FACULTY OF SCIENCE

LEARNING GUIDE
MODULE: ENGINEERING MATHEMATICS V 2A

BACHELOR OF ENGINEERING TECHNOLOGY

(CHEMICAL, CIVIL, ELECTRICAL, INDUSTRIAL, MECHANICAL)

MODULE CODE: MATE2A2

DEPARTMENT: MATHEMATICS AND APPLIED MATHEMATICS

(DOORNFONTEIN CAMPUS)

COMPILER OF LEARNING GUIDE: DR. S.M. SIMELANE

HEAD OF DEPARTMENT: DR. W. MORTON

MODULE MODERATOR: DR. P.G. DLAMINI

DATE: JANUARY 2020

 TABLE OF CONTENTS

Page

1. WELCOME AND PURPOSE

STATEMENT ...................................................................2
2. STRUCTURE OF THE MODULE ..............................................................................3
3. MODULE LEVEL DESCRIPTOR AND CREDITS ...........................................................
3
4. LEARNING ASSUMED TO BE IN PLACE ....................................................................
3
5. PURPOSE OF THE MODULE ................................................................................. 4
6. OBJECTIVES OF THE MODULE ..............................................................................
4
7. MODULE LEARNING OUTCOMES ........................................................................... 4

8. ACADEMIC CALENDAR …………………………………………………………………

5
9. SCHEDULED LECTURES/TUTORIALS .......................................................................
5
10. LECTURERS AND CONTACT DETAILS .....................................................................
5
11. SUPPORT RESOURCES ........................................................................................
6
12. PSYCAD ............................................................................................................. 6
13. ASSESSMENT METHODS ……................................................................................ 7
14. ASSESSMENT SCHEDULE ……................................................................................
7
15. PASS REQUIREMENTS…................................................................................ 9

16. GLOSSARY OF TERMS .......................................................................................10

17. ACTION VERBS ................................................................................................. 11
18. MODULE SPECIFIC LEARNING OUTCOMES AND ASSESSMENT CRITERIA ……………...
12

Section 1: Solving First Order Ordinary Differential Equations

Section 2: Laplace Transforms

Section 3: Fourier Series and Fourier Transforms

19. CLASS RULES ………………………………………………………………………..

15

APPENDIX

I. WARNING ABOUT PLAGIARISM…………………………………………………………

16
II. APPLICATION FOR SUPPLEMENTARY/SICK TEST ……………………………………..
17
1
 III. GRIEVANCE PROCEDURE ……………………………………………………………..
18

IV. DECLARATION BY STUDENT …………………………………………………………..

29

Dear student

We, as lecturers in Mathematics, wish to welcome you and look forward to having you at our
Department. This module was designed as an introduction to certain topics that are regarded
as being essential to engineering students, as the variety of problems which confront today’s
engineers and scientists have increased in recent years. It will consequently provide you, the
student, with a basic introductory knowledge of differential equations, which can be applied in
1. practical
WELCOMEtechniques
ANDin your chosen field
PURPOSE of study or workplace.
STATEMENT

This study guide is designed to assist you with this module and to guide you with the
preparation of classes, assignments, assessments and the examination.

By participating and applying all the principles that you will learn during this course, you will
be able to master the following life skills, also known as critical outcomes.

 Identify and solve problems.

 Problem solving, in respect of which a learner is able to demonstrate the
ability to recognize and solve problems within a familiar, well-defined context.
 Work effectively as a member of a team or group.
 Communicate effectively, using everyday language and mathematical language
and symbols to describe processes and to solve problems.
 Organize yourself and your activities effectively.
 Use mathematics and technology effectively and critically.
 Understand the world as a set of related systems by recognising that problem
solving context do not exist in isolation and how the decisions you make affect
other people and situations.
 Collect, analyse, organize and critically evaluate information: Interpret
information in order to develop a relative mathematical model of the context
and to solve problems.

It is therefore important that you as the student participate, either in groups or individually
to be successful and competent at the end of this module. It will contribute to you achieving
the specific outcomes or final competencies related to your Bachelor of Engineering
Technology degree.

The reduced contact time model of the University is based on the concept that the lecturers
are only facilitators in the process of achieving the outcomes. You, the student should
therefore take responsibility for your own learning and achievement of outcomes.

Wish you the very best of luck for your studies this semester.

Your lecturers,
I.K. Letlhage (BSc, BSc Hons (Fort Hare) and MSc (Wits)) 2
D.M. Nkwanazana (BSc, BSc Hons, MSc (NWU))
S.M. Simelane (BEconSc, BSc Hons, MSc and PhD (Wits))
2. STRUCTURE OF THE MODULE

DURATION OF MODULE (WEEKS/SEMESTER): WEEKS

ENGINEERING Unit 1
MATHEMATICS Analytical solutions of first-order
V 2A (MATE2A2) ordinary differential equations.
(±3 weeks)

Unit 2

Solving ordinary differential equations

using Laplace transforms.
(±5 weeks)

Unit 3

Fourier series
( weeks)

3. MODULE LEVEL DESCRIPTOR AND CREDITS

NQF-level: 6
NQF-credits: 14
Module Type: Semester Module

4. LEARNING ASSUMED TO BE IN PLACE

Competence in Engineering Mathematics V 1A (MATE1A1) and Engineering

Mathematics V 1B (MATE1B1), with special attention to the following:

1. Integration of basic algebraic functions

2. Integration of transcendental functions.
3. Integration by parts
4. Resolving fractions into partial fractions.
5. Integration of trigonometric functions.
6. Definite integrals.
7. Mean values.
8. Solve systems of linear equations.

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5. PURPOSE OF THE MODULE

The module is designed as an introduction to specific topics, regarded as being

essential to engineering students. The module is also aiming at equipping
undergraduates with mathematical techniques, resources, tools and skills essential
for work and study in engineering. It will also equip the student with the knowledge
base, theory and methodology of disciplines which can be applied in well-defined and
applied engineering problems in his/her chosen field of study or workplace. Principle
and theory are emphasized as foundation for entry into the labour market,
postgraduate studies or a technical profession with technologically orientated
companies. This module will contribute to a student achieving the specific outcomes
and final competencies within the Bachelor of Engineering Technology and demands
a fair level of theoretical engagement and intellectual independence.

The module is designed in consultation with the Engineering Council of South Africa
(ECSA), recognized and accredited as such in order for the exit student to acquire a
licence to practice their professions. The Bachelor of Technology can lead to further
academic development in studies towards Honours, Masters and a PhD degree.

6. OBJECTIVES OF THE MODULE

Students should be able to: Apply engineering principles to systematically diagnose

and solve well-defined engineering problems.

7. MODULE LEARNING OUTCOMES

 Solve first order ordinary differential equations (ODE) using Separation of the
variables and Reducible methods.
 Solve Homogeneous, Exact, Linear and Bernoulli ODEs.
 Apply analytical methods to solve first order ODEs related to real world and
engineering problems.
 Use tables to perform Laplace transforms on constants, trigonometric sine and cosine,
hyperbolic sine and cosine, exponential functions and products of these functions.
 Use tables, partial fractions and the method of completing the square to perform
inverse Laplace transforms.
 Sketch discontinuous functions and apply the Heaviside notation to perform Laplace
transforms and inverse Laplace transforms on step functions and the Dirac-Delta
impulse function.
 Apply Laplace Transform methods to solve ODEs involving continuous and
discontinuous forcing functions related to real world and engineering problems.
 Define a continuous and discrete time signal and use the shifting, scaling and
inversion properties of signals.
 Determine the Fourier coefficients and resulting trigonometric Fourier series of a
periodic function.
 Convert the Fourier series of a periodic function to a compact trigonometric Fourier
series.
 Use the Fourier spectrum to describe the frequency domain and time domain of a
signal.
 Determine an exponential Fourier series of periodic functions.
 Distinguish between even and odd functions and apply these properties to negative
frequencies.
 Represent an aperiodic signal as a Fourier integral
 Verify the existence of the Fourier transform with the Dirichlet conditions.

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  Understand the Fourier transform as the limit of a Fourier series that can be used to
describe non-periodic functions on an infinite interval.
 Calculate the Fourier transform of elementary function by using the definition.
 To apply Fourier transforms theory to physical problems relating to periodicity.

8. ACADEMIC CALENDAR

1st Term Classes: 03 February – 20 March 2020

Mid Semester Vacation: 21 March – 29 March 2020

2nd Term Classes: 30 March – 14 May 2020

Study Break: 15 May – 19 May 2020

1st Semester Final Assessment Period: 20 May – 15 June 2020

Winter Vacation: 16 June – 05 July 2020

Mid-Year Supplementary Assessments: 06 July – 10 July 2020

9. SCHEDULED LECTURES/TUTORIALS:

Group: CHE/CIV
Lectures: WE 1 and 2 in Venue LWAZI G06
TH 8 and 9 in Venue Q/K G300
Tutorials: FR 4 and 5 in Venue Q/K 1102

Group: ELECTRICAL
Lectures: MO 8 and 9 in Venue Q/K 1104
TH 10 and 11 in Venue LWAZI G06
Tutorials: FR 1 and 2 in Venue Q/K 1102

Group: IND/MECH
Lectures: TU 1 and 2 in Venue Q/K 1104
FR 4 and 5 in Venue Q/K G303
Tutorials: MO 9 and 10 in Venue Q/K 1102

10. LECTURERS AND CONTACT DETAILS

10.1 You will find the Mathematics department on the 7 th floor in John Orr Building.

Name Office no. Contacts Consultation

Dept. Secretary: JOB 7154 011 559 6007 08:00 – 15:00

Ms. Refiloe Motloung refiloem@uj.ac.za weekdays

Lecturer: JOB 7129 011 559 6346 MO 6 and 7

Mr. I.K. Letlhage karabol@uj.ac.za TU 3 and 4

Lecturer: JOB 7130 011 559 6410 TU 4 and 5

Mr. D.M. Nkwanazana mnkwanazana@uj.ac.za

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 Lecturer: JOB 7136 011 559 6018 WE 4 and 5
Dr. S.M. Simelane ssimelane@uj.ac.za

10.2 If you wish to consult your lecturer during the above hours, you should make
an appointment beforehand.

10.3 Refer to ULink for additional contact details of the lecturer or tutors (if any).

11. SUPPORT RESOURCES

TEXTBOOK

I. Prescribed Textbook: Elementary Differential Equations with Boundary Value

Problems (Free Edition, 2013) by William F. Trench.
http://ramanujan.math.trinity.edu/wtrench/texts/TRENCH_DIFF_EQNS_II.PDF
II. Any nonprogrammable scientific calculator.
III. Prescribed books are available at TestKraft University bookshop on the
Doornfontein campus (Tel: 011 4027290).
IV. The textbook is also available as an eBook (visit the library for more
information).

LIBRARY

You are encouraged to consult the literature in the library if you need more
information.

12. PsyCaD

The Centre for Psychological Services and Career Development (PsyCaD) provides
services on every UJ Campus. Using highly professional and completely confidential,
sympathetic and scientific support, PsyCaD seeks to broaden and deepen the
learning experiences of students and the psychological well-being of students
through:

 A peer buddy group that helps students find their feet at the university.
 Counseling services for students with all kinds of problems, personal or
otherwise.
 Various career services, advising students and linking them with prospective
employers.
 A 24 hour Crisis Line in case a student has a major life crisis.

Email: psycadinfo@uj.ac.za
DFC Tel: 011 559 6042
Crisis Line: 082 054 1137

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13. ASSESSMENT METHODS

In all assessments, both formative and summative, questions are posed that require
the application of engineering principles to solve well-defined engineering problems in
mathematics.

ASSESSMENT METHODS

 Self-assessment: The student is expected to perform self-assessment by

completing the activities (exercises in text book) at the end of each learning
unit.
 Continuous assessment: During and/or after each learning unit the student
will be assessed (class tests and/or assignments) and these assessments may
form part of the semester mark.
 Formative assessment: Three major tests and a series of tutorial tests will be
written during the semester (see Assessment Schedule). These tests will form
part of the semester mark.
 Summative assessment: An examination paper at the end of the semester
testing all the content covered in class: (Unit 1 – 3) – 3 hours.
 The semester mark together with the examination mark will constitute the final
pass mark. The student will be pronounced competent/ not yet component,
based on the final pass mark obtained.

14. ASSESSMENT SCHEDULE

The usual examination rules and regulations are applicable and all assessments are
treated as exams (see subsections 14.2 and 14.3).

Requests for reconsideration of an assessment mark will only be granted at the time
when an assessment is handed out and discussed. No request will be considered
after a student has left the venue.

Tests/Assignments/ Dates Time

Examinations
Test 1 02/03/2020 08:00-09:30
Test 2 06/04/2020 08:00-09:30
Test 3 11/05/2020 08:00-09:30
Aegrotat (sick test) TBC TBC
Exam (provisional) 21/05/2020 Session 1

Assessment venues to be confirmed in class and uploaded into BlackBoard.

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14.1 TUTORIALS

 Students are expected to attend weekly tutorials (refer to your timetable).

During these tutorial sessions, all Units 1 – 3 will be covered. Tutorials for this
module are compulsory.

 A student needs to attend at least 80% of the semester tutorials to be granted

an opportunity to take the final exams. The assigned tutor will keep/take a
register for every tutorial session. It is every student’s obligation that he/she
signs the attendance registry at the end of the tutorial session. The lecturer
may also take random lecturer attendance registry which will contribute to the
tutorial attendance.

 From now and then, students will have spot tutorial tests. So it’s imperative
that each student is ready for all tutorial sessions. There will be no
supplementary/second opportunity for the tutorial tests/submissions
(there’s no need for doctor’s notes or grievance notes for the tutorials).
The discretion of the lecturer will therefore play a major role in the making of
the final decision regarding tutorial assessment opportunities missed.

 All tutorial marks will contribute towards the final mark.

14.2 RULES AND PROCEDURE REGARDING ABSENCE FROM A

FORMATIVE AND/OR CONTINUOUS AND/O SUMMATIVE
ASSESSMENT

A student may be granted a special assessment opportunity if he/she applies within 7

working days subsequent to the original date of assessment missed. A student must
submit a completed application form for the aegrotat test (see appendix) together with
a written & valid reason(s). This must be handed over to your own lecturer either in
person or faxed to the departmental secretary at 011 559 6554. The following cases
will be considered and a supplementary assessment may be granted if the
documentation as specified is delivered to your lecturer as stated above.

Reason for absence Documentation as proof

Illness
Compassionate reasons
(Immediate family only)
Legitimate reasons
The application form as in addendum A
of this Learning guide, completed by
student and medical practitioner with
official stamp.
Relevant documentation such as death
certificate etc. and a letter detailing
circumstances and the student’s details
must accompany the application.
An affidavit signed and stamped by a
commissioner of oaths, accompanied by
a letter, detailing the specific
circumstances and the student’s details.

The discretion of the lecturer will play a major role in the making of the final decision
on the supplementary assessment opportunity.

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 NO SUBMISSION, NO AEGROTAT TEST!
The aegrotat test will cover all content taught in the module before the date of the
aegrotat test.

SEE APPENDIX for the APPLICATION of the SUPPLEMENTARY/SICK NOTE.

14.3 RULES AND PROCEDURES REGARDING ACCESS TO ASSESSMENT

VENUES

Students must produce their student cards for admission to an assessment venue.
Before commencement of an assessment, students must switch off all cell phones
and any other electronic devices; these must remain off for the duration of the
assessment event and be placed on the floor under the seat.

Any cell phone or other electronic device that is seen to be held in the hand or
operated in any way for whatever reason will be confiscated by the invigilator.

15. PASS REQUIREMENTS (INCLUDING WEIGHTING OF ASSESSMENT

AND COMPILATION OF FINAL MARK)

1. Weighting of assessments:

Semester mark: Test 1: 30%

Test 2: 30% 100 %
Test 3: 30%
Tutorials: 10%

Examination mark: Main exam 100 %

Final mark = Semester mark : Examination mark

100 = 50 : 50

2. Entrance requirements for the examination:

A module mark of at least 40% is required for admission to the last summative
assessment opportunity (examination). It is therefore imperative that you
obtain a semester mark of 40 % if you intend writing the examination as no
student will be allowed to write the examination with a semester mark less than
40 %.

3. Pass requirements and special assessment opportunities:

 All assessments are compulsory.

 The pass mark for any assessment (test, tutorial, assignment, project,
etc.) is 50%. A distinction is a mark  75%.
 When a traditional examination or summative assessment is used
as a last assessment, the student passes a module subject to obtaining
a final calculated mark of at least 50%

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  A supplementary summative assessment opportunity may be granted if
a student;
(a) failed a module (exam) but obtained a final mark of between 40 -
49%
(b) failed a module but obtained a module mark (SM) of at least 60%
(c) followed procedures regarding absence from an assessment

 The final mark for a supplementary summative assessment is capped at

50%

 Special assessment and supplementary summative assessment

opportunities from A-regulations 2009:

“A student’s entitlement to a special or supplementary summative assessment

opportunity lapses if they fail to use the opportunity.”

16. GLOSSARY OF TERMS

Critical outcomes Those generic outcomes which inform all teaching

and learning.

Specific outcomes Means contextually demonstrated knowledge, skills

and values. Describe specific learning outcomes
and say what the person must be able to achieve.

Assessment criteria Specify the required level of performance for each

specific outcome.

Credits Indicates the time an average student would take to

achieve the standard. Each credit = approximately
10 hours of learning time.

Notional hours The learning time that is conceived it would take an

average student to meet the outcomes defined, and
includes concepts such as contact time, time spent
in structured learning in the workplace and individual
learning.

Summative assessment Is for making judgement about achievement. It is

carried out at the end of a program of learning in
order to be deemed competent or not competent yet.

Formative assessment Takes place during the process of learning and

teaching.

Continuous assessment All forms of assessment which is ongoing.

___________________________________________________________________________

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17. Action verbs (Based on Bloom’s taxonomy)

Action verbs are used to assist you in the completion of the required
activities, assignments and/or tests/exams. This is a list of definitions
for some examples
Apply Put to practical use or make use of a relevant equation or law.
Calculate Determine the value, using formulae or specific calculation methods.
Group concepts or subjects together based on certain characteristics or
Classify
commonalities.
Point out the similarities and differences between objects or points of view. The
Compare
word contrast can also be used.
Transform a quantity expressed in one unit to a quantity expressed in another
Convert
unit.
Define Give a short and clear description of a term or concept.
Demonstrate Show clearly/prove/make clear by reasoning or evidence/illustrate and explain,
especially with many examples.
Derive Deduce or infer something from the given information.
Tell in detail how a process works or how a subject appears. You need not
Describe
comment on the process or the subject or give your own point of view.
Differentiate Find differences between objects or statements.
Explain terms or concepts in your own words. Give comments or give your
Discuss
own point of view.
Distinguish Write down the differences between subjects or concepts.
Draw Create a drawing, diagram or representation of a subject or concept.
Write about the subject in your own words. Clarify or give reasons – use
Explain
examples or illustrations. You must prove that you understand the content.
Formulate Express in a concise, systematic way.
Identify Establish the identity or recognize a process.
Illustrate Explain by means of detailed descriptions and drawings.
Interpret Explain or clarify the meaning of a concept/value.
List/Name Briefly write down the facts or main points.
Motivate Give reason(s) for your answer.
Name Nominate or specify a site or process.
Organize Arrange data according to certain criteria.
Predict Use the facts available to derive an outcome.
Relate Show the relation/connection of entities, how the concepts can be linked.
Solve Find an answer by using critical thinking and/or calculations.

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 Summarize Briefly state/list/write down only the most important detail/facts.

18. MODULE SPECIFIC LEARNING OUTCOMES AND ASSESSMENT

CRITERIA

Module learning outcomes Module assessment criteria

UNIT 1: SOLVING FIRST ORDER

ORDINARY DIFFERENTIAL
EQUATIONS USING THE
SEPARATION OF VARIABLES,
HOMOGENEOUS, LINEAR,
BERNOULLI AND REDUCIBLE
METHODS

On completion of this unit the student Competence will be evident if

should be able to:
1. Types of differential equations are
1. Identify the types of differential identified correctly.
equations.
2. Differential equations are solved
2. Solve first order differential correctly, using the appropriate
equations using the method of separation methods
of variables and an integrating factor in
the linear method.

3. Solve homogeneous, linear and 3. Analytical results are sketched

Bernoulli differential equations.
4. Appropriate transformations are
4. Apply other transformations to made to solve first order differential
solve first order differential equations. equations.

UNIT 2: SOLVING ORDINARY

DIFFERENTIAL EQUATIONS,
USING LAPLACE
TRANSFORMS

On completion of this unit the student Competence will be evident if

should be able to:

1. Use first principles to find the 1. First principles are used correctly to
Laplace transforms of find the Laplace transform of a
1.1 a constant
12
1.2 exponential function function.
1.3 sine and cosine
1.4 hyperbolic sine and cosine

2. Use table of standard

transformations to look up the 2. Laplace tables are used correctly to
Laplace transforms of the find the Laplace transforms of
following: functions.

2.1 Basic continuous functions.

2.2 Transforms of integrals.
2.3 Transforms of derivatives.
2.4 Products of exponential and other
basic functions.
2.5 Discontinuous functions, using
Heaviside notation.
2.6 Dirac Delta/impulse function.

3. Sketch discontinuous functions,

indicating breakpoints and write in 3. Discontinuous functions are
terms of unit step (Heaviside) sketched correctly, indicating
notation. breakpoints and written in terms of
unit step (Heaviside) notation.
4. Determine the inverse Laplace
transforms, involving the following: 4. Techniques to find the inverse
Laplace transforms with the aid of
4.1 Table of standard transforms. tables are applied efficiently and
4.2 Resolve into partial fractions, correctly. This includes writing a
using the following types: function in terms of its partial
4.2.1 Cover-up rule fractions or completing the square.
4.2.1 Factors of the denominator
are linear and repeated
4.2.3 Factors of the denominator
are quadratic and distinct
4.3 Completing the square.
4.4 Finding inverse Laplace of
discontinuous functions.

5. Use Laplace transforms methods

to solve differential equations 5. Laplace transforms methods are
involving: used correctly to solve differential
5.1 Initial conditions. equations.
5.2 Continuous functions
5.3 Heaviside functions
5.4 Dirac Delta functions

6. Apply all the above techniques to

solve mechanical and electrical
problems.
7. Interpret solutions in terms of
transient and steady state.
6. All the above techniques are applied
correctly to solve mechanical and
electrical problems.
7. Solutions are correctly interpreted
in terms of transient and steady
13

8. Find the period, frequency and
phase angle of solutions involving
sine and cosine terms.
UNIT 3. FOURIER SERIES
On completion of this unit, the student
should be able to:
1. Determine the Fourier coefficients
and write down the Fourier series
of a given function, with period 2
or other than 2 .
2. Distinguish between even and odd
functions and know the
characteristics of each and hence
only determine the appropriate
Fourier coefficients.
3. Find the Fourier series of a half-
range function.
4. Use an approximate method to
determine the harmonics of an
irregular function, i.e. harmonic
analysis, using degrees or
radians.
state.
8. The period, frequency and phase
angle of solutions involving sine
and cosine terms are correctly
determined.
Competence will be evident if
1. The Fourier coefficients are
determined and combined
correctly into a Fourier series for a
given function.
2. The characteristics of even and
odd functions are used to
determine the Fourier series of a
function, where applicable.
3. The Fourier series of a half range
function is determined correctly.
4. The harmonic analysis of an
irregular function is determined
correctly.
14
 CLASS RULES

Class Rules to be highlighted here are an excerpt from UJ Academic Regulations

(AR) 2017. Students are encouraged to READ the full version of these Regulations.
The document may be accessed from the UJ website, http://www.uj.ac.za.

1) Students may not attend lectures or any contact sessions in a module, receive
study material or supervision, or have access to any electronic study material
or sources or be assessed in a module if they are not registered students at the
University for the relevant module for the relevant academic year. (AR 5.10.1).

2) No assessment result obtained by a student is official if the student was not

registered for the relevant module when the result concerned was obtained.
(AR 5.10.2).

3) Attendance of classes, tutorials and practical classes (where applicable) are

compulsory for undergraduate students. (AR 5.11.1).

4) The University does not permit student behaviour that disrupts formal
teaching and learning activities. (AR 10.1.3). In line with this regulation, a
lecturer reserves the right to remove disruptive elements from the lecture hall.
LATE COMING is considered disruptive and therefore it is NOT allowed.
However, students are allowed a grace period of 10 minutes, to be late. For
example, if a lecture (according to the time-table) is supposed to start at 08:00,
students will be allowed to enter the lecture venue up until 08:10. Students
arriving later than 08:10, will NOT be allowed into the lecture venue. NO noise
is allowed during lectures. Students are allowed to step out to the toilet during
lectures, BUT quietly.

5) For admission to a final summative assessment opportunity (examination), a

minimum of 80% attendance in all lectures and tutorials is required. A
legitimate reason, and where appropriate the necessary evidence thereof (a
medical certificate or similar), is required to substantiate any non-attendance.
(AR 10.1.6). Also, if a student misses a test or practical, valid document(s) must
be produced to substantiate such absenteeism. There will be ONE
supplementary (sick) test for all students who missed either test 1, 2 or 3.

6) When a summative assessment opportunity is used as a last (comprehensive)

summative assessment opportunity, a minimum module mark of 40% and
attendance of 80% in all lectures, tutorials and practicals, where applicable, are
required for admission to the summative assessment opportunity concerned.
(AR 10.2.6).

15
UNIVERSITY OF JOHANNESBURG

FACULTY OF SCIENCE

DEPARTMENT OF MATHEMATICS AND APPLIED MATHEMATICS

WARNING ABOUT PLAGIARISM

The Department of Mathematics and Applied Mathematics at the University of

Johannesburg places great emphasis on integrity and ethical conduct in the
preparation of assignments. It is very important to us that all of our students know
how secondary material should be used, as well as the scholarly method of
presenting and acknowledging references.

Plagiarism is the unacknowledged use of the words or ideas of others. It is

tantamount to academic theft, and is therefore a very serious offence. To plagiarize
means to use the words or ideas of another to create the false impression that these
words and ideas are your own. In order to avoid committing plagiarism, you must, at
all times, acknowledge the source from which you have borrowed certain words or
ideas.

If after reading this warning about plagiarism you are still uncertain about how to
avoid committing plagiarism, you should speak to your lecturer about it before your
assignment is submitted.

Students who submit assignments in which plagiarism can be demonstrated will be

referred to the Dean of the Faculty for disciplinary action.

16
UNIVERSITY OF JOHANNESBURG NB THE FINAL DECISION AS TO WHETHER THE
STUDENT IS/WAS ABLE TO WRITE A
TEST/EXAMINATION RESTS WITH THE UNIVERSITY.
APPLICATION FOR DEFERRED (AEGROTAT) TEST(S)/EXAMINATION(S)
 APPLICATION(S) FOR DEFERRED (AEGROTAT) TEST(S) MUST BE SUBMITTED TO THE RELEVANT LECTURER,
 AND APPLICATIONS FOR DEFERRED (AEGROTAT) EXAMINATION(S) TO THE HEAD: FACULTY ADMINISTRATION IN THE OFFICE OF THE DEAN.

SECTION 1 TO BE COMPLETED BY THE STUDENT

1.1 INITIALS AND SURNAME:

1.2 TITLE (MARK WITH AN X): MR MRS MS MISS OTHER

1.3 STUDENT NUMBER:

1.4 NAME OF QUALIFICATION:

1.5 TELEPHONE NUMBER:

(AREA CODE)

1.6 ADDRESS DURING

STUDIES:
POSTCODE:

1.7 COURSE(S) AND DATE(S) OF TEST(S)/EXAMINATION(S):

COURSE DATE COURSE DATE COURSE DATE

DATE OF SIGNATURE OF
APPLICATION: STUDENT:

SECTION 2 TO BE COMPLETED BY A MEDICAL PRACTITIONER

2.1 INITIALS AND SURNAME: DR

2.2 REGISTERED PRACTICE/PROFESSIONAL COUNCIL

NUMBER:

2.3 TELEPHONE NUMBER:

(AREA CODE)

2.4 I HEREBY CONFIRM

(a) that I examined the abovementioned patient on ; and
(date)

(b) that the following diagnosis was made: .

 MARK APPROPRIATE BLOCK WITH AN X

(c) I am convinced that the patient is/was not able to write test(s)/exam(s) on
(date(s))
OR
I cannot, with certainty, say that the patient is/was not able to write test(s)/exam(s) on
(date(s))

 YOU ARE KINDLY REQUESTED TO PLACE AN OFFICIAL STAMP OF YOUR MEDICAL PRACTICE ON THE FORM OR TO
ATTACH A LETTERHEAD OF THE MEDICAL PRACTICE WITH YOUR SIGNATURE THEREON. YOUR COOPERATION IS
GREATLY APPRECIATED.

SIGNATURE OF MEDICAL PRACTITIONER DATE

SECTION 3 TO BE COMPLETED BY THE DEAN OR HIS/HER APPOINTEE

APPROVED REJECTED (MARK WITH AN X))

SIGNATURE OF DEAN DATE

[S
 STUDENT GRIEVANCE FORM

1. Name of Grievant: _____________________________________________________

Postal Address: _______________________________________________________________________
Tel: ________________________________ E-mail: ________________________________________

2. Name(s) of party or person(s) against whom grievance is being filed.

1.____________________________________________________________________________
_____________________________________________________________________________
2.____________________________________________________________________________
_____________________________________________________________________________
3.____________________________________________________________________________
_____________________________________________________________________________

3. Nature or Type of Grievances -- (include the date(s) of incident(s)

4. Name(s) & Address(es) of any witnesses -- (if applicable)

5. Remedy or Action being Requested

Signature of student: __________________________________ Date:_____________

Received by: _________________________________________ Date: ______________

DECLARATION BY STUDENT

1
I, …………………………………………………………………….,

Student Number:………………………………..,

declare that I have read, with understanding, the entire Learning Guide for Engineering Mathematics V
2A and that I am acquainted with all its relevant contents.

SIGNATURE OF STUDENT:………………………………………

DATE:…………………………………