of armoured cable
• Termination of MICC and accessories.
3. Basic Electronics skill 10 hours
• Electronics workshop safety
• Soldering and de-soldering techniques
• Components recognition
• Circuit layout and PCB etching techniques
• Digital and analogue circuit construction and testing.

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3
1 Basic Mechanical skill √ √ √
2 Basic Electrical skill √ √ √
3 Basic Electronics skill √ √ √

Learning and Teaching Strategies:

• Students will be working under a simulated working environment. Before the work starts,
students will be briefed by the workshop instructors on safety at work, work procedures,
use of tools, and the right attires. Students will spend most of the time on training for the
basic mechanical/electrical/electronics skills;
• Training and assessment for this module shall focus on enabling the students to
• practice their skills.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Assessment Plan:

Continuous Assessment (CA) 60%

End of Module Assessment (EA) 40%

Total 100%

A mixed mode of assessment components is adopted to collect a composite score which will be
expressed in the form of grade. The grading criteria is:
40 or above Pass
0-39 Fail

Creation/Revision Record:

Version Date Revised by

1 [First Creation] 10 Oct 2011 Lam TS
2 30 Nov 2011 Lam TS
3 10 May 2011 Lam TS
4 31 Aug 2015 Eric Fung

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Practical Training II

Module Code ELE4002

Credit Value 4

QF Level 4
Contact Hours: 26 hrs
(Lecture: 0; Tutorial: 0; Lab/Workshop:26)
Notional Learning Hours 40 Self-study Hours: 14 hrs
Assessment Hours: 0 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. design and install distribution systems and final circuits in a building in compliance of Code Of
Practice and wiring regulation under a safe environment;
2. design and perform inspection and testing on distribution systems and final circuits in a building
by applying visual inspection and testing techniques under a safe environment;
3. design and perform testing and commissioning on LV switchboard by applying visual inspection
and testing techniques under a safe environment.

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Electrical and Electronic Engineering Programme Board

Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Distribution systems and final circuit 12 hours
• Review of Code of Practice relating and wiring regulation
• Mechanical and electrical skills for installation work, Mechanical
and electrical tools for installation work, MCCB, MCB, RCD,
selection of cable, protection relay, current transformer, energy
meter, conduit, trunking, socket outlet.

2. Inspection and testing 7 hours

• Visual inspection, insulation resistance, relay tester.

3. Testing and Commission of LV switchboard 7 hours

• Visual inspection, Earth electrode resistance, identification of
conductors, methods of protection against direct contact with live
parts.

Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3
1 Distribution systems and final circuit √
2 Inspection and testing √
Testing and Commission of LV
3 √
switchboard

Learning and Teaching Strategies:

• Guided workshop and instructor’s demonstration are the most appropriate methods for
achieving the intended learning outcomes. More practical examples from the industry
should be presented throughout the course.
• Appropriate multi-media material should be used as a complement for hands-on practices.
• Use of diagrams and photographs for illustration to enhance learning and practice.

Assessment Plan:

Continuous Assessment (CA) 60%

End of Module Assessment (EA) 40%

Total 100%

A mixed mode of assessment components is adopted to collect a composite score which will be
expressed in the form of grade. The grading criteria is:

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Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

40 or above Pass
0-39 Fail

References:

1. Johnny Wong, (2004). Low Voltage Electrical Installation Handbook, Hong Kong &
Kowloon Electrical Engineering & Appliances Trade Workers Union.
2. EMSD, (2009) Code of Practice for the Electricity (Wiring) regulations. HKSAR.

Creation/Revision Record:

Version Date Revised by

1 [First Creation] 10 Oct 2011 Chow Man Hon
2 30 Nov 2011 Lam TS
3 10 May 2011 Lam TS
4 31 Aug 2015 Chow Man Hon

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Higher Diploma in Electrical Engineering (EG114401 / EG314401 / EG524401)

Module Syllabus

Module Title Practical Training III

Module Code ELE4003

Credit Value 4

QF Level 4
Contact Hours: 26 hrs
(Lecture: 0; Tutorial: 0; Lab/Workshop:26)
Notional Learning Hours 40 Self-study Hours: 14 hrs
Assessment Hours: 0 hr(s)
(Outside Contact/Self-study Hours)
Pre-requisite Nil

Co-requisite Nil

Anti-requisite Nil
*The curriculum hours indicated is for students following a full-time study mode. For students following a part-time study
mode, the curriculum hours will be adjusted. Details could be found in the Table 3.

Module Intended Learning Outcomes:

On completion of the module, students are expected to be able to:

1. design and install circuitry for motor control with consideration of safety requirement;
2. design procedure and perform troubleshooting for faulty circuits under a safe environment;
3. design procedure and perform testing for underground cable by using appropriate equipment.

Learning Contents and Indicative Curriculum Hours:

Learning Contents Indicative

Curriculum Hours
1. Motor Control 10 hours
• Motor starter control circuit, direct on line, forward / reverse,
start / delta, auto change-over, dual speed motor control, dynamic
braking.
2. Faulty circuits troubleshooting 8 hours
• Swapping identical components, removing parallel components,
dividing system into sections, trapping a signal.
3. Underground cable locating services 8 hours
• Underground cable locating equipment, identifying different
utilities and protecting underground cable, inspection and testing
methods.

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Mapping of Learning Contents with Module Intended Learning Outcomes:

Module Intended Learning Outcomes

Learning Contents
1 2 3
1 Motor Control √
2 Faulty circuits troubleshooting √
3 Underground cable locating services √

Learning and Teaching Strategies:

• Guided workshop and instructor’s demonstration are the most appropriate methods for
achieving the intended learning outcomes. More practical examples from the industry
should be presented throughout the course.
• Appropriate multi-media material should be used as a complement for hands-on practices.
• Use of diagrams and photographs for illustration to enhance learning and practice.

Assessment Plan:

Continuous Assessment (CA) 60%

End of Module Assessment (EA) 40%

Total 100%

A mixed mode of assessment components is adopted to collect a composite score which will be
expressed in the form of grade. The grading criteria is:
40 or above Pass
0-39 Fail

Creation/Revision Record:

Version Date Revised by

1 [First Creation] 10 October 2011 CHOW Man Hon
2 30 Nov 2011 Lam TS
3 10 May 2011 Lam TS
4 31 Aug 2015 Chow Man Hon

Volume B2 - Module Syllabuses 201

201