STUDY GUIDE

Faculty Engineering and Technology

Department Electrical Engineering: Electronics

Course Diploma in Engineering

Title Engineering Project IV – EEPRJ4A

Compiled By RM Schoeman

Year 2021

NQF Level 6

Credits 30
 Instructional offering: Engineering Project IV
Code: EEPRJ4A
Instructional programme: Diploma: Engineering: Electrical
Assessment: Continues Workplace Based Learning
Document revision: 01/Nov/2021
Advisory committee approved: 23/Nov/2018

Index
1 Word of welcome 2
2 General requirements 2
3 Philosophy of Teaching and Learning 2
4 Module 4
5 Assessment 4
6 Learning activities 4
7 Time Schedule 5

8 ANNEXURE A - Progress Report

9 ANNEXURE B - Final Report
10 ANNEXURE C - Mentors notes

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 1 Word of welcome

The Department of Electrical Engineering – Electronics welcomes you as a student to the Faculty of Engineering and
Technology at the Vaal University of Technology.

The Vision of the Department is: To be a department that leads in innovative knowledge and quality technology education. The
core values of this Department are:
Integrity, Honesty, Punctuality, Professionalism, High academic standards, Excellence and Trust

Compiled by Mr R.M. Schoeman

Mr R.M. Schoeman Vaal University of Technology

Main campus – S310 Private bag X021
Contact details 016 950 9033 Vanderbijlpark
[email protected] 1900

Document revision 01/Nov/2021

Revision dates
Advisory committee approved 23/Nov/2018

2 General requirements

• It is the responsibility of the student to register for WBL before training commences.
Registration may only occur once all modules required credits has been achieved.
• The student should simultaneously register for EEEXC1A, EEEXC2A and EEPRJ4A, which are the three
components of the workplace based learning.
• The registration, completion and submission of reports must be done according to the guidelines.
• An accredited assessor, appointed by industry, will do the assessment of each relevant topic. This assessor must have
a qualification that is equal to or higher than the qualification being assessed.
• The student must do the training under the supervision of a mentor, which could also be the assessor if the mentor
has the necessary qualifications.
• A VUT accredited staff member will act as examiner.
• The assessor must complete and sign all required assessors reports before submission to VUT.
• If the mentor or assessor needs any assistance feel free to contact the coordinator at VUT (see top of page) .
• To fulfil the requirements of the Diploma: Electrical Engineering, the student must successfully complete all
academic requirements, as well as the three Workplace Based Learning components.
• Topics that are not included in the list of topics in this document, but are required by the training company should be
added using the Other Topics under unit 7 of the final reports evaluation rubric. Add as many topics as needed.
• Graduate attribute 12 (GA 12) must be covered in this module as part of the requirements of the Engineering Counsel
of South Africa (ECSA).

3 Philosophy of Teaching and Learning the subject Project IV

The nature of the learning process for Project IV must include but is not limited to the following:
In the workplace the students gain knowledge and understanding in a professional and social setting.
It is expected of the student to interact with the management, mentors, technicians and peers.

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 The student must also interact with the broader workplace community through attentive reading of workplace policy and
documentation. Each student starts from an initial base of knowledge and experience gained from the previous
semester’s subjects in the focusing on the broader field of electronic engineering.
All students work from this point to build a more meaningful understanding of the practical application of previous
subject matter and to enhance their ability to ask questions and find answers.
The student must learn how to deal with new situations with tough problems and unknown answers.

The following steps may guide the student in the learning process:
Articulate initial knowledge
Add to what is already known to refine and enrich it with the student's own efforts
Articulate and correct misconceptions
Make connections between different concepts as applied to the workplace
Realize the limitations of their own ideas when measure against workplace solutions.
Create and test well defined problems and ideas
Be concerned with the mental processes as well as the "answer"
Reflect on the way their conceptions are changing
Ask questions (what if, why, how..?)

The ideal learning environment must include but is not limited to:
Initial activities are accessible to everyone and come from common experiences in the workplace
The environment is both accepting and critical
Students are made to feel free to propose their own ideas without premature judgment
Students learn to support their ideas while interacting with management, mentors, technicians and peers
Conversations take place in which all students feel they can contribute
Ideas are illustrated and student interest engaged through demonstrations and experiments
An environment is created that fosters self-motivation among the students within the workplace
A variety of types of learning activities are used to meet the wide range of student needs
Students must develop a sense of accomplishment and satisfaction within the workplace.

The responsibilities of management, mentors, and technicians must include but is not limited to:
Help students learn the language of the discipline
Explain goals and methods
Validate knowledge brought by each student
Create interest and generate curiosity
Encourage students to work hard
Communicate standards of judgment
Help students learn how to use language precisely
Act as a resource without directly answering every question
Provide time to puzzle, wonder, and struggle when permitted.
Provide fair criticism
Encourage collaboration
Teach the student to be an active listener and learner
Question students so they realize the process of seeking explanations is critically important

The responsibilities of students must include but is not limited to:

Make use of initial knowledge
Think freely guided by your workplace environment
Engage in an active social process of testing and clarifying their understanding
Develop the ability to work effectively and intensely

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 Avoid premature judgment of themselves or others
Ask questions
Carefully consider the ideas of others
Learn to think independently and take responsibility for their own actions
Value others as useful colleagues
Evaluate their own progress in an objective manner

4 Module
Name: Engineering Project IV EEPRJ4A
Prerequisite: 300 credits

On successful completion of this subject the student will have basic knowledge, experience and understanding to:
Be able to identify an industrial problem and a possible solution

Be able to demonstrate the understanding of the basics of planning, design, testing and implementation.

Be able to conduct functionality determination of electrical, electronic or computer test equipment used in the specific
field as practiced.

Be able to operate electrical, electronic or computer test equipment used in the specific field as practiced.

This unit links the work covered in the previous modules in a practical manner, for analysis and as practice.

5 Assessment

Assessment takes place on a continuous basis by means of a variety of methods and should include the following:
Active participation in discussions
Progress Report (Annexure A)
Final Report (Annexure B)

6 Learning Activities

When you active involved with Project IV you should:

Understand what is expected of each training section you undertake in the workplace to provide a solution to a problem.
Ensure that you attain the outcome for each training section you undertake in the workplace since you must be declared
competent in order to receive the credit for the subject.
Do all learning activities (exercises) as outlined by your mentor to provide a possible solution to a problem.
Be well prepared for all work activities and report for work on time.
Successful completion of each activity stipulated by your mentor is compulsory.
Submit the final report fully completed and signed off by the mentor and/or manager, on time.

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 7 Time schedule / Semester planner

You must make sure that you adhere to all dates of all learning activities in the workplace environment
.
This is a scheduler for your use to ensure punctuality.
Week Activity

6 Complete Progress Report and submit to Co-operative education at

VUT Vanderbijlpark Campus
20 Complete Final Report and submit to Co-operative education at
VUT Vanderbijlpark Campus

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 Vaal University of Technology

Faculty of Engineering and Technology

Department Electrical Engineering - Electronics

VUT
Annexure A

Progress Report

Instructional offering: Engineering Project IV

Code: EEPRJ4A
Instructional programme: Diploma: Engineering: Electrical
Assessment: Continues Workplace Based Learning

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 Progress report WPBL EEPRJ4A
Page 2 of 5

1 GENERAL INFORMATION - PROGRESS REPORT WPBL (EEPRJ4A)

STUDENT STUDENT’S
NUMBER: POSTAL ADDRESS:

INITIALS & SURNAME:

ID NUMBER:

E-MAIL:

TELEPHONE (WORK): CELL PHONE:

COMPANY
NUMBER OF EMPLOYEES:
NAME:

DIVISION: NUMBER OF STUDENTS IN TRAINING:

TRAINING SITE/STREET ADDRESS: NUMBER OF ECSA REGISTERED STAFF:

COMPANY’S SPECIALIZATION FIELD OR

PRODUCTS

MENTOR INITIALS &

SURNAME:
ACCREDITED ASSESSOR: Y/N

E-MAIL: CELL OR TELEPHONE:

WPBL PROGRESS REPORT

END DATE :
START DATE:

VUT OFFICE
USE : ACCEPTED □ DECLINED □

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 Progress report WPBL EEPRJ4A
Page 3 of 5

2 PROGRESSION WRT PROJECT

Problem Outline:

Approach:

Budget:

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 Progress report WPBL EEPRJ4A
Page 4 of 5

3 PROGRESS WRT INVESTIGATION POSSIBLE SOLUTIONS

Equipment identified:

Measuring methods identified:

Data analysis methods identified:

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 Progress report WPBL EEPRJ4A
Page 5 of 5

4 PERSONAL GROWTH
The following is a summary of what I have learned during the past three months in the units that I have completed.

WPBL (EEPRJ4A) Progress report compiled by:

Students signature Initials & Surname Date

WPBL (EEPRJ4A) Progress report WPBL certified as correct:

Mentor’s signature Initials & Surname Date

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 Vaal University of Technology

Faculty of Engineering and Technology

Department Electrical Engineering - Electronics

VUT
Annexure B

Final Report

Instructional offering: Engineering Project IV

Code: EEPRJ4A
Instructional programme: Diploma: Engineering: Electrical
Assessment: Continues Workplace Based Learning

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 Final report WPBL EEPRJ4A
Page 2 of 4

2 MENTOR’S DECLARATION - FINAL REPORT WPBL (EEPRJ4A)

STUDENT INITIALS AND SURNAME :

VUT - STUDENT NUMBER :

ID NUMBER :

COMPANY :

TRAINING START DATE:

WPBL :
PERIOD
COMPLETION DATE:

MENTOR INITIALS AND SURNAME :

CELL OR TELEPHONE NUMBER :

E-MAIL:

ASSESSMENT MENTOR ASSIGNED MARK

%
MENTOR
DECLARATION

I, the above-mentioned mentor, declare that the above-mentioned student has completed the workplace based learning
component (WPBL) of the qualification in the mentioned period under my supervision.
The student was found competent in the outcomes as specified in the assessment report.
The mark indicated above may be awarded to the student as the final result for work integrated learning WPBL.

Mentor Signature Mentor Initials & Surname Date

VUT OFFICIAL
VUT OFFICIAL
FINAL MARK:
%

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 Final report WPBL EEPRJ4A
Page 3 of 4

ASSESSMENT: FINAL REPORT WPBL EEPRJ4A

SYLLABUS: ELECTRONIC ENGINEERING
F= Fundamental (Compulsory)
UNIT GUIDE C= Core (Compulsory for specialization field)
E= Elective (Choice)

ASSESSORS USE
PROJECT START DATE END DATE SIGNATURE

Industrial project F
Unit 11

Documentation F

After completion of this unit the student should be able to do the following:
 Use of project management tools.
 Successful completion of a project.
 Submit project report for assessment.

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 Final report WPBL EEPRJ4A
Page 4 of 4

Student name: Student Number: Date:

Maximum Awarded
Background Realistic and indicate the change required. 3
Problem statement Clear, precise and relevant. 3
User requirements Are they relevant, measurable and prioritized 3
Concept study Are the solutions relevant and clearly explained 3
Decision matrix Was the requirements used. Is the data realistic 3
Best solution selected Is it clear from the matrix and motivated 3
Maximum Awarded
Circuit neat and correct 3
Design Component values calculated 3
Practical values used 1
Test procedures listed 3
Test plan
Will the test, measure all values correctly 3
Maximum Awarded
Neat wiring and component placing 3
Product construction Has photo graphic evidence of solution been provided 3
Input/Output/Connections clearly marked 3
Test results noted 3
Testing Results compared to requirements 3
Deviations explained 3
Problems clearly explained 3
Problems encountered Solutions clearly explained 3
Solutions correctly implemented 3
Successful implementation 3
Result discussion
Deviations explained (requirements, Cost, Plan) 3
Maximum Awarded
Title page Complete and correct. 1
Management summary Is it a true reflection of the project 3
Index Complete and correct. 1
Report structure Is the layout correct 2
Fonts Same font and consistent sizing 1
Paragraphs Justified 1
Numbering Paragraphs, sketches and tables 1
References Correct and complete (website URL and date) 1
Project Total 75
Final Project Percentage %
Graduate Attribute
Have the student achieved all the outcomes mentioned wrt problem solution design
YES NO
and using entering methods and principals to achieve graduate attribute 12 of the
ECSA stipulations
Remarks:

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 This guideline can be used by the assessor to do student project evaluation.
Evaluation guideline

Use of:
Skills
advanced
Rating

Theoretical Application integration / Working Interpersonal Diligence

tools / Accuracy
knowledge of theory Competencies speed relations motivation
measuring
gained
equipment

Very slow and

1 Has little Cannot apply
Cannot use Has not do not Does not get
Does nothing
advanced integrated any successfully Never accurate along with any
knowledge any theory unless instructed
0-19% equipment skills complete any staff
tasks

Can apply Can use Has integrated Never complete

2 Can recall
some theory advanced some tasks
Has to redo and Can interact Does just
some basic then sometimes positively with enough to keep
with equipment with documented successfully on
20-39% knowledge accurate most of the staff out of trouble
assistance assistance skills time

Can use Has integrated

Can apply the Just complete
3 Knows the
basic
advanced the basic
tasks
Just meets the Interact Does the
basic equipment to do minimum minimum positively with minimum
minimum successfully on
40-59% minimum the basic documented specifications all the staff expected
theory time
minimum skills

Effectively Normally Is accepted by

Can select and Work is always Normally looks
4 Good
Can apply
use advanced
integrate skills complete all
better than
the staff as
for over and
high level as needed in tasks somebody with
knowledge equipment minimum above work to
60-79% theory practical successfully good personal
independently expected do
applications before/on time skills

Innovatively Always
Optimally select Uses personality Ambitious and
5 Excellent Can analyse and use
integrate all complete all
Work is always to positively eager to prove
theoretical and tasks
knowledge and synthesize advanced excellent. influence other talents beyond
80-100% practical skills to successfully
equipment staff requirements
solve problems before time

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 Annexure C - Notes

Prioritization

Various ways of prioritizing different actions or needs are available. One such way is to use the SUR method. This method
considers the following:

S – Seriousness. This reflects the need for modification and the impact if it is not considered. A value of 10 is critical and a
value of 0 indicates that change is not really required.

U – Urgency. This is a measure of how quickly action should be taken. A value of 10 indicates a high need for change and a
value of 0 that the change can be done later.

R – Reaction. This is a measure of what will happen if no action is taken. A value of 5 is used if the problem will not change.
A value of 6 to 10 show that the problem will become worse and a figure of 4 to 0 that it will actually improve if no action is
taken.

The values are added to give a total between 0 and 30. This will be the priority order. For items with the same value, the one
with the highest Seriousness is placed first. If this is still the same then the one with the highest Urgency is placed first. A
prioritization table can be used as follows:

Task Seriousness Urgency Reaction Total Order

Modification to Pressure
7 3 5 15 2
system

New controller 4 6 7 17 1

Monitoring system 5 3 6 14 3

Extension to Plant B 2 5 5 12 5

More Network memory 6 2 6 14 4

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Selecting a solution.

People quite often have a preference for a particular solution to a problem but it is not necessarily the best solution. To be able
to make the correct decision you can use a decision matrix. This is used to select between various options. The original reasons
for change will lead to certain criteria that the modification should conform to. These criteria is prioritized (can be done using
the SUR method) and listed. Each one is assigned a weight (value relative to the others). If the SUR method of prioritization
was used this total can be used as the weight otherwise a value out of 100 is assigned with the most important requirement (or
must have requirements) being assigned a value of 100 and the other requirements assigned lower values reflecting the
importance of the requirement.

The options are then evaluated and if it will perform totally to the set requirements a value of 100% is assigned. If it does not
meet the requirement at all, a value of 0% is assigned. These values are multiplied by the weight and then added. The option
with the highest value is the option that will best address the original problem.

A typical decision matrix is as follows:

(Option 1) (Option 2) (Option 3)

Weight
Criteria Rem
Score Weighed Score Weighed Score Weighed
(SUR/100)
Score Score Score

(Req1) 22 80% 17,60 70% 15,40 90% 19,80 Req

(Req2) 17 20% 3,40 40% 6,80 65% 11,05 Req

(Req3) 15 70% 10,50 20% 3,00 10% 1,50 NTH

Totals 31,50 25,20 32,35

Remarks can be any of the following:

Req – Required, NTH – Nice to Have, NE – Not Essential, DQ – if present, disqualify this option

All information in the table shown in brackets must be replaced by the actual values. For example instead of (Option 1) it
should be “Buy product ABC” and instead of (Requirement 1) it should be “Operational pressure not to exceed 2300 kPa”

The Weight of a criterion can be handled in two different ways:

Method 1 is to use the results of the SUR as in the example above.

Method 2 is used if no prioritization was done. In this case the importance (to the user) is considered and the most important
criterion is given a Weight of 100. The least important criterion is given the lowest value and all others are given values
between the lowest value and 100 according to the relevant importance of each one.

After this each option is evaluated against the requirements and a percentage (%) score is allocated. If the option will fully
address the specific requirement a score of 100% is given and if it will not do it at all a score of 0% is given. Anything in
between (will meet the requirement to certain extend but not in total) a percentage match is allocated.

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The Process is repeated for each option. A good idea is to consider each requirement for all options. You can then determine
which of the options address the requirement best (highest %) and which option will do it the least (lowest %). Different
options can address the same requirement to the same extend.

After this the Weighted Scores are found by Weight x Score.

The last step is to add the Weighted Scores for each option. The best option to proceed with will be the one with the highest
total score.

This indicates that “Option 3” should be the best solution.

One of the criteria should always be the cost. Options above the budget cost will be rejected before the table is compiled or the
user should be informed for adjustment to the budget. The lowest cost option will be assigned 100%. (Cost = man-hours +
equipment).

In some cases you may decide not to use the highest score option for certain practical reasons. In all cases, using the highest
one or not, the selected option must be indicated and a short reason/motivation given why this option will be used for the
design.

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