Course Coordinator:Chris Aitken (caitken@usc.edu.au) School:School of Science, Technology and Engineering
UniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
This course will enable a student to develop the basic knowledge and gain an understanding of electrical circuit analysis and the analog electronic devices such as operation of diodes, transistors and operational amplifiers and their applications, analysis and design in practical circuits. Also, through this course a student will be able to develop an awareness of the advantages and limitations of solving combinational logic problems, confidence in the analysis of practical logic circuits and the use of software to demonstrate the validity of the theory.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – Asynchronous weekly learning material | 1hr | Week 1 | 13 times |
Seminar – On campus | 1hr | Week 1 | 3 times |
Tutorial/Workshop 1 – On campus | 2hrs | Week 1 | 10 times |
Laboratory 1 – On campus | 2hrs | Week 2 | 5 times |
Topics may include:
200 Level (Developing)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Mapping Completing these tasks successfully will contribute to you becoming... | Professional Standard Mapping * Competencies from multiple Professional Bodies (see below) * | |
1 | Demonstrate in-depth discipline specific understanding to describe the application of semiconductor devices to power supplies and basic amplifier circuits. | Knowledgeable |
1, 1, 1.3.a, 1.3.a, 1.3, 1.3 |
2 | Apply advanced technical knowledge to describe the principles used to implement combinational logic functions and its limitations. | Knowledgeable |
1, 1, 1.3.a, 1.3.a, 1.3, 1.3 |
3 | Analyse analog and digital circuits to demonstrate and verify the validity of theory. | Creative and critical thinker |
2, 2, 2.1.a, 2.1.a, 2.1, 2.1 |
4 | Critically evaluate operational amplifier circuits with alternative configurations and determine performance expected from them to synthesize an optimal solution for specific applications. | Creative and critical thinker |
2, 2, 2.1.f, 2.1.f, 2.1, 2.1 |
5 | Apply technical knowledge to design, construct and test logic circuits and operational amplifiers for nonlinear applications to meet specifications. | Empowered |
2, 2, 2.3.a, 2.3.a, 2.3, 2.3 |
6 | Determine failure modes in electronic circuits using appropriate instrumentation and software and applying simple fault finding technique. | Empowered |
2, 2, 2.2.c, 2.2.c, 2.2.d, 2.2.d, 2.2, 2.2 |
CODE | COMPETENCY |
Engineers Australia Stage 1 Engineering Technologist Competency Standards | |
1 | Elements of competency: Knowledge and Skill Base |
1.3.a | Knowledge and Skill Base - In-depth understanding of specialist bodies of knowledge within the technology domain: Proficiently applies advanced technical knowledge and skills to deliver engineering outcomes in specialist area(s) of the technology domain and associated industry, commercial and community sectors. |
1.3 | Knowledge and Skill Base: In-depth understanding of specialist bodies of knowledge within the technology domain. |
2 | Elements of competency: Engineering Application Ability |
2.1.a | Engineering Application Ability - Application of established engineering methods to broadly-defined problem solving within the technology domain: Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions. |
2.1.f | Engineering Application Ability - Application of established engineering methods to broadly-defined problem solving within the technology domain: Critically evaluates alternative implementation approaches using specialist engineering technologies and evaluates potential outcomes against appropriate criteria to justify an optimal solution choice. |
2.3.a | Engineering Application Ability - Application of systematic synthesis and design processes within the technology domain: Proficiently applies technological knowledge and problem solving skills as well as established tools and procedures to design components, system elements, plant, facilities and/or processes to meet technical specifications and performance criteria. |
2.2.c | Engineering Application Ability - Application of engineering techniques, tools and resources within the technology domain: Selects and applies such models in the representation of phenomenon, processes, systems, components or devices. |
2.2.d | Engineering Application Ability - Application of engineering techniques, tools and resources within the technology domain: Determines properties, performance, safe working limits, failure modes, and other inherent parameters of materials, components and systems relevant to specialist area(s) of the technology domain. |
2.1 | Engineering Application Ability: Application of established engineering methods to broadly-defined problem solving within the technology domain. |
2.2 | Engineering Application Ability: Application of engineering techniques, tools and resources within the technology domain. |
2.3 | Engineering Application Ability: Application of systematic synthesis and design processes within the technology domain. |
Engineers Australia Stage 1 Professional Engineer Competency Standards | |
1 | Elements of competency: Knowledge and Skill Base |
1.3.a | Knowledge and Skill Base - In-depth understanding of specialist bodies of knowledge within the engineering discipline: Proficiently applies advanced technical knowledge and skills in at least one specialist practice domain of the engineering discipline. |
1.3 | Knowledge and Skill Base: In-depth understanding of specialist bodies of knowledge within the engineering discipline. |
2 | Elements of competency: Engineering Application Ability |
2.1.a | Engineering Application Ability - Application of established engineering methods to complex engineering problem solving: Identifies, discerns and characterises salient issues, determines and analyses causes and effects, justifies and applies appropriate simplifying assumptions, predicts performance and behaviour, synthesises solution strategies and develops substantiated conclusions. |
2.1.f | Engineering Application Ability - Application of established engineering methods to complex engineering problem solving: Conceptualises alternative engineering approaches and evaluates potential outcomes against appropriate criteria to justify an optimal solution choice. |
2.3.a | Engineering Application Ability - Application of systematic engineering synthesis and design processes: Proficiently applies technical knowledge and open ended problem solving skills as well as appropriate tools and resources to design components, elements, systems, plant, facilities and/or processes to satisfy user requirements. |
2.2.c | Engineering Application Ability - Fluent application of engineering techniques, tools and resources: Determines properties, performance, safe working limits, failure modes, and other inherent parameters of materials, components and systems relevant to the engineering discipline. |
2.2.d | Engineering Application Ability - Fluent application of engineering techniques, tools and resources: Applies a wide range of engineering tools for analysis, simulation, visualisation, synthesis and design, including assessing the accuracy and limitations of such tools, and validation of their results. |
2.1 | Engineering Application Ability: Application of established engineering methods to complex engineering problem solving. |
2.2 | Engineering Application Ability: Fluent application of engineering techniques, tools and resources. |
2.3 | Engineering Application Ability: Application of systematic engineering synthesis and design processes. |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
ENG103 or ENG106
Not applicable
Not applicable
Not applicable
Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Early feedback will be provided through completion of weekly activities in workshops. Furthermore, feedback on each assessment will be provided which will be used to help with the following assessment.
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Practical / Laboratory Skills, and Written Piece | Individual | 30% | 1500 words |
Week 7 | Online Assignment Submission with plagiarism check |
All | 2 | Quiz/zes | Individual | 30% | 6 x quizzes |
Throughout teaching period (refer to Format) | Online Assignment Submission with plagiarism check |
All | 3 | Examination - Centrally Scheduled | Individual | 40% | 2 hours |
Exam Period | Online Assignment Submission with plagiarism check |
All - Assessment Task 1:Practical / Laboratory Skills, and Written Piece | |
Goal: | Experimental work and / or projects to verify students ability to apply knowledge and skills acquired in the course |
Product: | Practical / Laboratory Skills, and Written Piece |
Format: | Experimental work and / or projects to verify students ability to apply knowledge and skills acquired in the course |
Criteria: |
|
All - Assessment Task 2:Quizzes | |
Goal: | Relevant tasks and problems to enforce understanding of the students and help in gradual development of knowledge and skills throughout the course |
Product: | Quiz/zes |
Format: | Relevant tasks and problems to enforce understanding of the students and help in gradual development of knowledge and skills throughout the course. Weeks 2, 4, 6, 8, 10 & 12. |
Criteria: |
|
All - Assessment Task 3:Examination | |
Goal: | Questions and problems related to the course contents |
Product: | Examination - Centrally Scheduled |
Format: | Questions and problems related to the course contents |
Criteria: |
|
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
Not applicable
Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment Your eligibility for supplementary assessment in a course is dependent of the following conditions applying: - The final mark is in the percentage range 47% to 49.4% - The course is graded using the Standard Grading scale - You have not failed an assessment task in the course due to academic misconduct
Late submission of assessment tasks will be penalised at the following maximum rate (the rates are cumulative): - 5% (of the assessment task’s identified value) per day for the first two days from the date identified as the due date for the assessment task - 10% (of the assessment task’s identified value) for the third day - 20% (of the assessment task’s identified value) for the fourth day and subsequent days up to and including seven days from the date identified as the due date for the assessment task - A result of zero is awarded for an assessment task submitted seven days from the date identified as the due date for the assessment task. Weekdays and weekends are included in the calculation of days late. To request an extension, you must contact your Course Coordinator and supply the required documentation to negotiate an outcome. Refer to the Assessment: Courses and Coursework Programs – Procedures
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For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
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To book a confidential appointment go to Student Hub, email studentwellbeing@usc.edu.au or call 07 5430 1226.
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