Ministry of Education

Preparation of Laboratory and Workshop Standards of

Undergraduate Science and Engineering Education
programs

Electrical Engineering

By
Ethiopian Academy of
Sciences
To
Ministry of Education

June 2018
Addis Ababa
Acknowledgment
The study was undertaken for the Ministry of Education by the Ethiopian Academy of Sciences
(EAS). The Academy is grateful to the Ministry for commissioning the study. The Academy
acknowledges the following members of the team of experts from Addis Ababa Institute of
Technology, School of Electrical and Computer Engineering; for their industrious efforts on
conducting the study and producing this document:

Dr. Yalemzewd Negash

Dr. –Ing. Dereje Hailemariam
Mr. Mesfin Tilahun
Mr. Teshome Hambissa
Mr. Awraris Getachew

The Academy would also like to thank the Addis Ababa University and the Addis Ababa Institute
of Technology, the reviewers of the report, and officials at the Ministry of Education for their
fruitful support and valuable feedback during the course of the study.

Ethiopian Academy of Sciences

ii
 Executive Summary

Teachings in many engineering institutions are designed to provide knowledge and

skills on basic and advanced engineering, interdisciplinary aspects of engineering,

relevance to local and national industrial trends, and global knowledge. Laboratories

and workshops are parts of the teaching in engineering institutions and are places for

active learning. At undergraduate level, laboratories are core facility where students

learn in real world environment basic principles and hands on skills of relevant field of

engineering; function as a team member; discuss the planning of experiments; and

share ideas about the analysis and interpretation of data. To achieve planned objectives

of engineering curricula, establishment of engineering laboratories and equipping them

with state-of-the-art equipment should be based on well-designed plan, study and

justifications. In line with the above facts, like any other engineering disciplines, most of

the courses in Electrical Engineering (EE) are supported by laboratory trainings and

workshop exercises.

In the Ethiopian context, the Government of Ethiopia (GoE) is undertaking a huge

engineering capacity building program, where one component of the program is

establishing new universities and institute of technologies (IoTs) across the country.

Ethiopian public universities are enrolling about 40% of their undergraduate students

in various fields of Engineering. Most of these universities and IoTs are expected to

produce competent and skillful graduates, which intern requires having practical

courses besides the theoretical ones. However, there is a noticeable practical skill gap by

engineering graduates of public universities in Ethiopia.

The Ministry of Education (MoE) of Ethiopia is now preparing a guiding document that

outlines minimum requirements and necessary standard for practical exercises and skills

development. The guiding document will be usable when universities launch new programs in

science, technology and engineering.

iii
This document, which is prepared by SECE of the AAiT, outlines the minimum standard

that should be in place for establishment of EE laboratories and workshops in the

Ethiopian context. The approach followed while organizing the document is:

understanding the laboratory and workshop requirements of the existing EE modular

curricula in Ethiopia; benchmarking local and global experiences; planning the

requirements of standard laboratory and workshops that includes functional capacity of

laboratories, human resource requirements, infrastructure and safety manual. It further

indicates emerging trends in electrical engineering lab equipment and organization.

Keywords—Laboratory Standard; Workshop Standard; Electrical Engineering; Modular

Curriculum.

iv
Table of Content
Executive Summary .................................................................................................................................. iii

Table of Content ......................................................................................................................................... v

List of Figures ............................................................................................................................................ ix

List of Tables ............................................................................................................................................... x

List of Acronyms ....................................................................................................................................... xi

1. Background ..................................................................................................................................... 1

1.1. Motivation for this Document ...................................................................................................... 2

1.2. Objective of the Document ........................................................................................................... 3

1.2.1. General Objective ........................................................................................................................... 3

1.2.2. Specific Objectives.......................................................................................................................... 3

1.3. Scope of the Document.................................................................................................................. 4

1.3.1. Infrastructure .................................................................................................................................. 4

1.3.2. Laboratory facilities ....................................................................................................................... 4

1.3.3. Human Resource ............................................................................................................................ 5

1.4. Deliverables of the Project ............................................................................................................ 5

1.5. Significance of the Establishment Document ............................................................................. 5

1.6. Document Organization ................................................................................................................ 6

2 Assessment of Existing EE Curricula .......................................................................................... 7

2.1 Modularized and Harmonized Curricula [7] ............................................................................. 7

2.2 Structure of ECE Curriculum ....................................................................................................... 8

2.3 Mapping Modules to Lab and Workshop Requirements ....................................................... 10

v
2.4 Benchmark .................................................................................................................................... 16

2.4.1 AAiT/SECE as a Local Benchmark ............................................................................................ 16

2.4.2 Global ............................................................................................................................................. 16

2.4.3 Lessons learned from the Benchmarking ................................................................................. 17

2.4.3.1 Laboratory Design ....................................................................................................................... 17

2.4.3.2 Laboratory Furniture ................................................................................................................... 18

2.4.3.2.1 Benching ................................................................................................................................ 18

2.4.3.2.2 Physical planning ................................................................................................................. 19

2.5 Key Assumptions Considered for Lab and Workshop Proposal .......................................... 20

2.6 Facility and Requirements for the Proposed Laboratories..................................................... 20

2.7 Basic Electrical Engineering Workshops .................................................................................. 22

2.7.1 List of Equipment and Components ......................................................................................... 22

2.7.2 Room Layout and Human Resource Requirement ................................................................. 26

2.8 Basic Electrical Engineering Labs .............................................................................................. 28

2.8.1 Lab1: Fundamentals of Electrical Engineering Lab ................................................................. 30

2.8.1.1 List of Equipment and Components ......................................................................................... 30

2.8.1.2 Room Layout and Human Resource Requirement ................................................................. 32

2.8.2 Lab 2: Applied Electronics Lab .................................................................................................. 33

2.8.2.1 List of Equipment and Components ......................................................................................... 33

2.8.2.2 Room Layout and Human Resource Requirement ................................................................. 37

2.8.3 Lab 3: Electrical Engineering Machine Lab .............................................................................. 37

2.8.3.1 List of Equipment and Components ......................................................................................... 37

2.8.3.2 Room Layout and Human Resource Requirement ................................................................. 39

2.8.4 Lab 4: Electrical Systems Engineering Lab ............................................................................... 40

vi
2.8.4.1 List of Equipment and Components ......................................................................................... 40

2.8.4.2 Room Layout and Human Resource Requirement ................................................................. 42

2.9 Senior Level and R&D Electrical Engineering Labs ................................................................ 45

2.9.1 Lab 6: Computer Hardware Lab ................................................................................................ 45

2.9.2 Lab 6-1: Network and Security Lab ........................................................................................... 45

2.9.3 Lab 7: Industrial Control and Automation Lab ....................................................................... 45

2.9.3.1 List of Equipment and Components ......................................................................................... 46

2.9.3.2 Room Layout and Human Resource Requirement ................................................................. 48

2.9.3.3 Lab 9: Communication Systems and Networks Lab ............................................................... 49

2.9.3.4 List of Equipment and Components ......................................................................................... 50

2.9.3.5 Room Layout and Human Resource Requirement ................................................................. 52

2.9.3.6 Lab 9-1: Microwave and Antenna Lab ...................................................................................... 52

2.9.4 Lab 8: Power Systems Lab .......................................................................................................... 54

2.9.4.1 List of Equipment and Components ......................................................................................... 57

2.9.4.2 Room Layout and Human Resource Requirement ................................................................. 59

2.9.5 Lab 8-1: High Voltage Lab .......................................................................................................... 60

2.9.5.1 Safety for High Voltage Labs...................................................................................................... 61

2.9.6 Lab 5: Computing Lab ................................................................................................................. 64

2.9.7 List of Equipment and Components ......................................................................................... 65

2.9.8 Room Layout and Human Resource ......................................................................................... 66

2.9.9 Lab 10: Project Lab ....................................................................................................................... 66

3 Labs and Workshops Organizational Structure ...................................................................... 68

3.1 Motivation for Laboratories Coordinator ................................................................................. 69

3.2 Qualification ................................................................................................................................. 70

vii
3.3 Appointment................................................................................................................................. 70

3.4 Terms of office .............................................................................................................................. 70

3.5 Duties and Responsibilities ........................................................................................................ 70

3.6 Evaluation ..................................................................................................................................... 71

3.7 Benefit Packages ........................................................................................................................... 72

4 Laboratory Safety Rules .............................................................................................................. 73

5 Emerging Trends in Laboratory Developments ...................................................................... 77

5.1 Introduction .................................................................................................................................. 77

5.2 Emerging Trends .......................................................................................................................... 78

5.3 Experience from Vanderbilt University [3] .............................................................................. 80

6 Conclusion and Future outlook ................................................................................................. 81

6.1 Conclusion .................................................................................................................................... 81

6.2 Future Outlook – Lab Manual Preparation .............................................................................. 81

References ................................................................................................................................................. 83

viii
List of Figures
Figure 1 Structure of ECE Curriculum. ........................................................................................................ 10
Figure 2 Establishment sequence for the proposed EE Labs. ..................................................................... 21
Figure 3 Room layout for Workshop I and II ............................................................................................... 27
Figure 4 Room Layout for Fundamentals and Electronics labs. .................................................................. 29
Figure 5 Sample laboratory arrangement of MIT. ...................................................................................... 32
Figure 6 Sample laboratory arrangement of SECE. ..................................................................................... 33
Figure 7 : Sample Devices from the Electrical Machines lab at AAiT/SECE ................................................ 40
Figure 8 Room Layout for Electrical Systems Engineering lab .................................................................... 44
Figure 9 Some devices in the Control laboratory at AAiT/SECE.................................................................. 49
Figure 10 A partial view of the power System lab at AAiT/SECE ............................................................... 60
Figure 11 High voltage laboratory facilities at AAiT/SECE .......................................................................... 61
Figure 12 Perimeter Classroom Computer Lab. .......................................................................................... 64
Figure 13 A partial view of the project lab at AAiT/SECE ............................................................................ 67
Figure 14 Organogram of the laboratories and workshops ........................................................................ 68
Figure 15 Mobile Studio Board ................................................................................................................... 79

ix
List of Tables
Table 1 Stand-alone Lab and Workshop Courses from [7]. ........................................................................ 11
Table 2 Stand-alone Lab and Workshop Courses from [7] ......................................................................... 12
Table 3 List of laboratories for the five major categories ........................................................................... 21
Table 4 Electrical Engineering Workshop Practice I and Electrical Engineering Workshop Practice II ....... 22
Table 5 Human resource and student per lab for Electrical Engineering Workshop Practice I and Electrical
Engineering workshop practice II................................................................................................................ 26
Table 6 List of Equipment and Components in Fundamentals of Electrical Engineering Lab..................... 30
Table 7 Human resource and students per laboratory for the Fundamentals of Electrical Engineering Lab
.................................................................................................................................................................... 32
Table 8 List of Equipment and Components in Applied Electronic Lab ...................................................... 33
Table 9 Human resource and students per laboratory for applied electronics lab .................................... 37
Table 10 List of Equipment and Components in Applied Electrical Machine Lab ...................................... 37
Table 11 Human resource and students per laboratory for machines lab ................................................. 39
Table 12 Equipment and consumables required ........................................................................................ 40
Table 13 Human resource and students per laboratory for Electrical Systems lab.................................... 43
Table 14 Equipment and Component used for industrial control and automation lab ............................. 46
Table 15 Equipment and Component used in Communication Systems and Networks lab ...................... 50
Table 16 Human resource and students per laboratory Communication Systems and Networks lab....... 52
Table 17 Equipment and Component used for Microwave and Antenna lab ............................................ 52
Table 18 Human resource and students per laboratory for Microwave and Antenna lab ......................... 54
Table 19 Equipment and Component used for Power Systems lab ........................................................... 57
Table 20 Human resource and students per laboratory for the Power Systems lab.................................. 59
Table 21 Requirements for Computer Lab I ................................................................................................ 65
Table 22 Human resource and students per laboratory for Computer lab I .............................................. 66

x
List of Acronyms

AAU Addis Ababa University

AAiT Addis Ababa Institute of Technology

ECBP Engineering Capacity Building Program

ECE Electrical and Computer Engineering

EE Electrical Engineering

IoT Institute of Technologies

HEI Higher Education Institutes

HESC Higher Education Strategic Center

MoE Ministry of Education

TA Technical Assistant

TVET Technical and Vocational Education and Training

xi
 1. Background

The overall goal of engineering education is to teach students principles, knowledge and

skills to practice engineering and in particular to deal with the nature of problems faced by

the society. Laboratory (for short lab) and workshop practices are parts of undergraduate

engineering education and are used to impart practical knowledge to students by using

equipment designed to demonstrate basic principles of engineering [1]. Labs are ideal

places for active learning. Students “practice by doing” in a real world environment in

designing; creating (demonstrating appropriate levels of independent thought and

capability); function as team members (in planning of experiments, structure individual

and joint accountability, assign roles, responsibilities and tasks); share ideas (both orally

and in writing); behave with highest ethical standards (in reporting findings and

interacting with integrity in the laboratory); and data analysis (including ability to collect,

analyze, and interpret data).

Experiments can be performed in the laboratory mimicking real-life situations or in

prototypes for research and development purposes. Results of an experiment conducted on

prototypes may be analyzed individually or may become part of a broader study involving

a number of different experiments, leading to their use in a practical application. These

experimental studies correspond with appropriate level of teaching and are performed

according to specific syllabus or subject area [1]. Interdisciplinary subjects and research

interests may not always require setting up of a separate laboratory, but respective

departments and the subject laboratory may fulfill the need.

Proper running of labs and workshops, among others, depends on availability of sufficient

infrastructure (e.g., rooms with facilities), equipment (and components), qualified human

resource. From an organizational perspective, equipment may be placed in labs, by virtue

of subject area and/or ease of use.

1
Establishment of Electrical Engineering (EE) labs requires considerations to all of the above

stated factors. In EE, physical lab courses are taught to provide a multi-facet environment

that enables students to apply concepts and principles to design, synthesize, and analyze

electrical circuits and systems. Moreover, via the lab courses, students gain practical

“hands-on” experience, knowledge, skills and “a feel” for problem solving [3].

Traditionally, lab in EE can be either a stand-alone type (having their own physical circuit

labs) or embedded in courses [3].

Usually, lab manuals are prepared to guide (familiarize) students with particular

procedures and techniques followed while conducting experiments. Lab manuals contain

brief description of each lab, short pre-lab exercises and experimental procedures. During

lab classes, teaching assistants explain experimental procedures, answers questions, and

help with individual problems. After completing the lab procedures, the traditional

practice has been that students write up lab reports on their findings.

1.1. Motivation for this Document

Higher Education Institutions (HEI) are expanding in Ethiopia in the last two decades.

Currently, the country has 51 (47 public and 4 private) universities and about 108 private

colleges and university colleges. Ethiopian public universities are enrolling about 40% of

their undergraduate students in the fields of Engineering. The graduates are expected to be

competent and skillful so as to support the growth in the industrial sector in Ethiopia as

well as in a global system. To produce qualified professionals in the engineering fields, it is

mandatory to organize practical courses besides the theoretical ones. Some crude

assessment and opinion of stakeholders demonstrate the practical skill gaps of engineering

graduates of public universities, though the gap varies from university to university. The

anticipated drawbacks in the area of study are identified as the lack of proper practice as

well as laboratory standard that all universities obey to meet the necessary competence.

2
When universities launch engineering (including EE) fields of study, laboratories and

workshop must meet at least the minimum requirement and necessary standard for

practical exercises and skills development. However, nationally set minimum standard is

not in placed to evaluate the capacity of universities to run engineering undergraduate

programs.

This document is prepared to set accepted minimum standards for undergraduate EE

engineering laboratories and workshops in the Ethiopian context. The document may be

used to guide universities prior to launching EE departments and also to evaluate senior

universities who are already running EE programs.

1.2. Objective of the Document

1.2.1. General Objective

The main objective of this document is to set the minimum acceptable laboratory and

workshop standard that must be adhered for the establishment of EE labs and workshops

in Ethiopian universities and technology of institutes (IoTs).

1.2.2. Specific Objectives

The above main objective is accompanied by accomplishing the following specific tasks.

 Understanding the laboratory and workshop requirements of the existing EE

modular curricula in Ethiopia.

 With the objective of benchmarking, survey labs and workshops of selected

local and global universities providing EE teaching.

 Based on the above two, requirements of standard laboratory and workshops

that include equipment (type and arrangement), infrastructure (including

room type, capacity and layout) needs are identified.

 For each lab and workshop, human resource requirements are identified.

3
  To ensure safe practices both for people and equipment in labs and workshops

a safety manual is prepared outlining health and safety policies and

procedures for safe practices teaching labs.

 Finally, the document further suggests emerging trends in conducting EE

laboratories.

1.3. Scope of the Document

This document specifies the requirements for the establishment of EE labs and workshops.

It covers the infrastructure requirements, list of equipment and components, human

resource requirements, and safety procedures to be followed while organizing labs and

workshops. Specifically, the followings are the four areas the document is focusing on.

1.3.1. Infrastructure

The document provides generic requirements and standards that need to be followed in

the construction of laboratory rooms including:

 Rooms capacity, size and layout,

 Chairs and appropriate working tables,

 Safety and health requirements to ensure safety, health and access(for students

with special needs)for students and personnel working in the lab,

 Store to keep equipment and components,

 ICT and specific teaching aids required in a lab.

1.3.2. Laboratory facilities

 Provide generic requirements and standards of laboratory equipment and

components,

 Provide generic requirements and standards for ensuring safety and health

during operation of laboratory equipment.

4
  Provide generic requirements and standards to assist students with special

needs in the laboratory activities.

 Provide generic requirements and standards to follow up life time of

laboratory equipment.

1.3.3. Human Resource

 Provide generic requirements and standards for the qualification and skills of

technical assistants including categories of technicians with career structure,

 Identify required personnel for laboratory operation (including store keepers,

lab attendants and technicians).

1.4. Deliverables of the Project

The major deliverable of this EE laboratory and workshop establishment standard is a

document that outlines human resource requirements; needed facilities (layout design and

the physical planning); list of major equipment, components and consumables; and safety

and regulation requirements. Specifically, the deliverables include:

 Documentation on best practices of laboratory standards already in use in

Ethiopia and elsewhere in undergraduate programmers' of science and

technology fields.

 Reference to international norms, standards and best practices.

 Final document to be submitted to the Ministry of Education.

1.5. Significance of the Establishment Document

This document will be used:

 For emerging universities and institute of technology who will establish new

laboratories and workshops in EE.

 For governments to plan the budget for laboratory equipment.

 For regulatory agencies to standardize and accredit the practical training.

5
 1.6. Document Organization

Establishment of EE laboratories and workshops require considerations of many factors.

In these regard, in Section 2, we report first mapping of syllabus/module to lab and

workshop requirements and then, assessment existing laboratories in the Addis Ababa

Institute of Technology (AAiT) of the Addis Ababa University as a benchmark the situation

at the global level and lessons learned is also presented in Section 2. Section 2 also presents

the proposed standard lab and workshop that included list of equipment, room layout,

safety and human resource requirements. Section 3 presents the proposed laboratory and

workshop organizational structure. Section 4 presents the laboratory safety rules to be

followed. In Section 5 some emerging trends in laboratory equipment and planning is

presented. Finally, conclusion is drawn in Section 6.

6
2 Assessment of Existing EE Curricula

As indicated in Section 1, establishment of engineering labs and workshops, in general,

and selection of specific equipment in particular, depends mainly on parameters such as

relevance to academic discipline, level of teaching support, and level of research conducted

in a particular subject area. Normally, engineering laboratories are set up to support the

teaching in a specific subject area. Hence, understanding of the curricula and specific

subject areas is the basis to propose lab and workshop to be established. With that in mind,

review of the modularized curricula in Ethiopian HEI running electrical (and computer

engineering) is conducted in the following sub-section. All IoTs run electrical and

computer engineering (ECE) programs with the classical electrical engineering as the

foundation.

2.1 Modularized and Harmonized Curricula [7]

Ethiopia HEIs, in general, and the engineering education in particular, have embarked on

major reform since the last decade. Notable in this regard is the capacity building in the

Engineering Capacity Building Program (ECBP) program, which was initiated in 2006. In the

re-engineering of the learning-teaching core process, modularization was proposed as a best

way for the implementation of curricula and production of competent graduates.

Since 2012, MoE through one of its wings, Higher Education Strategic Center (HESC), has

initiated to have modularized curricula in all programs in HEIs and to harmonize same

programs running in various institutes. There are a number of reasons why MoE opted for

modularized curricula; to mention them:

1. To organize the curricula by regrouping fragmented courses. The organization or

modularization is centered on competences. In the engineering education context, this

is a refinement of the programs developed by ECBP.

7
 2. Students, after completion of modules, can be certified (though this is not

implemented yet) in any of the competences of the modules they took. This helps

students, who have completed certain modules but drop out from universities for

various reasons, to have some level of competence.

3. Modularization will facilitate mobility of students among the various universities in

Ethiopia and even abroad.

In general, modularization is believed to increase degree comparability and compatibility,

curriculum flexibility, and student mobility. All curricula in all related programs, e.g., ECE,

in Ethiopia are harmonized so that the modules and syllabus in related programs are the

same. From laboratory and workshop establishment perspective, understanding the

requirements in the current curricula and recommendations (resulting from this

understanding) are usable for labs and workshops to be established in newly opened

programs. Moreover, understanding the requirement of the ECE curricula in [7] will be

valid for other ECE programs to be established in Ethiopia.

2.2 Structure of ECE Curriculum

The curriculum in ECE is organized in 10 semesters (see Figure 1 below to understand the

curriculum structure). The first semester is a common semester to all engineering students

and students take courses from humanity and social sciences, engineering sciences and

mathematics. Students then join specific engineering disciplines (e.g., Electrical and

Computer Engineering or Mechanical Engineering) in the second semester. In the next five

consecutive semesters (i.e., until completion of 3rd year), all ECE students take courses from

core electrical engineering module courses. This provides them with a broad background for

all areas of electrical engineering. In the seventh semester, students are expected to choose

from the five focus areas, namely communication engineering, electrical power engineering,

computer engineering, industrial control engineering and microelectronics engineering. Finally, in

their ninth and tenth semesters, students are engaged in project and final thesis that also

8
require labs and working spaces. Figure 1 summarizes the structure of the ECE curriculum

in Ethiopian teaching. We understand from the flow chart that:

 The lab and workshop organization should follow this structure.

 Core/basic and specialized labs are needed to align the labs with the curriculum.

 It is also recommended to have common project rooms where students discuss ideas

among themselves and run small experiments and simulations.

9
Figure 1 Structure of ECE Curriculum.

2.3 Mapping Modules to Lab and Workshop Requirements

ECE programs should be enriched with well-developed laboratories, having variety of

equipment useful for novice to understand concepts to high-end equipment for different

applications. Emphasizes be given both for hardware and software skills of an individual

and accordingly lab development is shaped. The equipment in EE labs should possess

strong relevance to the specific subject domain so that availability of the most basic

laboratory equipment related to specific level of study is absolutely essential.

10
The modularized ECE curriculum has labs and workshops that are designed to support the

various modules and courses. As indicated in Table 1, in the current curricula there are five

stand-alone (having their own physical circuit facility, manuals and instructors) lab courses

and two workshop courses. It is understandable that some of the specialized courses

offered from 4th year on do require specialized labs and hence, assumed that the need labs

are embedded (or not explicitly stated) within each course.

Table 1 Stand-alone Lab and Workshop Courses from [7].

Course code Course Name Offered Year

ECEg-22112 Electrical Engineering Laboratory I 1st Year 2nd Semester

ECEg-22122 Electrical Engineering Laboratory II

2nd Year 1st Semester
ECEG-2123 Electrical Workshop Practice I

ECEg-22124 Electrical Engineering Laboratory III 2nd Year 2nd Semester

ECEg-33143 Electrical Workshop Practice II

3rd Year 1st Semester
ECEg-33142 Electrical Engineering Laboratory IV

ECEg-34162 Electrical Engineering Laboratory V 3rdYear 2nd Semester

The labs and workshops in Table 1 are normally associated with a broad subject area

(module/course) for ease of organization and administration. It is essential to see how if the

core aspects of EE subjects have laboratory facilities and get the needed emphasis. Next, let

us see how these labs and workshops are mapped to the modules and courses in ECE

curriculum. This laboratory to course/module mapping is summarized in the Table 2

below. Please note that modifications are introducing to the mapping so as to serve the

current requirements. We see from the mapping that about 2 workshops and 10 labs are

needed to fully run a five year undergraduate curriculum in EE.

11
 Table 2 Stand-alone Lab and Workshop Courses from [7]

Module Name Module Courses Available and/or Recommended Recommended Lab and
Lab and Workshop Courses Workshop Facilities
Applied Physics Applied Modern Physics No dedicated lab needed.
Electromagnetic Fields Probably, software-based
Electrical Materials and Technology simulations are enough
Basic Electrical Fundamental of Electrical Engineering Lab 1: Fundamentals of
Engineering (Circuit) Electrical Engineering Lab I Electrical Engineering Lab
Electrical Engineering Lab I
Workshop 1: Electrical
Electrical Workshop Practice I
Workshop
Applied Electronics Applied Electronics I Electrical Engineering Lab II Lab 2 : Applied Electronics
Applied Electronics II Electrical Engineering Lab III Lab
Electrical Machines Introduction to Electrical Machines Electrical Engineering Lab IV Lab 3: Electrical Engineering
Electrical Engineering Lab IV Machines Lab
Electrical Machines
Electrical Workshop Practice II Workshop 2: Electronics
Electrical Workshop Practice II
Workshop
Signals and Networks Networked computer labs Matlab Lab 5: Computing Lab
Signals and Systems Analysis
Analysis (or equivalent software) installed
Lab 2 : Applied Electronics
Network Analysis and Synthesis
Lab
Computer Architecture Digital Logic Design Electrical Engineering Lab V Lab 6: Computer Hardware
and Programming Computer Architectures and Lab
Organization
Object Oriented Programming Lab 5: Computing Lab
Basic Electrical Systems Introduction to Communication Electrical Engineering Lab V Lab 4: Electrical Systems
Engineering Systems Engineering Lab (Layout
Introduction to Instrumentation design should include
sections (compartments) for
Introduction to Control Engineering the DSP, Control,
Communication and Power)
Introduction to Power Systems Separate power system lab
Networked computer labs Matlab Lab 4: Electrical Systems
(or equivalent software) installed Engineering Lab
Digital Signal Processing (DSP)
And/or
Lab 5: Computing Lab
Microcomputer and Networked computer labs with Lab 6: Computer Hardware
Microcomputer and Interfacing
Interfacing dedicated hardware Lab
Data Storage and Database Systems
Analysis Data Structures
Algorithm Analysis and Design Networked computer labs with
Lab 5: Computing Lab
Programming Concepts Operating systems relevant software installed
and Software Programming Languages
Engineering Software Engineering
Computer Networks Computer and Network Security Lab 6-1: Network and
and Security Data Communication and Computer Security Lab
Networks
Computer System Networked computer labs with Lab 6: Computer Hardware
VLSI Design
Design and automation relevant software and modules Lab
Embedded Systems
Introduction to Robotics and Industrial Lab 7: Industrial Control and
Automation Automation Lab
Modern Control Modern Control Systems
Systems, derives and Power Electronics and Electric Derives
power electronics Digital Control Systems
Process Control Fundamentals

13
Power Engineering I Power Systems Separate power system lab and Lab 8: Power Systems Lab
High voltage lab
Power System Protection and Control Lab 8-1: (Optional) High
Voltage Lab
Energy Conversion and Electrical Workshop Practice I Workshop 1: Electrical
Electrical Installation
distribution Workshop
Energy Conversion and Rural Integrate with power system lab Lab 8: Power Systems Lab
Electrification
Hydropower Engineering
Power Engineering II Power System Planning and Operation No lab
Computer Application in Power Networked computer labs with Lab 5: Computing Lab
Systems relevant software
Microelectronic Microelectronics and interfacing Lab 2 : Applied Electronics
Microelectronic Devices and Circuits
Devices and Circuits lab Lab
Microcomputer and Microcomputer and Interfacing Lab 6: Computer Hardware
Interfacing Digital Logic Design lab
Introduction to Embedded Systems
Communication and Communication System Specialized telecom lab Lab 9: Communication
networking module Data Communication and Computer Systems and Networks Lab
Networks
Telecommunication Networks
Wireless and Mobile Networks
Switching and Intelligent Networks
EM Waves and Guide Structures Lab 9-1: Microwaves and
Antennas and Radio Wave Antenna Lab
Propagation
Microwave Devices and Systems
Optics and Optical Communication

14
B.Sc. Thesis Lab 10: Project Lab
This laboratory provides facilities
for students undertaking project
and thesis. As a projects
laboratory, the students can
setup their equipment and don’t
need to disconnect at the end of a
lab session. This provides a better
environment to work on more
complex tasks which may take
many hours or days. This lab
caters for only a small number of
students.

15
2.4 Benchmark

2.4.1 AAiT/SECE as a Local Benchmark

The School of Electrical and Computer Engineering (SECE) of the Addis Ababa institute of

Technology (AAiT), Addis Ababa University, was established in the late 1950’s and has

trained most of the electrical, electronic and computer engineers in the country. The School

possesses relatively better laboratory and workshop facilities as well as experiences in

electrical engineering education. Most of the laboratory and workshop facilities were

established with the support of the then Federal Republic of Germany. The layouts and

equipment arrangements in these facilities followed standard practices. Basically, some

of the equipment and component in SECE are obsolete by the current standard and

further the modularization approach has brought new demands and requirements.

Hence, this survey aims to learn the existing best practices of laboratory standards

already in use while understanding the current unique features. For the labs and

workshops that are recommended in Section 2.3, findings of the benchmark are

integrated and presented in the following sections.

2.4.2 Global

The standard development team has assessed different lab standards of well-known

technology institutes around the world. It is found that the lab setup is almost similar to

the one in AAiT/SECE. But some good practices are taken in the development of this

standard document. One outstanding practice observed and included in the standard

the availability of a spare table with chairs in each lab for group discussion by students.

This is a common practice in Massachusetts Institute of Technology (MiT).

2.4.3 Lessons learned from the Benchmarking

2.4.3.1 Laboratory Design

Consideration of the design layout of labs is paramount to satisfying both the needs of

the users and to enable flexibility for future use. More flexible teaching arrangements are

required to cope with the demands and multiplicity of uses that are now a significant

part of academic programs. Adaptable teaching environments need to adjust to allow

for smaller work group models, formalized practical classes and other events and

displays. Changing teaching methodology has affected the layout and design of tertiary

teaching labs which need to be adaptive and flexible environments that can respond to

a number of functional requirements and teaching styles.

 All floors in laboratory work areas shall be furnished with materials that are easy

to clean, smooth, impervious, of adequate mechanical and structural strength,

compatible with the nature of the laboratory operations and operator comfort

and slip resistant.

 Socket-outlets shall be arranged to avoid ingress of water. And throughout the

laboratory socket outlets shall be fitted with residual current protection.

The key attributes required for adaptability of the teaching laboratory environments

include the following design criteria [8]:

1. International guidelines for calculating area requirements for Teaching

Laboratories for advanced science and engineering subjects recommend an area

per student of 5.0m2 with an additional 20% set aside for preparation rooms and

laboratory storage. However, this recommendation may incur larger area requirements

in our case which may be difficult to achieve.

2. Support spaces and specialized equipment should be accessed off the main

teaching laboratory, along with more particular functions that may require

17
 separation to meet performance criteria. These functions may include

preparation rooms and store rooms.

3. Provision of adaptable services which can be capable of being expanded and

changed with relative ease in order to cope with rapidly changing technology.

4. Where appropriate, mobile modular furniture should be used instead of or in

conjunction with fixed furniture

5. Provide storage space for individual lab groups to lock expensive items.

6. Design layout needs to take into account the provision of technology for audio

visual requirements and the necessary screen sizes and sight lines.

2.4.3.2 Laboratory Furniture

The needs of the particular laboratory activities should influence the design of the

laboratory furniture whilst maintaining a flexible loose furniture layout in the general

laboratories [8].

2.4.3.2.1 Benching

 Benching should be loose where possible but may also need to be fixed in certain

circumstances, and may consist of wall, peninsular or island benching. Fixed

benching should incorporate splash backs to wall junctions and may incorporate

shelving, or shelving may be wall mounted. Ergonomics, function, equipment

dimensional requirements, as well as a modular approach to the flexible laboratory

shall be taken account of when determining bench dimensions.

 All bench tops shall be finished with a material that is easy to clean, smooth (free

from irregularities), impervious, resistant to chemicals used in the laboratory,

scratch-resistant, anti-static, where appropriate, and glare-resistant

 Loose laboratory furniture, such as under bench units storage and tables shall be

generally be bespoke in order to coordinate with the laboratory benching in both

18
 form and function. These items should be included with the construction budget.

Loose lab furniture shall be constructed using similar materials and detailing as

per fixed laboratory benching and shall incorporate detailing similar in design

and function to fixed benching.

 Generally, 930mm for normal working height is preferred for laboratory benching.

2.4.3.2.2 Physical planning

Physical planning is necessary for placement of equipment in a laboratory. The plan

should show the room area requirements, the required accessories and equipment,

tables and shelves, electric supplies and socket outlets, networking, water supply pipes

and other necessary requirements for the laboratory. Equipment must be positioned in

the laboratory considering:

 Requirement for power, networking, water, air and controlled environment

parameters.

 Any possible operational hazard.

 Layouts should be done to provide maximum organizational flexibility in the

laboratory, e.g., by spacious placement of equipment, allowing comfortable use

by students and ease of maintenance when required. Heavier equipment,

requiring foundation, should be installed at the periphery of the laboratory. This

allows easier and safer use of the high voltage power supply normally required

by such equipment, along with possible user water and air. This scheme will

also leave room in the middle of the laboratory that can be used for placing

smaller equipment on tables while leaving space for students to use all the

equipment comfortably.

19
2.5 Key Assumptions Considered for Lab and Workshop Proposal

Based on the local and international best practices, the following assumptions are

considered to smoothly run the labs and workshops.

1. Maximum number of students in one session should be 30.

2. Maximum number of students per team group should be 5 so that we will have

about 6 groups per session.

3. There will be a laboratory supervisor who is responsible for the dean of a

department/school. He/she will supervise all the operation and teaching learning in

laboratories (See organizational structure in Section 3).

4. The facility and equipment requirement for each lab is proposed by assuming only

one group of students per lab. Thus, if two or more groups are found in the same

batch/year, the administrative body should manage it based on scheduling

techniques or duplicating the laboratory rooms.

5. Each laboratory room will have technical assistant and cleaners.

6. To deliver the laboratory courses a lab instructor and a technical assistant is required.

The lab instructor is the main personnel for effective hands on training in the

laboratory. Thus, preplanning of human resources requirements and trainings is a

mandatory task.

2.6 Facility and Requirements for the Proposed Laboratories

Based on the curriculum to laboratory mapping of EE curriculum shown in Table 2, EE

laboratories are subdivided in to four major categories as shown in Table 3 below.

These labs (and workshops) can be grouped (clustered) as basic, senior (stream-level) and

research and development-level.

20
 Table 3 List of laboratories for the five major categories

Laboratory Type List of Laboratories Recommendation

Basic Electrical
Workshop 1: Electrical Workshop
Engineering Workshops
Workshop 2: Electronics Workshop
Basic Electrical
Lab1: Fundamentals of Electrical
Engineering Labs Engineering Lab The basic electrical
engineering workshops and
Lab 2: Applied Electronics Lab labs are the minimum
Lab 3: Electrical Engineering requirements to start a new
Machines Lab program in EE.

Lab 4: Electrical Systems Engineering

Lab
Lab 5: Computing Lab
Stream-level electrical
Lab 6: Computer Hardware Lab
engineering labs
Depending of the
Lab 7: Industrial Control and
Automation Lab availability of resources,
these labs can be established
Lab 8: Power Systems Lab
at a later stage of running
Lab 9: Communication Systems and an undergraduate program
Networks Lab in EE.
Lab 10: Project Lab
Research and
Lab 6-1: Network and Security Lab
Development
Lab 8-1: High Voltage Lab These labs are optional!!
Laboratories
Lab 9-1: Microwave and Antenna Lab
Establishment of these laboratories should follow the sequences outlined in the Figure 2

below.

Figure 2 Establishment sequence for the proposed EE Labs.

21
The short description of the course, room requirement, laboratory equipment and components,

and human resource requirement for each laboratory is outlined in next Section.

2.7 Basic Electrical Engineering Workshops

These workshops aim to provide the basic practical exposure to hands on electrical engineering

skills such as:

 Electrical wires and splicing

 Electrical Installation

 Motor and transformer winding and maintenance

 Basic electronics maintenance and troubleshooting

 Computer maintenance and troubleshooting

To deliver these laboratories two independent rooms are required for Electrical workshops and

Electronics workshops. The room layout for both workshops is shown as in Figure 3 a. b. The

room should have mini stores which serve for storing valuable equipment and other purposes.

For each room, human resource, room size, equipment and component used are

tabulated in the table. For each workshop, the list of needed equipment and

components, human resource requirement, and layout will be presented.

In these labs, students will exercise basic splicing, filling, electrical installation,

operation and control of electronic equipment (including computer maintenance) and

motor windings.

2.7.1 List of Equipment and Components

Table 4 Electrical Engineering Workshop Practice I and Electrical Engineering

Workshop Practice II

Type Amount Specification/Description

Stranded 1.5 2.5

Consumable
components electrical wires
with different

22
 sizes

Soldering Iron 50W , 100W and 150W

Lead

Switch One way switch (SPST)—16A/220V

Two way switch (SPDT) __16A/220V
Intermediate Switch__16A/220V

Wire Connectors Insulator of plastic type

White board 1 Area (m2) =2.4m*1.2m

Black board 1 Area (m2) =3m*1.2m

Tables and 6→Operational Table Height (m):0.8

working
2→Reserved Area (m2):3*0.8 rectangular cross
Equipment used bench/Lab
section

Socket per table 4 single phase 220/16A____1

1 three phase 380/25A____1

Junction box

Lamp holder

lamp Incandescent,60W

Fluorescent,36W, 40W

Electronics ballast 20W,037A,50Hz,220V pf=0.34

23
Starter

Movable working 4 0.8*0.6m

Bench(Wooden
Type)/lab

Step down 20VA [220V/12V], [220V/24V]

Transformer

Bell 12V or 24V

Bell switch 12V or 24V,16A

Hammer

Stool per lab 30 Stool height(m)=0.6-0.75

Area(cm2)=30*30→Rectangular cross
section
Diameter = 30cm(circular cross
section)

Push button(NO 1
and NC

Timer 1

Contactor 1 Three phase 380V at 50Hz

Ith=25A
Voltage/power 220V/3kw,480/5.5kw

Timer 2 Single phase 220V at

50Hz,Ibreaking= 0.3A

Computers 25 Personal(PC)/desktop computers

24
 Operating Latest/Up-to-date software
software

PC dust blower 4

Complete Complete 10 Set Complete electrical tool sets with all

Electrical Tool electrical tools the required tools for electrical
Sets sets with 60 or installation, testing and maintenance.
more pieces

Electrical Induction 1 1.1kw

machines per motor(Squirrel
Voltage :400/690V ∆/Y
table cage)
Current 2.6/1.49A
Speed:1400
Power factor= 0.8

Transformer 1
and/or motor
winding machine

Bench grinding 1
machine

Stationary 1
Drilling machine

Others Electrical Thickness can vary from design to

Insulating Paper design

Transformer EI type
lamination sheet

Saw, Metal ruler,

plier, long nose,
cutter

Hammer 1

Caliper 2 Analogue and/digital

Micrometer 1

25
 Motor winding 1
kit

Copper wire Cross-section area=0.1-1mm2

2.7.2 Room Layout and Human Resource Requirement

Table 5 Human resource and student per lab for Electrical Engineering Workshop
Practice I and Electrical Engineering workshop practice II

Size/Number

Room Size (m) = L*W*H 14.4*6.4*2.5

Workshop Store 2.5*6.4*2.5

Human Resource: Lab Instructor =2

Technical Assistant or
Lab Assistant=2

Maximum number of students enrolled per 24

class/per lab

Number of students per table: 4

26
 0.5m 1.5m 1m 1.5m 0.5m 2m

1.5m

WB1 Mini-Store and Technical

WB3 Assistant Office
2m

SH1 SH3
3.5m
SH2 SH4
. .

1.m WB2 WB4

Discussion Discussion Area

1.5m Board Area

Projector

Walkway 0.4m

WB5
WB6
1.75m

SH5
SH6

. .

0.5m 1.5m 1m 1.5m

Legends:
WB: Workbench experimentation
SH: Shelf for test and measurement tools

Figure 3 Room layout for Workshop I and II

27
2.8 Basic Electrical Engineering Labs

These labs are used for teaching students in the early stages of the electrical engineering

program. It may also be used by students from other disciplines such as mechanical,

biomedical and Information and Communication technology (ICT) programs. In the

proposal, there are 4 labs and 1 fully networked computer room. Students build and

test basic circuits operating at extra low voltage. The main labs that fall in this category

include:

 Lab1: Fundamentals of Electrical Engineering Lab;

 Lab 2: Applied Electronics Lab;

 Lab 3: Electrical Engineering Machines Lab;

 Lab 4: Electrical Systems Engineering Lab.

 Computing and Project Labs

The physical layout and human resource requirements for these laboratory is almost the same

except three phase power requirements for electrical machine laboratory. Hence the detail room

layout for these laboratories is shown in Figure 4. The list of required equipment is outlined for

each lab.

28
 0.5m 1.5m 1m 1.5m 0.5m 2m

1.5m

WB1 Mini-Store and Technical

WB3 Assistant Office
2m

SH1 SH3
3.5m
SH2 SH4
. .

1.m WB2 WB4

Discussion Discussion Area

1.5m Board Area

Projector

Walkway 0.4m

WB5
WB6
1.75m

SH5
SH6

. .

0.5m 1.5m 1m 1.5m

Legends:
WB: Workbench experimentation
SH: Shelf for test and measurement tools

Figure 4 Room Layout for Fundamentals and Electronics labs.

2.8.1 Lab1: Fundamentals of Electrical Engineering Lab

This lab will be used to complement Fundamentals of Electrical Engineering (Circuit) course.

Students will use the lab to develop basic hands-on skills every electrical engineer needs to

know (oscilloscope, function generator and multi-meter) in constructing and measuring

electrical circuits using modern laboratory instruments. This lab can also be used by

engineering students from other engineering disciplines, such as mechanical engineering.

2.8.1.1 List of Equipment and Components

Table 6 List of Equipment and Components in Fundamentals of Electrical

Engineering Lab

Type Amount Specification/Description

Function generator 1 Frequency= 3MHz

Amplitude= 20Vpp

Dual channel with Z- 1 Maximum frequency displayed

input cathode-ray =100MHz with 10Volt/div
oscilloscope(CRO)
Test and
Measurement
Multimeter 2 DC Voltage Range: 200mV-1000V
Equipment per
table AC Voltage Range: 200mV-750V
DC Current Range: 2mA-20A
AC Current Range: 2mA-20A
Resistance Range: 200-200MΩ
Capacitance range:2nF-200µF

Power Regulated DC power 2 0-30V dc with 3A

Supplies supply(Variable dc
power supply)

Electrical 2 DC power supply

Board(Breadboard)
DC Output voltage:
(Power project board)
0~+15VDC/500mA
0~-15VDC/500mA
 +5VDC/1A(Fixed)

Oscilloscope probe 3 Attenuation Ratio = 1:1

Resistor Varies from Type: Fixed resistor(Ω)

experiment to :10,12,15,18,22,27,33,39,47,56,68,82
experiment
Wattage value: ¼ watt ,1/2 & ¼watt
consumables
Variable(Decade) resistor:1Ω-4MΩ

Capacitor Varies from Type:Electrolytic:1µF,2 µF,4.7 µF,10

experiment to µF,22 µF,47 µF,100 µF,150 µF,220
experiment µF,470 µF,1000 µF,2200µF,4700 µF
Non-Electrolytic:20 nF,22 nF,33 nF,47
nF,68 nF,150 nF,220 nF,330 nF,470 nF,27
pF,33 pF
Variable(Decade Capacitor):0.0001µF-
10µF

Inductors 1 Variable:10mH/Step
:1mH/step
:100mH/step

Wires 10 Area:1.5mm2
Length= 0.3m, 0.5m, 1m

AC Power outlet 4 ----

(Socket) per table

White board 1 Area(m2) =2.4m*1.2m

Black Board 1 Area(m2) =3m*1.2m

Number of tables or 6→Operational Table Height(m):0.8

working bench
3→Reserved Area(m2):2*0.8 rectangular cross
Others
section

Stool 30 Stool height(m)=0.6-0.75

Area(cm2)=30*30→Rectangular cross
section
Diameter = 30cm(circular cross section)

31
2.8.1.2 Room Layout and Human Resource Requirement

Table 7 Human resource and students per laboratory for the Fundamentals of
Electrical Engineering Lab

Size/Number

Room Size (m) = L*W*H 12*6.4*3.4

Human Resource: Lecturer =1

Technical Assistant=1

Maximum number of students 24

enrolled per class

Number of students per table: 4

The room layout for this laboratory is shown in Figure 4 above.

Figure 5 Sample laboratory arrangement of MIT.

32
 Figure 6 Sample laboratory arrangement of SECE.

2.8.2 Lab 2: Applied Electronics Lab

The Applied Electronics Lab is one of the main labs in Electrical and Computer Engineering

teaching in Ethiopian and global universities. The lab can be used for courses in the area of

Electronics, Microelectronics, Microprocessors and Microcomputers and Embedded Systems.

2.8.2.1 List of Equipment and Components

Table 8 List of Equipment and Components in Applied Electronic Lab

Type Amount Specification/Description

Function generator 1 *Waveforms = Sine, triangular, square,

sawtooth or ramp
*Frequency Range = 1- 20 MHz
*Amplitude TTL compatible = 10-20Vpp
*DC Offset= ± 5V
Equipment per
Lab/table *Output Impedance=50 Ω
*Modulation and phase lock capability

33
 Regulated DC power 2 *0-30V dc with 3A
supply(Variable dc
*0-30 DC with 1A
power supply)
*Line regulation = 0.01% of maximum
output voltage
*Load regulation=0.01% for a step load
change from 0 to 100%
*Temperature stability = 0.02%/degree
Celsius.

Dual channel with Z- 1 *Maximum frequency displayed

input cathode-ray =100MHz with 10Volt/div
oscilloscope(CRO)
*Tuning port capacitance=100Pf
*Output Impedance=50 Ω

Curve Tracer 1 *220V,50Hz,220W,

*1 Na measurement resolution

Multimeter 2 DC Voltage Range: 200mV-1000V

AC Voltage Range: 200mV-750V
DC Current Range: 2mA-20A
AC Current Range: 2mA-20A
Resistance Range: 200-200MΩ
Capacitance range:2nF-200µF

Bread board with built- 1 DC power supply

in power supply
DC Output voltage:
0~+15VDC/500mA
0~-15VDC/500mA
+5VDC/1A(Fixed)

Bread board without 1

power supply

Oscilloscope probe 3 Attenuation Ratio = 1:1 and 10:1

Electrical 2 DC power supply

34
 Board(Breadboard) DC Output voltage:
(Power project board) 0~+15VDC/500mA
0~-15VDC/500mA
+5VDC/1A(Fixed)

Oscilloscope probe 3 Attenuation Ratio = 1:1

Resistor Varies from Type: Fixed resistor =1Ω-10MΩ

experiment to Wattage value: ¼ watt ,1/2 & ¼ watt
experiment
Variable(Decade) resistor:1Ω-4MΩ

consumables Capacitor Varies from Type:Electrolytic:1µF,2 µF,4.7 µF,10

experiment to µF,22 µF,47 µF,100 µF,150 µF,220
experiment µF,470 µF,1000 µF,2200µF,4700 µF
Non-Electrolytic:20 nF,22 nF,33 nF,47
nF,68 nF,150 nF,220 nF,330 nF,470 nF,27
pF,33 pF
Variable(Decade Capacitor):0.0001µF-
10µF

Inductors 1 Range of the following inductor is 0-10

 Variable:
1. 1mH/step
2. 10mH/Step
3. 100mH/step
4. 1H/step

Transistor 3 General Purpose Transistor

(NPN and PNP)
BC107
BC108
BC109

Power Transistor
(NPN and PNP)
BD233,237,437,439
BD232,236,238,436

35
 Integrated circuit 1 Operational Amplifier
LM741

BJT Transistors 4 NPN, PNP

General purpose diodes 2 1N4001,4002,4007

Zener diodes 2 BZX

Wires more than 10 Area:1.5mm2

Length= 0.3m, 0.5m, 1m

AC Power outlet 4 ----

(Socket) per table

White board 1 Area(m2) =2.4m*1.2m

Black Board 1 Area(m2) =3m*1.2m

Number of tables or 6→Operationa Table Height(m):0.8

working bench l
Area(m2):2*0.8 rectangular cross section
Others/Lab
3→Reserved

Stool 30 Stool height(m)=0.6-0.75

Area(cm2)=30*30→Rectangular cross
section
Diameter = 30cm(circular cross section)

Wires 10 Area:1.5mm2
Length= 0.3m, 0.5m, 1m

36
2.8.2.2 Room Layout and Human Resource Requirement

Table 9 Human resource and students per laboratory for applied electronics lab

Size/Number

Room Size (m) = L*W*H 12*6.4*3.4

Human Resource/Lab Lecturer =1

Technical Assistant=1

Maximum number of students 24

enrolled per class

Number of students per table: 4

The room layout for this laboratory is shown in Figure 4 above.

2.8.3 Lab 3: Electrical Engineering Machine Lab

This lab should be equipped with electrical machines (e.g., DC machines and induction

Motors, permanent magnet motor) and major equipment such as1 – phase and 3 –

phase transformers, AC and DC motor controllers, etc. Students will experiment on dc

motors and generators, synchronous generators, synchronous motors and single

phase/three phase induction motors.

2.8.3.1 List of Equipment and Components

Table 10 List of Equipment and Components in Applied Electrical Machine Lab

Type Quantity Specification/Description

Regulated DC power 2* 0-30V dc with 3A
supply(Variable dc 0-16Vdc with 2.5A
power supply)
Multimeter 2(Digital) DC Voltage Range:

37
 200mV-1000V
AC Voltage Range:
200mV-750V
DC Current Range:
2mA-20A
AC Current Range:
2mA-20A
Resistance Range:
200-200MΩ
Equipment Capacitance range:
per table 2nF-200µF
AC(2) AC: Voltage(Maximum):
Voltmeter(Analogue) DC(2) 100V/250V/400V/600V
DC Voltage(Maximum):
60V/250V
1(three-phase) Voltage and real or
reactive power
range(max)
120V/1200(W/Var)
AC wattmeter 240V/2400(W/Var)
480V/4800W(W/Var)
600V/600W(W/Var)

2 (Single 50V/5W
phase)** 100V/10W
200V/20W
400V/40W
Ammeter 2 AC/DC
5/15/10/25/30A
300/500/750mA
Black Board 1 Area(m2) =3m*1.2m
Number of tables or 4→Operational Table Height(m):0.8
working bench 5→Reserved Area(m2):2*0.8
rectangular cross section
White board 1 Area(m2) =2.4m*1.2m
3 phase switch 2(per table) 380V/25A
Main switch 1(per table) 380V/30A

38
Others Stool 30 Stool height(m)=0.6-0.75
Area(cm2)=30*30→Rectang
ular cross section
Diameter = 30cm(circular
cross section)
Slide resistor 1 13A/240Ω
2A /7.9 Ω
1.3A/550 Ω

Three phase source ---- AC -380V(LL)/100A

AC-220V(LN)/100A
DC-250V/150A
** Either 2 single phase or 1 three phase watt meters are required per meter

* Single dc power supply can also be used with maximum of 12V

2.8.3.2 Room Layout and Human Resource Requirement

Table 11 Human resource and students per laboratory for machines lab

Number
Human Resource: Lecturer =1
Technical Assistant=1
Maximum number of students 24
enrolled per class
Number of students per table: 6
Room Size (m) = L*W*H 22*6.5*2.5

The room layout for this laboratory is shown in Figure 4 above.

39
Figure 7 : Sample Devices from the Electrical Machines lab at AAiT/SECE

2.8.4 Lab 4: Electrical Systems Engineering Lab

In this lab, students will develop understanding on system level courses such as Introduction to

Instrumentation, Introduction to Communication Systems and Introduction to Control

Engineering. In the Ethiopia context, this lab can be used by all electrical and computer

engineering students before they choose their specializations.

2.8.4.1 List of Equipment and Components

Table 12 Equipment and consumables required

Type Amount Specification/Description

Function generator 1 *Waveforms = Sine, triangular, square,

saw-tooth or ramp
*Frequency Range = 1- 20 MHz
*Amplitude TTL compatible = 10-20Vpp
*DC Offset= ± 5V

Equipment *Output Impedance=50 Ω

per table *Modulation and phase lock capability

Regulated DC power 2 *0-30V dc with 3A

supply(Variable dc
*Line regulation = 0.01% of maximum
power supply)
output voltage

40
 *Load regulation=0.01% for a step load
change from 0 to 100%
*Temperature stability = 0.02%/degree
Celsius.

Spectrum analyzer 1 *Frequency range = 3Hz - 20GHz

*Amplitude display=±2%
*Input attenuator=±3%

Dual channel cathode- 1 *Maximum frequency displayed

ray oscilloscope(CRO) =100MHz with 10Volt/div
*Tuning port capacitance=100Pf
*Output Impedance=50 Ω

Multimeter 2 DC Voltage Range: 200mV-1000V

AC Voltage Range: 200mV-750V
DC Current Range: 2mA-20A
AC Current Range: 2mA-20A
Resistance Range: 200-200MΩ
Capacitance range:2nF-200µF

Electrical 2 DC power supply

Board(Breadboard)
DC Output voltage:
(Power project board)
0~+15VDC/500mA
0~-15VDC/500mA
+5VDC/1A(Fixed)

Oscilloscope probe 3 Attenuation Ratio = 1:1

Resistor Varies from Type: Fixed resistor =1Ω-10MΩ

experiment to Wattage value: ¼ watt ,1/2 & ¼ watt
experiment
Variable(Decade) resistor:1Ω-4MΩ

Capacitor Varies from Type:Electrolytic:1µF,2 µF,4.7 µF,10

consumable experiment to µF,22 µF,47 µF,100 µF,150 µF,220
s experiment µF,470 µF,1000 µF,2200µF,4700 µF
Non-Electrolytic:20 nF,22 nF,33 nF,47

41
 nF,68 nF,150 nF,220 nF,330 nF,470 nF,27
pF,33 pF
Variable(Decade Capacitor):0.0001µF-
10µF

BJT Transistors NPN, PNP

General purpose diodes 1N4001,4002,4007

Operational amplifiers Ua741

Digital IC Schmitt trigger, Motor drivers

Wires more than 10 Area:1.5mm2

Length= 0.3m, 0.5m, 1m

AC Power outlet 4 ----

(Socket) per table

White board 1 Area(m2) =2.4m*1.2m

Black Board 1 Area(m2) =3m*1.2m

Number of tables or 6→Operationa Table Height(m):0.8

working bench l
Area(m2):2*0.8 rectangular cross section
Others 3→Reserved

Stool 30 Stool height(m)=0.6-0.75

Area(cm2)=30*30→Rectangular cross
section
Diameter = 30cm(circular cross section)

2.8.4.2 Room Layout and Human Resource Requirement

42
Table 13 Human resource and students per laboratory for Electrical Systems lab

Size/Number

Room Size (m) = L*W*H 12*6.4*3.4

Human Resource: Lecturer =1

Technical Assistant=1

Maximum number of students 24

enrolled per class

Number of students per table: 4

43
Figure 8 Room Layout for Electrical Systems Engineering lab
2.9 Senior Level and R&D Electrical Engineering Labs

These labs will be used by undergraduate students after they join their

stream/specialization areas.

2.9.1 Lab 6: Computer Hardware Lab

This laboratory arrangement is the same as the Lab 5 – Computer Lab. The only

difference between the two labs is the software that they are using and the additional

hardware required. This lab can be accommodated with Lab 5 or a separate lab is

required if it can be justifiable.

2.9.2 Lab 6-1: Network and Security Lab

This laboratory arrangement is the same as the Lab 5 – Computer Lab. The only

difference between the two labs is the software that they are using. This lab can also be

accommodated with Lab 5.

2.9.3 Lab 7: Industrial Control and Automation Lab

The Control Systems Laboratory should have a variety of model control systems. These

represent scale versions of real systems such as a temperature control system. Students

conduct experiments to mathematically model their system and then design and

implement a controller to achieve given specifications.

2.9.3.1 List of Equipment and Components

Table 14 Equipment and Component used for industrial control and automation
lab

Type Amount Specification/Description

Regulated DC power 5
supply

Equipment
per table
cathode-ray 5 Maximum frequency displayed 100MHz
oscilloscope(CRO) with 10Volt/div

Colored Oscilloscope

Multimeter 5 DC Voltage Range: 200mV-1000V

AC Voltage Range: 200mV-750V
DC Current Range: 200 A-20A
AC Current Range: 2 A-20A
Resistance Range: 200Ω-200MΩ
Capacitance range:2nF-200µF

Oscilloscope probe Attenuation Ratio = 1:1 and 10:1

Frequency Converter 4

Three phase 4
Inverter(DSP Based)

PLC 5 Digital input---24V DC

Digital output
Analogue input
Analogue output----0-----20mA I
0-----10V U

Traffic Light 5

46
 Hydraulic control 4

Stepper motor control 4

Tachometer 5 Speed selection Range

0-1000,2000,3000,40000,6000

Elevator Control 5

Electrohydrolic 3

Process Control 3

Sensors Strain Gauge

Temperature sensor
Pressure sensor
Proximity sensor
Humidity sensor
Magnetic switch sensor
Speed Sensor
Infrared sensor
Ultrasonic Sensor
LVDT
etc.

White board 1 Area(m2) =2.4m*1.2m

Number of tables or 12 Table Height(m):0.8

working bench
Area(m2):2*0.8 rectangular cross section

Stool 25 Stool height(m)=0.6-0.75

Others
Area(cm )=30*30 → Rectangular cross
2

section
Diameter = 30cm(circular cross section)

47
2.9.3.2 Room Layout and Human Resource Requirement

Size/Number

Room Size (m) = L*W*H 9.2*6.30*3.4

Human Resource: Lab Instructor =1

Technical Assistant

Maximum number of students 20

enrolled per class

Number of students per table: 5

The room layout is the same as the one on Figure 4.

48
 Figure 9 Some devices in the Control laboratory at AAiT/SECE

2.9.3.3 Lab 9: Communication Systems and Networks Lab

Understanding complex communication systems and implementation need appropriate

support of laboratory experiments and demonstrations. This laboratory provides the

necessary training resources for undergraduate students in electrical and computer

engineering, information and communication technology, etc. The objective of this lab is

to familiarize students with the rapidly evolving world of modern communications.

Students perform practical exercises on specially designed training panels and modules

49
that offer a complete course of study into the fundamentals of analog and digital

communications.

2.9.3.4 List of Equipment and Components

Table 15 Equipment and Component used in Communication Systems and

Networks lab

Type Amount Specification/Description

High frequency 3 20MHz---40GHz

Spectrum
Low phase noise of –137 dBc (1 Hz)
Equipment per table Analyzer
at 10 kHz offset (1 GHz carrier)
RF 50Ω

Network Analyzer 500KHz to 1.3GHz

With frequency counter
Frequency display

Signal Generator 10MHz to 40GHz

RF 50Ω
Pulse generator

Multimeter 5 DC Voltage Range: 200mV-1000V

AC Voltage Range: 200mV-750V
DC Current Range: 200 A-20A
AC Current Range: 2 A-20A
Resistance Range: 200Ω-200MΩ
Capacitance range:2nF-200µF

CRO 4

Digital 5
Communication
system

50
 Analogue 5
Communication
system

Modulation and 5
Coding

AM & FM 5
Modulation

Antenna Trainer 4 Transmitter and receiver

Telephony Trainer 5

Telephone 5
Switching system

Telephone line 5
Simulator

FM Transmitter 5
and Receiver

Frequency 5
division multiplex

Tuned circuit and 5

filter

Amplifiers and 5
oscillators

Number of tables 12 Table Height(m):0.8

or working bench
Area(m2):2*0.8 rectangular cross
section

Stool 25 Stool height(m)=0.6-0.75

Area(cm )=30*30→Rectangular cross
2

section
Diameter = 30cm(circular cross
section)

51
2.9.3.5 Room Layout and Human Resource Requirement

Table 16 Human resource and students per laboratory Communication Systems

and Networks lab

Size/Number

Room Size (m) = L*W*H 9.2*6.30*3.4

Human Resource: Lab Instructor =1

Technical Assistant

Maximum number of students 20

enrolled per class

Number of students per table: 5

The room layout is the same as the one on Figure 4.

2.9.3.6 Lab 9-1: Microwave and Antenna Lab

Table 17 Equipment and Component used for Microwave and Antenna lab

Type Amount Specification/Description

High frequency 3 20MHz---40GHz

Spectrum
Low phase noise of –137 dBc (1 Hz)
Equipment per table Analyzer
at 10 kHz offset (1 GHz carrier)
RF 50Ω

52
Network Analyzer 500KHz to 1.3GHz
With frequency counter
Frequency display

Signal Generator 10MHz to 40GHz

RF 50Ω
Pulse generator

Multimeter 5 DC Voltage Range: 200mV-1000V

AC Voltage Range: 200mV-750V
DC Current Range: 200 A-20A
AC Current Range: 2 A-20A
Resistance Range: 200Ω-200MΩ
Capacitance range:2nF-200µF

Power Meter 4

Microwave 5
Trainer

DC power supply 5 With Voltmeter and Ammeter

0-70V
0-20A

Empire software

PC for Empire Corei3 or Core i7

software

Antenna Modeling
software

Number of tables 3 for PC Table Height(m):0.8

or working bench
Area(m2):2*0.8 rectangular cross
section

Number of tables 5 for Table Height(m):0.8

or working bench working
Area(m2):2*0.8 rectangular cross
space
section

53
 Stool 25 Stool height(m)=0.6-0.75
Area(cm )=30*30→Rectangular cross
2

section
Diameter = 30cm(circular cross
section)

Table 18 Human resource and students per laboratory for Microwave and
Antenna lab

Size/Number

Room Size (m) = L*W*H 9.2*6.30*3.4

Human Resource: Lab Instructor =1

Technical Assistant=1

Maximum number of students 16

enrolled per class

Number of students per table: 3

The room layout is the same as the one on figure 6.

2.9.4 Lab 8: Power Systems Lab

The Power Systems Laboratory shall be used for teaching basic and advanced concepts

in power system generation, transmission and distribution, protective relays

characteristics and schematics; and training in power quality analysis. The lab also

includes High Voltage Engineering Laboratory that provides platform for students to

understand various aspects of insulation and phenomenon like lightning and surges in

electrical power system.

54
An electric power system consists of equipment for the generation, transmission,

distribution and consumption of electric power. A control system is needed to control

the operation of this power system, and information and monitoring system is needed

for supervision of the power system.

Power system lab contains power station simulator which is a model of a simple power

station consisting of a turbine, generator, transformer and high voltage switchgear with

circuit-breakers, isolation and two outgoing lines. The simulator also includes a control

room section to control and monitor the power station. The control room section is

equipped with:

 Voltage control and frequency control equipment

 Switches to operate circuit-breakers and isolators

 Synchronizing unit

 Relay protection with indication and test facilities

 Fault annunciator system

 Instruments to monitor voltage, current and power

The power station simulator is used as a model to represent the exact transmission line

from generation site up a load center. Upon variation of the load such as resistive,

inductive and capacitive the performance of the transmission line is tested. This power

system lab also has a feature of controlling the overall transmission line and power

station from the control room using SCADA (Supervisory control and data acquisition).

In this lab there is also solar wind energy modular system. This system consists the

following set of components

 Wind turbine

 Supporting frame

 Anemometer and wind direction sensor

 A battery control module with battery

 A load module: LED lamps with different wattage

55
  DC to AC convertor(Inverter)

The main objective of this solar wind hybrid module is

 Measuring the load current, voltage and power

 Setting the solar panel to the most irradiated position

 Changing the inclination of the solar panel

 Obtaining the solar irradiation data

 Obtaining the solar panel voltage-irradiation curve

 Calculating the inner resistance of the solar panel

 Obtaining the solar panel current-voltage curve

 Obtaining the solar panel current-power curve

 Overloaded solar panel measurements

 Battery charging

 Supplying DC load

 Supplying AC load

 Identification of wind turbine components

 Wind turbine installation and testing

 Operating the wind turbine and the anemometer

 Braking in the no load operation /open circuit/ free spinning mode

 Using the wind turbine to charge the battery

 Supplying AC load with wind power stored in a battery

 Supplying AC load with wind power and a battery

 Supplying AC load with a hybrid system

Required modules include:

 Power system simulator: This simulator contains power plant module, transmission line

modules and distribution line modules. Note: This simulator must have a feature of

manual and SCADA control operation

56
  Solar wind hybrid system module includes

 Battery system

 Wind turbine

 PV panels

 Multimeter

 Loads(DC and AC)

 Invertor

2.9.4.1 List of Equipment and Components

Table 19 Equipment and Component used for Power Systems lab

Type Quantity Specification/Description

Switch and 3 Input voltage:220V

control board
Current:25A
Regulated voltage:0-230V
Regulated current:0-21.7A
Electrical machines required Frequency:50Hz

Transformers 3 Voltage ratio:220V/100KV

Rated current: 11.35/0.05
Rated Capacity:5KVA
Duty: Continuous

Components/equipment Capacitors, Depends on Varies from experiment to experiment

resistors, the
required
sphere gaps, experiment
rectifiers

Multimeter 2 DC Voltage Range: 200mV-1000V

AC Voltage Range: 200mV-750V
DC Current Range: 2mA-20A
AC Current Range: 2mA-20A
Resistance Range: 200-200MΩ

57
 Capacitance range:2nF-200µF

Consumables Insulators ----------- Pin type, suspension type strain type,

shackle type insulators
Voltage level: Vary from experiment
to experiment

Test Cables Area: >6mm2

Wires -------- High voltage wires that can with

stand above 21.2KV(rms)

Transformer
oil/insulating
oil

Others Pliers, Cutters, 6

Long nose,
screw drivers

Stool 20 Stool height(m)=0.6-0.75

Area(cm )=30*30→Rectangular cross
2

section
Diameter = 30cm(circular cross
section)

White board 1 Area(m2) =2.4m*1.2m

Cables -------- Cross-sectional area:2.5mm2

High Voltage 3 Length:2m-4m

Earthing
With stand voltage 110KV
rod/Earthing
rod

58
2.9.4.2 Room Layout and Human Resource Requirement

Table 20 Human resource and students per laboratory for the Power Systems lab

Size/Number

Room Size (m) = L*W*H 12*6.45*6

Human Resource: Lecturer =1

Technical Assistant=1

Maximum number of students 15

enrolled per class

The room layout is the same as the one on Figure 4.

59
Figure 10 A partial view of the power System lab at AAiT/SECE

2.9.5 Lab 8-1: High Voltage Lab

High voltage laboratory is equipped with a system of components made with the highest

precision. This the lab is capable of conducting distribution- to transmission-level high-voltage

tests on all types of equipment, including transformers, insulators, switchgear, bushings, cables

and accessories, instrument transformers, transmission line hardware, surge arrestors, power

factor correctors, generators, insulated aerial life devices, and transformer rectifier units (TRUs).

A corona discharge is an electrical discharge brought on by the ionization of a fluid such as air

surrounding a conductor that is electrically charged. Corona discharge happens during when

bulk amount of electrical energy is transmitted from generating stations to load centers. Corona

discharge can be simulated effectively using high voltage laboratory. Power frequency (dry and

wet), impulse frequency tests, temperature cycle tests, puncture voltage test and mechanical

strength tests are some of the tests conducted on the high voltage lab facility.

60
Figure 11 High voltage laboratory facilities at AAiT/SECE

2.9.5.1 Safety for High Voltage Labs

 The fence (working area) must be plated

All high-voltage setups must be protected against unintentional entry to the danger

zone. This is appropriately done with the aid of metallic fences. When setting up the

61
fences for voltages up to 1 MV the following minimum clearances to the components

at high voltage should not be exceeded:

o Alternating and direct voltages 50 cm for every 100 kV

o Impulse voltages 20 cm for every 100 kV

o A minimum clearance of 50 cm shall always be observed, independent

of the value and type of voltage. For voltages over 1 MV, in particular

for switching impulse voltages, the values quoted could be inadequate;

special protective measures must then be introduced.

o The fences should be reliably connected conductively, earthed and

provided with warning boards inscribed: “High Voltage! Caution!

Highly Dangerous!” It is forbidden to introduce conductive objects

through the fence while the setup is in use.

 During operation the door lock should be firmly locked

In high-voltage setups each door must be provided with safety switches; these allow

the door to be opened only when all main leads to the setup are interrupted. Instead

of direct interruption, the safety switches may also operate the no-voltage relay of a

power circuit breaker, which on opening the door, interrupts all the main leads to the

setup.

These power circuit breakers may also be switched on again when the door is closed.

For direct supply from a high-voltage network (e.g. 10 kV city network), the main

leads must be interrupted visibly before entry to the setup by an additional open

isolating switch. The switched condition of a setup must be indicated by a red lamp

“Setup switched on” and by a green lamp “Setup switched off”.

 During experiment capacitor must be discharged before being disconnected

from the circuit using earthing or grounding rod.

62
  The room high must be enough in order to accommodate cascaded

transformers and circuit setup.

 The fence must be well grounded.

 Safety shoes must be dressed while working tests on the labs

 Emergency switch can be used for any accident happens on the circuit which

is found on the switch and control board

Conducting the experiments

Everyone carrying out experiments in the laboratory is personally responsible for the

setup placed at his disposal and for the experiments performed with it. For

experiments during working hours one should try, in the interest of personal safety,

to make sure that a second person is present in the testing room. If this is not possible,

then at least the times of the beginning and ending of an experiment should be

communicated to a second person. When working with high-voltages beyond

working hours, a second person familiar with the experimental setups must be

present in the same room.

If several persons are working with the same setup, they must all know who is to

perform the switching operations for a particular experiment. Before switching on

high-voltage setups, warning should be given either by short horn signals or by the

call “Attention! Switching-on!” This is especially important during loud experiments,

so that people standing-by may cover their ears. If necessary, switching off can be

announced after completion either by a single long tone or by the call: “Switched off”.

In experiments with oil and other highly flammable materials, special care is

necessary owing to the danger of explosion and fire. In each room where work is

carried out with these materials, suitable fire extinguishers must be close to hand and

ready for use. Highly flammable waste products, e.g. paper or used cotton waste,

63
 should always be disposed off immediately in metal bins. Special regulations must be

observed when radioactive sources are used.

2.9.6 Lab 5: Computing Lab

This laboratory enables students gain knowledge and skill on the different software

used in Electrical and Computer Engineering. The lab will have computers networked

among themselves and may have access to the campus network of the university. Each

workstation will contain software the enable the students learn programming

languages (as indicated in the curriculum), mathematical analysis tools like Matlab,

Simulation tools like NS3, benchmark, Matlab …) and different software used in

courses found in the curriculum. The room should be designed as perimeter classroom

as shown in the figure below.

Figure 12 Perimeter Classroom Computer Lab.

64
In the perimeter classroom, workstations are arranged along the walls. The perimeter

classroom lab allows teachers to easily maneuver around the classroom and manage

students work. Teachers can easily keep an eye on what a large number of students are

working on and students can quickly turn around when the teacher needs to make a

presentation.

2.9.7 List of Equipment and Components

Table 21 Requirements for Computer Lab I

No. Description Quantity Specification

1 Room 1 Size 12*6.4*3.4
2 Tables for students 24
3 Chairs for Students 24
4 Table for instructor 1
5 Chair for instructor 1
6 Computers 25 Standard workstations

7 White board 1 Area(m2) =2.4m*1.2m

8 Networking 25 One port RJ-45 faceplates mounted in a
Connecting trunck that is laid across the wall.
faceplates
9

65
2.9.8 Room Layout and Human Resource

Table 22 Human resource and students per laboratory for Computer lab I

Size/Number
Room Size (m) = L*W*H 12*6.4*3
Human Resource: Lab Instructor =1
Technical Assistant or
Lab Assistant=1
Maximum number of students enrolled 24
per class
Number of students per table: 4

The room layout for this lab is the standard perimeter classroom computer lab.

However the size of the room should be L*W*H = 12m*6.4m*3m

2.9.9 Lab 10: Project Lab

This lab is for graduating class students where they can work on their final year project

individually or in a group. This laboratory is simply a room with chairs and tables. The

setup of the room can be just like the setup of the computer lab but without the

computers. This room should have the following features and equipment.

 A room of size equivalent to the electronics lab.

 The setup is just like the computer laboratory without the computers

 Standard chairs and tables where a table accommodates up to 6 chairs.

 WiFi connection should be available.

 This lab should run under the supervision of lab coordinator. The lab

coordinator can delegate the responsibility to student representatives.

 The lab should be open 24 hours in the second semester.

A partial view of this lab at AAiT/SECE is shown below.

66
Figure 13 A partial view of the project lab at AAiT/SECE

67
3 Labs and Workshops Organizational Structure
For the smooth running of labs and workshops, serious attention must be given to labs and

workshops. The following organogram is suggested to indicate how best to run these facilities.

Figure 14 Organogram of the laboratories and workshops

What is more critical is to have a dedicated lab coordinator who will oversee the day-to-

day operation of these faculties. Below is a description about lab coordinator.

68
 3.1 Motivation for Laboratories Coordinator

The condition of the electrical engineering laboratories in the school have been

continually relegating below standard to the point that now it is very difficult to give

any laboratory course in them. The reason for this is that there is no directly responsible

(and hence accountable) staff or entity that has the duty to manage these laboratories.

Different universities mitigate this problem by assigning a laboratory coordinator who

is responsible for the wellbeing of the laboratories.

As a result, we have found that such a position is critical to have laboratories where:

 the laboratory courses can be given to their full extent,

 instructors are not incapacitated by the limitations of the laboratories,

 students can fully appreciate and exercise the courses given in class and

laboratories and

 Different streams can expand each laboratory course and add further laboratory

courses.

The Laboratory Coordinator identifies, enhances and follows specific processes and

procedures to maximize the efficiencies of the academic courses or research activities

conducted in the laboratory; ensures the correct functioning of facilities and equipment.

The coordinator for electrical engineering laboratories is an academic staff with

experience on Electrical engineering labs.

The coordinator is responsible for the core electrical engineering laboratories only,

i.e., looks after the proper management of:

 Fundamentals of Electrical Engineering Lab,

 Electronics Lab,

 Electrical Machines Lab,

 Electrical Workshop, and

69
  Various UG Project Rooms.

The R&D labs, specialized labs, and any future labs will be directly controlled by chairs.

3.2 Qualification

Lecturer and above who has worked in the school for at least 2 years or Assistant

lecturer who has worked as lab assistant in the school for at least 3 years.

3.3 Appointment

The coordinator for electrical engineering laboratories shall be appointed by the school

dean upon recommendation of the school council.

3.4 Terms of office

The coordinator for electrical engineering laboratories shall serve this post for 2 years

with possible extension based on performance.

3.5 Duties and Responsibilities

 The ECE Laboratories Coordinator will be a voting member of the SECE SAC.

 Identifies laboratories and stores of the school and oversees their proper

management. Assigns technical assistant to manage a lab or store.

 Identifies laboratory courses given on each semester and prepares optimal

schedule in accordance with main schedule by coordinating with the

undergraduate program coordinator and chairs.

 Assigns technical assistant and lab attendants for each lab and makes

sure availability of the required resource (equipment, components, lab

manuals, …)

 Oversees the day-to-day operations of the laboratories. Coordinates the

execution of experiments, projects and consultancy services in the

laboratories. Establishes priorities and ensures adherence to schedules.

70
  Control the day‐to‐day activities of store keepers, technical assistants, and lab

attendants.

 Ensures adherence to lab standards and practices to maximize safety and

operational effectiveness.

 Works with instructors of the associated course in order to keep the

manuals up‐to‐date and in pace with the course.

 Ensures appropriate inventory.

 Plan and follow up acquisition/purchase of equipment and components to be

used in each lab and recommend to the dean.

 Monitors, maintains and supports the physical condition of the lab space and

the different equipment.

 Provides technical guidance and assistance concerning lab exercises, the use

of equipment and techniques, and the analysis of results.

 Reviews, tests, evaluate and modify equipment and methodology. Develops

methodology.

 Arrange the maintenance and minor repair of equipment. Arranges for

servicing.

 Reports to the School Dean any inconsistencies in the management and

execution of labs.

 Produce a semester‐based report to the School Council on the progress of

labs.

3.6 Evaluation

The coordinator for Electrical Engineering Laboratories shall be evaluated by the school

council annually.

71
3.7 Benefit Packages

 The ECE Laboratory coordinator will work on a half-load assignment basis

and will be entitled any position allowances and benefits in place for

Coordinators in the School.

 He/she will be entitled to additional benefits put in place to all SECE SAC

members as will be determined by the SECE Governance Guidelines.

 He/she will benefit from consultancy services requiring the use of lab

facilities.

72
4 Laboratory Safety Rules

Any laboratory environment may contain conditions that are potentially hazardous to

person’s health if not handled appropriately. The Electrical Engineering laboratories

obviously have electrical potentials that may be lethal and must be treated with respect.

In addition, there are also mechanical hazards, particularly when dealing with rotating

machines, and some chemical hazards because of the materials used in various

components.

Safety is always an important topic whenever laboratory work is being considered, and

it is certainly true in the case of electrical engineering laboratories and electrical

workshops. So, Prevention of electric shock to individuals and damage to equipment in

the laboratory can be done by strict adherence to several common-sense rules

summarized below:

 Never hurry. Work deliberately and carefully.

 The experiments in the laboratory use low voltages and low currents. However,

the lab equipment is powered by the 220V, 50Hz, line voltage. Be careful with the

line voltages. Do not touch exposed prongs on the equipment plugs when

connecting the equipment to the lines.

 Take care when using power supplies, which may be low voltage but can supply

currents in the ampere range. Shorting such a supply can lead to a serious burn

as high currents arc and can ignite flammable material. This is precisely why a

car battery needs to be treated with respect. The hundreds of amps a battery can

supply are sufficient to cause serious burns.

 The equipment is heavy enough to be generally stable on the bench. Be sure to

keep the equipment away from the edges of the benches to avoid having a piece

of equipment fall off the bench. Besides endangering people who might be

struck, falling equipment endangers everyone in vicinity by stressing the power

73
 cords, possibly causing a line short or live fault on the equipment, not to mention

damage to the expensive lab equipment. In general, electronic equipment does

not survive harsh treatment.

 The capacitors furnished in your lab kits are electrolytic capacitors with positive

and negative terminals. Be sure to always connect the positively marked terminal

to the most positive terminal in your circuit. An excess negative voltage applied

to these capacitors can cause the device to overheat and explode.

 When hooking up a circuit, connect to the power source last, while power is off.

 Before making changes in a circuit, turn off or disconnect the power first, if

possible.

 Never work alone where the potential of electric shock exists.

 When changing an energized connection, use only one hand. Never touch two

points in the circuit that are at different potentials.

 Know that the circuit and connections are correct before applying power to the

circuit.

 Insulate yourself from ground by standing on an insulating mat where available.

 Set instrument scales to the highest range before applying power.

 Be sure instrument grounds are connected properly. Avoid accidental

grounding of "hot" leads, i.e., those that are above ground potential.

 Check polarity markings and connections of instruments carefully before

connecting power.

 Never connect an ammeter across a voltage source. Only connect ammeters in

series with loads.

 Do not exceed the voltage and current ratings of instruments or other circuit

elements. This particularly applies to watt meters since the current or voltage

rating may be exceeded with the needle still on the scale.

74
 All laboratories should have a fire extinguisher located in the room near the door

or in a fire hose cabinet in the corridor.

 In the undergraduate laboratory area, a major first aid kit should be located.

 Be sure the fuse and circuit breakers are of suitable value. When connecting

electrical elements to make up a network in the laboratory, it is easy to lose track

of various points in the network and accidently connect a wire to the wrong

place. A procedure to follow that helps to avoid this is to connect the main series

part of the network first, then go back and add the elements in parallel. As an

element is added, place a small check by it on your circuit diagram. Then go back

and verify all connections before turning on the power.

 Personal protective equipment must be used as required and in consideration of

the hazards present in each laboratory.

 No open toes shoes or sandals allowed.

 Remove any conductive watch bands or chains, rings, wristwatches, etc.

 If you are unsure of any work to be done, ask the lab supervisor before

proceeding.

 Familiarize yourself with the location of circuit breaker panels in labs.

 All laboratory users have a responsibility to take reasonable precautions against

theft or misuse of materials.

 Static electricity and sparks may cause a fire under the right circumstances.

Always be conscious of the potential for generating sparks.

 Treat every chemical as if it were hazardous.(PCB)

 Consumption of food, gum and drink (including water) in research and teaching

labs is prohibited.

 Make sure all chemicals are clearly and currently labeled with the substance

name, concentration, date and name of the individual responsible.(PCB)

75
 The principal investigator /laboratory supervisor has overall responsibility for

safety in the lab.

One day someone's life may depend upon your making sure that all has been done

correctly.

76
5 Emerging Trends in Laboratory Developments

5.1 Introduction

After considering the academic parameters for Electrical Engineering laboratories such

as subject domain classification, subject classification, syllabus and research and

development interests, technical and financial factors for the selection of equipment

should be considered. The main technical and financial factors for the selection of

equipment include:

 Operational capability

 Functional capacity

 Maintenance support

 Technical documentation

 Training delivery

 Capital investment both initial and recurring.

The operational capability of the equipment should at least provide experiments that

may be performed within an appropriate subject domain. The functional capacity

should allow multipurpose or multi-user operation. Organizational flexibility of the

laboratory is a parameter that relates to dynamics of laboratory operation. For

organizational flexibility the equipment should be compact, and standard use of

equipment over the normal period of laboratory operation should also be considered.

The major source of recurring expenditure is expenses on consumable materials, bills of

basic amenities and the cost of maintenance of equipment. The equipment selected

should be supported with elaborate operation and maintenance manuals from the

manufacturer. In the case of very sophisticated equipment, training may be necessary.

77
For maximum operational life a maintenance contract with the manufacturer or

supplier is a suitable option. The installation and commissioning of heavier equipment

should be planned and executed with the help of engineers from the manufacturing

company. The subject specialist should carry out the selection of equipment for teaching

purposes. The research team concerned should select the specialized equipment

required for the research and development.

5.2 Emerging Trends

Laboratory equipment cost is the major bottleneck to establish well equipped

laboratories. Thus, to reduce the cost of investment to the laboratory, it is recommended

to use following options.

 Virtual Laboratories: With the advent of the World Wide Web and advances in

virtual reality programming tools, it has become possible to perform experiments

through simulation of equipment that is hosted at a local server or remote hosting

at the World Wide Web server. There are many massive online laboratories and

systems (MOOL). These distance learning methodologies allow complete training

of the student on sophisticated equipment without the concerned department

indulging in the purchase of expensive equipment. The equipment is simulated

such that all the physical and technical features are covered well, providing in-

depth knowledge to the learner before he/she is moved to actual equipment or

some low-cost solution where the cost of the equipment is prohibitive.

 Modular-based Training Systems: the major cost of Electrical Engineering

laboratory is incurred from test and measurement instruments such as digital multi-

meters, power meters, oscilloscopes, spectrum analyzer, function generator and

others. Besides their expensiveness, calibration and learning curve for these test and

measurement equipment is very intensive. Due to this, most of the students’

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 laboratory time is wasted on adjusting and calibrating of this equipment.

Understanding these facts, currently there are low cost, flexible and modular based

system for practical learning in Electrical Engineering. For instance, MOBILE

STUDIO and ARDINO UNO is such examples which provide very flexible and

wide range laboratory practices to students with low investment cost. In very ideal

cases, the department can give these kits to students and they can practice at any

time and place they want. Thus, it may not be necessary for students to go to the

laboratory periodically to do practical exercise.

The mobile studio is inexpensive hardware/software platform which when

connected to a PC (via USB), provides functionality similar to that of laboratory

equipment (scope, function generator, power supplies, DMM, etc.) typically

associated with an instrumented studio classroom. It is a small, inexpensive

hardware platform for use in a home, classroom or remote environment. When

coupled with Mobile studio desktop, the system duplicates a large amount of the

hardware often used to teach Electrical Engineering and Computer Engineering,

Physics and K-12 technology-related courses; in addition to a myriad of industrial

and commercial utilizations.

Figure 15 Mobile Studio Board

Hence, we highly recommended Ethiopian universities to use these alternatives for

establishing Electrical Engineering laboratories.

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 5.3 Experience from Vanderbilt University [3]
A study at Vanderbilt University has been exploring the potential of organizing the content of

electrical engineering labs around realistic challenges. The challenges provide a context for

performing lab experiment, which should help students apply the concepts from the labs to

other problems. Before coming to the lab, students are given a challenge and asked to generate

ideas about potential solutions and to identify what more they need to know to solve the

challenge. Also, they prepare for the lab by reviewing web-based learning resources (e.g.

tutorials, on-line test of basic concepts, components, and procedures for using equipment).

These materials help familiarize students with the expectations of the lab. In the lab, computer-

based instruments by National Instruments replace conventional bench-top ones. Workstations

are connected to the Internet enabling student’s immediate access to the web-based resources.

Now students can guide their own inquiry by accessing these resources as needed, rather than

continually asking for instructor assistance.

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6 Conclusion and Future outlook

6.1 Conclusion

This document outlines the minimum standard that should be in place for

establishment of EE laboratories and workshops in the Ethiopian context. The

document starts from understanding the laboratory and workshop requirements of the

existing EE modular curricula in Ethiopia; benchmarked local and global experiences;

planning the requirements of standard laboratory and workshops that includes

functional capacity of laboratories, human resource requirements, infrastructure and

safety manual. It further indicates emerging trends in electrical engineering lab

equipment and organization.

6.2 Future Outlook – Lab Manual Preparation

For best and effective hands on practical training, in addition to physical planning of

the laboratory, the training manual should be prepared based on the syllabus and the

equipment found in the lab. Thus, the primary requirement for laboratory staff is to

design a set of experiments on each equipment considering the syllabus. The

experiment is normally an abstraction from an industrial application or is the

demonstration of a basic principle of Electrical Engineering as constrained by the

operational capability of the equipment and the syllabus.

Reference manuals for the set of experiments to be performed in each year of study

should be available. The manual should at least provide the calibrated values for the

equipment in the laboratory conditions and the procedure for conducting the

experiments. Scheduling is required to accommodate the students in the laboratory.

Use of equipment for research and development should also be incorporated as a

normal use of the laboratory. Students may also require use of certain equipment as

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part of their projects. The students normally use the required equipment towards the

end of the academic year and for a short duration of time; however, their use of

equipment should also be planned. An industrial collaboration may also require for the

use of certain equipment for a specific period. The use of standard scheduling

techniques leads to optimal use of facilities for teaching and research. Maintenance

requirements of the equipment and a shortage of consumable materials should be

intimated by the laboratory staff, with a sufficient time buffer, to the relevant

administrative department.

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[4]. Laboratory courses in electrical engineering: Challenge-based Model that reflects

engineering process”37th Annual Frontiers In Education Conference - Global

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