IES2601/101/0/2024

Tutorial Letter 101/0/2024

Industrial Engineering Statistics

IES2601

Year Module

Department of Industrial 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, IES2601-24-Y, as well as your group website.

BARCODE
Note: This is a Blended online module.
IES2601/101/0/2024

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CONTENTS

Page

1 INTRODUCTION .......................................................................................................................... 5
2 MODULE OVERVIEW.................................................................................................................. 6
2.1 Purpose ........................................................................................................................................ 6
2.2 Outcomes ..................................................................................................................................... 7
3 CURRICULUM TRANSFORMATION........................................................................................... 7
4 LECTURER(S) AND CONTACT DETAILS .................................................................................. 7
4.1 Lecturer(s) .................................................................................................................................... 7
4.2 Department................................................................................................................................... 8
4.3 University ..................................................................................................................................... 8
5 RESOURCES............................................................................................................................... 8
5.1 Prescribed book(s) ....................................................................................................................... 8
5.2 Recommended book(s) ................................................................................................................ 8
5.3 Electronic reserves (e-reserves) ................................................................................................. 9
6 STUDENT SUPPORT SERVICES ............................................................................................. 10
6.1 First-Year Experience Programme ............................................................................................. 11
7. STUDY PLAN ............................................................................................................................ 12
8 HOW TO STUDY ONLINE ......................................................................................................... 12
8.1 What does it mean to study fully online?..................................................................................... 12
14. ASSESSMENT ........................................................................................................................... 14
14.1 Assessment criteria .................................................................................................................... 14
15.2 Assessment plan ........................................................................................................................ 15
9.3 Assessment due dates ............................................................................................................... 16
9.4 Submission of assessments ....................................................................................................... 16
9.4.1 Types of assignments and descriptions........................................................................................ 18
9.5 The assessments ....................................................................................................................... 19
9.6 Other assessment methods ........................................................................................................ 20
9.7 The examination ......................................................................................................................... 20

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9.7.1 Invigilation/proctoring.................................................................................................................. 20
10. ACADEMIC DISHONESTY ........................................................................................................ 21
10.1 Plagiarism .................................................................................................................................. 21
10.2 Cheating ..................................................................................................................................... 21
10.3 For more information about plagiarism, follow the link below: ..................................................... 21
11. STUDENTS LIVING WITH DISABILITIES ................................................................................. 22
12. FREQUENTLY ASKED QUESTIONS ........................................................................................ 22
13. SOURCES CONSULTED........................................................................................................... 22
14. IN CLOSING .............................................................................................................................. 22
15. ADDENDUM .............................................................................................................................. 22
ANNEXURE: GLOSSARY OF TERM .................................................................................................... 22
16. ANNEXURE 1: GRAPHICAL VIEW OF ENGINEERING QUALIFICATION ............................... 28
17. ANNEXURE 2: GENERAL INFORMATION ABOUT GRADUATES ATTRIBUTES
ADVANCE DIPLOMA ................................................................................................................ 28
18. ANNEXURE 3: LIST OF GRADUATE ATTRIBUTES ADVANCE DIPLOMA ............................ 30

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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

IES2601 is a Blended online module

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Whether a module is offered either as blended (meaning that we use a combination

of printed and online material to engage with you) or online (all information is
available via the internet), we use myUnisa as our virtual campus. 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.

You are encouraged to log into the module site on myUnisa regularly (that is, at least
twice per week).

You need to use myUnisa to study and complete the learning activities for this module.
Visit the website for IES2601 on myUnisa frequently. The website for your module is
IES2601-24-Y.

We wish you every success with your studies!

2 MODULE OVERVIEW
2.1 Purpose

Is to establish a foundation for the developing skills that enable a systems view mindset
of today’s societal problems, their influencing factors and their interactions and impacts
in order to find the root causes of these problems, and to arrive at viable policy solution
options. To introduce the student to the fundamentals of Industrial Engineering
Statistics, quality control, and identifying practical applications of the subject, since
industrial engineering statistics provides such an approach. To equip you with the
necessary skills and abilities to use in basic industrial engineering statistics problem
solving techniques for simple problem-solving methods to improve the quality of the
products and services, produced in the industry and commerce, and used in our society.

Therefore, it is critical to train, develop and improve your ability to manage complex
environments and it is crucial for organization to employ engineers that have a solid
industrial engineering statistics background. Quality, productivity, and cost management
are critical elements for success in the new economy. It is therefore important for any
organization in the world that would like to optimize each of these three areas, Lean Six
Sigma; Process Improvement Tools and Techniques to employ Engineering with solid
grounding in industrial engineering statistics. The textbooks cover many real-life
examples that show how interrelated tools and techniques can be used to solve
problems and are drawn from a wide variety of avenues, including service industries like
healthcare and distribution, manufacturing companies, and government.

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This module is part of the Advanced Diploma in Industrial Engineering. By completing
this module, the student will also be equipped to engage in independent and life-long
learning through well-developed learning skills.

2.2 Outcomes

The learner is expected to: Apply knowledge of mathematics, natural science and
engineering sciences to define and apply engineering procedures, processes, systems
and methodologies to solve broadly defined engineering problems. For this module, you
will have to master several outcomes:

 Teach system thinking reflexes to persons being coached

 Analyse and compare assumptions and mental models about the way
things work

 Gain qualitative insight into the workings of a system or the

consequences of a decision

 Recognize archetypes of dysfunctional systems in everyday practice

 Critically analyse and evaluate date with a view of drawing conclusions

from the data and determine their applicability in the context of the
problem.

 Develop practical recommendations to the problem and implement as

required.

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 Mr. Ngaka Mosia

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Department: Industrial Engineering

Telephone:011 471 3096 & 0796514957
E-mail: mosian@unisa.ac.za

4.2 Department

You can contact the Department of Industrial Engineering as follows:

Telephone number: 0114712963
E-mail: Ms Dorcus Molawa - molawnd1@unisa.ac.za

Always state your STUDENT NUMBER and your Module Code IES2601 in all
correspondence and enquiries. Whenever you contact the Department of Industrial
Engineering, ensure that the first thing you mention after greeting is your subject code!
It does not help to say you are a student in Industrial Engineering, lecturers deal with
many modules
4.3 University

If you need to contact the University about matters not related to the content of this
module, please consult the publication My studies @ Unisa that you received with your
study material. This brochure contains information on how to contact the University (e.g.
to whom you can write for different queries, important telephone and fax numbers,
addresses and details of the times certain facilities are open). Always have your student
number at hand when you contact the 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 in all correspondence

5 RESOURCES
5.1 Prescribed book(s)

 Applied Statistics (Mohammed A. Shayib) [eBook]

 Even You Can Learn Statistics (David M. Levine & David F. Stephan)
[eBook]

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5.2 Recommended book(s)

 INTRODUCTORY STATISTICS, TEXTBOOK AND WORKBOOK, THOMAS

H. WONNACOTT, RONALD J. WONNACOTT, JOHN WILEY & SONS:
ISBN0471820644

 STATISTICS FOR ENGINEERS: AN INTRODUCTION. MORRISON S., J.

JOHN WILEY, CHICHESTER, UK, 2009

 WEIERS ROLAND M, INTRODUCTION TO BUSINESS STATISTICS. (2008,

INTERNATIONAL STUDENT EDITION:ISBN-13:978-0-342-38144-3(6TH
EDITION), THOMSON LEARNING ACADEMIC RESOURCE CENTRE)

 KELLER, GERALD (2009, 8TH EDITION): MANAGERIAL STATISTICS,

SOUTH-WESTERN CENGAGE.

 MORE E-BOOKS ARE POSTED ON YOUR MODULE PAGE.

Recommended books can be requested online, via the library catalogue.

5.3 Electronic reserves in the library (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

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
 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.

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 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-
help@unisa.ac.za
 General library-related queries: Library-enquiries@unisa.ac.za
 Queries related to library fines and payments: Library-fines@unisa.ac.za
 Interlibrary loan service for postgraduate students: libr-ill@unisa.ac.za
 Literature Search Service: Lib-search@unisa.ac.za
 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: mymodule22@unisa.ac.za or myUnisaHelp@unisa.ac.za

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

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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: myLifeHelp@unisa.ac.za

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 fye@unisa.ac.za

FYE1500
Post
myUnisa; Study
Registration
Referrals to Skills; Academic &
Orientation Digital Literacies;
other support
services i.e. etc
Counselling;
Reading & Writing
workshops
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To ensure that you do not miss out on important academic and support
communication from the SRU, please check your myLife inbox regularly.

7. STUDY PLAN
Consult Study @ Unisa for suggestions about general time management and planning
skills.
This is a year module offered over 30 weeks and requires at least 120 hours of study
time. This means that you will have to study at least eight hours per week for this
module. Here is a suggested schedule that you could use as a guideline for studying
this module:

ACTIVITY HOURS
Reading and re-reading Tutorial Letter 101 and this 2
preface
Skimming the learning units and textbook, forming a 5
thorough general impression of the whole
First reading of the learning units and the textbook (2 15
hours per learning unit)
In-depth study of the learning units: making mind maps 15
and summaries, and doing learning activities (7 hours
per learning unit)
Completing all assessments 63
Major assessment revision 15
Fine tuning the major assessment 5
Total 120

8 HOW TO STUDY ONLINE

8.1 What does it mean to study fully online?

Studying fully online modules differs completely from studying some of your other
modules at Unisa.

 All your study material and learning activities for online modules are
designed to be delivered online on myUnisa.

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 All of your assessments must be submitted online. This means that you do all
your activities and submit all your assessments on myUnisa. In other words, you
may NOT post your assessments to Unisa using the South African Post Office.
 All of the communication between you and the University happens online.
Lecturers will communicate to you by e-mail, sms and using the Announcements,
the Discussion Forums and the Questions and Answers tools. You can also use
all of these ways to ask questions and contact your lecturers.

How should you go about studying this module?

Distance learning is not easy, and you should not underestimate the time and effort
involved. Once you have received your study material, please plan how you will
approach and complete this module. You can use the study plan in the previous section
as a guideline to draw up a reasonable study schedule that can guide you through the
whole module. Remember to take into consideration the due dates of the assessments
as given in Tutorial Letter 101 for this module.

The assessments in this module should give you an idea of how well you are making
progress in achieving the learning outcomes.

Your work on each learning unit should involve the following:

 First skim through the learning unit and then study it in depth, making notes
where needed.
 Complete the activities in every learning unit.
 Make your own summary of every learning unit; draw diagrams and mind maps
where these might assist.
 If you need additional practice, you could find relevant additional problems to
solve in a textbook or on the internet.
 Reflect on your progress at the end of every learning unit. Some of the learning
units contain a reflective question for you to answer.
As you work, build up your own study and examination preparation file. This study file
will not be assessed, but it will be an extremely valuable tool for you in completing your
assessments and revising for the examination.

What is a study file? A study file is a folder or file in which you gather and compile
additional and/or summarised information during the year as you work through the
learning material.

Your study file should comprise:

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 answers to each activity in each learning unit

 notes and/or a brief summary of each learning unit
 your marked assessments (or a copy made prior to submitting your
assessments)
 where relevant, any extra reading material taken from the internet, additional
books and/or relevant journals
 a new vocabulary of words or a glossary of new terms explained in your own
words
Compile and revise the contents of your study file to ensure that you achieve the
learning outcomes of this module.

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.

This is a continuous assessment module where the student should be able to solve a
problem, evaluate alternatives, and design a solution to a problem using industrial
engineering statistics tools and techniques. Students will learn to apply industrial
engineering statistics techniques for problem solving in an industrial and any other work
environment.

Assessments are developed to scaffold student learning which creates building blocks
in the learning process.

The first aspect is to enable students to understand Graduate Attributes allocated to the
module and enable students to clearly articulate how they intend to meet the various
GA’s.

All the graduate attributes for an engineering program are applicable in this module. The
one graduate attribute that this module focus on is graduate attribute number (one) 1,
i.e., Problem Solving.

Student will be given real life problems to solve using industrial engineering statistics
tools and techniques applicable. Students will be trained to Assess, evaluate and apply
industrial engineering statistics to solve problems in various industrial and social
environments.

Graduate Attributes

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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.

Does your module have GA’s. No.

Which GA’s is covered in this module? All GAs
How will you measure the GA’s? The GAs are measured through the major assessment
where the student clearly stipulates how they fulfil the requirements of the GA.

Assessment Criteria means indicators of how the students would achieve learning
outcomes of a module.
This is a continuous assessment module where the student should be able to solve a
problem, evaluate alternatives, and design a solution for the environment using
industrial engineering statistics tools and techniques. Students will be able to apply
industrial engineering statistics techniques for problem solving in an industrial setting
and any other work environment.
Assessments are developed to scaffold student learning which creates building blocks
in the learning process.

9.2 Assessment plan

School of Engineering is following a continuous assessment system. So, you will be

able to accumulate marks throughout the year.
 To complete this module, you will be required to submit a number of
assessments.
 All information about when and where to submit your assessments will be made
available to you via the myModules site for your module.
 Due dates for assessments, as well as the actual assessments are available on
the myModules site for this module.
This is a breakdown of the formal assessment activities (assessments):

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ASSESSMENT CONTRIBUTION CONTRIBUTIONTOWARDS

NUMBER TOWARDS YEAR MARK FINAL SUBJECT MARK
1 (Compulsory) Research Components 15%
2 (Compulsory) Research Proposal 35%
3 (Compulsory) Research Project 15%
4 (Compulsory) Research Paper 35%
5 (Compulsory) Oral Presentation 35%
6 (Compulsory) Reflection 5%
TOTAL 100 % 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.

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 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.

 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 3, etc.). There will be a date on which the assessment will open
for you. When the assessment is open, access it 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 assessment online and complete it online where it has been created.

 Please use a desktop computer, tablet or laptop when completing assessments.

Note that students who use a cell phone find it challenging to navigate the
Online Assessment tool on the small screen and often struggle to navigate
between questions and successfully complete the quizzes, therefore, please
prepare in advance. So that your device is not vulnerable internet connections
challenges.

 For all 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.

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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.

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

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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 you need to complete all 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 all assessments. However, all
assessments are compulsory to pass the module.
 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.
9.5.1 Assignment 01

9.5.2 Assignment 02

9.5.3 Assignment 03

9.5.4 Assignment 04

9.5.5 Assignment 05

9.5.6 Assignment 06

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9.6 Other assessment methods

In continuous assessment (CA) the principles of a year mark and examination mark is
not used. With CA the compilation of the module mark represents the allocation of
various weightings to several assessments during the module bringing the total to
100%. All assessments, which include the assessment that replace the examination
paper, adds to the continuous assessment. A weighting is determined for each
assignment / assessment which will determine the module mark.

9.7 The examination

Each student with be examined on all the assessments in this module.

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.

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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.

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 For more information about plagiarism, follow the link below:
https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

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11. STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Students with Disabilities (ARCSWiD) 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 (name and e-mail address of the
lecturer must be inserted) to discuss the assistance that you need.

12. FREQUENTLY ASKED QUESTIONS

None

13. SOURCES CONSULTED

None

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.
Please do not hesitate to contact me should you need anything regarding your module,
best of wishes and enjoy!!
Enjoy the journey!

15. ADDENDUM

Module INDUSTRIAL ENGINEERING RESEARCH PROJECT

Module Code IES2601

Student Name

Student No

Examiner Ngaka Mosia

Internal Moderator Mrs Muanza Yale

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External Moderator Mr Kokotla L

The following graduate attributes are evaluated in this module

Graduate Attribute 1 Problem Solving

Graduate Attribute 4 Investigation

Graduate Attribute 6 Professional and technical communication

Graduate Attribute 7 Sustainability and Impact of Engineering Activity

Graduate Attribute 8 Individual, team and multidisciplinary working

Graduate Attribute 9 Independent learning

Graduate Attribute 10 Engineering professionalism

Graduate Attribute 11 Engineering management

Achievement of graduate attribute Outcomes

Please indicate whether each graduate attribute Outcome is achieved in this
module, and please provide comments in the space provided.

If any required graduate attribute Outcome is not achieved, please describe any
remedial action that can be taken to address the outstanding outcome, as
appropriate.

The outcome is assessed using

How is this outcome assessed?
comprehensive summative assessment

Resubmission via remedial assessment

offered at the end of study period (marks
What is the consequence of unsatisfactory capped at 50%), failure to obtain the required
performance? minimum of 50% on re-assessment will result
in student being deemed not competent for
the module

What is a satisfactory performance? 50% or more

Rubric Guide for allocation Strong Competent Developing Needs Comments

of competence work
8-10 6-7 4-5
1-3

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Graduate attribute Outcome 1: Problem solving
Identify, formulate, analyse and solve broad-based engineering problems creatively and
innovatively. Not
Level Descriptor: Broad-based Engineering Problems: Achieve Achieve
a) require in-depth fundamental and specialized engineering knowledge; and have one or more d d
of the characteristics:
b) are broad based, under- or over specified, or require identification and refinement;
c) are broad-based problems including component parts or sub-problems;
d) are familiar or involve infrequently encountered issues; and their solution have one or more of
the characteristics: Please tick the
e) are not obvious, require originality or analysis based on fundamentals; appropriate box above
f) are within the scope of standards and codes; and initial below:
g) require information from variety of sources that is complex, abstract or incomplete;
h) involve wide-ranging or conflicting issues: technical, engineering and interested or affected
parties.
Initial
 A broadly-defined engineering problem is systematically analysed and defined.

 Relevant criteria are identified for an acceptable solution and no significant

improvement would be required.

 Demonstrates an ability to analyse, evaluate and select solutions applying the 4th
year industrial engineering knowledge areas from the programme.

 Presenting the solution in an appropriate form after proper evaluation.

Please provide comments on how this GA was or was not met.

Graduate Attribute Outcome 4: Investigation, 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 Not
discipline. Research methodology to be applied in research or investigation where the Achieve Achieve
d d
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 artefact could be produced.

 Adjusts experimental plan on basis of new knowledge. Please tick the

appropriate box
 Performance is correctly analysed, interpreted and derived from available. above and initial
below:
 Uses results to refine project plan.

 Draws correct conclusions from an analysis and all the available

evidence/results. Initial
 Generates appropriate visual aids that facilitate understanding of the problem.

 Able to describe results and conclusions clearly and concisely.

Please provide comments on how this GA was or was not met.

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Graduate Attribute Outcome 6: Professional and technical communication
Demonstrate competence to communicate effectively, both orally and in writing with
engineering audiences and the community at large. Not
Range Statement: Material to be communicated is in academic or stimulated professional Achieve Achieve
context. Audiences range from engineering peers, management and lay persons, using d d
appropriate academic or professional discourse. Written report range from short (300-1 000
words plus tables and diagrams) to long (10 000 to 15 000 words plus tables, diagrams and
appendices), covering material at Graduate attribute. Methods of providing information
include the conventional methods of the discipline, for example engineering drawings, as
well as subject-specific methods. Please tick the
appropriate box
 Demonstrate competence to communicate effectively, both orally and in writing,
above and initial
with engineering audiences and the community at large.
below:
 Powerpoint Presentation

 Oral Communication

Initial

Please provide comments on how this GA was or was not met.

Graduate Attribute Outcome 7: Impact of Engineering Activity

Demonstrate critical awareness of the impact of engineering activity on the social, industrial
and physical environment. Not
Range Statement: the combination of social, workplace (industrial) and physical Achieve Achieve
d d
environmental factor must be appropriate to the discipline of the qualification.
Comprehension of the role of engineering in society and identified issues in engineering
practice in the discipline: ethics and the professional responsibility of an engineer to public
safety; the impacts of engineering activity: economics, social, cultural, environmental and
sustainability
Please tick the
 Demonstrate critical awareness of the impact of engineering activity on the
appropriate box
social, industrial and physical environment.
above and initial
below:

Initial

Please provide comments on how this GA was or was not met.

Graduate Attribute Outcome 8: Individual, Team and Multidisciplinary Working

Demonstrate competence to work effectively as an individual, in teams and in
multidisciplinary environments. Not
Range Statement: Multidisciplinary tasks require co-operation across at least one Achieve Achieve
disciplinary boundary. Co-operating disciplines may be engineering discipline with different d d
fundamental bases other than that of the programme or may be outside engineering.

 Demonstrate competence to work effectively as an individual, in teams and in

multidisciplinary environments.
Please tick the
appropriate box
above and initial
below:

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Initial

Please provide comments on how this GA was or was not met.

Graduate Attribute Outcome 9: Independent Learning Ability

Demonstrate competence to engage in independent learning through well-developed
learning skills. Not
Range Statement: Operate independently in complex, ill-defined contexts requiring personal Achieve Achieve
d d
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.

 Demonstrates an ability to explore a subject/topic, generating a variety of

knowledge, demonstrating fascination and growing curiosity. Please tick the
appropriate box
 Demonstrates an ability to apply prior knowledge, skills and/or behaviours to above and initial
new situations. below:
 Demonstrates engagement in staying current in the chosen field.

 Demonstrates an ability to reflect on experiences/situations.

 Demonstrates learning through reflection.

Initial

Please provide comments on how this GA was or was not met.

Graduate Attribute Outcome 10: Engineering Professionalism

Demonstrate critical awareness of the need to act professionally and ethically and to
exercise judgement and take responsibility within own limits of competence. Not
Range Statement: Evidence includes case studies typical of engineering practice situations Achieve Achieve
d d
in which the graduate is likely to participate. The contextual knowledge profile specified in
the range statement of Graduate attribute outcome 7 is applicable here.

 Demonstrate critical awareness of the need to act professionally and ethically

and to exercise judgment and take responsibility within own limits of competence.
Please tick the
appropriate box
above and initial
below:

Initial

Please provide comments on how this GA was or was not met.

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Graduate Attribute Outcome 11: Engineering management
Demonstrate knowledge and understanding of engineering management principles and
economic decision-making. Not
Range Statement: Basic techniques from economics, business management; project Achieve Achieve
management applied to one’s own work, as a member and leader in a team, to manage d d
projects and in multidisciplinary environments

 Demonstrate an ability to apply project management principles to plan and

manage the successful completion of projects.
Please tick the
appropriate box
above and initial
below:

Initial

Please provide comments on how this GA was or was not met.

Name of Moderator/Examiner Signature of Moderator/Examiner Date

Name of Lecturer/Module Coordinator Signature of Lecturer/Module Date

Coordinator

ANNEXURE: GLOSSARY OF TERM

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16. ANNEXURE 1: GRAPHICAL VIEW OF ENGINEERING QUALIFICATION

17. ANNEXURE 2: GENERAL INFORMATION ABOUT GRADUATES

ATTRIBUTES ADVANCE DIPLOMA

The Advanced Diploma in Industrial Engineering was designed considering the HEQSF
document from 2013 and the generic ECSA document “Qualification Standard for Advance
Diploma in Engineering: NQF Level 7; Document: E-05-PT; Rev 5”
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), Sydney Accord was signed in 2001.
The Sydney Accord is an agreement for the international recognition of Engineering
Technologist qualifications.

For the Advanced Diploma qualifications, the Sydney Accord rules and regulations are
applicable

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The following countries are the signatories of Sydney Accord.

 Australia - (Engineers Australia, 2001)

 Canada - (Canadian Council of Technicians and Technologists, 2001)
 Taiwan - (Institute of Engineering Education Taiwan, 2014)
 Hong Kong - (The Hong Kong Institution of Engineers, 2001)
 Ireland - (Engineers Ireland, 2001)
 Korea - (Accreditation Board for Engineering Education of Korea, 2013)
 Malaysia - (Board of Engineers Malaysia, 2018)
 New Zealand - (Institution of Professional Engineers New Zealand, 2001)
 South Africa - (Engineering Council of South Africa, 2001)
 United Kingdom - (Engineering Council UK, 2001)
 United States - (ABET, 2009)
 Sri Lanka - (The Institution of Engineers Sri Lanka)
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 (GAs) are assessed in design, practical, project and
modules and the total number of 11 Graduate Attributes will be assessed over the whole
qualification.

. The qualification may be awarded only if:

 the student has obtained the minimum of credits distributed in the knowledge areas
defined in the E – 05 – 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 – 05 – PT document.

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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 ADVANCE DIPLOMA

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 or 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: Broadly-defined engineering problems:

a) require coherent and detailed engineering knowledge underpinning the technology area; and
one or more of the characteristics
i) are ill-posed, under- or over specified, or requiring identification and interpretation into the
technology area.

ii) encompass systems within complex engineering systems.

iii) belong to families of problems which are solved in well-accepted but innovative ways
b) and their solutions have one or more of the characteristics:
i) can be solved by structured analysis techniques.
ii) may be partially outside standards and codes; must provide justification to operate outside.
iii) require information from practice area and source interfacing with the practice area that is
incomplete.
iv) involves a variety of issues which may impose conflicting needs and constraints; technical,
engineering and interested or affected parties

Graduate Attribute 1: Problem solving.

Identify, formulate, analyse and solve broadly-defined engineering problems

Graduate Attribute 2: Application of scientific and engineering knowledge

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Apply knowledge of mathematics, natural sciences, engineering fundamentals and an

engineering speciality to solve broadly-defined engineering problems.
Level descriptor: Knowledge of mathematics, natural sciences and engineering sciences is
characterized by:
• A knowledge of mathematics using formalism and oriented toward engineering analysis and
modelling; fundamental knowledge of natural science: both as relevant to a discipline or
recognised practice area.
• A coherent range of fundamental principles in engineering science and technology underlying
an engineering sub-discipline or recognised practice.

• A systematic body of established and emerging knowledge in specialist area or recognized

practice area; and
• The use of mathematics, natural sciences and engineering sciences, supported by established
models, to aid solving broadly-defined engineering problems.
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 broadly-defined engineering problem.
i) A major design problem should be used to provide evidence.

ii) The selection of 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.
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Range Statement: A range of methods, skills and tools appropriate to the disciplinary
designation of the program including:
• Discipline-specific tools, processes or procedures.
• 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.
i) Audiences range from engineering peers, management and lay persons, using appropriate
academic or professional discourse.
ii) 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.
iii) 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

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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.

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 an
engineer 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 Advance Diploma in Engineering: NQF Level 7 E-05-PT

REVISION No. 5: 01 September 2020. Available via www.ecsa.co.za

©
Unisa 2024

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