DYN3701/101/0/2024

Tutorial Letter 101/0/2024

Dynamics III
DYN3701

Year Module(s)

Department of Mechanical 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, DYN3701-24-Y, as well as your group website.

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

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Open Rubric
 CONTENTS

Page

1 INTRODUCTION .......................................................................................................................... 4
2 MODULE OVERVIEW .................................................................................................................. 5
2.1 Purpose ........................................................................................................................................5
2.2 Outcomes ..................................................................................................................................... 5
3 CURRICULUM TRANSFORMATION ........................................................................................... 9
4 LECTURER(S) AND CONTACT DETAILS................................................................................... 9
4.1 Lecturer(s) .................................................................................................................................... 9
4.2 Department ................................................................................................................................... 9
4.3 University .................................................................................................................................... 10
5 RESOURCES ............................................................................................................................. 10
5.1 Prescribed book(s) ...................................................................................................................... 10
5.2 Recommended book(s) ............................................................................................................... 10
5.3 Electronic reserves (e-reserves)................................................................................................ 10
6 STUDENT SUPPORT SERVICES .............................................................................................. 11
6.1 First-Year Experience Programme .............................................................................................. 12
7. STUDY PLAN ............................................................................................................................. 13
8 HOW TO STUDY ONLINE .......................................................................................................... 13
8.1 What does it mean to study fully online? ..................................................................................... 13
8.2 How should you go about studying this module? ........................................................................ 14
9. ASSESSMENT ........................................................................................................................... 14
9.1 Assessment criteria..................................................................................................................... 14
Why implement Graduate Attribute?................................................................................................... 15
When is a Graduate Attribute measured/assessed?.......................................................................... 15
9.2 Assessment plan ........................................................................................................................ 16
9.3 Assessment due dates ................................................................................................................ 16
9.4 Submission of assessments........................................................................................................ 17
9.4.1 Types of assignments and descriptions ........................................................................................ 18
9.5 The assessments ........................................................................................................................ 19
9.6 Other assessment methods ........................................................................................................ 19
9.7 The examination ......................................................................................................................... 19
9.7.1 Invigilation/proctoring .................................................................................................................. 19

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10. ACADEMIC DISHONESTY ........................................................................................................ 20

10.1 Plagiarism ................................................................................................................................... 20
10.2 Cheating ..................................................................................................................................... 20
10.3 For more information about plagiarism, follow the link below: ..................................................... 21
11. STUDENTS LIVING WITH DISABILITIES .................................................................................. 21
12. FREQUENTLY ASKED QUESTIONS ........................................................................................ 21
13. SOURCES CONSULTED ........................................................................................................... 21
14. IN CLOSING ............................................................................................................................... 21
15. ADDENDUM ............................................................................................................................... 21
ANNEXURE: GLOSSARY OF TERM .................................................................................................... 24
16. ANNEXURE 1: GRAPHICAL VIEW OF ENGINEERING QUALIFICATION ............................... 24
17. ANNEXURE 2: GENERAL INFORMATION ABOUT GRADUATES ATTRIBUTES ADVANCE
DIPLOMA ................................................................................................................................... 24
18. ANNEXURE 3: LIST OF GRADUATE ATTRIBUTES ADVANCE DIPLOMA ............................ 26

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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 involves 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

This module is fully online

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.

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

Because this is a fully online module, you will need to use myUnisa to study and complete the
learning activities for this module. Visit the website for DYN3701 on myUnisa frequently. The
website for your module is DYN3701-2024-Y.

We wish you every success with your studies!

2 MODULE OVERVIEW
2.1 Purpose

The purpose of the module is to gain Scientific and Engineering Knowledge, which consists of
inter alia of the application of knowledge of mathematics, natural science and engineering
sciences to defined and applied engineering procedures, processes, systems and
methodologies to solve broadly-defined engineering problems. The level of 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 sub-
discipline or recognized practice area;
• A coherent range of fundamental principles in engineering science and technology
underlying an engineering sub-discipline or recognized 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.
The module integrates “Graduate attribute 2: Application of Scientific and Engineering
Knowledge”.

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:

• Specific outcome 1: Stresses in beams

• Specific outcome 2: Analysis of stress and strain
• Specific outcome 3: Applications of plane stress
• Specific outcome 4: Deflections of Beams
• Specific outcome 5: Statically Indeterminate Beams
• Specific outcome 6: Columns
• Specific outcome 7: Theories of Elastic Failure

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Specific Outcome
Outcome 1: Stresses in Beams
Outcome 2: Analysis of stress and strain
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Scope
More advanced aspects of solving for stresses
in beams. Topics include: Composite beams,
transformed-section method, doubly symmetric
beams with inclined loads, bending of
unsymmetrical beams, the shear-centre
concept, shear stresses in beams of thin-
walled open cross-sections, shear stresses in
wide-flange beams, and shear centres of thin-
walled open sections.
Reading consists of the following
chapters/sections from the prescribed
textbook.
Chapter 6 – Stresses in Beams (Advanced
Topics)
6.1 Introduction
6.2 Composite Beams
6.3 Transformed-Section Method
6.4 Doubly Symmetric Beams with Inclined
Loads
6.5 Bending of Unsymmetric Beams
6.6 The Shear-Center Concept
6.7 Shear Stresses in Beams of Thin-Walled
Open Cross Sections
6.8 Shear Stresses in Wide-Flange Beams
6.9 Shear Centres of Thin-Walled Open
Sections
Develop transformation equations for plane
strain for use in evaluation of experimental
measurements made with strain gages; use
Mohr’s circle for plane strain transformations.
Topics include:
7.1 Introduction
7.2 Plane stress
7.3 Principal stresses and maximum shear
stresses
7.4 Mohr’s circle for plane stress
 DYN3701/101/0/2024

7.5 Hook’s law for plane stress

Outcome 3: Applications of plane stress
7.6 Triaxial stresses
7.7 Plane strain
Study the condition of stress known as plane
stress and its application in such structures as
spherical and cylindrical pressure vessels.
Topics include:

8.1 Introduction
8.2 Spherical pressure vessels
8.3 Cylindrical pressure vessels
8.4 Maximum stress in a beam
8.5 Combined loading
Outcome 4: Deflections in Beams Deals with more advanced methods of solving
for beam deflection such as: moment-area
method, strain energy method and the
Castigliano's theorem. It also defines and
deals with deflections in non-prismatic beams.

Reading consists of the following

chapters/sections from the prescribed
textbook.
Chapter 9 – Deflections of Beams
9.1 Introduction
9.2 Differential Equations of the Deflection
Curve
9.6 Moment-Area Method
9.7 Nonprismatic Beams
9.8 Strain Energy of Bending
9.9 Castigliano’s Theorem

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Outcome 5: Statically Indeterminate Beams Deals with beam structures with more
unknown reaction forces than available
equations of static equilibrium (known as
statically indeterminate beams). It identifies
types of statically indeterminate beams,
analyses the beams using differential
equations of the deflection curve and the
method of superposition.

Reading consists of the following

chapters/sections from the prescribed
textbook.
Chapter 10 – Statically Indeterminate Beams

10.1 Introduction
10.2 Types of Statistically Indeterminate
Beams.
10.3 Analysis by the Differential Equations of
the Deflection Curve.
10.4 Method of Superposition.

Outcome 6: Columns Deals with the buckling of slender columns

which support compressive loads in structures.
Topics include: buckling and stability, columns
with pinned ends, columns with other support
conditions, columns with eccentric axial loads
and the secant formula for columns.
Reading consists of the following
chapters/sections from the prescribed
textbook.
Chapter 11 – Columns
11.1 Introduction
11.2 Buckling and Stability
11.3 Columns with Pinned Ends
11.4 Columns with Other Support Conditions
11.5 Columns with Eccentric Axial Loads
11.6 The Secant Formula for Columns

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11.7 Elastic and Inelastic Column Behaviour

11.8 Inelastic Buckling
Outcome 7: Theories of Elastic Failure Deals with the three theories of elastic failure
namely: Maximum principal stress (known as
the Rankine theory), Maximum shear stress
(or the Guest-Tresca theory) and the
Maximum principal strain (popularly known as
the Saint-Venant principle.
A mixture of student literature search, open
educational resources (OERs) and module
notes may be utilized.

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 Miniyenkosi Ngcukayitobi

Department: Mechanical Engineering
Telephone: 011 670 9583
E-mail: ngcukm@unisa.ac.za (Preferred communication)

The secondary lecturer for this module is Flavia Masubulele

Department: Mechanical Engineering
Telephone: 011 670 9246
E-mail: masubft@unisa.ac.za (Preferred communication)

4.2 Department

You can contact the Department of Mechanical Engineering as follows:

Telephone number: 011 471 2963

E-mail: dmeche@unisa.ac.za

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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)

Publisher: CENGAGE
Copyright / Publication date: © 2021
Author/Editor: Barry J Goodno & James M Gere
Title “Mechanics of Materials”, enhanced 9th edition

Note that you may be referred to various online videos and/or other online resources in the
study material, as suggested additional reading or viewing. Online resources are not necessarily
permanent; should the given resources no longer be available, you could search for similar.

5.2 Recommended book(s)

There is no recommended book for this module.

5.3 Electronic reserves (e-reserves)

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

5.4 Library services and resources

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

Recommended guides:

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go to
http://www.unisa.ac.za/sites/corporate/default/Library
• Frequently Asked Questions,
visit https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature

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Search Request (on your research topic) service,

visit http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-
support.
• For library training for undergraduate
students, visit https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Training
• Lending Services https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Lending-services
• Services for Postgraduate students -
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• Support and Services for students with disabilities -
https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• Library Technology Support -https://libguides.unisa.ac.za/techsupport
• Finding and using library resources and tools -
http://libguides.unisa.ac.za/Research_skills
• A–Z list of library databases – https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-
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: mymodules22@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

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

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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

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

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7. STUDY PLAN
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 240 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 4
preface
Skimming the learning units and textbook, forming a 10
thorough general impression of the whole
First reading of the learning units and the textbook (2 32
hours per learning unit)
In-depth study of the learning units: making mind maps 122
and summaries, and doing learning activities (7 hours
per learning unit)
Completing all assessments 32
Major assessment revision 32
Writing the major assessment 8
Total 240

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.
• 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.

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8.2 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:

• 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.

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Graduate Attributes
To maintain our programme/qualification accreditation, each programme must provide evidence
that our students are attaining key “attributes” as defined by the ENGINEERING COUNCIL of
SOUTH AFRICA (ECSA). As such it is important as a student that you are familiar with the
ECSA assessment criteria (graduate attributes). Please see the link below regarding information
about graduate attributes.
https://www.ecsa.co.za/education/EducationDocs/120710SPGraduateAttributes.pdf
Please note the assessments will carry graduate attributes as prescribed by Engineering
Council of South Africa. Since this course is about engineering dynamics, graduate attribute 2
Application of Scientific and Engineering Knowledge) which requires students 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 will be assessed. You are required to demonstrate competence of this
attribute and pass it accordingly. All assessments will therefore have graduate attribute 2 and it
is compulsory to get a minimum of 50% for the assessments to be allowed to be deemed
competent.

Why implement Graduate Attribute?

Graduate attributes are implemented to ensure that any engineering qualification obtained from
the signatory countries of the Sydney Accord are recognized by each member of state.

Who oversees engineering programmes accreditation?

Engineering Council of Southern Africa (ECSA) is a representative for South Africa in the
signatory of the Sydney Accord (The Sydney Accord is an international agreement between
bodies responsible for accrediting engineering technology academic programs).

How is a Graduate Attribute measured?

GA can be measured in Assessments ranging from:

o Assignments
o Labs
o Tests
o Projects
By aligning assessment to a specific outcome for that applicable GA using a comprehensive
rubric attached as an addendum.

When is a Graduate Attribute measured/assessed?

A Graduate Attribute is measured/assessed at Lower levels for preparation of students and Exit
level modules for testing where the 50% pass-mark threshold is affected.

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9.2 Assessment plan

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

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

Please note:

• To complete this module, you will be required to submit 4 assignments.

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

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

• Your assignments will comprise a combination of 2 minor tests and 2 major tests.

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

Assessments Contribution
Minor test 1 (online) 15%
Major test 1 (online) 35%
Minor test 2 (online) 15%
Major test 2 (online) 35%
Repeat major test 3 35%
(online)
Total assessment 100%
contribution

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.

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

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

9.4 Submission of assessments

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

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

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

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

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

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

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

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

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

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

9.4.1 Types of assignments and descriptions

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

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

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

II. Mandatory assignments

a. contribute to the year mark.
b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks attached to
this assignment when the final mark for the module is calculated.
III. Compulsory Assessment
a. when not submitted, the student will fail a Continuous Assessment module but will
be shown as absent from the examination in the case of other modules.

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

that it may benefit your learning.

9.5 The assessments

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

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

• No late assignment submissions will be accepted.

• Keep a clear copy of the assignment for your own reference. This is important, as
assignments do get lost.
• Submissions of assignments must be in accordance with “my studies @ unisa
• You must obtain a minimum of 50% on both major tests. However, all assessments are
compulsory to pass the module.
• Student who fails any of the major tests will have a one opportunity to re-do the
tests.
• Because this is an online module, the assignments are not provided in this tutorial letter.
Instead, they will be posted online as they become due, and you will see them when you
go online.
• All assessments must be submitted in PDF format only.
9.6 Other assessment methods

No other assessment method.

9.7 The examination

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

9.7.1 Invigilation/proctoring

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

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

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

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

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

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

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).

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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

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

Frequently asked questions are related to assignment due dates. These will be communicated
with the students via myUnisa. Please read this document carefully and take note of the
important information, dates and instructions that will help you complete this module
successfully.

13. SOURCES CONSULTED

Refer to myunisa for the frequently Asked Questions

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 DYN3701, best of
wishes and enjoy!!
Enjoy the journey!
M. Ngcukayitobi

15. ADDENDUM
Sample rubric

Graduate Attribute 2: Application of Scientific and Engineering Knowledge

Student Name Assignment
Assessment
Student number
Method Test
Module Code DYN3701
The learner is expected to: Apply knowledge of mathematics, natural
Learning science and engineering sciences to define and apply engineering
Outcomes procedures, processes, systems and methodologies to solve broadly-
defined engineering problems.

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 The level of 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 sub-discipline or recognised practice
area;
Range • A coherent range of fundamental principles in engineering science
Statement 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.

2.1 An appropriate mix of knowledge of mathematics, numerical

analysis, statistics, natural science and engineering science at a
fundamental level and in a specialist area is brought to bear on the
solution of broadly-defined engineering problems.
Associated 2.2 Theories, principles and laws are used.
Assessment 2.3 Formal analysis and modelling is performed on engineering
Criteria materials, components, systems or processes.
2.4 Concepts, ideas and theories are communicated.
2.5 Reasoning about and conceptualising engineering materials,
components, systems or processes is performed.
2.6 Uncertainty and risk is handled.
2.7 Work is performed within the boundaries of the practice area.
How is this outcome assessed? The outcome is assessed using a
comprehensive marking rubric
Resubmission via remedial
assessment offered at the end of study
period (marks capped at 50%), failure
What is the consequence of unsatisfactory
to obtain the required minimum of 50%
performance?
on re-assessment will result in student
being deemed not competent for the
module
What is a satisfactory performance? 50% or more
Total Assessor Moderator
Module Specific Outcomes Remarks
mark Mark Mark
Define and analyse
the problem and
identify criteria for an
acceptable solution.
Identify relevant
Question 1 20
information and
engineering
knowledge and skills
and use for solving the
problem.

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Consider various
approaches that would
Question 2 20
lead to workable
solution.
Model and analyse
solution. Evaluate and
Question 3 30
select the best
solution.

Question 4 Formulate and present 10

solution in an
appropriate form.
Total marks 80
Description Remark Result
Unsatisfactory
The student meets less than 49% of the required performance, work
49% &
assessment criteria’s for the applicable graduate must be resubmitted
below
attribute within 7 days of receipt
of assessment.
The student meets more than 50% of the required
50% & Satisfactory
assessment criteria’s for the applicable graduate
above performance
attribute
Does the student demonstrates the
utilization of knowledge relating to
Yes No
mathematics, natural sciences and
engineering sciences? Yes
Does the student includes in his/her
answer details of the background to the Yes No
problem i.e. what is to be calculated?
Is clear methodology used and Is the
demonstrated in obtaining the final Yes No student
solution? Competent?
Are all stages of the work toward the final
solution clearly shown in sequential Yes No
No
order?
Does the student do a critical assessment
of the final solution regarding the Yes No
magnitude and SI units?

Assessor Signature

Date

Moderator Signature

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 Date

ANNEXURE: GLOSSARY OF TERM

TL Tutorial Letter

GA Graduate Attributes

DME Department of Mechanical Engineering

CT Curriculum Transformation

16. ANNEXURE 1: GRAPHICAL VIEW OF ENGINEERING QUALIFICATION

17. ANNEXURE 2: GENERAL INFORMATION ABOUT GRADUATES

ATTRIBUTES ADVANCE DIPLOMA

The Advanced Diploma in Mechanical 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

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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

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.

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. The qualification may be awarded only if:

• the student has obtained the minimum of credits distributed in the knowledge areas
defined in the E – 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.
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

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

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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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