FACULTY OF ENGINEERING AND INFORMATION

TECHNOLOGY
ELECTRICAL, ELECTRONIC AND COMPUTER
DEPARTMENT: ENGINEERING

PROGRAMME: Diploma in Engineering Technology: Electrical

Engineering

MODULE NAME: CONTROL SYSTEMS III

MODULE CODE: ECS226B/A

NQF LEVEL: 6
CREDITS: 14

COMPILED BY: PROF.RB KURIAKOSE

DATE REVISED: JULY 2023

LEARNER GUIDE
 CONTENTS

Contents

1. CONTROL SYSTEMS III MODULE OVERVIEW.............................................................................4

1.1 Module Purpose Statement...................................................................................................4
1.2 Module Syllabus Details.........................................................................................................4
1.3 Learning Material..................................................................................................................5
1.4 Knowledge Areas covered in this Module..............................................................................5
1.5 Graduate Attributes (GAs) assessed in this module...............................................................6
1.6 Information about the lecturer..............................................................................................6
1.7 Information about the module...............................................................................................6

2. MODULE LEARNING OUTCOMES.............................................................................................. 7

2.1 Calculation of Module Credits and Notional Hours................................................................7
2.2 Module units and notional hours...........................................................................................8
2.3 Semester Programme for the Module....................................................................................9
2.4 Constructive Alignment of Module Outcomes......................................................................10
2.4.1 Unit 1: Introduction to control systems...........................................................................10
2.4.2 Unit 2: First order and Second order systems..................................................................11
2.4.3 Unit 3: Stability measurement Techniques-Time response approach.............................12
2.4.4 Unit 4: Stability measurement Techniques-Frequency response approach.....................12
2.4.5 Unit 5: Control system design using compensators.......................................................13
2.4.6 Laboratory 1 (P1).............................................................................................................14
2.4.7 Laboratory 2 (Assignment 1)............................................................................................14
2.4.8 Laboratory 3(Assignment 2).............................................................................................14
2.4.9 Laboratory 4 (Assignment 3)............................................................................................15
2.4.10 Laboratory 5 (Assignment 4)...................................................................................15
2.5 Assessment Calculations......................................................................................................16
2.6 Graduate Attributes Assessed in this Module at AEA for ECSA accreditation.......................17
2.7 CUT Graduate Attributes and Action Verbs Used in Assessments........................................18
2.8 Aligning CUT Graduate Attributes to ECSA Graduate Attributes..........................................19
2.9 Revised Bloom’s Taxonomy used in the formulation of questions........................................20

3. LEARNING COMPONENT........................................................................................................ 21
3.1 Class attendance..................................................................................................................21
3.2 Submitting assignments.......................................................................................................21
3.2.1 All students......................................................................................................................21
3.2.2 Assignment Attachment Sheet.........................................................................................21
3.2.3 Late submittal penalties...................................................................................................21
3.2.4 Extensions........................................................................................................................21
3.2.5 Plagiarism........................................................................................................................21
3.3 Absenteeism when evaluations are done.............................................................................21
3.4 Guidelines for improving performance in the module..........................................................22

4. SAFETY COMPONENT............................................................................................................. 24
4.1 General Safety.....................................................................................................................24

2
 4.1.1 What to do.......................................................................................................................24
4.1.2 What not to do................................................................................................................24
4.1.3 Further points to consider...............................................................................................24
4.2 Hand and Power Tools.........................................................................................................24
4.2.1 Protective Clothing..........................................................................................................25

3
1. CONTROL SYSTEMS III MODULE OVERVIEW

1.1 Module Purpose Statement

The purpose of this learning module, CONTROL SYSTEMS III, in the programme
Diploma in Engineering Technology: Electrical Engineering is to help the learners to
develop knowledge and understanding of CONTROL SYSTEMS’ principles and be able
to apply CONTROL SYSTEMS’ principles. It develops hands-on laboratory equipment,
MATLAB/Simulink and Spice skills and analysis/design skills for solving well-defined
problems within the field of CONTROL SYSTEMS. Learners have the ability to apply
basic leadership and project management methods to the cooperative-based mini
projects and develop knowledge and understanding of the impact of cooperative-based
mini project on the society and physical environment.

1.2 Module Syllabus Details

Unit 1: Introduction to Control Systems

Definition of control systems.

Types of control systems
Applications of control systems
Transfer function representation in Laplace domain.
Differential equation models.
Test signals used in control systems

Unit 2: First Order and Second order systems

First order systems-characteristics and applications

Second order systems-characteristics and applications
Damping characteristics of second order systems
Underdamped systems- characteristics and analysis
Underdamped system response with additional poles and zeroes
Nonlinearities in time response

Unit 3: Stability measurement Techniques-Time response approach

Introduction to time response systems

Routh Huwritz criterion-
Construction of R-H array
Stability analysis
Determination of range margins
Root Locus technique
Definition and properties of root locus
Sketching the root locus
Analysis using MATLAB

Unit 4: Stability measurement Techniques-Frequency response approach

Bode Plots
Introduction to frequency response systems
Asymptotic approximation method for bode plots
Stability, gain margin and Phase margin using Bode plots
Analysis using MATLAB

4
 Unit 5: Control system design using compensators

Compensators
Phase lag compensator.
Phase lead compensator.
Designing with Bode diagrams
Compensator characteristics
PID controller design
Lag-Lead controller design

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

 Four theory sessions of 40 minutes each per week for weeks 1-4, 6-9, 12-13; and
two theory sessions for weeks 5 and 10.
 Five tutorial sessions of 2 hours each per week for 5 weeks.
 One Laboratory session of 2 hours for one week
 Six Cooperative-based mini project sessions of 2 hours each per week for six weeks

Module Assessments (Refer to section 2.5 for more details):

 Formative assessments: Test 1 (T1) for Unit 1: 25% of course mark, Test 2 (T2) for
Units 2 and 3: 40% of course mark
 Laboratory 1 (P1): 20% of practical assessment (PA)
 Cooperative-based mini project assessment: 80% of PA
 Summative assessment (EM): 50% of the final mark

1.3 Learning Material

Prescribed Textbook: Control Systems engineering, 3rd , 4th ,5th and 6th edition,
N.R. Nise, Wiley, 2000.

Highly recommended reading: Modern Control Systems, Dorf B, 8th or 9th, Addison
wesley, 1998 or 2001.
Automatic control systems, 7th, Kuo B., Wiley, 1995.

1.4 Knowledge Areas covered in this Module

ECSA Credits in Knowledge Area

Code Module Name NQF Module MS NS ES ES & C CS

Level Credits S &
IT
CONTROL 6 14 12 2
ECS226B/A
SYSTEMS III

MS: Mathematical Sciences

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

5
1.5 Graduate Attributes (GAs) assessed in this module

AA assessed GAs
AEA Not
Assesse assessed
d
GAs
Code Module Name NQF 1 2 3 4 5 6 7 8 9 10
Level
CONTROL 6 x x x x x x x x
ECS226B/A
SYSTEMS III

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

1.6 Information about the lecturer

Name: Prof. RB Kuriakose

Office: BHP105
Telephone: 0515073257
E-mail: rkuriako@cut.ac.za

Postal address: Central University of Technology, Free State

Private Bag X20539, Bloemfontein, 9300, South Africa
Consulting Hours: By appointment (see office door)

1.7 Information about the module

Learning area: Electrical and Computer Systems Engineering

Name of instructional offering: Control Systems 3
Semester level: Four
Subject code: ECS226A
Prerequisites: Mathematics III
Electronics Applications II
Duration of instructional offering: One semester
Contact sessions per week: Seven 40-minute periods (4 Theory + 3 Practical)
Evaluation at the end of the module: Three-hour evaluation session at the end of the
course

6
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.

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=T L L M L +T T T M T +T P P M P +T X X M X +T A A M A + E M E
Credits = Notional Hours / 10

Where L is the semester lecture periods, T is the semester tutorial periods, P the
semester of practical periods, X is the number of other periods, and A is the number of
non-contact assignment hours, E the semester assessments hours. 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 CONTROL SYSTEMS III.

Module Time units and total contact Assessment Credit

TL TT TP TX TA E (h) s
0.67h 0.67h 0.67h 0.67 1h
h
Code Name Lec Tut Lab Othe Assig
(L) (T) (P) r n
(X) (A)
ECS226B/ CONTRO L=48,ML= T=12,MT= P=24,MP= X=0 A=0 E=5.66,ME= 14
A L 2 2 3 3
SYSTEMS
III

L: Semester lecture periods

T: Semester tutorial periods
P: Semester practical periods
E: Semester assessment hours
Substituting values for TL, TT, TP, L, T, P, E, ML, MT, MP, and ME in the formula gives
Notional hours = 145.62
Credits = 14.56
7
2.2 Module units and notional hours

Learning area activity Notional

hours
Unit 1: Introduction Definition of control systems. 2.95
to control systems Types of control systems 2.95
Applications of control systems 2.95
Transfer function representation in Laplace domain. 2.95
Differential equation models. 2.95
Test signals used in control systems 2.95
Unit 1- Tutorial 6.00
Formative Test 1 (T1) 3.00
Unit2: First order systems-characteristics and applications 2.95
First order and Second order systems-characteristics and applications 2.95
Second order Damping characteristics of second order systems 2.95
systems Underdamped systems- characteristics and analysis 2.95
Underdamped system response with additional poles 2.95
and zeroes
Unit 2- Tutorial 6.00
Unit 3: Introduction to time response systems 2.95
Stability Routh Huwritz criterion- 2.95
measurement Construction of R-H array 2.95
Techniques-Time Stability analysis 2.95
response approach Determination of range margins 2.95
Root Locus technique 2.95
Definition and properties of root locus 2.95
Sketching the root locus 2.95
Analysis using MATLAB 2.95
Unit 3- Tutorial 6.00
Formative Test 2 (T2) 6.00
Unit 4: Bode Plots 2.95
Stability Introduction to frequency response systems 2.95
measurement Asymptotic approximation method for bode plots 2.95
Techniques- Stability, Gain margin and Phase margin using 2.95
Frequency Analysis using MATLAB 2.95
response approach Unit 4- Tutorial 6.00

Unit 5: Compensators 2.95

Control system Phase lag compensator 2.95
design using Phase lead compensator 2.95
compensators Designing with Bode diagrams 2.95
Compensator characteristics 2.95
PID controller design 2.95
Lag-lead controller design 2.95
Unit 5- Tutorial 6.00
Summative examination 9.00
Total 145.62

8
2.3 Semester Programme for the Module

Week Syllabus covered Reference Practical/Tutorial

July 24 Definition of control systems. Norman S. Nise 6th edition- Chapter 1 Start MATLAB-
Types of control systems Onramp

Applications of control systems Norman S. Nise 6th edition- Chapter 2

Test signals used in control systems.

Jul 31 Transfer function representation in Norman S. Nise 6th edition- Chapter 2 MATLAB-Onramp-
Laplace domain Submission (No
Differential equation models. extension allowed)

Aug 7 First order systems-characteristics and Norman S. Nise 6th edition- Chapter 4 Assignment 1
Aug 9(H) applications GA-4- AEA
Second order systems-characteristics (Submission at the
and applications end of the lab, no
Damping characteristics of second extensions)
order systems

Aug 14 Underdamped systems- Norman S. Nise 6th edition- Chapter 4

characteristics and analysis
Underdamped system response with
additional poles and zeroes
Nonlinearities in time response

Test 1
Aug 21 Introduction to time response systems Norman S. Nise 6th edition- Chapter 5 Assignment 2
Routh Huwritz criterion-
Construction of R-H array
Stability analysis
Determination of range margins

Aug 28 Root Locus technique Norman S. Nise 6th edition- Chapter 8 Assignment 3
Definition and properties of root locus GA-9-AEA
Sketching the root locus (Submission at the
Analysis using MATLAB end of the lab, no
extensions)
Sep 4 Bode Plots Norman S. Nise 6th edition- Chapter 10 Last chance for
Introduction to frequency response students who
systems failed to pass GA4
Asymptotic approximation method for and GA9
bode plots

Sep
11-22 MAIN TEST
Oct 2 Stability, Gain margin and Phase Norman S. Nise 6th edition- Chapter 10 Bode plots in the
margin using Bode plots lab
Analysis using MATLAB

Oct 9 Compensators Norman S. Nise 6th edition- Chapter 10

Phase lag compensator.
Phase lead compensator.

Oct 16 PID controller design Norman S. Nise 6th edition- Chapter 11

Lag-Lead controller design

Oct 23 Revision week

Oct 30 MAIN EVALUATION

9
 2.4 Constructive Alignment of Module Outcomes

2.4.1 Unit 1: Introduction to control systems

Learning Outcome (LO) Teaching and Assessment Assessment GA Competence indicator

learning activity method and criteria assessed
instrument
LO1: Describe the Informal Test 1 and Student clearly Partially Student appropriately
need and main cooperative Summative described the GA3 used the structure, style
purpose and learning. Students Assessment. need and main and language of written
types of control work to present Question purpose for communication.
systems and test their answers to paper and control systems.
signals used descriptive memorandum.
questions.
LO2: Describe the use Informal Test 1 and Student Partially Student used Laplace
of Laplace cooperative Summative demonstrated GA2 theorems and
transform in learning. Students Assessment. the ability to use transformation
transfer function work in teams to Question Laplace techniques
representation apply Laplace paper and transforms to
and present transforms and memorandum. create differential
differential applicable equations and
equation models measurement Inverse Laplace
using Laplace principles to transforms to find
equations represent time domain
Electrical systems
in time domains.
LO3: Analyse and Informal Test 1 and Student Partially Student identified
reduce complex cooperative Summative demonstrated GA1 and various complex block
block diagrams learning. Students Assessment. the ability to GA5 diagrams and reduced
using MATLAB work in teams to Question analyse and them using MATLAB
analyse and paper and reduce complex
reduce complex memorandum. block diagrams
block diagrams used in control
used in control systems
systems
GA1: Problem Solving GA2: Application of scientific and engineering knowledge
GA3: Engineering Design
GA5: Engineering methods, skills, tools, including Information

2.4.2 Unit 2: First order and Second order systems

Learning outcome Teaching and Assessment Assessment GA Competency indicator
10
 (LO) learning activity method and criteria assessed
instrument
LO4: Analyse and Informal Test 1 and Student Partially Student and
differentiate cooperative Summative demonstrated GA1 differentiate between
between 1st learning. Assessment. the ability to 1st order and 2nd
order and 2nd Students work in Question analyse and order control systems
order control teams to paper and differentiate
systems analyse and memorandum between 1st
differentiate order and 2nd
between 1st order control
order and 2nd systems
order systems
LO5: Identify the Informal Test 1 and Student Partially Student identified the
different types cooperative Summative demonstrated GA2 different types of
of damping learning. Assessment. the ability to damping
characteristics Students work in Question Identify the characteristics of 2nd
of 2nd order teams to identify paper and different types order control systems
control the different memorandum. of damping
systems types of characteristics
damping of 2nd order
characteristics control
of 2nd order systems
control systems
LO6: Identify the Informal Test 1 and Student Partially Student identified the
different non- cooperative Summative Identified the GA2 different non-linearities
linearities in learning. Assessment. different non- in control systems
control Students work in Question linearities in
systems teams to Identify paper and control
the different memorandum. systems
non-linearities in
control systems

GA1: Problem Solving GA2: Application of scientific and engineering knowledge

2.4.3 Unit 3: Stability measurement Techniques-Time response approach

11
 Learning outcome Teaching and Assessment Assessment GA Competency
(LO) learning activity method and criteria assessed indicator
instrument
LO7: Set-up a Informal Test 2 and Student Partially Student identified
Routh cooperative Summative demonstrated the GA3 and the different types
Hurwitz (RH) learning. Assessment. ability to analyse GA4 of RH arrays and
array using Students set-up a Question a Routh Hurwitz solved special
the Routh Hurwitz paper and array and solve cases arising from
characteristic array using the memorandum. special cases them
polynomial characteristic arising from the
and solve polynomial and RH array
special determine for
cases arising which ranges of
from the RH parameter values
array the system will be
stable.

LO8: Define, Informal Test 2 and Student Partially Student solved

sketch, solve cooperative Summative demonstrated the GA3 problems using a
problems learning. Assessment. ability to solve root locus and
using a root Students work in Question problems using a analyse using
locus and teams to define, paper and root locus and MATLAB
analyse sketch, solve memorandum. analyse using
using problems using a MATLAB
MATLAB root locus and
analyse using
MATLAB

GA3: Engineering Design

GA4: Investigations, experiments and data analysis

2.4.4 Unit 4: Stability measurement Techniques-Frequency response approach

Learning outcome Teaching and Assessment Assessment GA Competency

(LO) learning activity method and criteria assessed indicator
instrument
LO10:Define, Informal Summative Student Partially Student solved
sketch, cooperative Assessment. demonstrated GA1 and problems using a
solve learning. Question problems using GA3 bode plot and
problems Students work in paper and a bode plot and analyse using
using a teams to define, memorandum. analyse using MATLAB
bode plot sketch, solve MATLAB
and analyse problems using a
using bode plot and
MATLAB. analyse using
MATLAB

LO11:Determine Informal Summative Student Partially Student was able to

the Stability, cooperative Assessment. demonstrated GA2 and determine the
Gain margin learning. Question the ability to GA6 Stability, Gain
and Phase Students work in paper and Determine the margin and Phase
margin teams to memorandum. Stability, Gain margin
using Bode Determine the margin and

12
 plots Stability, Gain Phase margin
. margin and using Bode
Phase margin plots
using Bode plots

GA1: Problem Solving GA2: Application of scientific and engineering knowledge

GA3: Engineering Design GA6: Professional and Technical Communication

2.4.5 Unit 5: Control system design using compensators

Learning outcome Teaching and Assessment Assessment GA Competency

(LO) learning activity method and criteria assessed indicator
instrument
LO13:Learn the Informal Summative Student Partially Student identified
structure of cooperative Assessment. demonstrated GA1 and relevant information,
lag, lead, lag- learning. Students Question the ability to GA2 skills and knowledge
lead, PI, PD Learn the paper and understand on communication
and PID structure of lag, memorandum. the structure links and used them
controller lead, lag-lead, PI, of lag, lead, in the problem
PD and PID lag-lead, PI, solution.
controller PD and PID Student used
controller applicable
communication links’
principles and laws.

LO14:Design using Informal Summative Student Partially Student designed

root locus cooperative Assessment. demonstrated GA3 using root locus
passive and learning. Students Question the ability to passive and active
active design paper and design using compensators
compensators communication memorandum. root locus
links. passive and
Students design active
using root locus compensators
passive and
active
compensators

GA1: Problem Solving GA2: Application of scientific and engineering knowledge

GA3: Engineering Design

2.4.6 Laboratory 1 (P1)

Learning outcome Teaching and Assessment Assessment GA Competency indicator

13
 (LO) method and criteria assessed
learning activity instrument
LO1: Understand Student use Laboratory. Student Partially Student correctly used
the basic MATLAB-Onramp Laboratory demonstrated GA4 and simulation tools.
concepts of to understand the sheet with the ability to GA5
working of the
MATLAB rubrics use MATLAB
MATLAB software.

GA4: Investigations, experiments and data analysis

GA5: Engineering methods, skills, tools, including Information technology

2.4.7 Laboratory 2 (Assignment 1)

Learning Teaching and Assessment Assessment GA Competency indicator
outcome (LO) method and criteria assessed
learning activity instrument
LO2: Learn to Student use Laboratory. Student GA4 Student correctly used
create MATLAB to create Laboratory demonstrated Substantially simulation tools.
transfer transfer functions sheet with the ability to .
and reduce block
functions diagrams using rubrics create
and MATLAB transfer
reduce functions and
block reduce block
diagrams diagrams
using using
MATLAB MATLAB

2.4.8 Laboratory 3(Assignment 2)

Learning outcome Teaching and Assessment Assessment GA Competency indicator

(LO) method and criteria assessed
learning activity instrument
LO4 and LO5: Student use Laboratory. Student Partially Student correctly used
Identify the MATLAB to Identify Laboratory demonstrated GA3 and simulation tools.
characteristics the characteristics sheet with the ability to GA5 .
of a 2nd order
of a 2nd order system and root rubrics Identify the
system and locus characteristics
root locus of a 2nd order
system and
root locus

2.4.9 Laboratory 4 (Assignment 3)

14
 Learning outcome Teaching and Assessment Assessment GA Competency indicator
(LO) learning method and criteria assessed
activity instrument
LO8: Student use Laboratory. Student Partially Student correctly used
Sketch the MATLAB to Laboratory demonstrate GA3 and simulation tools.
root locus for analyse the sheet with d the ability GA5
stability of a
a system and system using rubrics to analyse
analyse the root locus the results of
results technique and using root
redesign the locus
system to suit
specifications
technique on
a system

GA3: Engineering design

GA8: Individual, team and multidisciplinary working
GA9: Independent Learning Ability

2.4.10 Laboratory 5 (Assignment 4)

Learning outcome Teaching Assessment Assessment GA Competency indicator

(LO) and method and criteria assessed
learning instrument
activity
LO14 and LO15: Student use Laboratory. Student Partially GA3 Student correctly used
Design an MATLAB to Laboratory demonstrate and GA9 simulation tools.
ideal analyse the sheet with d the ability substantially
derivative stability of a
compensator system using rubrics to Identify
the root the
locus characteristi
technique cs of a 2nd
order system
and root
locus

2.5 Assessment Calculations

The assessment components of the module with their respective weights:

Course mark components (CM): weight: 50% of Final Mark (FM)

15
Formative assessment: Test 1 (T1): 1 hour, weight: 25% of CM
GAs 1, 2, 3 and 6 assessed at developmental level.
Formative assessment: Test 2 (T2): 2 hours, weight: 35% of CM
GAs 1, 2, 3 and 6 assessed at developmental level.
Practical assessments (PA): weight: 40% of CM
Lab assignment 1- 50%
Lab assignment 2- 50%

End of semester written summative assessment (EM): Duration: 3 hours, weight:

50% of FM. GAs 1, 2, 3 and 6 assessed partially at developmental level.

FM = 0.5×CM+0.5×EM
To pass the module, your final mark must be at least 50%.

Examination Admission
An admission mark of 40% for the course mark, as well as 50% for laboratory
assessment is required for admission to the main assessment.

2.6 Graduate Attributes Assessed in this Module at AEA for ECSA

accreditation

AEA: Advanced Exit Level Assessment for ECSA accreditation

16
ECSA GA 4 for Investigations, experiments and data analysis: Conduct investigations
accreditation of well-defined problems through locating and searching relevant codes
and catalogues, conducting standard tests, experiments and
measurements.
How is this Assessed using Practical Assignment 1 into which the attribute is
attribute integrated. Students should work alone to firstly investigate the technical
assessed? problem presented in the practical assignment and identify means to solve
it. They will then be using MATLAB to conduct experiments on the
problem, thereby demonstrating ability to determine the correct method to
solve the problem. Finally, they should be able to analyse the result of the
experiments and make comments with respect to the question.
The attribute is assessed using comprehensive rubrics and scored
as follows:
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 competent student demonstrates achievement of the following
satisfactory attribute’s competency indicators (50%):
performance? 4.1 The ability to investigate well defined technical problems is demonstrated in
terms of how the student is able to identify a problem.
4.2 The ability to conduct experiments is demonstrated in terms of how the
student is able to determine the correct method for solving a problem.
4.3 The ability to analyse data from a set of investigations/experiments is
demonstrated in terms of how the student is able relate the answer to the
question.
What is the Not Yet Competent student gets number of opportunities to proof her/his
consequence competency on the GA.
of
unsatisfactory
performance?

ECSA GA 9 for Independent learning ability: Engage in independent and life-long

accreditation learning through well-developed learning skills.
How is this Assessed using Practical Assignment 4 into which the attribute is
attribute integrated. Students need to work individually to firstly understand the
assessed? given task. The students, based on skills acquired in the theory/practical
class, need to arrive at an effective solution. Thirdly, the students need to
choose a method to solve the problem and motivate as to why it is used.
Finally, the student needs to be able to analyse the results of the
experiment
The attribute is assessed using comprehensive rubrics and scored
as follows:
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 competent student demonstrates achievement of the following
satisfactory attribute’s competency indicators (50%):
performance? 9.1 The ability to engage in independent learning is demonstrated by how the
student understands a given task.
9.2 The ability to engage in independent learning is demonstrated by how the

17
 student arrives at an effective solution.
9.3 The ability to engage in independent learning is demonstrated by how the
student chooses a method to solve the problem
9.4 The ability to engage in independent learning is demonstrated by how the
student is able to analyse the results of the experiments
9.5 The ability to engage in lifelong learning is demonstrated by how the student
is able to apply 9.1, 9.2, 9.3 and 9.4 in solving a different problem.

What is the Not Yet Competent student gets a number of opportunities to proof
consequence her/his competency on the GA.
of
unsatisfactory
performance?

2.7 CUT Graduate Attributes and Action Verbs Used in Assessments

CUT Graduate Practical Definitions

Attributes
Sustainable Ensuring a sustainable curriculum
development Incorporating aspects of sustainability in the content.
Innovation and problem Promoting the iUSE model (investigate, understand,
solving 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 Including aspects relating to citizenship, leadership or
leadership management.
Technical and Operating specific equipment or apparatus effectively.
conceptual
competence

2.8 Aligning CUT Graduate Attributes to ECSA Graduate Attributes

CUT Graduate Attribute ECSA Graduate Attribute

18
 Sustainable development Sustainability and Impact of Engineering Activity
Innovation and problem Engineering Design
solving 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 Engineering Professionalism
leadership Individual, Team and Multidisciplinary working
Technical and conceptual Engineering methods, skills, tools, including information
competence technology
Engineering Design
Problem Solving

2.9 Revised Bloom’s Taxonomy used in the formulation of questions

19
Objective Definition Illustrative verbs Level

Creating Designing Generate; combine; HOq- Highest level

experiments, construct; formulate; dependent on students
devices, process, propose; assemble; reasoning ability
and products design; predict;
improve
Evaluating Choosing from Assess; justify; HOq
among conclude; evaluate;
alternatives and verify; confirm;
justifying the choose; determine
choice,
optimizing
processes,
making
judgments about
the
Analysing Solving well- Distinguish; compare; HOq
defined contrast; differentiate;
problems, classify; categorize;
developing analyse
process models
and simulations,
troubleshooting
Applying Applying course Change; HOq
material to solve demonstrate; modify;
straightforward solve; use; show;
problems calculate

Understanding Paraphrasing Explain; convert; LOq

text, explaining estimate; rearrange;
concepts in summarize; derive;
jargon-free terms describe; discuss;
review; relate

Remembering Repeating Name; list; state; LOq - Lowest level

memorised define; describe; dependant on
information label; sketch; identify; student’s memory
select; insert; ability
complete

3. LEARNING COMPONENT
3.1 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

20
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.

3.2 Submitting assignments

3.2.1 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.

3.2.2 Assignment Attachment Sheet

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

3.2.3 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.

3.2.4 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.

3.2.5 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.

3.3 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.

3.4 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.

21
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.

22
 Example of a typical Laboratory (Practical) Report Front Page:

RESULT%

Graduate Attributes Assessment:

GA 1 GA2 GA3 GA4 GA5 GA6 GA8 GA9

Laboratory name

Experiment (Practical)

Assessor name:

Assessment date:

Student initials and surname:

Student number:

DECLARATION OF OWN WORK

I …………………………………………………………………………………………………..
hereby declare that this is my own work and that it has not been copied from any other person or
document.

………………………………………… …………………………..
Signature Date

23
4. SAFETY COMPONENT
4.1 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 emphasize 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.

4.1.1 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
4.1.2 What not to do
 Do not run.
 Do not play practical jokes.
 Do not touch any equipment or try out machines unless authorized 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.

4.1.3 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.

4.2 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 minimize 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 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.
24
4.2.1 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.

25
PRACTICAL 1- TUTORIAL

1 Using MATLAB, reduce the given block diagram to its minimum using
the Series, parallel and feedback commands
2 If, G1 = ‘s’; G2 = 10, and determine the value of G(s)
3 Comment on the order of the system based on the analysis of results.

PRACTICAL 2-TUTORIAL

1 Using Simulink, build the given 2nd order open loop transfer function.
2 Provide a unit step function as input
3 Determine a scope output for C(s) and outline the parameters that
define a 2nd order system
4 Using the [numt,dent] = tfdata(T.’v’) command, run the same open loop
transfer function and determine the parameters that define a 2nd order
system.

36
G ( s )= 2
s +5 s +36

26
PRACTICAL 3-TUTORIAL

Sketch the root locus for a system with the following open loop system

1 Also determine, the exact point where the locus crosses the 0.45
damping ratio line
2 The exact point and gain where the locus crosses the jw axis
3 The breakaway point on real axis
4 The range of K within which the system is stable.

PRACTICAL 4-TUTORIAL

Design an ideal derivative compensator to yield 20% overshoot and a threefold reduction
in settling time

Not achieved Partially Achieved Outstanding Mark

27
 (1) achieved (3) (4)
(2)
Ability to Cannot Can identify Can identify all Can identify all
identify the distinguish some blocks blocks, but blocks and define
problem between cannot define them in order from
series, parallel them in order input to output
and feedback from input to
blocks output
Ability to The method The method The method The method used is
determine the used is used is correct used is correct correct, easy and
correct method incorrect but not clear and and easiest but clear
to solve the most suited not clear
problem
Ability to Block diagram Block diagram Block diagram Block diagram is
analyse result is not reduced reduction is not is reduced, but reduced to the least
complete annotations to with clear
blocks are not annotations to the
clear blocks
Total

Not achieved Partially Achieved Outstanding Mark

(1) achieved (3) (4)

28
 (2)
Ability to Cannot Can identify if Can identify if Can identify the
identify the distinguish if task requires task requires exact nature of the
problem the task Ideal or Non Ideal or Non problem and
requires Ideal Ideal ideal provides exact
or Non Ideal compensation, compensation annotations as to
compensation but cannot and can how conclusion
continue further continue further was arrived
Ability to Cannot arrive The solution Can arrive at an Can arrive at an
arrive at an at an effective arrived at is not effective effective solution
effective solution the most solution, but and has provided
solution effective has not shown evidence to state
solution and evidence of how the conclusion
lacks evidence. how the has been arrived at.
solution was
arrived at
Ability to No evidence The method is A correct Substantial
choose an of how an partially correct, method was evidence is
appropriate appropriate but no evidence chosen but provided on how
method to method was to back the lacks evidence student chose a
solve problem conjugated choice of on how the correct method to
evidence solution was approach problem
arrived
Ability to The A part of the The The compensator
analyse the compensator compensator compensator was designed,
results of the design was not design was was designed, analysed and tested
experiment achieved completed, but but lacks proper with substantial
not completed steps explaining evidence and clear
the procedure steps of the
procedure
Ability to Ability to Ability to Ability to Ability to
engage in undertake undertake undertake undertake diverse
lifelong similar similar problems exactly similar variations of the
learning problems no shown in parts problems problem with clear
shown shown but lacks and concise
ability to tackle explanations has
wide ranging been exhibited.
problems in the
same are
Total

29