Faculty of Engineering, Built Environment and Information

Technology
DEPARTMENT: DEPARTMENT OF ELECTRICAL, ELECTRONIC
AND COMPUTER ENGINEERING

PROGRAMME: Diploma in Engineering Technology: Electrical

Engineering

MODULE
NAME: Design Project III

MODULE
CODE: EDP226B/A

NQF LEVEL: 6
CREDITS: 14

COMPILED BY: Prof Pierre Hertzog

DATE REVISED: Jul 2023

LEARNER GUIDE
 CONTENTS

1. MODULE OVERVIEW ............................................................................ 4

1.1 Module Purpose Statement...............................................................................4

1.2 Module Information ...........................................................................................4
1.3 Knowledge Areas covered in this Module .........................................................4
1.4 Graduate Attributes to be Assessed in this Module ..........................................4
1.5 Module Syllabus Outline ...................................................................................5
1.6 Learning Material ..............................................................................................5
1.7 Information about the lecturer ...........................................................................5

2. MODULE LEARNING OUTCOMES........................................................ 5

2.1 Calculation of Module Credits and Notional Hours ...........................................6

2.2 Module Learning units and notional hours ........................................................6
2.3 Semester Programme for the Module ...............................................................8
2.5 Assessment of Module Learning Units .............................................................8
2.7 Assessment Procedure .................................................................................. 12
2.8 Graduate Attributes Assessed in this Module ................................................ 12
2.9 Table A: Assessment rubrics for module as well as Graduate attributes .... 14
2.10 CUT Graduate Attributes and Action Verbs Used in Assessments ............... 24
2.11 Aligning CUT Graduate Attributes to ECSA Graduate Attributes .................. 24
2.12 Revised Bloom’s Taxonomy used in the formulation of questions ................ 24

3. LEARNING COMPONENT ....................................................................25

1. LEARNING COMPONENT ....................................................................25

1.1 Class attendance ........................................................................................... 25

1.2 Submitting assignments ................................................................................. 25
1.3 Absenteeism when evaluations are done ...................................................... 26
1.4 Guidelines for improving performance in the module .................................... 26

2. SAFETY COMPONENT .........................................................................26

2.1 General Safety ............................................................................................... 27

2.2 Hand and Power Tools ................................................................................... 27
2.3 The Microsoft Word template for the portfolio of evidence is available on the
learning management system. ....................................................................... 28

2
1. MODULE OVERVIEW ............................................................................ 4

1.1 Module Purpose Statement...............................................................................4

1.2 Module Information ...........................................................................................4
1.3 Knowledge Areas covered in this Module .........................................................4
1.4 Graduate Attributes to be Assessed in this Module ..........................................4
1.5 Module Syllabus Outline ...................................................................................5
1.6 Learning Material ..............................................................................................5
1.7 Information about the lecturer ...........................................................................5

2. MODULE LEARNING OUTCOMES........................................................ 5

2.1 Calculation of Module Credits and Notional Hours ...........................................6

2.2 Module Learning units and notional hours ........................................................6
2.3 Semester Programme for the Module ...............................................................8
2.5 Assessment of Module Learning Units .............................................................8
2.7 Assessment Procedure .................................................................................. 12
2.8 Graduate Attributes Assessed in this Module ................................................ 12
2.9 Table A: Assessment rubrics for module as well as Graduate attributes .... 14
2.10 CUT Graduate Attributes and Action Verbs Used in Assessments ............... 24
2.11 Aligning CUT Graduate Attributes to ECSA Graduate Attributes .................. 24
2.12 Revised Bloom’s Taxonomy used in the formulation of questions ................ 24

3. LEARNING COMPONENT ....................................................................25

3.1 Guidelines for improving performance in the module .................................... 25

4. SAFETY COMPONENT .........................................................................26

4.1 General Safety ............................................................................................... 27

4.2 Hand and Power Tools ................................................................................... 27
4.3 The Microsoft Word template for the portfolio of evidence is available on the
learning management system. ....................................................................... 28
1. MODULE OVERVIEW

1.1 Module Purpose Statement

The purpose of this learning module, Design Project III, in the programme Diploma in
Engineering Technology: Electrical Engineering is to help the learners to develop knowledge
and skills to design and build an Electronic project where an existing project is used as base
and student will add at least 50% to the Project as own design.

• Minimum required components include, a microprocessor, at least 2 sensors, an LCD,

and a relay module.
• The microprocessor must be an Arduino.

1.2 Module Information

Learning area Electronic Engineering

Module Design Project III
Module code EDP226B/A
NQF level 6
Credits 19
Notional hours 190
Contact sessions Two theory and five practical periods of 40 minutes each per week
Assessments Two formative and one summative assessment per semester

1.3 Knowledge Areas covered in this Module

ECSA Credits in
Knowledge Area

Code Module NQF Module MS NS ES ES & S C & IT CS

Name Level Credits
Design 6 14 14
EDP226
Project
B/A
III

MS: Mathematical Sciences

NS: Natural Sciences
ES: Engineering Sciences
ES & S: Engineering Design & Synthesis
C & IT: Computing & Information Technology
CS: Complementary Studies

1.4 Graduate Attributes to be Assessed in this Module

Role of the module in developing students toward exit level

outcomes
Code Modul GA1 GA2 GA3 GA4 GA5 GA6 GA7 GA8 GA9 GA10
e name
EDP22 Design AEA AEA AEA AEA AEA AEA
6B/A Project
III

4
 AA: an Advanced level assessment. At this level, a GA is acquired to the extent that it allows
for new applications in, and generalisations to, unforeseen contexts.
GAs: ECSA Graduate Attributes
AEA: Advanced exit level assessment for ECSA accreditation

1.5 Module Syllabus Outline

Unit 1: Project Proposal

Compile and write a proposal for the selected Project

Unit 2 Project design

In this unit, the student will draw a block diagram of the different hardware components of the
Project. The student will also draw a Schematic that includes all the electronic components of
the Project as well as a flow chart that shows the flow of the software that will be designed.

Unit 3 Project prototyping

In this unit, the student will design the software, program the microcontroller and build the
Project on a breadboard.

Unit 4 Finalising the Project

During this unit, the student will construct the final Project and complete the required documentation in
the form of a portfolio of evidence.

Module Presentation (Refer to section 2.3 for more details):

Two theory and five practical periods of 40 minutes each per week

1.6 Learning Material

Available on eThuto in the form of research articles, videos and presentations.

1.7 Information about the lecturer

Name: Prof PE Hertzog

Office: ETB209
E-mail: [email protected]

Postal address: Central University of Technology, Free State

Private Bag X20539, Bloemfontein, 9300, South Africa
Consulting Hours: By appointment (Schedule on eThuto via MS meetings link)

2. MODULE LEARNING OUTCOMES

This module will be presented according to the outcomes-based education philosophy. The
lecturer will use a variety of instructional techniques and methods in striving towards achieving
the critical cross-field outcomes as well as the general aims of the module and the specific
outcomes.

5
 2.1 Calculation of Module Credits and Notional Hours

The minimum notional hours required by a student for successful completion of this module,
as well as the credits allocated to the module, are calculated from the formula supplied by
HESQSF (Refer to ECSA document E-01-P):

𝑁𝑜𝑡𝑖𝑜𝑛𝑎𝑙 𝐻𝑜𝑢𝑟𝑠 = 𝑇𝐿 𝐿𝑀𝐿 + 𝑇𝑇 𝑇𝑀𝑇 + 𝑇𝑃 𝑃𝑀𝑃 + 𝑇𝑋 𝑋𝑀𝑋 + 𝑇𝐴 𝐴𝑀𝐴 + 𝐸𝑀𝐸

Credits = Notional Hours / 10

Where L is the number of lecturing sessions, T is the number of tutorial sessions, P the number
of laboratory sessions, X is the number of other sessions, and A is the number of non-contact
assignment sessions, E the total number of hours for assessments, per semester. Then TL, TT,
TP, Tx and TA represent the duration of a non-contact time (CUT period=40min=0.67h); while
ML, MT, MP, MX, MA and ME are the contact time multipliers representing the minimum
student's self-study hours for each contact hour and non-contact hour for assignments. All these
acronyms are defined in ECSA document E-01-P- Background to Accreditation of Engineering
Programmes, Revision no. 3, Effective Date: 17/05/2018.

Notes:
1 Credit = 10 notional hours
ML specifies minimum student's self-study hours for each contact hour for lectures
MT specifies minimum student's self-study hours for each contact hour for tutorials
MP specifies minimum student's self-study hours for each contact hour for laboratory work
MX specifies minimum student's self-study hours for each contact hour for others
MA specifies minimum student's self-study hours for each non-contact hour for assignments
ME specifies minimum student's self-study hours for each contact hour for assessments

The table below shows the calculated credits for Electronic Communications III.

Module Time units and total contact Assessment Credits

TL TT TP TX TA E (h)
0.67h 0.67h 0.67h 0.67h 1h
Code Name Lec Tut Lab Other Assign
(L) (T) (P) (X) (A)
EDP226B/A Design L=17,ML=2 T=0 P=44,MP=4 X=0 A=0 E=0 14
Project III

Substituting values for TL, TT, TP, L, T, P, E, ML, MT, MP, and ME in the formula gives

2.2 Module Learning units and notional hours

Learning area activity Notional

hours

Unit 1: Project Proposal Project identification

4
Project modification 4
Project block diagram 2

6
 Project proposal writing
2
Compiling proposal for formative assessment
2
Unit 2 Project design Fritzing design software 6
Arduino IDE 3
Arduino programming 8
Project design 26
Software design 16
Schematic design 3
Flowchart design
2
PCB design
4
Unit 3 Project prototyping Sourcing electronic components 3
Building project on Breadboard 3
Programming microcontroller 9
Troubleshooting and finetuning 10
Preparation of video presentation for working 2
Compiling of progress report for formative assessment 3
Unit 4 Finalising the Final construction of the Project 11
Project Preparation of Working presentation 5
Preparation of Project presentation 5
Compiling of a portfolio of evidence for summative assessment 7

Total 140

7
 2.3 Semester Programme for the Module

The semester program is available with dates on eThuto.Assessment of Module Learning Units

Unit 1: Project Proposal

Learning area Teaching and Assessment Assessment GA assessed Competence indicator
outcome learning activity method and criteria
instrument
To be able to Interactive Method: Student clearly Solved the problem ✓ Did the student
compile a lectures. Formative describes the (GA1) of selecting an select an appropriate
professional Students will assessment 1 proposed appropriate project. project?
Project research Instruments: Project. Applied engineering ✓ Student modified an
proposal and possible projects Handed in on Draw a knowledge(GA2) by existing project or
block and compile a eThuto and professional modifying an existing used a novel idea of
diagram. proposal assessed with block diagram. project for the proposal. his/her own.
accordingly. the aid of a Describe his or Investigated (GA4) ✓ Student investigated
rubric her own different alternatives and different
design. performance data to alternatives?
select a suitable project. ✓ Student have
Used information compiled a
technology(GA5) to do professionally
searches and make written proposal.
comparisons. ✓ The student handed
Professional in on time.
communication(GA6) in
the form of a written
proposal.
Independently (GA 9)
searched and made a
project selection and
modification.
Display engineering
professionalism(GA10)
by handing in on time
and in a professional
format.

Graduate attributes key

GA1: Problem Solving
GA2: Application of scientific and engineering knowledge
GA3: Engineering Design
GA4: Investigations, experiments and data analysis
GA5: Engineering methods, skills, tools, including Information technology
GA6: Professional and Technical Communication
GA7: Sustainability and Impact of Engineering Activity
GA8: Individual, Team and Multidisciplinary working
GA9: Independent Learning Ability
GA10: Engineering Professionalism

8
2.3.2 Unit 2: Project design

Learning area Teaching and Assessment Assessment GA assessed Competence indicator

outcome learning method and criteria
activity instrument
To be able to Interactive Method: Student: Applied engineering ✓ Student-designed
draw a lectures. Formative Draw a knowledge(GA2) by and drawn a
professional Students will assessment 2 professional designing a schematic, professional
Schematic that design a Instruments: schematic, PCB and flowchart of schematic?
includes all the schematic, Handed in on PCB and their Project. ✓ Student-designed
electronic PCB and eThuto and flowchart of Used information and drawn a
components flowchart of assessed with their Project. technology(GA5) to do professional PCB?
of the Project their Project. the aid of a searches and make ✓ Student-designed
To be able to rubric solved problems in the and drawn a
draw a flow design of schematic, professional
chart that PCB and flowchart of flowchart of their
shows the flow their Project. Project.?
of the software Professional ✓ Student have
that will be communication(GA6) in compiled a
designed. the form of a written professional written
To be able to progress report. proposal?
draw in CAD Display engineering ✓ Did student hand in
software a professionalism(GA10) on time?
PCB with all by handing in on time
the electronic and in a professional
components of format.
the Project.

Graduate attributes key

GA1: Problem Solving
GA2: Application of scientific and engineering knowledge
GA3: Engineering Design
GA4: Investigations, experiments and data analysis
GA5: Engineering methods, skills, tools, including Information technology
GA6: Professional and Technical Communication
GA7: Sustainability and Impact of Engineering Activity
GA8: Individual, Team and Multidisciplinary working
GA9: Independent Learning Ability
GA10: Engineering Professionalism

9
2.3.4 Unit 3: Project prototyping
Learning area Teaching and Assessment Assessment GA assessed Competence indicator
outcome learning activity method and criteria
instrument
To be able to Interactive Method: The student Solved the design ✓ Did student design
design the lectures. Formative must be able to problem (GA1) of suitable software?
software, Students will assessment 2 design the software, program the ✓ Did the student
program the design software, Instruments: software, microcontroller and build program the
microcontroll program the Handed in on program the the Project on a microcontroller?
er and build microcontroller eThuto and microcontroller breadboard. ✓ Did the student
the Project on and build the assessed with and build the Applied engineering build the Project on
a breadboard. Project on a the aid of a Project on a knowledge(GA2) in the a breadboard?
breadboard. rubric breadboard. design of software, ✓ Has the student
program the compiled a
microcontroller and build professionally
the Project on a written report?
breadboard. ✓ Did student hand in
Used information on time?
technology(GA5) to do
research on design
possibilities.
Profesional
communication(GA6) in
the form of a written
proposal.
Display engineering
professionalism(GA10)
by handing in on time
and in a professional
format.

Graduate attributes key

GA1: Problem Solving
GA2: Application of scientific and engineering knowledge
GA3: Engineering Design
GA4: Investigations, experiments and data analysis
GA5: Engineering methods, skills, tools, including Information technology
GA6: Professional and Technical Communication
GA7: Sustainability and Impact of Engineering Activity
GA8: Individual, Team and Multidisciplinary working
GA9: Independent Learning Ability
GA10: Engineering Professionalism

10
Unit 4: Finalising the Project
Learning area Teaching and Assessment Assessment Advanced exit level Competence indicator
outcome learning method and criteria assessment of the
activity instrument following graduate
attributes
To be able to Interactive Method: Student Solved the problem ✓ The student
compile a lectures. Summative provides (GA1) of designing a successfully
professional Students will assessment evidence in a complete electronic compiled a
portfolio of compile a Instruments: professional project to address a professionally
evidence and professional Handed in on portfolio and specific problem. written portfolio?
construct a portfolio of eThuto and constructs a ✓ Have the student
final project evidence and assessed with final project Applied engineering drawn a professional
consisting of construct a the aid of a consisting of knowledge(GA2) in the flow diagram of the
the following: final project rubric the following: design of the Project. software?
Software consisting of Software ✓ The student
Block diagram the following: Block diagram Done a complete successfully
Flow diagram Software Flow diagram engineering design designed software
Schematic Block diagram Schematic (GA3) for the Project?
PCB Flow diagram PCB ✓ The student
Soldered PC Schematic Soldered PC successfully drew a
board PCB board Used information professional block
Suitable Soldered PC Suitable technology(GA5) to do diagram of the
enclosure board enclosure searches and used CAD Project?
Poster Suitable Working video software in the design. ✓ The student
Working video enclosure successfully
Working video Professional designed a
communication(GA6) in professional PCB?
the form of a written ✓ The student
proposal and presentation successfully
of the Project. designed a
professional
Display engineering schematic?
professionalism (GA10) ✓ Student have done a
by handing in on time professional
and in a professional presentation?
format. ✓ Student have done a
professional poster?
✓ Has the student done
a professional
construction of the
final Project and
handed in a working
project?
✓ Has the student
selected a suitable
enclosure for the
Project?
✓ Did student hand in
on time?

Graduate attributes key

GA1: Problem Solving
GA2: Application of scientific and engineering knowledge
GA3: Engineering Design
GA4: Investigations, experiments and data analysis
GA5: Engineering methods, skills, tools, including Information technology
GA6: Professional and Technical Communication
GA7: Sustainability and Impact of Engineering Activity
GA8: Individual, Team and Multidisciplinary working
GA9: Independent Learning Ability
GA10: Engineering Professionalism

11
 2.5 Assessment Procedure

The assessment components of the module with their respective weights:

This is a continuous evaluation module and the complete schedule and dates for hand-in of different
assignments can be found on the learning management system.

Formative assessment 1: Project Proposal and block diagram (10% of final mark).
Formative assessment 2: Working on a breadboard, Schematic, PCB (30% of final mark)
Summative assessment: Final working project, presentation and portfolio of evidence (60% of the final
mark).

2.6 Graduate Attributes Assessed in this Module

Graduate Attributes assessed at AEA for ECSA accreditation: 1,2,3,5,6 and 10

ECSA GA 1 Problem Solving: Apply engineering principles to systematically diagnose and solve well-defined
engineering problems.
How is this attribute assessed? Assessment is done through the evaluation of a designed electronic project please see Table A for
specifics on the evaluation of the module as well as the graduate attributes.

The attribute is assessed using the following rubric:

Not achieved: reflects beginning level of performance; score:1
Partially achieved: reflects movement towards mastery level of performance; score: 2
Achieved (threshold): reflects achievement of mastery level of performance; score: 3
Outstanding: reflects highest level of performance; score: 4
What is a satisfactory A competent student demonstrates achievement of the attribute's competency indicators
performance? listed in ECSA E-08-PN document.
What is the consequence of Not Yet Competent student gets a number of opportunities according to the CUT's policy
unsatisfactory to proof her/his competency on the GA.
performance?
ECSA GA 2 Application of scientific and engineering knowledge: Apply knowledge of mathematics, natural
science and engineering sciences to applied engineering procedures, processes, systems and
methodologies to solve well-defined engineering problems.
How is this attribute assessed? Assessment is done through the evaluation of a designed electronic project, please see Table A for
specifics on the evaluation of the module as well as the graduate attributes.

The attribute is assessed using the following rubric:

Not achieved: reflects beginning level of performance; score:1
Partially achieved: reflects movement towards mastery level of performance; score: 2
Achieved (threshold): reflects achievement of mastery level of performance; score: 3
Outstanding: reflects highest level of performance; score: 4
What is satisfactory A competent student demonstrates achievement of the attribute's competency indicators
performance? listed in ECSA E-08-PN document.
What is the consequence of Not Yet Competent student gets a number of opportunities according to the CUT's policy
unsatisfactory to proof her/his competency on the GA.
performance?
ECSA GA 3 Engineering Design: Perform procedural design of components, systems, works, products or
processes to meet requirements, normally within applicable standards, codes of practice and
legislation.
How is this attribute assessed? Assessment is done through the evaluation of a designed electronic project please see Table A for
specifics on the evaluation of the module as well as the graduate attributes.

The attribute is assessed using the following rubric:

Not achieved: reflects beginning level of performance; score:1
Partially achieved: reflects movement towards mastery level of performance; score: 2
Achieved (threshold): reflects achievement of mastery level of performance; score: 3
Outstanding: reflects highest level of performance; score: 4

12
What is satisfactory A competent student demonstrates achievement of the attribute's competency indicators
performance? listed in ECSA E-08-PN document.
What is the consequence of Not Yet Competent student gets a number of opportunities according to the CUT's policy
unsatisfactory to proof her/his competency on the GA.
performance?
ECSA GA 5 Engineering methods, skills, tools, including Information technology: Use appropriate
techniques, resources, and modern engineering tools including information technology for the
solution of well-defined engineering problems, with an awareness of the limitations, restrictions,
premises, assumptions and constraints.
How is this attribute assessed? Assessment is done through the evaluation of a designed electronic project please see Table A for
specifics on the evaluation of the module as well as the graduate attributes.

The attribute is assessed using the following rubric:

Not achieved: reflects beginning level of performance; score:1
Partially achieved: reflects movement towards mastery level of performance; score: 2
Achieved (threshold): reflects achievement of mastery level of performance; score: 3
Outstanding: reflects highest level of performance; score: 4
What is satisfactory A competent student demonstrates achievement of the attribute's competency indicators
performance? listed in ECSA E-08-PN document.
What is the consequence of Not Yet Competent student gets a number of opportunities according to the CUT's policy
unsatisfactory to proof her/his competency on the GA.
performance?
ECSA GA 6 Professional and Technical Communication: Communicate effectively, both orally and in writing
within an engineering context.
How is this attribute assessed? Assessment is done through the evaluation of a designed electronic project please see Table A for
specifics on the evaluation of the module as well as the graduate attributes.

The attribute is assessed using the following rubric:

Not achieved: reflects beginning level of performance; score:1
Partially achieved: reflects movement towards mastery level of performance; score: 2
Achieved (threshold): reflects achievement of mastery level of performance; score: 3
Outstanding: reflects highest level of performance; score: 4
What is satisfactory A competent student demonstrates achievement of the attribute's competency indicators
performance? listed in ECSA E-08-PN document.
What is the consequence of Not Yet Competent student gets a number of opportunities according to the CUT's policy
unsatisfactory to proof her/his competency on the GA.
performance?
What is satisfactory A competent student demonstrates achievement of the attribute's competency indicators
performance? listed in ECSA E-08-PN document.

ECSA GA 10 GA10: Engineering Professionalism

How is this attribute assessed? Assessment is done through the evaluation of a designed electronic project please see Table A for
specifics on the evaluation of the module as well as the graduate attributes.

The attribute is assessed using the following rubric:

Not achieved: reflects beginning level of performance; score:1
Partially achieved: reflects movement towards mastery level of performance; score: 2
Achieved (threshold): reflects achievement of mastery level of performance; score: 3
Outstanding: reflects highest level of performance; score: 4
What is satisfactory A competent student demonstrates achievement of the attribute's competency indicators
performance? listed in ECSA E-08-PN document.
What is the consequence of Not Yet Competent student gets a number of opportunities according to the CUT's policy
unsatisfactory to proof her/his competency on the GA.
performance?

13
 2.1 Table A: Assessment rubrics for the module as well as Graduate attributes

Assessment of module
GA5:
GA2: Engineerin
Applicatio g methods,
n of skills,
scientific tools, GA6:
%of this Contributio GA1: and including Professional GA10:
Proble engineerin GA3: Informatio and Technical Engineering
Not Partially Outstandin assignme n towards m g Engineerin n Communicatio Professionalis
achieved achieved Achieved g nt final mark Solving knowledge g Design technology n m

100.0% 100.0% 100.0% 100.0% 100.0% 100.0%

Formative 0-24 25-49 50-74 75-100 100.0% 10.0%
assessment 1 10.0% 15.0% 0.0% 5.0% 5.0% 20.0%

GA1,2,5,6 and 10 Graduate attributes assessed in this

Engineering 90.0% assignment
Engineering Engineering Engineering problem
Definition of problem not problem not problem well extremely The first step in problem-solving is the ability
engineering problem defined well defined defined well defined
to identify the problem via a problem
and/or and/or and and
statement (GA1). In the completion of this
No block Block The Block The Block assignment, students will apply scientific and
diagram or diagram is diagram is diagram is
not not clear and clear and
engineering knowledge in order to identify,
acceptable acceptable professional reflects all select and describe a project (GA2). Students
for this level for this level and clearly aspects of the will apply engineering methods including
or arrows in or text not reflects all proposed
the wrong consistent aspects of project and
information technology in order to draw a
direction or regarding the proposed on an block diagram and to compile this proposal
missing size and style Project and outstanding document (GA5). The student's ability to
blocks or or not all the level. The
block physical compulsory complexity of
communicate technical information as well
connections aspects of components the project is as the compilation of a professional
Block diagram does not Project are of the project also on an

14
make sense represented are clearly outstanding document is tested in this assignment(GA6).
or major or outline of indicated and level, and all
inconsistency blocks that is on the correct instructions Lastly, engineering professionalism is
regarding own work not level, and all given in class evaluated via timely and correct submission
arrows, in red or too instructions are adhered of this assignment (GA10).
blocks and much or to given in class to.
text or little detail in are adhered
unprofession blocks or to.
al regarding skew lines or
any part of blocks or
the block blocks not
diagram. File consistent in
does not size where
have the possible or
correct any part of a
extension or block or text
is not a pdf is cut off or
file. Or the relay
main switching not
components clearly
of the project indicated or
not indicated inconsistency
in arrow sizes
or connection
points of
arrows not
consistent or
excessive
use of
pictures and
or symbols or
distracting
colors in
blocks. Or
compulsory
components
of the project
not clearly
indicated, or

15
 not on the
correct level
and/or and/or and
and
Quality and format of Quality and
documentation Quality and format of
format of documentatio Quality and
documentatio n is format of
Quality and n not acceptable documentatio
format of acceptable or and on the n on an
documentatio on the correct correct level outstanding
n not level for this for this level for this
acceptable module module module

Not handed 10.0%

in on time Handed in on
(0%) or time (100%)
wrong file and correct
submitted in file submitted
Handed in on time time. NA NA in time.

GA5:
GA2: Engineerin
Applicatio g methods,
n of skills,
scientific tools, GA6:
Contributio GA1: and including Professional GA10:
Proble engineerin GA3: Informatio and Technical Engineering
n towards m g Engineerin n Communicatio Professionalis
final mark Solving knowledge g Design technology n m
Formative 100.0% 30.0%
assessment 2 Not Partially Outstandin
(Breadboard stage) achieved achieved Achieved g 30.0% 25.0% 40.0% 35.0% 35.0% 20.0%

GA1,2,5,6 and 10 Graduate attributes assessed in this

Flow chart Symbols No flow chart Flow chart Flow chart Flow chart 30.0% assignment
used or extremely and or and symbols and symbols
low quality symbols used used on

16
 not on correct used on outstanding In this assignment the student will solve the
level or correct level level
wrong engineering problem by designing a
symbols used complete electronic project, the flowchart
and/or and/or and and schematic and PCB will convey the
design(GA1). The student will apply scientific
Flow chart flow and No logical Poor logical Logical flow Logical flow
logic flow in flow in in flowchart is in flowchart is and engineering knowledge in the design of
flowchart flowchart on correct on the project that is represented via the
level outstanding flowchart, schematic and PCB in this
level
assignment(GA2). During this phase of the
SCH Block, name Block or Block and Block and 30.0%
Block/Name/Annotatio or name or name and name and project, a complete engineering design is
ns annotations annotations annotations annotations done in order to solve the specified problem.
missing missing or present and present and The design will be presented in the form of a
not on correct on
acceptable level outstanding schematic PCB and a flowchart (GA3). The
level PCB and schematic are drawn on CAD
and/or and/or and and software and shows this students skills in
information technology and engineering
SCH Components Not all Some All All
components components components components design tools(GA5). Technical communication
present missing or included and included and in this assignment is illustrated by the
not on correct on the correct on an student's ability to use CAD software to draw
level level outstanding
level the schematic and PCB as well as the flow
and/or and/or and and chart that represents the engineering design
(GA6). Lastly, engineering professionalism is
SCH Connections Not all Not all All All
connections connections connections connections
evaluated via timely and correct submission
done done or not done and on done and on of this assignment as well as the
on correct correct level an professional submitted document with the
level or outstanding
unclear level
schematic flowchart and PCB
connections indicated(GA10).
and/or and/or and and

17
SCH Symbols used Symbols Symbols Symbols Symbols
used not used not used is used is
correct or correct or not correct and correct and
missing on correct on correct on an
level level outstanding
level
PCB Components Not all Not all All All 30.0%
components components components components
on PCB or on PCB, or correctly correctly on
short circuit PCB not on placed on PCB and
on PCB correct level, PCB and PCB on
or PCB not PCB on outstanding
designed as correct level level
a shield, or
spacing not
correct
and/or and/or and and

PCB Track Not all tracks Not all tracks All tracks All tracks
connected on connected on connected on connected on
PCB PCB or does PCB, has the PCB, has the
not have correct correct
correct thickness and thickness and
thickness or PCB is on the PCB is on an
PCB not on correct level outstanding
correct level level
and/or and/or and and

PCB Spacing Spacing not Tracks not Tracks are Tracks are
acceptable evenly or evenly and evenly and
correctly correctly correctly
spaced or not spaced spaced and
at 45 deg or on an
horizontal or outstanding
vertical level
and/or and/or and and

18
PCB Pads Pads not Pads is to big Pads is well Pads is well
acceptable or small or balanced with balanced with
my cause adequate adequate size
electrical size and on and on an
connection the correct outstanding
problems level level
Handed in on time Not handed 10.0%
in on time Handed in on
(0%) or time (100%)
wrong file and correct
submitted in file submitted
time. NA NA in time.

GA5:
GA2: Engineerin
Applicatio g methods,
n of skills,
scientific tools, GA6:
Contributio GA1: and including Professional GA10:
Proble engineerin GA3: Informatio and Technical Engineering
Not Partially Outstandin n towards m g Engineerin n Communicatio Professionalis
achieved achieved Achieved g final mark Solving knowledge g Design technology n m
Summative 100.0% 60.0%
assessment (3) 60.0% 60.0% 60.0% 60.0% 60.0% 60.0%

GA1,2,5,6 and 10 Graduate attributes assessed in this

Flow chart Symbols No flow chart Flow chart Flow chart Flow chart 10.0% assignment
used or extremely and or and symbols and symbols
low quality symbols used used on used on In this assignment the student will solve the
not on correct correct level outstanding
level level engineering problem by designing a
and/or and/or and and complete electronic project, the flowchart
schematic and PCB will convey the
Flow chart Flow and No logical Poor logical Logical flow Logical flow
logic flow in flow in in flowchart is in flowchart is
design(GA1). The student will apply scientific
flowchart flowchart on correct on and engineering knowledge in the design of
level outstanding the project that is represented via the
level

19
SCH Block, name Block or Block and Block and 10.0% flowchart, schematic and PCB in this
Block/Name/Annotatio or name or name and name and
ns annotations annotations annotations annotations assignment(GA2). During this phase of the
missing missing or present and present and project, a complete engineering design is
not on correct on done in order to solve the specified problem.
acceptable level outstanding
level The design will be presented in the form of a
and/or and/or and and schematic PCB and a flowchart. The
complete design Project is constructed and
SCH Components Not all Some All All presented in this assignment (GA3). The PCB
components components components components
present missing or included and included and and schematic are drawn on CAD software
not on correct on the correct on an and shows this students skills in information
level level outstanding technology and engineering design tools.
level
The students engineering skills or also
and/or and/or and and
demonstrated in the presentation as well as
SCH Connections Not all Not all All All the construction of the final project (GA5).
connections connections connections connections
done done or not done and on done and on
Technical communication in this assignment
on correct correct level an is illustrated by the student's ability to use
level outstanding CAD software to draw the schematic and
level
PCB as well as the flow chart that represents
and/or and/or and and the engineering design The student will also
SCH Symbols used Symbols Symbols Symbols Symbols present his or her Project via a video
used not used not used is used is recording where the student explains the
correct or correct or not correct and correct and
missing on correct on correct on an
project as well as the working of the
level level outstanding project(GA6). Lastly, engineering
level professionalism is evaluated via timely and
PCB Components Not all Not all All All 10.0% correct submission of this assignment as
components components components components
on PCB on PCB or correctly correctly on
well as the professional submitted document
PCB not on placed on PCB and with the schematic flowchart, PCB and video
correct level PCB and PCB on indicated(GA10).
PCB on outstanding
correct level level

20
 and/or and/or and and

PCB Track Not all tracks Not all tracks All tracks All tracks
connected on connected on connected on connected on
PCB PCB or does PCB, has the PCB, has the
not have correct correct
correct thickness and thickness and
thickness or PCB is on the PCB is on an
PCB not on correct level outstanding
correct level level
and/or and/or and and

PCB Spacing Spacing not Tracks not Tracks are Tracks are
acceptable evenly or evenly and evenly and
correctly correctly correctly
spaced spaced spaced and
on an
outstanding
level
and/or and/or and and

PCB Pads Pads not Pads is to big Pads is well Pads is well
acceptable or small or balanced with balanced with
my cause adequate adequate size
electrical size and on and on an
connection the correct outstanding
problems level level
Presentation Skill Poor Presentation Good Outstanding 25.0%
presentation skills not presentation presentation
skills and not mastered skills skills
acceptable
for this level
and/or and/or and and

Presentation Contend Poor Presentation Presentation Presentation

presentation content not content content is
content and acceptable acceptable outstanding
not

21
 acceptable and on
for this level correct level
and/or and/or and and

Presentation Structure Poor Presentation Presentation Structure of

presentation not well has good presentation
structure and structured structure is outstanding
not
acceptable
for this level
and/or and/or and and

Presentation Focus Presentation Presentation Presentation Presentation

is not needs some is focused on is extremely
focused attention the technical well focused
regarding its aspects of and balanced
focus the project
and well
balanced
and/or and/or and and

Presentation Timing Presentation Timing of Presentation Presentation

is extremely presentation is well timed is extremely
under or over needs well timed.
timed attention
Working of final project Project does Project Project is Project is 35.0%
not work or is partially working working
not on working 100% 100% and it
correct level is extremely
well
presented
and on an
excellent
level
and/or and/or and and

Level of selected Not on Project is Project is on Project is on

project correct level border level the correct an extremely

22
 for this but not level for this good level for
module correct for module this module
this module
and/or and/or and and

Engineering Problem Original Original Original Original

solved? engineering engineering engineering engineering
problem not problem problem is problem is
solved partially solved solved on an
solved exceptional
level
and/or and/or and and

Quality and format of Poor quality Quality of Quality of Documentatio

documentation documentatio documentatio documentatio n is of an
n n needs n is good exceptional
attention and high quality
is not
acceptable
and/or and/or and and

Construction Extremely
not Well- well-
Poor acceptable constructed constructed
Construction construction for this level project project
Handed in on time Not handed 10.0%
in on time Handed in on
(0%) or time (100%)
wrong file and correct
submitted in file submitted
time. NA NA in time.

23
 2.2 CUT Graduate Attributes and Action Verbs Used in Assessments

CUT Graduate Attributes Practical Definitions

Sustainable development Ensuring a sustainable curriculum

Incorporating aspects of sustainability in the content.

Innovation and problem solving Promoting the iUSE model (investigate, understand, solutions and evaluate).

Entrepreneurship Featuring aspects relating to entrepreneurship.

Community engagement Encouraging students to benefit their communities.

Technologically literate Efficiently using computer hardware and software.

Numerate Performing correct calculations and equation manipulations.

Teamwork Nurturing group work of two or more students.

Communication Promoting good written and oral communication.

Citizenship and global leadership Including aspects relating to citizenship, leadership or management.

Technical and conceptual competence Operating specific equipment or apparatus effectively.

Aligning CUT Graduate Attributes to ECSA Graduate Attributes

CUT Graduate Attribute ECSA Graduate Attribute

Sustainable development Sustainability and Impact of Engineering Activity
Innovation and problem solving Engineering Design
Problem Solving
Investigations, experiments and data analysis
Entrepreneurship Independent Learning Ability
Community engagement Engineering Professionalism
Technologically literate Engineering methods, skills, tools, including Information technology
Numerate Application of scientific and engineering knowledge
Teamwork Individual, Team and Multidisciplinary working
Communication Professional and Technical Communication
Citizenship and global leadership Engineering Professionalism
Individual, Team and Multidisciplinary working
Technical and conceptual competence Engineering methods, skills, tools, including information technology
Engineering Design
Problem Solving

2.3 Revised Bloom's Taxonomy used in the formulation of questions

Objective Definition Illustrative verbs Level

Creating Designing experiments, Generate; combine; HOq- Highest level dependent

devices, process, and products construct; formulate; on students reasoning ability
propose; assemble; design;
predict; improve

Evaluating Choosing from among Assess; justify; conclude; HOq

alternatives and justifying the evaluate; verify; confirm;
choice, optimising processes, determine
making judgments about the
environmental impact of
engineering decisions,
resolving ethical issues
dilemmas

24
Analysing Solving well-defined Distinguish; compare; HOq
problems, developing process contrast; differentiate;
models and simulations, classify; categorize; analyse
troubleshooting equipment and
system problems

Applying Applying course material to Change; demonstrate; HOq

solve straightforward problems modify; solve; use; show;
calculate

Understanding Paraphrasing text, explaining Explain; convert; estimate; LOq

concepts in jargon-free terms rearrange; summarize;
derive; describe; review;
relate

Remembering Repeating memorised Name; list; state; define; LOq - Lowest level dependent
information describe; label; sketch; on students memory ability
discuss; identify; select;
insert; complete

3. LEARNING COMPONENT
1. LEARNING COMPONENT
1.1 Class attendance

Class attendance is of utmost importance in this programme. Important

announcements are made and instructions are given during class meetings. Thus, it
will be very difficult for a learner to perform well in this subject if he/she does not attend
classes regularly. Furthermore, attendance records are kept and uploaded onto the
ITS system of CUT.

1.2 Submitting assignments

1.2.1 All students

Due dates are set for every assignment that forms part of the assessment for this
module. The due date for each assignment will be communicated to ALL students
present in class. These dates represent the last working day on which assignments
should reach the lecturer at Central University of Technology (CUT), Free State.

1.2.2 Assignment Attachment Sheet

Each assignment must be prefaced with a completed title page available with each assignment
guideline given in this guide.

1.2.3 Late submittal penalties

Unless an extension has been sought and granted, late assignments will NOT be marked. Thus,
it is in your interest to aim to complete the assignment at least a week before the due date.

1.2.4 Extensions
Applications for extension must be done in writing one week before the assignment due date.
The application must be accompanied supporting documentation of illness or other exceptional
circumstances. Granted extensions are only valid once the lecturer confirms it and the student
have received notification thereof.

25
 1.2.5 Plagiarism
The Central University of Technology, Free State regards plagiarism as a very serious offence
and is regarded as grounds for expulsion. Students found plagiarising could face proceedings
under the University's Regulations. Therefore, any assessable material submitted by the
students must be their own work.

Please note: Faxed assignments will not be accepted. Always keep a copy of every assignment
you submit. Assignments do occasionally go astray.

1.3 Absenteeism when evaluations are done

Absenteeism when tests or other evaluations are done is strongly discouraged. Should a student
miss an evaluation, then the student must report to the lecturer, within the prescribed time limit,
and arrange for a supplementary evaluation. Only a medical certificate or other acceptable
written explanation will enable a student to do a supplementary evaluation.

All tests must be written and assignments must be handed in on time.

1.4 Guidelines for improving performance in the module

Attend all classes. Prepare for each lecture by using this learning guide. Unless you ask
questions, the lecturer will assume that you understand all the theory and will commence with
applications. If you do not understand, bring it to the lecturer's attention as soon as possible by
asking specific questions.
During the years, it has been proven that the following guidelines will result in academic
success:
• Read the appropriate section in your learner guide carefully before attending the lecture.
• You should study the completed section in depth, as soon as possible after the lecture, but at least before
the following lecture.
• You must complete all the relevant homework exercises, assignments or questions for each lecture
topic. Spend more time thinking about the problem and referring to resources mentioned in the learning
units. Try to answer the question to the best of your ability. If you have made any mistake, small as it
may be, correct it in class and if you are still not sure about the solution, ask the lecturer for further
explanation.
• Concentrate on understanding the logic of the module instead of concentration entirely on the technique
used.
• Work out all class examples, self-study work and laboratory work thoroughly and completely.
• Test your increasing knowledge daily.
• When answering any assessment:
• Read the question carefully; make sure you know what is being asked.
• Then, stop and think.
• Write your answer systematically and as neat as possible.
• Show all your calculations at all times, i.e. how you arrived at the solution.
• Make sure that you manage your time effectively, in other words, do not spend more time on one
question than is available. Work fast and accurately!
• Work through tutorials, previous test and examination papers, in order to get used to the style and
standard of the papers.

2. SAFETY COMPONENT
Important announcement

You are not allowed to do a project where you use an open 240v AC supply.

26
 2.1 General Safety

Close attention should be given to all aspects of safety throughout training, and the highest
possible standards insisted upon. There is a special need to emphasise the fundamental safety
rules of behaviour, dress and practice when the trainee enters the workshop. Instructors have a
particular responsibility to set a good example and to check without delay any departure from
safe working practices by trainees. Individual responsibilities in respect of the safety of all
persons in the vicinity of the working area must be clearly understood by everyone. It is
essential to develop safe working habits.

2.1.1 What to do
• Think before you act.
• Ask if in any doubt.
• Help to keep gangways clear.
• Keep your bench and working area tidy.
• Find out the position and type of fire appliances available.
• Report all accidents to your supervisor

2.1.2 What not to do

• Do not run.
• Do not play practical jokes.
• Do not touch any equipment or try out machines unless authorised to do so.
• Do not leave rubbish lying about.
• Do not walk under suspended loads.
• Do not attempt to give first aid unless you are competent to do so.
• Do not throw things.

2.1.3 Further points to consider

• Wear your overalls buttoned up.
• Roll up your overall sleeves above the elbows or button up the cuffs.
• Keep hair short or wear a cap.
• Obey all safety rules and signs.
• Report any accident, however slight.
• Have all injuries properly treated, however minor.
• Do not wear torn overalls.
• Do not wear rings or a watch when working.
• Do not take chances.

2.2 Hand and Power Tools

All tools must be used in a safe manner, in particular sharp tools such as knives or screwdrivers.
These should be held in such a way as to minimise the chances of cuts to the user if they slip
from the work. The snipping of wires with side-cutters can lead to bits of wire entering the eye
and therefore goggles should be worn for such work. These tools must be electrically safe and
should be inspected regularly for cable wear and loose connections. They should never be used
without a guard or some form of protection fitted and adjustments to these tools should only be
made once they have been disconnected from the supply. Soldering irons should always be kept
covered to prevent accidents leading to burning of the skin or of the flex of the soldering iron.
The work being soldered or de-soldered should be securely gripped and the work should take

27
 place on a heat-proof mat. Excess solder should be wiped off using a wet cloth or sponge and
should not be flicked off. Care should also be taken to avoid breathing in the fumes of the flux.

2.2.1 Protective Clothing

Whether or not this is worn depends on the regulations and on the work taking place in the
workshop. Long hair should be tied back and if hair preparation is used the hair should also be
covered whenever working close to a naked flame.

2.3 The Microsoft Word templates for the portfolio of evidence as well
as the other submissions, are available on the learning
management system.

28