AFE4801/101/0/2024

Tutorial Letter 101/0/2024

Advanced Foundation Engineering

AFE4801

Year Module

Department of Civil Engineering

IMPORTANT INFORMATION
Please register on myUnisa, activate your myLife e-mail account and
make sure that you have regular access to the myUnisa module
website, AFE4801-24-Y, as well as your group website.

Note: This is a fully online module. It is, therefore, only available on myUnisa.

BARCODE
 CONTENTS

Page

1 INTRODUCTION .......................................................................................................................... 4
2 MODULE OVERVIEW .................................................................................................................. 5
2.1 Purpose ........................................................................................................................................5
2.2 Outcomes ..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION ........................................................................................... 5
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 5
4.1 Lecturer(s) .................................................................................................................................... 5
4.2 Department ................................................................................................................................... 6
4.3 University ...................................................................................................................................... 6
5 RESOURCES ............................................................................................................................... 6
5.1 Prescribed book(s) ........................................................................................................................ 6
5.2 Recommended book(s) ................................................................................................................. 6
5.3 Electronic reserves (e-reserves).................................................................................................. 6
6 STUDENT SUPPORT SERVICES ................................................................................................ 7
6.1 First-Year Experience Programme ................................................................................................ 8
7 STUDY PLAN ............................................................................................................................... 9
8 HOW TO STUDY ONLINE ............................................................................................................ 9
8.1 What does it mean to study fully online? ....................................................................................... 9
9 ASSESSMENT ............................................................................................................................. 9
9.1 Assessment criteria....................................................................................................................... 9
9.2 Assessment plan ........................................................................................................................ 10
9.3 Assessment due dates ................................................................................................................ 11
9.4 Submission of assessments........................................................................................................ 11
9.4.1 Types of assignments and descriptions ........................................................................................ 12
9.5 The assessments ........................................................................................................................ 13
9.6 Other assessment methods ........................................................................................................ 14
9.7 The examination ......................................................................................................................... 14
9.7.1 Invigilation/proctoring .................................................................................................................. 14
10 ACADEMIC DISHONESTY ........................................................................................................ 15
10.1 Plagiarism ................................................................................................................................... 15
10.2 Cheating ..................................................................................................................................... 15

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10.3 Web link to UNISA Student values and Plagiarism...................................................................... 15

11 STUDENTS LIVING WITH DISABILITIES .................................................................................. 15
12 FREQUENTLY ASKED QUESTIONS ........................................................................................ 16
13 SOURCES CONSULTED ........................................................................................................... 16
14 IN CLOSING ............................................................................................................................... 16
15 ADDENDUM ............................................................................................................................... 16
ANNEXURE: GLOSSARY OF TERM .................................................................................................... 16
16 ANNEXURE 1: GRAPHICAL VIEW OF ENGINEERING QUALIFICATION ............................... 16
17 ANNEXURE 2: GENERAL INFORMATION ABOUT GRADUATES ATTRIBUTES BACHELOR
OF ENGINEERING TECHNOLOGY HONOURS ........................................................................ 17
18 ANNEXURE 3: LIST OF GRADUATE ATTRIBUTES ................................................................ 19

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1 INTRODUCTION
Dear Student

Unisa is a comprehensive open distance e-learning (CODeL) higher education institution.

The comprehensiveness of our curricula encapsulates a range of offerings, from strictly
vocational to strictly academic certificates, diplomas and degrees. Unisa's "openness" and its
distance eLearning character result in many students registering at Unisa who may not have
had an opportunity to enrol in higher education. Our CODeL character implies that our
programmes are carefully planned and structured to ensure success for students ranging
from the under-prepared but with potential to the sufficiently prepared.

Teaching and learning in a CODeL context involve multiple modes of delivery ranging from
blended learning to fully online. As a default position, all post graduate programmes are
offered fully online with no printed study materials, while undergraduate programmes are
offered in a blended mode of delivery where printed study materials are augmented with
online teaching and learning via the learner management system – myUnisa. In some
instances, undergraduate programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the
University. Unisa's commitment to serve humanity and shape futures combined with a clear
appreciation of our location on the African continent, Unisa's graduates have distinctive
graduate qualities which include:

• independent, resilient, responsible and caring citizens who are able to fulfil and serve
in multiple roles in their immediate and future local, national and global communities

• having a critical understanding of their location on the African continent with its
histories, challenges and potential in relation to globally diverse contexts

• the ability to critically analyse and evaluate the credibility and usefulness of
information and data from multiple sources in a globalised world with its ever-
increasing information and data flows and competing worldviews

• how to apply their discipline-specific knowledges competently, ethically and creatively

to solve real-life problems

• an awareness of their own learning and developmental needs and future potential

AFE4801 is a fully online module (all information is available via the internet), we use
myUnisa as our virtual campus except for the practical component. This is an online system
that is used to administer, document, and deliver educational material to you and support
engagement with you. Look out for information from your lecturer as well as other Unisa
platforms to determine how to access the virtual myUnisa module site. Information on the
tools that will be available to engage with the lecturer and fellow students to support your
learning will also be communicated via various platforms.

Because this is a fully online module, you will need to use myUnisa to study and complete
the learning activities for this module. Visit the website for AFE 4801 on myUnisa frequently.
The website for your module is AFE4801-24-Y.

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2 MODULE OVERVIEW
2.1 Purpose

The purpose is to make students aware of the importance of soil properties and their influence
on geotechnical engineering. Students completing this module successfully will be able to carry
out the geotechnical analysis, and design foundations and retaining wall structures. In addition,
students will be able to analyse and interpret data relating to soil exploration.

2.2 Outcomes

For this module, you will have to master several outcomes:

• Specific outcome 1: Apply knowledge of mathematics and engineering sciences to solve

problems associated with stresses in soil mass, consolidation in soils, and shear strength of
soils, lateral earth pressures, retaining walls and foundations.
• Specific outcome 2: Execute procedural design of components or processes to meet
required needs within applicable standards, codes of practice and legislation pertaining to
subsurface exploration and geotechnical investigations.
• Specific outcome 3: Execute procedural design of components or processes to meet
required needs within applicable standards, codes of practice and legislation pertaining to
the retaining walls, deep foundation, shallow foundations, lateral earth pressures, and shear
strength in soils.
• Specific outcome 4: Employ engineering principles, knowledge of mathematics and
engineering principles to solve problems associated with undertaking projects.

3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter, in terms of which the university has placed
curriculum transformation high on the teaching and learning agenda. Curriculum transformation
includes student-centred scholarship, the pedagogical renewal of teaching and assessment
practices, the scholarship of teaching and learning, and the infusion of African epistemologies
and philosophies. All of these will be phased in at both programme and module levels, and as a
result of this you will notice a marked change in the teaching and learning strategy implemented
by Unisa, together with the way in which the content is conceptualised in your modules. We
encourage you to embrace these changes during your studies at Unisa in a responsive way
within the framework of transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

The primary lecturer for this module is Jacob Sibanda:

Department: Civil Engineering
Telephone: 011 4713132
E-mail: [email protected]
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4.2 Department

You can contact the Department of Civil Engineering as follows:

Telephone number: 011 4713132 / 011 4712697
E-mail: [email protected] Or [email protected]

4.3 University

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include the student number and module code in all correspondence

5 RESOURCES
5.1 Prescribed book(s)

Principles of Foundation Engineering, Das 7th edition.

SAICE Site Investigation Code of Practice.

5.2 Recommended book(s)

Decoding Eurocode 7 - Bond & Harris

Principles of Geotechnical Engineering Seventh Edition Braja M. Das

Shallow Foundations Bearing Capacity and Settlement Third Edition Braja M

Recommended books can be requested online, via the Library catalogue. In addition, provision
has been made that UNISA students can get free access to “Knovel®” data base. Go to the
website at https://app.knovel.com/web/, use your UNISA e-mail address (For example: student
[email protected]) to register and login. Students are encouraged to access Open
Electronic Resources (OERs) that are available from various platforms.

5.3 Electronic reserves (e-reserves)

E-reserves can be downloaded from the library webpage Find e-reserves. More
information is available at: http://oasis.unisa.ac.za/search/r

5.4 Library services and resources

The Unisa Library offers a range of information services and resources. The library has
created numerous library guides, available at http://libguides.unisa.ac.za

Recommended guides:
For brief information on the library, go to https://www.unisa.ac.za/library/libatglance
• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• Frequently Asked Questions,
visit https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions

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• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature
Search Request (on your research topic) service,
visit http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-
support.
• For library training for undergraduate
students, visit https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Training
• Lending Services https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Lending-services
• Services for Postgraduate students -
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• Support and Services for students with disabilities -
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• Library Technology Support -https://libguides.unisa.ac.za/techsupport
• Finding and using library resources and tools -
http://libguides.unisa.ac.za/Research_skills
• A–Z list of library databases – https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-
[email protected]
• General library-related queries: [email protected]
• Queries related to library fines and payments: [email protected]
• Interlibrary loan service for postgraduate students: [email protected]
• Literature Search Service: [email protected]
• Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa: www.unisa.ac.za/brochures/studies

This brochure contains important information and guidelines for successful studies through
Unisa.

If you need assistance with regard to the myModules system, you are welcome to use the
following contact details:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules)

• E-mail: [email protected] or [email protected]

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessment
and how to participate in forum activities via the following link:

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https://dtls-qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices
and updates are sent exclusively to this account. Please note that it can take up to 24 hours
for your account to be activated after you have claimed it. Please do this immediately after
registering at Unisa, by following this link: [email protected]

Your myLife account is the only e-mail account recognised by Unisa for official
correspondence with the university and will remain the official primary e-mail address on
record at Unisa. You remain responsible for the management of this e-mail account.

6.1 First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is
also true in the case of students enrolling at Unisa for the first time. Unisa is a dedicated open
distance and e-learning institution, and it is very different from face-to-face/contact institutions. It
is a mega university, and all our programmes are offered through either blended learning or fully
online learning. It is for this reason that we thought it necessary to offer first-time students
additional/extended support to help them seamlessly navigate the Unisa teaching and learning
journey with little difficulty and few barriers. We therefore offer a specialised student support
programme to students enrolling at Unisa for the first time – this is Unisa’s First-Year
Experience (FYE) Programme, designed to provide you with prompt and helpful information
about services that the institution offers and how you can access information. The following FYE
services are currently offered:

FYE Website Email Support

www.unisa.ac.za/FYE [email protected]

FYE1500
Post
Registration myUnisa; Study
Orientation Skills; Academic &
Referrals to
Digital Literacies;
other support etc
services i.e.
Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support communication
from the SRU, please check your myLife inbox regularly.

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7 STUDY PLAN
To be communicated in due course.

8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

You will receive study materials, assessment questions, and more information relating to this
module online on Unisa portal during the year. Students will complete the learning activities
(e.g., submit assessment scripts) and receive feedback on the same platform.

9 ASSESSMENT
9.1 Assessment criteria

Assessments are part of the learning material for this module. As you do the assignment, study
the reading texts, consult other resources, discuss the work with fellow students or do research,
you are actively engaged in learning. The following assessment methods are used to address
the six (6) specific outcomes of AFE4801:

Specific outcomes Assessment criteria

Specific outcome 1: Apply knowledge of mathematics

and engineering sciences to solve problems associated
with stresses in soil mass, consolidation in soils, and
shear strength of soils, lateral earth pressures, retaining
walls and foundations. Written assignment, major
test 1, design project, and
Specific outcome 2: Execute procedural design of major test 3
components or processes to meet required needs within
applicable standards, codes of practice and legislation
pertaining to subsurface exploration and geotechnical
investigations.

Specific outcome 3: Execute procedural design of

components or processes to meet required needs within
applicable standards, codes of practice and legislation
pertaining to the retaining walls, deep foundation, Written assignment, major
shallow foundations, lateral earth pressures, and shear test 2, design project, and
strength in soils. major test 3
Specific outcome 4: Employ engineering principles,
knowledge of mathematics and engineering principles to
solve problems associated with undertaking projects.

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Graduate Attributes
To maintain our programme/qualification accreditation, each programme must provide evidence
that our students are attaining key “attributes” as defined by the ENGINEERING COUNCIL of
SOUTH AFRICA (ECSA). As such it is important as a student that you are familiar with the
ECSA assessment criteria (graduate attributes). Please see the annexture regarding
information about graduate attributes.

AFE4801 addresses ECSA Graduate Attribute two (GA2). GA2 relates to the application of
scientific and engineering knowledge, knowledge of mathematics, and natural sciences to solve
complex engineering problems. More details regarding GA2 can be found on ECSA website
under the following weblink:

https://www.ecsa.co.za/ECSADocuments/Shared%20Documents/E-09-
PT%20Qualification%20Standard%20for%20Bachelor%20of%20Engineering%20Technology%
20Honours%20NQF%20Level%208.pdf

GA2 will be assessed using a design project. There will be a provision for second assessment
opportunity for those who cannot achieve the required GA2 competency in the first assessment.
The second opportunity will be marked to the maximum of 60 % (i.e., capped to a mark of 60
out of 100). Failure to achieve the requirements of GA2 leads to failure of the module.

9.2 Assessment plan

School of Engineering is following a continuous assessment system. So, you will be able to
accumulate marks throughout the year.
The formative assessment for this module will be in the form of timed online tests and written
submissions via myUnisa. The major online tests will be 2 hours long with an additional 15
minutes to download the test and 30 minutes to upload the answer script. There will be a total of
two-timed online tests plus one additional retest in the event you do not meet the passing mark.
There will also be one written assignment and one project and one additional resubmission for
the project in the event you do not meet the passing mark.

Your final mark will be calculated from a total of four (4) assessments. All 4 assessments
are compulsory.

Please note:

• To complete this module, you will be required to submit four assessments.

• All information on when and where to submit your assessments will be made available to
you via the myUnisa site for your module.

• Due dates for assessments, as well as the actual assessments are available on the
myUnisa site for this module.

• Your assessments will comprise a combination of one assignment, one design project,
and 2 major tests.

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Your continuous assessment mark allocation for this module is as follows:

Assessment Contribution to
Assessment type
no. final mark
1 Written assignment 10%
2 Design project – GA2 30%
3 Major test 1 (online) 30%
4 Major test 2 (online) 30%
5 Major test 3 (Retest) -
6 Design project (second opportunity) – GA2 Capped to 60%
Total assessment contribution 100%

9.3 Assessment due dates

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the myUnisa landing page for this
module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assessments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates
for the submission of the assessments.

9.4 Submission of assessments

• Unisa, as a comprehensive open distance e-learning institution (CODeL), is moving

towards becoming an online institution. You will therefore see that all your study material,
assessments and engagements with your lecturer and fellow students will take place
online. We use myUnisa as our virtual campus.

• The myUnisa virtual campus will offer students access to the myModules site, where
learning material will be available online and where assessments should be completed.
This is an online system that is used to administer, document, and deliver educational
material to students and support engagement between academics and students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the

myModules 2024 button to access the online sites for the modules that you are
registered for.

• The university undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the myModules learning
management system. Please access the announcements on your myModules site
regularly, as this is where your lecturer will post important information to be shared with
you.

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 • When you access your myModules site for the module/s you are registered for, you will
see a welcome message posted by your lecturer. Below the welcome message you will
see the assessment shells for the assessments that you need to complete. Some
assessments may be multiple choice, some tests, others written assessments, some
forum discussions, and so on. All assessments must be completed on the assessment
shells available on the respective module platforms.

• To complete assessments, please log on to the module site where you need to complete
the assessment. Click on the relevant assessment shell (Assessment 1, Assessment 2,
etc.). There will be a date on which the assessment will open for you. When the
assessment is open, access the online and complete it within the time available to you.
assessment questions are not included in this tutorial letter (Tutorial Letter 101) and are
only made available online. You must therefore access the quiz online and complete it
online where the has been created.

• It is not advisable to use a cell phone to complete an assessment. Please use a desktop
computer, tablet or laptop when completing the assessment. Students who use a cell
phone find it difficult to navigate the Online Assessment tool on the small screen and
often struggle to navigate between questions and successfully complete the
assessments. In addition, cell phones are more vulnerable to dropped internet
connections than other devices. If at all possible, please do not use a cell phone for
this assessment type.

• For written assessments, please note the due date by which the assessment must be
submitted. Ensure that you follow the guidelines given by your lecturer to complete the
assessment. Click on the submission button on the relevant assessment shell on
myModules. You will then be able to upload your written assessment on the myModules
site of the modules that you are registered for. Before you finalise the upload, double
check that you have selected the correct file for upload. Remember, no marks can be
allocated for incorrectly submitted assessments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory, or elective.

• Elective assignments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
• Mandatory assignments
- If not submitted, the student gets no mark for this item.
• Compulsory assignments
- If not submitted, the result on the student’s academic record will be absent.
• Optional assignments – You are encouraged as a student to do optional
assignment so that it may benefit your learning.

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I. Elective assignments
a. the student is given a choice of which assignments within an identified group to
submit, only the best result(-s), the number of which is specified in advance, will
contribute towards the year mark.
b. elective assignments must also be grouped into an elective group.
c. for the student to select which assignment to submit, the elective assignments must
be grouped together. For such an elective group, relevant information must be
provided to the student, such as how many of the assignments must be submitted
and how many of the assignment marks should be combined into the year mark.
d. The selection criteria define how marks received for assignments in an elective group
are to be combined into the year mark. Three different criteria may be used for
calculating the year mark:
• The best mark should be used, or
• If the student submits fewer than the required number of assignments per group or
no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is
then calculated from all items.

II. Mandatory assignments

a. contribute to the year mark.
b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks attached to
this assignment when the final mark for the module is calculated.

III. Compulsory Assessment

a. when not submitted, the student will fail a Continuous Assessment module but will
be shown as absent from the examination in the case of other modules.

IV. Optional assignments – You are encouraged as a student to do optional assignment so

that it may benefit your learning.

9.5 The assessments

As indicated in section 9.2, you need to complete 4 assessments for this module.

There are no assignments included in this tutorial letter. Assignments and due dates will be
made available to you on myModules for this module. We envisage that the due dates will be
available to you upon registration.

• No late assignment submissions will be accepted.

• Keep a clear copy of the assignment for your own reference. This is important, as
assignments do get lost.
• Submissions of assignments must be in accordance with “my studies @ unisa
• You must obtain a minimum of 50% on one major test. However, all assessments are
compulsory to pass the module.

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 • Student who fails any of the major tests will have a one opportunity to re-do the
tests.
• Because this is an online module, the assignments are not provided in this tutorial letter.
Instead, they will be posted online as they become due, and you will see them when you
go online.
• All assessments must be submitted in PDF format only.

9.6 Other assessment methods

None

9.7 The examination

Examination information and details on the format of the examination will be made available to
you online via the myUnisa site. Look out for information that will be shared with you by your
lecturer and e-tutors (where relevant) and for communication from the university.

9.7.1 Invigilation/proctoring

Since 2020 Unisa conducts all its assessments online. Given stringent requirements from
professional bodies and increased solicitations of Unisa’s students by third parties to unlawfully
assist them with the completion of assignments and examinations, the University is obliged to
assure its assessment integrity through the utilisation of various proctoring tools: Turnitin,
Moodle Proctoring, the Invigilator App and IRIS. These tools will authenticate the student’s
identity and flag suspicious behaviour to assure credibility of students’ responses during
assessments. The description below is for your benefit as you may encounter any or all of these
in your registered modules:

Turnitin is a plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost
writing. Students are expected to submit typed responses for utilisation of the Turnitin software.

The Moodle Proctoring tool is a facial recognition software that authenticates students’ identity
during their Quiz assessments. This tool requires access to a student’s mobile or laptop
camera. Students must ensure their camera is activated in their browser settings prior to their
assessments.

The Invigilator “mobile application-based service does verification” of the identity of an

assessment participant. The Invigilator Mobile Application detects student dishonesty-by-proxy
and ensures that the assessment participant is the registered student. This invigilation tool
requires students to download the app from their Play Store (Google, Huawei and Apple) on
their mobile devices (camera enabled) prior to their assessment.

IRIS Invigilation software verifies the identity of a student during assessment and provides for
both manual and automated facial verification. It has the ability to record and review a student’s
assessment session. It flags suspicious behaviour by the students for review by an academic
administrator. IRIS software requires installation on students’ laptop devices that are enabled
with a webcam.

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Students who are identified and flagged for suspicious dishonest behaviour arising from the
invigilation and proctoring reports are referred to the disciplinary office for formal proceeding.

Please note:

Students must refer to their module assessment information on their myModule sites to
determine which proctoring or invigilation tool will be utilised for their formative and summative
assessments.

10 ACADEMIC DISHONESTY
10.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as
your own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• Copying and pasting from any source without acknowledging the source.
• Not including references or deliberately inserting incorrect bibliographic information.
• Paraphrasing without acknowledging the original source of the information.

10.2 Cheating

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying the work of another

student during an assessment, or allowing another student to copy your work.
• Using social media (e.g. WhatsApp, Telegram) or other platforms to disseminate
assessment information.
• Submitting corrupt or irrelevant files, this forms part of examination guidelines
• Buying completed answers from so-called “tutors” or internet sites (contract cheating).

10.3 Web link to UNISA Student values and Plagiarism

For more information about plagiarism, follow the link below:

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD:
[email protected]) provides an opportunity for staff to interact with first-time and returning
students with disabilities.

If you are a student with a disability and would like additional support or need additional time for
assessments, you are invited to contact Mr J. Sibanda ([email protected]) to discuss the
assistance that you need.

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12 FREQUENTLY ASKED QUESTIONS
What is the pass/fail criterion for this module? achieve ≥ 50 % final mark (module mark) AND
show GA2 competency.

How GA2 is assessed? GA2 is assessed in a design project. A special rubric is used and will be
communicated to students along with the project letter.

What happen if I am found GA2 incompetent? you will be given a second opportunity (i.e.,
modified design project). Students who do not meet the minimum required competencies in both
the first and second opportunities will have to re-register the module for the next future year,
even if ≥ 50% final mark is achieved.

13 SOURCES CONSULTED
UNISA TL101_0_2004_FullyOnline_template.

14 IN CLOSING
Do not hesitate to contact us by e-mail if you are experiencing problems with the content of this
tutorial letter or with any academic aspect of the module. We wish you a fascinating and
satisfying journey through the learning material and trust that you will complete the module
successfully. Enjoy the journey!

We wish you every success with your studies!

15 ADDENDUM
None.

ANNEXURE: GLOSSARY OF TERM

16 ANNEXURE 1: GRAPHICAL VIEW OF ENGINEERING QUALIFICATION

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17 ANNEXURE 2: GENERAL INFORMATION ABOUT GRADUATES

ATTRIBUTES BACHELOR OF ENGINEERING TECHNOLOGY HONOURS

The Bachelor of Engineering Technology Honours in Civil Engineering was designed

considering the HEQSF document from 2013 and the generic ECSA document “Qualification
Standard for Bachelor of Engineering Technology Honours: NQF Level 8; Document: E-
09-PT; Rev 7; from 01 September 2020”.

Due to the extraordinary development of engineering knowledge and technology, there is a

need for defining a common denominator for the engineering qualifications in order to ensure
the mobility and global recognition. To this end, under the umbrella of International Engineering
Alliance (IEA), Washington Accord was established in 1989.
The Washington Accord is an international accreditation agreement for professional
engineering academic degrees.

For the Bachelor of Engineering Technology Honours qualifications, the Washington Accord
rules and regulations are applicable.

The following are the signatory accreditation bodies of the Accord, their respective
countries and territories, and years of admission:

• Australia - (Engineers Australia, 1989)

• Canada - (Engineers Canada, 1989)
• People's Republic of China - (China Association for Science and Technology, 2016)
• Chinese Taipei - (Institute of Engineering Education Taiwan, 2007)

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• Hong Kong, China - (The Hong Kong Institution of Engineers, 1995)
• India - (National Board of Accreditation, 2014)
• Ireland - (Engineers Ireland, 1989)
• Japan - (Japan Accreditation Board for Engineering Education, 2005)
• Korea - (Accreditation Board for Engineering Education of Korea, 2007)
• Malaysia - (Board of Engineers Malaysia, 2009)
• Pakistan - (Pakistan Engineering Council,2017)
• New Zealand - (Institution of Professional Engineers New Zealand, 1989)
• Russia - (Association for Engineering Education of Russia, 2012)
• Singapore - (Institution of Engineers Singapore, 2006)
• South Africa - (Engineering Council of South Africa, 1999)
• Sri Lanka - (Institution of Engineers, Sri Lanka, 2014)
• Turkey - (MÜDEK, 2011)
• United Kingdom - (Engineering Council UK, 1989)
• United States - (ABET, 1989)

The following countries have provisional signatory status and may become member signatories
in the future:
• Bangladesh - (Board of Accreditation for Engineering and Technical Education)
• Costa Rica - (Association of Engineers and Architects of Costa Rica)
• Mexico - (Consejo de Acreditación de la Enseñanza de la Ingeniería)
• Peru - (ICACIT)
• Philippines - (Philippine Technological Council)

Assurance of substantial equivalence through this agreement may enhance mutual exemption
between jurisdictions by leading to opportunities to streamline processes and procedures for the
recognition of competent individuals in other jurisdictions.

The agreement recognizes that there is substantial equivalence of programs accredited by

signatories. Graduates of accredited programs in any of the signatory countries are recognized
by the other signatory countries as having met the academic requirements for entry to the
practice of engineering.

The equivalency of the engineering programmes was possible through the introduction of
Graduate Attributes. Graduate Attributes are assessable outcomes, developed by the
signatories that give confidence that the educational objectives of programmes are being
achieved ensuring the quality of the programme.

As the Graduate Attributes are “assessable outcomes”, each module part of the qualification,
has several Graduate Attributes attached to them and must be assessed in a measurable way,
namely through assignment or laboratory reports or projects or exams. Some Graduate
Attributes may be assessed via several measurable ways.

Since 2022 the Graduate Attributes are assessed in design, practical, project and
modules and the total number of 11 Graduate Attributes will be assessed over the whole
qualification.

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The qualification may be awarded only if:

• the student has obtained the minimum of credits distributed in the knowledge areas
defined in the E – 09 – PT document,
• The graduates of this qualification will be able to demonstrate competence in the
Graduate Attributes from 1 to 11 as defined in the E – 09 – PT document.
If the student is not declared competent in all 11 Graduate Attributes, he
/she will not be able to graduate, regardless of the credit obtained in the
knowledge areas.
Therefore, it is extremely important for the students to understand the importance of the
graduate attributes, as is the only measure of the substantial equivalency of engineering
technologist qualifications, between signatory countries.

18 ANNEXURE 3: LIST OF GRADUATE ATTRIBUTES

The graduate attributes defined below are stated generically and may be assessed in various
engineering disciplinary or cross-disciplinary contexts in a provider-based or simulated practice
environment. Words and phrases having specific meaning are defined in this document and in
ECSA Document E-01-POL.

General Range Statement: The competencies defined in the eleven graduate attributes may
be demonstrated in a university-based, simulated workplace context. Competencies stated
generically may be assessed in various engineering disciplinary or cross-disciplinary contexts.

Level Descriptor: Complex engineering problems:

a) require in-depth fundamental and specialized engineering knowledge and have one or more
of the characteristics:
i) are ill-posed, under- or over specified, or require identification and refinement.
ii) are high-level problems including component parts or sub-problems.
iii) are unfamiliar or involve infrequently encountered issues.
b) and their solutions have one or more of the characteristics:
i) are not obvious, require originality or analysis based on fundamentals.
ii) are outside the scope of standards and codes.
iii) require information from variety of sources that is complex, abstract or incomplete.
iv) involve wide-ranging or conflicting issues: technical, engineering and interested or
affected parties.

Graduate Attribute 1: Problem solving.

Identify, formulate, analyse and solve complex engineering problems.

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Graduate Attribute 2: Application of scientific and engineering knowledge
Apply knowledge of mathematics, natural sciences, engineering fundamentals and an
engineering speciality to solve complex engineering problems.
Level descriptor: Knowledge of mathematics, natural sciences and engineering sciences is
characterized by:
• A systematic, theory-based understanding of the natural sciences applicable to the discipline.
• Conceptually-based mathematics, numerical analysis, statistics and formal aspects of
computer and information science to support analysis and modelling applicable to the discipline;
• A systematic, theory-based formulation of engineering fundamentals required in the
engineering discipline; and
• Engineering specialist knowledge that provides theoretical frameworks and bodies of
knowledge for the accepted practice areas in the engineering discipline; much is at the forefront
of the discipline.

Range Statement: Mathematics, natural science and engineering sciences are applied in
formal analysis and modelling of engineering situations, and for reasoning about and
conceptualizing engineering problems.

Graduate Attribute 3: Engineering design

Perform creative, procedural and non-procedural design and synthesis of components,
systems, engineering works, products or processes.

Range Statement: Design problems used in exit-level assessment must conform to the
definition of a complex engineering problem. A major design problem should be used to provide
evidence. The design knowledge base and components, systems, engineering works, products
or processes to be designed are dependent on the discipline or practice area.

Graduate Attribute 4: Investigations, experiments and data analysis

Demonstrate competence to design and conduct investigations and experiments.

Range Statement: The balance of investigation and experiment should be appropriate to the
discipline. Research methodology is to be applied in research or an investigation where the
student engages with selected knowledge in the research literature of the discipline.
Note: An investigation differs from a design in that the objective is to produce knowledge and
understanding of a phenomenon and a recommended course of action rather than specifying
how an artifact could be produced

Graduate Attribute 5: Engineering methods, skills and tools, including information

technology.
Demonstrate competence to use appropriate engineering methods, skills and tools, including
those based on information technology.

Range Statement: A range of methods, skills and tools appropriate to the disciplinary
designation of the program including:
• Discipline-specific tools, processes or procedures.

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• Computer packages for computation, modelling, simulation, and information handling.

• Computers and networks and information infrastructures for accessing, processing, managing,
and storing information to enhance personal productivity and teamwork.

Graduate Attribute 6: Professional and technical communication

Demonstrate competence to communicate effectively, both orally and in writing, with
engineering audiences and the community at large.

Range Statement: Material to be communicated is in an academic or simulated professional

context. Audiences range from engineering peers, management and lay persons, using
appropriate academic or professional discourse. Written reports range from short (300-1000
words plus tables diagrams) to long (10 000 to 15 000 words plus tables, diagrams and
appendices), covering material at exit-level. Methods of providing information include the
conventional methods of the discipline, for example engineering drawings, as well as subject-
specific methods.

Graduate Attribute 7: Sustainability and impact of engineering activity

Demonstrate critical awareness of the sustainability and impact of engineering activity on the
social, industrial and physical environment.
Range Statement: The combination of social, workplace (industrial) and physical environmental
factors must be appropriate to the discipline or other designation of the qualification.
Comprehension of the role of engineering in society and identified issues in engineering
practice in the discipline: health, safety and environmental protection; risk assessment and
management and the impacts of engineering activity: economic, social, cultural, environmental
and sustainability.

Graduate Attribute 8: Individual, team and multidisciplinary working

Demonstrate competence to work effectively as an individual, in teams and in multidisciplinary
environments.

Range Statement: Multidisciplinary tasks require co-operation across at least one disciplinary
boundary. Co-operating disciplines may be engineering disciplines with different fundamental
bases other than that of the programme or may be outside engineering.

Graduate Attribute 9: Independent learning ability

Demonstrate competence to engage in independent learning through well-developed learning
skills.

Range Statement: Operate independently in complex, ill-defined contexts requiring personal

responsibility and initiative, accurately self-evaluate and take responsibility for learning
requirements; be aware of social and ethical implications of applying knowledge in particular
contexts.

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Graduate Attribute 10: Engineering professionalism
Demonstrate critical awareness of the need to act professionally and ethically and to exercise
judgment and take responsibility within own limits of competence.

Range Statement: Evidence includes case studies typical of engineering practice situations in
which the graduate is likely to participate. Ethics and the professional responsibility of a
technologist and the contextual knowledge specified in the range statement of Graduate
Attribute 7 is generally applicable here.

Graduate Attribute 11: Engineering management

Demonstrate knowledge and understanding of engineering management principles and
economic decision-making.

Range Statement: Basic techniques from economics, business management; project

management applied to one’s own work, as a member and leader in a team, to manage projects
and in multidisciplinary environments.

References
Qualification Standard for Bachelor of Engineering Technology Honours: NQF Level 8 E-09-PT
REVISION No. 7: 01 September 2020. Available via www.ecsa.co.za

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Unisa 2024

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