DEPARTMENT OF

ELECTRICAL AND ELECTRONIC

ENGINEERING SCIENCE

Modelling 2A (MOD2A)

Learner Guide
2021

UNIVERSITY OF JOHANNESBURG
FACULTY OF ENGINEERING AND THE BUILT ENVIRONMENT
Modelling 2A (MOD2A)

TITLE PAGE

DOCUMENT TITLE : CLASSIFICATION : DOCUMENT Version

Modelling 2A LEARNER GUIDE 1.0

AUTHOR : Prof. Suvendi Rimer

Suvendi Rimer 09-02-2021

NAME (PRINT) SIGNATURE DATE

This document may not be used or reproduced without the permission of the University of Johannesburg
i
Modelling 2A (MOD2A)

REVISION HISTORY
Version: Author: Date:
Version 1 Prof. Suvendi Rimer February 2021

TERMINOLOGY

TERMINOLOGY DEFINITION
Assessment Process of collecting evidence of learner’s work to measure and judge if NQF unit
standards and ECSA outcomes have been achieved.
Assessment Criteria List of tasks that the learner must perform or show evidence of having achieved so that
(AC) the Assessors and Moderators may accredit the learner.
Credits from One SAQA/NQF/ECSA credit is equal to ten hours of learning (formally, informally, by
SAQA/NQF/ECSA oneself, in a classroom or in the workplace).
10 Notional hours of learning = 1 credit.
Exit Level Outcome Outcome that should be achieved at the end of learning in a particular field and
qualification. Performance of the ELOs means that one can perform a job effectively
without supervision and facilitation.
Learner Individual or delegate participating in a learning programme to achieve competence in a
learning area and to gain NQF credits or qualification.
Life-long Learning Cradle to grave learning. We should all be learning throughout our lives so that we keep
updated with the changing systems, techniques and tools in our lives.
Moderation Process to ensure fairness, validity and reliability of the Assessor, assessment results and
assessment process and to award SAQA/NQF/ECSA credits to a learner who was declared
competent in the unit standard outcomes.
Moderator A Person who ensures fairness, validity and reliability of assessment of NQF unit standard
outcomes. For exit level outcomes the moderator shall be external to the University of
Johannesburg.
Outcomes Based A learning system that focuses on demonstrating the end result of learning. Learning is
Education practical, concrete and is based on practice and more practice until mastery of the skill is
achieved. Leaning includes psychomotor, cognitive and affective skills and influences
knowledge, skills, values and attitudes.

This document may not be used or reproduced without the permission of the University of Johannesburg
ii
Modelling 2A (MOD2A)

TABLE OF CONTENTS
Contents
SCOPE ............................................................................................................................................... 1
LECTURER INFORMATION ................................................................................................................ 1
LECTURER ..................................................................................................................................... 1
LECTURE INFORMATION .................................................................................................................. 2
LECTURES ..................................................................................................................................... 2
A WORD ABOUT THE COURSE ...................................................................................................... 2
WHAT YOU CAN EXPECT FROM ME AS A LECTURER ..................................................................... 2
WHAT I EXPECT FROM YOU AS STUDENTS ................................................................................... 2
LECTURE TIMES ............................................................................................................................ 2
PRACTICAL SESSION ..................................................................................................................... 2
LEARNING POLICIES AND PROCEDURES ....................................................................................... 3
MODULE SUPPORT SERVICES AND RESOURCES ................................................................................ 4
TEXT BOOKS.................................................................................................................................. 4
PRESCRIBED TEXT BOOKS ......................................................................................................... 4
COMPUTER SUPPORT ................................................................................................................... 4
EDULINK ................................................................................................................................... 4
E-BOOKS ................................................................................................................................... 4
YOUTUBE.................................................................................................................................. 5
SIMULATION SOFTWARE .......................................................... ERROR! BOOKMARK NOT DEFINED.
STUDY GUIDE................................................................................................................................ 5
MODULE INFORMATION SHEET ....................................................................................................... 5
MODULE TEACHING AND LEARNING STRATEGY .............................................................................. 7
ECSA OUTCOMES DEVELOPMENT ................................................................................................ 7
MODULE OUTCOMES ....................................................................................................................... 7
MODULE TEACHING STRATEGY ........................................................................................................ 8
MODULE TEACHING METHODS ........................................................................................................ 8
MODULE ASSESSMENT GUIDELINES ................................................................................................ 8
ASSESSMENT STRATEGY ............................................................................................................... 8
ASSESSMENT FEEDBACK .............................................................................................................. 9
FRAMEWORK FOR CONTINUOUS ASSESSMENT ......................................................................................... 10
ASSESSMENT OPPORTUNITIES....................................................................................................... 10
ASSESSMENT OUTLINE ................................................................................................................ 10
RANGE STATEMENT ............................................................................................................................. 12
THEORY ............................................................................................... ERROR! BOOKMARK NOT DEFINED.
TABLE OF CONTENTS .............................................................................. ERROR! BOOKMARK NOT DEFINED.
PRACTICUM ASSIGNMENTS ........................................................................................................... 12

This document may not be used or reproduced without the permission of the University of Johannesburg
iii
Modelling 2A (MOD2A)

MODELLING 2A (MOD2A)
SCOPE
This document is the learner guide to be used for the module Modelling 2A, as presented by the
Department Electrical and Electronic Engineering Science at the University of Johannesburg Auckland Park
Kingsway Campus.
The contents of your learning guide are presented in 4 sections as follows:
Section A: Administrative Details
Section B: Module Information
Section C: Assessment Guidelines
Section D: Module Content
In order for you to take responsibility for your learning and to master the content of this module, we
suggest that you use your learning guide as a roadmap to direct you.

SECTION A: Administrative Details

LECTURER INFORMATION
LECTURER
The lecturer responsible for this module is Prof. Suvendi Rimer.
YOUR GUIDES CONTACT DETAILS CONSULTATION DAYS +
TIMES
Office Address: APK After each lecture and,
Lecturer: Prof. Suvendi Rimer B1 Lab212 Monday: 8:00 to 9:30
Telephone: 011-559-3879
OR arrange an
Email: [email protected] appointment via email
Departmental secretary: Office Address: APK B2 Lab 24 Email: [email protected]
Ms. Roana Mudzunga Telephone: 011-559-2147

This document may not be used or reproduced without permission from the University of Johannesburg
1
Modelling 2A (MOD2A)

LECTURE INFORMATION
LECTURES
The module is presented during two double lectures per week. All the lectures will be presented in English.
Class attendance is compulsory and shall be assessed.

A WORD ABOUT THE COURSE

This course follows the reduced contact time model of the university. This means that a lot of the work
must be mastered at your own pace. Experience has shown that is it almost impossible to master any
engineering course a few days before a test. It is therefore very important to work continuously in this
(and all the other) courses. The art of writing programs involves practice. The more you practice the better
you become at something. You will be expected to spend time fine-tuning your programming skills.

WHAT YOU CAN EXPECT FROM ME AS A LECTURER

I will endeavor to:
• Mentor you to perform to your maximum potential.
• Prepare you for the real engineering world.
• Always be well prepared for lectures.
• Place the theoretical work in perspective.
• Publish test results as soon as possible.
• Treat you in a professional manner.

WHAT I EXPECT FROM YOU AS STUDENTS

• Be enthusiastic in your approach to your work
• Work diligently and regularly
• Discuss any problems you may have with me as soon as you become aware of them.
• Always do your own work and not copy from someone else.
• Ask questions and contribute to class discussions
• Behave in a disciplined manner in class.
• To attend all lectures and practical sessions.

LECTURE TIMES
Periods: WE2, WE3
Periods: TH7, TH8
Venue: C LES 101/Bb Ultra Online (2021 online only)
Lectures times are pre-scheduled and can only be changed by the Departmental Chairman and the Dean
of the Faculty.

PRACTICAL/TUTORIAL/ASSESSMENT SESSIONS
Practicum: TH9 – TH12
Venue: B2 LAB 119/Bb Ultra Online
Attendances of the practical / tutorial / assessment sessions are mandatory.
More details about the practicum will be found in the practical guide.

This document may not be used or reproduced without permission from the University of Johannesburg
2
Modelling 2A (MOD2A)

LEARNING POLICIES AND PROCEDURES

The table below presents important information for you on the policy and procedures for class
attendance, sick test, plagiarism, grievance and appeals and your rights and responsibilities as a student.
The regulations as contained in the General Regulations Policy of the University of Johannesburg and more
specific those in the Faculty of Engineering and the Built Environment yearbook shall be applicable.
CRITERIA POLICY AND REGULATIONS
Class Time is limited and must therefore be managed optimally. As a responsible student, ensure
attendance, you are punctual for classes. It is important you attend and participate in ALL lectures for
punctuality & this module. We encourage you to engage in group discussions, debates and we appreciate
participation your active learning, insight and opinions. Class attendance is compulsory and will be
assessed by in-class tests during all lectures.

Rights & As a UJ student, YOU have rights such as, to be: taught according to the module Learning
responsibilities Outcomes; assessed as per the Assessment Criteria; fair, valid & reliable teaching, learning &
assessment. As a UJ Student, YOU also have responsibilities. The responsibility of learning &
providing evidence of that learning rests with YOU.
You can view your rights & responsibilities further on this Learning Guide as well as the UJ’s
educational policy, General Regulation and Faculty Regulations, available for scrutiny at the
faculty office.
Plagiarism Dishonesty and plagiarism are not tolerated and will be punished. Plagiarism is the verbatim
(word-for-word) use of another’s work and presenting it as if it were one’s own. This is
especially important when submitting code and programs for assessment. Copying code and
programs from other students defeats the purpose of studying engineering as it is important
skill that is required in all aspects of engineering work. It is important to acknowledge any
thoughts, ideas and information which are not your own. It is also important to use the IEEE
standard form of referencing to provide all relevant information that will help any person who
may be interested to read further about the information. As a result, you need to keep an
accurate record of where you collect your data from. You will be required to cite your
source(s), especially when referring to an item within your text. You are also required to
indicate the reference where the citation can be found at the end of your work.
It is important for you to enquire and adhere to the requirements set by the Department with
regard to the consequences of plagiarism.
Grievance and You must be able to follow procedures, solve problems and manage conflict. The Faculty’s
appeals grievance procedure should be followed in case of any dissatisfaction, grievance or appeal of
results.
Step 1: if you experience any problems in this module, please contact your lecturer as soon as
possible so that an appropriate solution may be found.
Step 2: If a satisfactory agreement is not reached, then you may consult with the Head of the
Department responsible for this module.
Step 3: If you are still dissatisfied, then contact the Dean of the Faculty of Engineering and the
Built Environment.
Sick test / If you are absent for an assessment, you may apply in writing for an ill-health
Supplementary test/examination. The prescribed Sick Test application form must be completed and submitted
test within 7 days of the scheduled test/ assessment. You must also provide the necessary
supporting documents to substantiate your absence (e.g.: medical certificate or affidavit or
timetable with clash). Only one additional assessment opportunity will be awarded at the end
of the semester.
Loss of It is the responsibility of each student to regularly make back-ups of all work and assignments.
information The loss of storage media such as a crashed hard disk or lost flash disk will not be considered.

This document may not be used or reproduced without permission from the University of Johannesburg
3
Modelling 2A (MOD2A)

MODULE SUPPORT SERVICES and RESOURCES

The following support services and resources are offered in support of the material lectured in this
module.

TEXT BOOKS
The following text book supports the lecture material.

PRESCRIBED TEXT BOOKS

 Programming in C, by S. G. Kochan, 3rd OR 4th Edition, Addison-Wesley, 2005, ISBN 9780321776419.
The third edition is available as an e-book via the UJ library catalogue and Google.

You are expected to either own this book, access it from the library or utilise a suitable C programming book
or e-book in order to prepare for lectures.

COMPUTER SUPPORT
The following computer supported resources are available for the module:

EDULINK
Please activate your Blackboard access on the uLink Website. Refer to the logon procedure in the
Blackboard / EduLink brochure. Activate your access to module MODEEA2. Free access to the electronic
notes, assessments, announcements, extra learning material and discussions @ http://ulink.uj.ac.za

E-BOOKS
There is a huge amount of material online about the various subjects in this course. Below are some
extra resources regarding the C and Octave/MATLAB components of the course.
C Programming:
http://publications.gbdirect.co.uk/c_book/
https://www.tutorialspoint.com/cprogramming/

MATLAB/Octave:
Octave Built-In Help Docs and MATLAB Help Docs (http://www.mathworks.com/help/matlab/)
https://www.tutorialspoint.com/matlab/matlab_gnu_octave.htm
https://wiki.octave.org/Video_tutorials
The following material goes into depth on a number of subjects we don’t cover so you will need to find
the sections that are relevant to the course.
Great Free E-Book!!
Physical Modeling in MATLAB by Allen B. Downey http://greenteapress.com/matlab/index.html
http://www.mathworks.com/help/pdf_doc/matlab/matlab_prog.pdf
http://www.mathworks.com/moler/exm/chapters.html

SOFTWARE:
In this course we will be making use of a variety of software which is listed below:
C programming will be done using Visual Studio Code which is an open-source integrated development
environment (IDE), freely available online. Please refer to the installation guide provided for further
information.
This document may not be used or reproduced without permission from the University of Johannesburg
4
Modelling 2A (MOD2A)

The MATLAB/Octave section will be taught using Octave. Octave is an open-source implementation of the
MATLAB language and is completely free. While MATLAB has quite few more toolboxes and a more
polished interface it is very expensive. Octave uses the same language and has all the functionality we
require for this course.
The spreadsheet component will be taught in Microsoft Excel; you should be able to install Microsoft
Office 365 using your student login credentials. Good free alternatives to Excel are Calc from the Libre
Office suite which is completely free. Google Docs also has a spreadsheet component called Sheets.

YOUTUBE
The University has allowed students to get access to YouTube, where thousands of worthwhile lectures
are posted. Students can get benefits from YouTube by searching for related topics and can attend similar
lectures to learn C, Excel and Octave programming presented from different lecturers at different
Universities.

STUDY GUIDE
The purpose of this document, your Learning Guide for this module, is to authentically and holistically
support your learning progress. We hope it serves as a map of all that is available to you on your learning
journey.

SECTION B: Module Information

MODULE INFORMATION SHEET

Module Department: Electrical and Electronic Engineering Science

Module Name: Modelling 2A Code: MOD2A

Previous/Equivalent UJ Module Codes: MOD2A

Program(s): B6ELSQ, B6MESQ, B6CISQ
Module Information
Curriculum
NQF Level 7 Exit-Level N Semester First (Jan-Jun) Second Year
Year
Calculation
Assessment Type Continuous Final mark weighting = Semester mark (100%)
Criteria
Prerequisite
None
Modules
The purpose of this module is to develop basic understanding of basic concepts of algorithm design and
Purpose
implementation, using C and Octave.
This module will be split into three outcomes which must all be passed individually to pass the course.
1. Spreadsheets (Microsoft Excel)
Content 2. Octave
3. C Programming Language
Each outcome will be assessed separately as described in this learner guide.

This document may not be used or reproduced without permission from the University of Johannesburg
5
Modelling 2A (MOD2A)

Module Credits and Knowledge Area Breakdown

Total Duration of a Total Duration of Total Duration of Total Duration of Total This variable Hours of
number of lecture (hours) number a tutorial number of a practical number of a contact assignment is fixed: exam or
lectures of (hours) practicals (hours) other session noncontact 1 hour other
tutorials contact (hours) hours additional
sessions assessment

L TL T TT P TP X TX A TA E
51 0,75 5 0,75 5 2 0 0,75 10 1 0

ML 2 MT 1 MP 1 MX 0 --- ME 0
Course Credits 10,03
Mathematical Natural Engineering Design and Complementary
0.2 0.4 0.3 0.1
Sciences Sciences Sciences Synthesis Studies
ECSA Exit-Level Outcomes/SAQA Critical Cross-Field Outcomes
ELO 1 ELO 2 ELO 3 ELO 4 ELO 5 ELO 6 ELO 7 ELO 8 ELO 9 ELO 10 ELO 11
CCFO CCFO 2 CCFO 3 CCFO 4 CCFO 5 CCFO 6 CCFO 7 CCFO 8 CCFO 9 CCFO 10 CCFO CCFO
1 11 12
Develops toward
X X
Exit Level?

QA2 Knowledge Areas Justification

Computers are increasingly being used in all disciplines of engineering as tools to assist in modelling and
designing systems. It is essential for all engineers to have a basic understanding of common software
programs they will use in industry as well as an understanding of the basics of computer programming.
The two primary knowledge areas that are used and developed in this course are Mathematical Sciences,
Design and Synthesis and Engineering Science. The majority of the content will fall in the Engineering
Science knowledge area. This will include the basics of the programming in C and Octave languages and
how to use Spreadsheets to do engineering calculations. An introduction to more complex algorithmic
problems will be presented with will require an element of design and synthesis to solve as you will need
to incorporate multiple techniques to find the solutions.

Modelling 2A is an introductory course that focused on exposing students to computing tools that many
had never seen at the high school level. One of the most extensively used software tools in the engineering
profession is the spreadsheet. Microsoft Excel is a spreadsheet system that offers a wide range of
functionality. The engineer will invariably be required to use a spreadsheet system for different functions
in the workplace.
Octave is a high-level interpreted language, primarily intended for numerical computations. It also
provides extensive graphics capabilities for data visualization and manipulation. The Octave syntax is
largely compatible with Matlab and can be used to solve various mathematical and engineering problems.
Although engineers from various disciplines may not be required to write programs for complex systems,
they need basic knowledge of software systems to help them both use software programs and/or make
minor changes to existing software code. The C programming language is ideally suited to introduce
learners to the basic concepts of structured programming.

This document may not be used or reproduced without permission from the University of Johannesburg
6
Modelling 2A (MOD2A)

MODULE TEACHING AND LEARNING STRATEGY

At the end of each unit of learning, you must be able to achieve/ do/ perform the specific learning
outcome/s for that unit. Furthermore, you must prove your competence in performing each of the tasks
required by the assessment criteria linked to each learning outcome. The overall programme is structured
to allow the learner to achieve all the ECSA exit level outcomes associated with the qualification.

ECSA OUTCOMES DEVELOPMENT

1 Problem solving
Learning outcome: Demonstrate competence to identify, assess, formulate and solve
engineering problems creatively and innovatively.
Range Statement: Problems requires identification and analysis. Some cases occur in
unfamiliar contexts. The higher level programming questions will require the analysis
of problem requirements and the application of the skills learnt in the course to
solve.
5 Engineering methods, skills and tools, including information technology
Learning outcome: Demonstrate competence to apply knowledge of mathematics,
basic science and to use appropriate engineering methods, skills and tools, including
those based on information technology.
Range Statement: The course will focus heavily on developing your skills in using
various computing tools to solve engineering problems including programming in C
and Octave and advanced use of Spreadsheets.

MODULE OUTCOMES
The following table indicates the outcomes for the module. The ECSA outcomes specifically assessed in
this module is indicated in the last column.
Module Description Assessment Criteria Assessment Method
Outcome (What the learners must be able to do.) (What action must be (How the outcome
completed to show achievement action will be
outcome achievement.) assessed.)
Excel Demonstrate competency in solving basic data The student’s Tests, Practicals, Tutorials
problems and using functions in a spreadsheet (Excel) performance is assessed and Assignments
Octave Using Octave demonstrate ability to define variables, continuously by formal Tests, Practicals, Tutorials
mathematically manipulate those variables, write tests for each outcome, and Assignments
programs to manipulate the data and display graphical tutorials, practical’s and
data sets and perform basic matrix algebra and solve assignments where
basic matrix-based problems. appropriate. Regular
C Understand basic programming concepts of designing feedback is given to Tests, Practicals, Tutorials
software algorithms and writing programs in C. students. and Assignments
Demonstrate use of conditional statements such as if,
if … else and switch statements. Demonstrate use of
loops such as for, while and do-while statements.
Design basic programs in C and basic flowcharts given
problem descriptions. Convert flowcharts into
programmable code using C programming language.

This document may not be used or reproduced without permission from the University of Johannesburg
7
Modelling 2A (MOD2A)

MODULE TEACHING STRATEGY

Responsibility for LEARNING = STUDENT + PEERS + TECHNOLOGY
Responsibility for TEACHING = LECTURER + STUDENTS

MODULE TEACHING METHODS

The lecturer will mention the salient points of programming concepts and demonstrate a few examples.
However, a student will never learn programming by listening in a lecture hall, reading a book, watching
their friend type code into a computer, or cutting and pasting computer code.

Learning to program is like learning to drive, you cannot do it from the sidelines. You have to type in
the code yourself, to discover and correct for syntax errors. You have to think and design the program
yourself, to discover how to solve a problem in a ‘code world’.

Students will be given self-assessment questions during lectures. These assessments will be made
available on the Modelling 2A website. Completion of assessment is compulsory, will be marked and will
contribute to the final mark of the module. These assessments provide valuable opportunities to
practice the theory learnt during the lectures. Programming is a practical discipline and students will
have to practice programming during their own time. It is not sufficient to expect to pass by only
learning the theory described during lecture sessions.

SECTION C: Module Assessment

MODULE ASSESSMENT GUIDELINES

ASSESSMENT STRATEGY
An integrated assessment approach is followed in this module. This means that assessments are
conducted using more than one assessment resource, e.g., paper-and-pen, EduLink, self-reflection; peer
assessment; and facilitator assessment. Your formative assessments (assignments, tests, etc.) will add up
to give you a Semester Mark that will count towards your final mark. At the end of the semester you will
engage in a summative assessment (examination) so that we assess all the learning you underwent during
the semester. A large part of this summative assessment will also count towards your final mark.
Responsibility for COMPETENCE + MASTERY = STUDENT + PEERS + TECHNOLOGY
Responsibility for conducting ASSESSMENT + FEEDBACK = LECTURER + YOUR PEERS
A collaborative strategy for assessment is followed based on the following principles:

 OBA: you are continuously supported by integrated assessment and authentic, constructive,

This document may not be used or reproduced without permission from the University of Johannesburg
8
Modelling 2A (MOD2A)

developmental feedback – you use variety of demonstration methods, styles and intelligences
when you provide valid, reliable evidence to show that you have practiced and have achieved
mastery of the learning units.
 LLA: lifelong assessment – you are being assessed continuously throughout life (cradle to grave)
by others, your peers and by you yourself – the quicker you know how to assess your own learning,
the faster you climb the assessment ladder.
 Andragogy: you are young adults/ adults with decision making, judgmental, critical thinking
abilities that you use to connect with the intelligence, needs, feelings, success stories, challenges,
barriers and career aspirations of others, peers and yourself.
 WIL: work integrated learning and assessment – you will be assessed using the case studies, role
plays, simulations, workplace projects, etc. so that we enhance your capability to be gainfully
employed once you complete your studies – the focus is on what you want ‘to be’ when you join
the workforce.
The table below presents the assessment goals and performance indicators for successful assessments:

ASSESSMENT GOALS PERFORMANCE INDICATORS

Successful ‘learning  Your assessment must focus on ‘learning to be an engineer’ a successful, professional
to be an engineer’ employee in the workplace.
 Assessment activities, instruments, tools and assignments are designed to give you
practice and mastery at job-related knowledge, skills, values and attitudes so that you
can be a successful engineer.
 Semester tests are regarded to be of similar status to exams.
 There will be no communication of any nature between students once a test has
commenced (that includes from the time test papers are distributed until the
Successful tests/ completion of the test).
 No programmable calculators or cellular phones may be used during the tests.
exams
 No question papers or answer sheets/booklets may be left on the empty seats between
students, or on the floor.
 It is the students’ responsibility to ensure that answer sheets/booklets are handed in.
Successful appeals  You must consult the Assessor or Administrative Coordinator of the Department
within three days after the marks have been released.
 If the appeal is not successful, you must submit a formal application to the Faculty for
a re-assessment opportunity, and a fee will be payable.
 The Head of Department will be informed accordingly.
 A moderator will be appointed to re-assess your assessment script.
 Notice of appeal for assessment can be lodged and must follow the procedure set out
below and through contact with the following people:
1st: contact the departmental administrative coordinator;
2nd: the assessor (lecturer);
3rd: the Head of Department;
4th: The Dean of the Faculty Departmental Chairperson.
Quality assurance via  An internal moderator is appointed for all summative assessment opportunities.
Moderation  An external moderator is appointed for all exit level outcome modules final
assessment.

ASSESSMENT FEEDBACK

This document may not be used or reproduced without permission from the University of Johannesburg
9
Modelling 2A (MOD2A)

Feedback is an essential part of assessment; therefore, feedback will be given after assessment. The table
below presents feedback goals and performance indicators:
FEEDBACK GOALS PERFORMANCE INDICATORS
Memorandum feedback Available after marks are released by means of one of the following methods:
 Class discussion
 Blackboard
Enquiries regarding  Must be dealt with within a maximum of five working days from the date of
feedback releasing the memorandum and the assessment marks.
 The assessor and/or departmental administrative coordinator must deal with
the enquiries.
Final summative  To be arranged by the Faculty Administration if applicable.
assessment feedback

Framework for Continuous Assessment

Each module has a set of defined outcomes (typically 3-5 per module) that a student must achieve in order
to proceed in the curriculum.

Assessment Opportunities
An assessment opportunity is a way to judge a whether a student has achieved an outcome. An
assessment opportunity could be in the form of a traditional test, or could be the weighted combination
of assignments, practical sessions, projects, and/or tests. If a single test, assignment, or project is used to
evaluate more than one outcome, the portions targeted at a particular outcome should be clearly defined.
For example, a test might be divided into sections with each section evaluating one outcome. As another
example, a large project should be evaluated for each outcome separately (e.g., one mark for effective
communication, another mark for technical content).

A s s es s m ent Out li ne
1. Outcomes Based Assessments Structure
- Three assessment opportunities should be offered for each outcome.
Assessments Kind of Assessment Assessment Details Assessment Weight Outcome Weight
Outcome A: Excel
Assessment 1 In-class assessment Continuous in-class assessment 30% 15%
Assessment 2 Practical Assignment Report + Demonstration (optional - 2021) 40%
Assessment 3 Online assessment Excel basics – multiple choice, fill in blank 30%
etc.
Outcome B: C Programming
Assessment 1 In-class assessment Continuous in-class assessment 30% 50%
Assessment 2 Practical Assignment (two) Report + Demonstration (optional - 2021) 40%
Assessment 3 Online assessment Multiple choice and code snippets, etc. 30%
Outcome C: Octave
Assessment 1 In-class assessment Continuous in-class assessment 30% 35%
Assessment 2 Practical Assignment (two) Report + Demonstration (optional - 2021) 40%
Assessment 3 Online assessment Multiple choice and code snippets, etc. 30%
Final Mark
Average (Outcome A + Outcome B + Outcome C) 100%

This document may not be used or reproduced without permission from the University of Johannesburg
10
Modelling 2A (MOD2A)

2. Assessments dates
Knowledge Assessments Date Content
Outcome A: Excel
Knowledge Assessment 2 25 February 2021 Excel Practical Assignment
Knowledge Assessment 3 (1) 25 February 2021 Excel: Multiple choice online
Knowledge Assessment 3 (2) 4 March 2021 Excel: Multiple choice online
Outcome B: C Programming
Knowledge Assessment 2 (1) 11 March 2021 C Programming Practical Assignment
Knowledge Assessment 2 (2) 18 March 2021 C Programming Practical Assignment
Knowledge Assessment 3 (1) 25 March 2021 C Programming Online multiple choice and code snippets
Knowledge Assessment 3 (2) 15 April 2021 C Programming Online multiple choice and code snippets
Outcome C: Octave
Knowledge Assessment 2 (1) 6 May 2021 Octave Practical Assignment
Knowledge Assessment 2 (2) 13 May 2021 Octave Practical Assignment
Knowledge Assessment 3 (1) 20 May 2021 Octave: Online multiple choice and code snippets
Knowledge Assessment 3 (2) 27 May 2021 Octave: Online multiple choice and code snippets
3. Assessment Requirements to Pass
a. Students are required to write all in-class tests. The average of all in-class assessments will
determine the final in-class mark that contributes to the final outcome mark.
b. Students are required to write at minimum at least one “Knowledge Assessment 3” for each
outcome.
c. Students need to obtain at minimum 50% to pass an outcome.
d. The pass mark for each outcome is determined as the weighted sum of the “Knowledge
Assessment” opportunities for a specific outcome.
e. If a student gets less than 50% in any outcome, then the student will be provided with an
additional “Knowledge Assessment 3” opportunity. The final mark for the outcome is the
weighted average of all “Knowledge Assessment” opportunities for a specific outcome.
f. There will only be two “Knowledge Assessment 3” opportunities available per outcome for a
student to obtain the required 50% to pass an outcome.
g. The final “Knowledge Assessment” mark for each outcome is the weighted average of all the
“Knowledge Assessment” opportunities for that specific outcome that the student has
participated in.
h. The final mark is the weighted sum of all outcomes.

4. Failing the Course

a. A student who fails two or more “Knowledge Assessment” opportunities will be considered to
have failed the outcome.
b. A student who fails one outcome is considering failing the course and not allowed to carry on with
the rest of outcomes.
c. Students who failed the course for just failing only one outcome, their submitted marks to the
faculty will be 40% and they will be able to register for other courses in the following semester.
For students who failed the course for failing more than one outcome, a mark of 30% will be
allocated as their final marks and they are not allowed to register for courses in the following
semester.

This document may not be used or reproduced without permission from the University of Johannesburg
11
Modelling 2A (MOD2A)

Excused Absence (E.g., Illness, Etc.)

If a student has a legitimate reason for missing an assessment opportunity (documented illness, etc.) then
an appropriate replacement opportunity must be provided. This will frequently take the form of an
additional assessment opportunity scheduled at the end of the University’s exam time. A student who
misses a small portion of an assessment opportunity (e.g., one practical session) can potentially
reschedule that portion during the semester, but a student who misses the larger portion of an
assessment opportunity (e.g., semester test) should be offered a replacement opportunity.

SECTION D: Module Contents

Range statement
The module comprises:
1. Introduction to Excel and Excel functions. Modelling data and generating graphs in Excel. Basic Matrix
operations.
2. Structure of a C program. Algorithm design. Flow charts, variables, statements, and data types,
character strings and arrays. Input and Output Operations in C. Conditional statements and loops. C
Functions.
3. Introduction to Octave. Basic and advanced math and matrix functionality in Octave. Review of
conditional statements and loops for use in an Octave program.

PRACTICUM ASSIGNMENTS
All practical sand assignments are compulsory and need to be completed. Failure to submit a practical
will result in the student failing this module. No late practicals will be accepted without a valid medical
certificate and/or explanatory letter along with the necessary documents.

This document may not be used or reproduced without permission from the University of Johannesburg
12