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Programme Handbook

2014

Higher National Diploma in

Electrical & ElectronicEngineering by Flexible

Open Learning



Contents

Teesside University Open Learning Engineering (TUOLE) ... 3

Programme Structure ............................................................ 3

Typical programme structure for an HND in Electrical &Electronic Engineering with a focus on electronics and design.............................................................................................. 5

Typical programme structure for an HND in Electrical &Electronic Engineering with a focus on electronics and

design, as a top up from HNC in Electrical & ElectronicEngineering ........................................................................... 6

Study packs........................................................................... 8

E-learning@tees ................................................................... 8

How to succeed in your Studies ............................................ 8

Level 4................................................................................. 10

Core modules ............................................................................ 10

Elective modules ........................................................................ 10

Level 5................................................................................. 11

Core modules ............................................................................ 11

Elective modules ........................................................................ 12

Useful Websites ......................................................................... 13

Academic Staff & Profiles .................................................... 13

Student Destinations & Profiles ........................................... 14

Assessments ....................................................................... 14

Assessment Submission ............................................................ 14

Change of Personal Details ................................................. 19

Appendix 1 ........................................................................... 20

Appendix 2 ........................................................................... 22

Assessment Schedule – Typical HND in Electrical and ElectronicEngineering ................................................................................22

Appendix 3 ........................................................................... 28

Module Leaders contact details ..................................................28

Appendix 4 ........................................................................... 31

Excel – Grading Higher National Units .......................................31



Teesside University Open

Learning Engineering(TUOLE)

TUOLE the leading international designer and developer ofengineering and technology open learning programmes, hasone of the largest portfolios of accredited open learningprogrammes serving the engineering and process industriesworldwide. TUOLE formerly COLU has been operational for

25 years and since 2002 has been part of TeessideUniversity School of Science and Engineering.Our HND programmes are accredited under licence fromEdexcel.Registration for HND programmes lasts for 5 years and youare expected to complete your programmes within this timeperiod.It is also important that you realise that open learning study

requires a considerable degree of self-discipline. You mustbe prepared to devote both time and effort to studying notwithstanding other distractions that may be present.For this reason students must complete an appropriate HNCaward prior to embarking on the HND, or have significantaccredited Prior learning (APL), greater than 60 credits, tocarry forward towards the HND. Your Programme Leader willbe able to advise students on appropriate APL.

“Excellent course materials. Excellent

tutor support. Very prompt marking

of assessments with detailed feedback”

are studied consecutively starting with the core modules atlevel four.The programme learning outcomes are provided in Appendix1.Elective modules can be studied in any order, as there are noprerequisites they are chosen by the student with guidancefrom programme leader.Students are able to focus on particular areas of interest intheir choice of electives, allowing the programme to relatespecifically to their own experience and industrial expertise.

For an HND you must complete a minimum of 245 credits,

including the core modules with a minimum of 125 credits atlevel 5. In practice this means that, as there are a number ofcore level 5 modules, 6 aditional level 5 modules must becompleted as electives.

This may seem confusing but your programme leader will beable to help with any questions you may have.

Core modules level Credit

Analytical Methods for Engineers 4 15

Engineering Science 4 15

Electrical and Electronic Principles 5 15

Project * 5 20

Elective modules Credit

Engineering Applications 4 15

Programmable Logic Controllers 4 15

Applications of Pneumatic andHydraulics

4 15

Mechatronic Systems Principles 4 15Lighting* 4 15

Electrical Machines 4 15

Electrical Services* 4 15



Semiconductor Structure andFabrication

4 15

Semiconductor Physical Electronics 5 15

*some modules are subject to availability



5 | P a g e

Typical programme structure for an HND in Electrical & Electronic Engineering with a focus on

electronics and design

Year Module title Module title Module Title1 Analytical Methods for Engineers

Level 4 Core 15

Engineering Science

Level 4 Core 15

Digital and Analogue Devices and Circuits

Level 4 Elective 15

2 Engineering Applications

Level 4 Elective 15

Programmable Logic Controllers

Level 4 Elective 15

Microprocessor Systems

Level 4 Elective 15

3 Distributed Control Systems

Level 4 Elective 15

Applications of Pneumatics and Hydraulics

Level 4 Elective 15

Electrical and Electronic Principles

Level 5 Core 15 4 Combinational and Sequential Logic

Level 5 Elective 15

Operational Amplifiers

Level 5 Elective 15

Electronics

Level 5 Elective 15

5 Business Management Techniques

Level 5 Elective 15

Electromagnetic Compatibility

Level 5 Elective 15

Engineering Design

Level 5 Elective 15

Project

Level 5 Core 20

* The Project module has been designed to allow the students the opportunity to use the knowledge and skills they have acquired throughout the programme alongside theirown experience

This structure allows for a student completing three modules per year and four in the final year. As a flexible open learning student you can work at your own pace andcomplete more modules, as long as the minimum requirement for the completion of 30 credits in a year is met. You should also be aware that studying less than threemodules per year will impact on your completion of the programme within the five year registration period.

For students who withdraw from the programme without completing the required credits for the full award a series of fall back certificates can be awarded depending on thenumber of credits achieved.



If you have already completed an HNC award you can study the HND as a top up award a typical structure is given below, thechoice of modules will depend on previously studied modules.

Typical programme structure for an HND in Electrical & ElectronicEngineering with a focus on electronics and design, as a top up from HNC in

Electrical & Electronic Engineering

Year Module title Credit Module title Credits

1 Distributed Control Systems

Level 4 Elective 15

Applications of Pneumatics and Hydraulics

Level 4 Elective 15

2 Combinational and Sequential Logic

Level 5 Elective 15

Operational Amplifiers

Level 5 Elective 15

3 Electronics

Level 5 Elective 15

Electromagnetic Compatibility

Level 5 Elective 15

4 Business Management Techniques

Level 5 Elective 15

Engineering Design

Level 5 Elective 15

An HND programme consists of 16 modules of which a minimum of 8 modules must be at level 5, these may include level 5modules previously completed within an HNC programme



Student Journey

Student completes on line application form, admissions tutors will assess the studentsentry requirements and any appropriate accreditation for prior learning.

A bridging course is suggested where necessary.

The student is sent an offer letter.

Once the student has completed the on line enrolment process and registration they

can purchase their first module. The student will be sent the learning materials, detailsof the module tutor, and their login and password to enable access to the e@t.

An induction presentation is available through VLE (eat@tees https://eat.tees.ac.uk)‘open learning student support’

The student can use ascheduling tool available in themodule via eat@tees to setprovisional dates forassessment submission

Module tutor and student to have regular contact monitored via eat@teesStudents are required to complete a minimum of 30 credits per year.

All assessments are submitted and graded with feedback via eat@tees

An exit interview with the student and module tutor will be conducted oncompletion of the module.



Study packs

You are provided with a self-contained comprehensive studypack for each of the specifically designed modules from theSchool of Science and Engineering open learning unit. Eachmodule consists of a folder or folders containing a series oflessons grouped into topics. Each lesson has anintroduction, your aims, study advice, self-assessmentquestions and a summary.

While open learning means you study at your own pace,

many people find it difficult to develop a ‘habit of study’because of the self-discipline needed. To help you overcomethis and achieve your long term aim of completing theprogramme within a realistic timescale, we will suggest astudy schedule which will include the requirement tocomplete a minimum of 30 credits per year.

Your programme and module leader will keep in regularcontact with you via [email protected] are encouraged to remember your programme andmodule leaders are there for guidance and support. Don’thesitate to ask for help. Your programme and module tutorscan be contacted by a variety of means: e@t, email,telephone, fax or (by prior arrangement) a face to face visit.

As you work through each lesson there will be self-assessment questions and answers to help check your

learning. At set points in the study pack you will be advisedthat you are ready to complete an assessment.

It is your responsibility to download assessments when you

e@t will also host links to useful websites and on-linedocuments, information on emerging engineering issues inthe press and engineering journals. The VLE (e@t) offersmany opportunities for student-to-student and student-to-staffinteraction (such as discussion boards, wikis, blogs, a virtualwhiteboard and a live chat facility).e@t is the primary store for all your assessment feedbackand provisional grades. You must access the site regularly tocheck for any notifications and feedback.If you are having difficulties accessing your e-learningaccount please contact the ICT helpdesk

Email: [email protected].

Telephone: 01642 342531

Drop in: IC1.48 between 9.00 and 17.00 (Monday

- Friday) [map]

How to succeed in your

Studies Develop the Habit of LearningThe open learning programmes we offer have beendeveloped over many years to enable you to continue yourstudy without the constraints of fixed times and places. Youare in control of your learning but to be effective you need to:

Develop a ‘habit of study’

Have a place to work Set aside times when you will not be interrupted

Produce a regular output of written work

Organise your books and notes

mailto:[email protected]



http://sse.tees.ac.uk/index3.php?pid=9&rid=1-1.48







Your aims tell you what you should have achieved when youhave completed the lesson. They provide learning objectivesthat are worthwhile referring to while you are working throughthe lesson.Study advice helps you plan your work strategy by pointingout any special resources needed or unusual timerequirements. Self-assessment questions enable you to check yourprogress and find out if you have achieved your objectives.Solutions or answers are provided but you will not help yourlearning if you look at the answers before you attempt thequestions.

The summary reinforces what you have completed andgenerally provides a quick reference to the contents of thelessonRemember if at any point in your study you feel that you needhelp you can contact the academic tutors who are not onlysubject specialists, but who also have experience andexpertise in flexible open learning study.

Students are able to access tutor support on-line, via email,telephone or fax. Students who are in the locality can withprior arrangement meet the tutors face to face.

You will be expected to maintain regular contact with yourmodule tutor and your programme leader.

Note: Students who appear to have dropped out of thecourse for an extended period of time may be withdrawn fromthe course.

Brief descriptions of the core and elective modules are

provided below:



Level 4

This level of study provides the foundation for thedevelopment of knowledge, skills and confidence for thesuccessful progression through the programme.

Core modules

Analytical Methods for Engineers (15 credits): The aim

of this module is to provide the fundamental analyticalknowledge and techniques needed to successfully completethe core modules of Higher National Engineering

programmes. It is also intended as a base for the furtherstudy of analytical methods and mathematics, needed for themore advanced option modules. This module has beendesigned to enable students to use fundamental algebra,trigonometry, calculus, statistics and probability, for theanalysis, modelling and solution of realistic engineeringproblems at Higher National level.

supervisory, that they have undertaken as part of their dailyworking lives and show how those activities have contributedto their professional engineering development. In so doingthe module requires that the student document key aspect ofthe development to date and to critically appraise their career

journey, identifying areas of their experience that may beunder-developed and producing an action plan for their

ongoing professional development.

Programmable Logic Controllers(15 credits): This

module investigates programmable logic controller (PLC)concepts and their applications in engineering. It focuses on

the design characteristics and internal architecture ofprogrammable logic control systems, the signals which areused and the programming techniques. This module willinclude the loan of a practical kit to allow you to produce anddemonstrate a programme for a programmable logic device.

Applications of Pneumatics and Hydraulics(15

credits): This module will provide students with a knowledge

and understanding of fluid power systems in modern industryby investigating pneumatic and hydraulic diagrams,examining the characteristics of components and equipment,and evaluating the applications of pneumatics andhydraulics.



Lighting (15 credits): This module introduces the student

to designs for interior and exterior lighting arrangementsincluding emergency lighting. Students will also beintroduced to circuit testing and certification in accordancewith British Standards recommendations.

Electrical machines (15 credits): This module covers the

fundamentals and relevant aspects of electrical d.c. and a.c.machines and power transformers as industrial electricalplant.

Electrical Services (15 credits): This module provides a

firm foundation for students in industrial and buildingelectrical services installations. Particular emphasis will beplaced on adhering to appropriate British Standards andregulations concerning electrical installation services indomestic and industrial situations. Students will be introducedto methods of Inspection, Testing and Certification of anelectrical installation.

Microprocessor Systems (15 credits): This module will

provide students with an understanding of microprocessor-based systems and their use ininstrumentation/control/communication systems. Students willstudy the practical aspects of device selection, programmingand the interfacing of external peripheral devices. Studentswill be able to write software to download to a microprocessorusing a practical kit on loan from the unit. The module alsointroduces students to the development cycle of specification,design, build, program, test and evaluation.

Distributed Control Systems (15 credits): The aim of

this module is to investigate Distributed Control Systemconcepts and their applications in engineering. It focuses onthe design characteristics and internal architecture ofDistributed Control Systems and how they interact.

Semiconductor Structure and Fabrication (15 credits): This

module will be of value if you are working or have an interest inthe semiconductor industry. It describes the main process steps

involved in the fabrication of semiconductor devices and theequipment associated with each process step, together with therequired operating conditions and parameters. The structure,properties and operation of the illustrative semiconductor devices(diodes, bipolar and field-effect transistors, logic gates) aredescribed in so far as required for a more complete understandingof their fabrication requirements. The importance of good cleanroom practice and the effects of contamination upon yield andreliability are also discussed.

Level 5



the skills and knowledge developed in other modules of thecourse within a major piece of work that reflects the type ofperformance expected of a higher technician at work. Thestudent is advised to study the module until last and isadvised to use a ‘real’ project based on their own workplacewhere this is possible.

Elective modules

Control Systems and Automation (15 credits): This

module develops an understanding of basic mechanisms andperformance measures used for the implementation andanalysis of process control systems that apply across the

engineering disciplines.

Semiconductor Physical Electronics (15 credits): This

module develops an understanding of the conduction process

in metals and in intrinsic and doped semiconductors. Itdescribes and analyses the behaviour of the semiconductor

junction and the operation of the junction diode from aphysical electronics view point. The module then goes on to

selecting appropriate components using information frommanufacturers data sheets. The loan of a practical kit allowsstudents to build and test circuits using logic gates and flipflops.

Electromagnetic Compatibility (15 credits): This

module provides electronic and electrical technicians andengineers with the underpinning theoretical knowledge andanalysis tools for solving problems involving electromagneticinterference and addressing electromagnetic compatibilityissues. The module covers induction by crosstalk andelectromagnetic fields as well as the hazards posed byelectrostatic discharge. Consideration is given to circuit boarddesign and layout, grounding and the special problemsarising from digital circuits

Electronics (15 credits): This module provides students

with an understanding of analogue electronics topicsincluding signals, noise, amplifiers, feedback and oscillators.It places particular emphasis on the use computer simulationand modern circuit analysis techniques and the use of

manufacturers’ data. The module will include the loan of apractical kit to allow the students to design, build and test aseries of circuits.

Operational Amplifiers (15 credits):The operational

amplifier is the most widely used analogue integrated circuit.This module investigates and develops an understanding ofthe applications of this versatile integrated circuit. The

module provides design examples that can be emulated bycomputer circuit simulation software and also includes theloan of a practical kit on which the circuits can be built andtested.



Students are actively encouraged to read outside the materialdirectly associated with their modules. This “reading aroundthe sub ject” can be both enjoyable and can help linkdisparate aspects of the course together in the student’smind. Many successful students will tell you that readingwidely is a good way of improving your understanding of thetaught material.

Useful WebsitesMathematics resourceswww.mathcentre.ac.uk

British Standards Educationwww.bsieducation.org

Institute of Engineering and Technologywww.theiet.org

HSE: Information about health and safety at workwww.hse.gov.uk

Academic Staff & Profiles

Programme Leader:

Derek Casson: Derek Casson is the Programme

Leader for HNC/D Electrical andElectronic Engineering. Derek worked inthe telecommunication industry prior tobecoming a lecturer in engineering. He

i d HND i El t i l & El t i

Bangladesh, Cambodia and Kiribati. David developed aninterest in distance education before joining the university asan open learning author and tutor.

Rm: IC2.0101642 342559e: [email protected]

David Peel: David Peel is the Program leader for HNC/D

Chemical Engineering. He completed hisdegree and doctorate in ChemicalEngineering at Newcastle University beforeworking in post doctoral research positions in

advanced process control at both Newcastleand Oxford University. David joined TeessideUniversity as senior lecturer in Chemical Engineering wherehe initially stayed for 7 years. Since then he has worked forover a decade in automation R&D and as a consultant to thepower industry in the UK and US. David recently returned toteaching and spends part of his time teaching within themainstream University and part of his time supporting thechemical engineering and process engineering courses in the

University’s distance learning unit. Rm: IC2.0101642 342731

e: [email protected]

Neville Winter:Neville is the Program leader for HNC/D

Instrumentation and Control Engineering. Hecompleted his degree at the University ofNorthumbria whilst working in an Electrical

Engineering role for a muti-nationalmanufacturing company. Neville joinedTeesside University as senior lecturer in

Electrical Engineering where he has worked for the past two

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career change as a lecturer in electronics and maths. David joined Teesside University as a distance learning tutor wherehe works part time alongside a lecturing job teachingElectronic Engineering at a local Further Education college.He is available in the office on Mondays and Fridays.Rm: IC2.0101642 738215Email: [email protected]

Student Destinations &

Profiles Paul Mahon-Creasey. I work at the Culham Centre forFusion Energy and since starting the electrical and electronicHNC course this has helped me tremendously on my worklooking after and maintaining one of the Plasma microwaveheating systems, which involves Klystron microwave amplifiersystem, Pressure systems and cryo systems.

Paul Falconer “The training that I received from Teessideuniversity (TUOLE) has given me the experience andknowledge needed to progress in my career as aninstrumentation and control systems design engineer. Thequalifications gained at the university can provide goodemployment opportunities and the possibility of furthereducation.” Paul Is a control systems design engineerworking within the petrol chemical industry for an

Engineering, procurement and construction (EPC) contractor,MWKL.

Assessments

Summative assessment is graded, and contributes to theoverall module grade. This includes traditional forms ofassessment such as short answer problem solving questions,essays, practical exercises and reports.

A typical assessment schedule is provided in Appendix 2. A scheduling tool is available at e@t Open learning StudentSupport.

Assessment Submission Assessments should be submitted electronically, via e@thttps://eat.tees.ac.uk . If your work precludes this thenseparate arrangements will be made with your module tutor

although this should only be in exceptional cases. You areadvised to keep a copy of your assessment prior tosubmission so you have a copy for your own review at a laterdate.

Guidelines for Assessment FormatGuidance on the production of standard assessment typesare given below.

Essay/literature review-based reportsThe essay must be written in clear and concise English,normally in the past tense, and should comprise: (a)Title; (b)Summary; (c) Introduction; (d) Main Body of Text; (e)Discussion with Conclusions if appropriate; (f) References. Guidance on the presentation of individual sections is givenbelow.Practical-based reports

The report must be written in clear and concise English,normally in the past tense, and should comprise: (a)Title; (b)Summary; (c) Introduction; (d) Methods; (e) Results; (f)Di i ith C l i if i t ( ) R f




https://eat.tees.ac.uk/






The School of Science and Engineering has specificguidelines on referencing and citation available via the linkbelow:http://lis.tees.ac.uk/referencing/sse_new.pdf

Abbreviations, Units & other details: Abbreviations should be defined at first mention in bothSummary and main text.

Feedback and Marks

Assessment and feedback will follow the University’s Assessment and Feedback Policy (University Handbook:Section 1 Assessment and Feedback Policy)http://www.tees.ac.uk/docs/DocRepo/Quality%20handbook/I-

AFP.doc

At this point a provisional grade and feedback will be agreed.Please note the following:

“This feedback is being given for purposes of advice andguidance and to assist your learning and development in thismodule. References to standards or grades are entirelyprovisional and subject to confirmation following Universityprocedures. Only University Assessment Boards are able toissue confirmed, definite grades.”

Feedback is in the form of individual feedback sheets. Thesewill be completed by staff during their assessment of yourwork.

Feedback and grade will normally be provided within fourki k f b i i Y f db k ill b

Administrator (or her nominee) who will issue a receipt to thestudent.

Illness – Any form of illness or injury which coincides with, orpredates, the submission date of an assignment must besupported by written medical evidence. This could constituteeither a medical certificate or written communication from aGP. Illness or injury as an excuse will not be consideredwithout such evidence.

Personal Circumstances – In this case ongoing personal orfamily circumstances which are likely to affect assignment

submission, programme leaders should be informed well inadvance of any deadlines. The University has a number ofStudent Counsellors whom students may see byappointment. The Students, Union also provides CounsellingService for students who wish to contact them and mayprovide confidential letters of support that would beconsidered by the Mitigating Circumstances Board. Theonus is on the student to make contact with someoneappropriate.

Documentary evidence will be required to support the claim.

Assessment Review (appeal)If you feel that you have been disadvantaged in some waythrough the assessment process which adversely affectsyour award / grade, then an opportunity is available for you tomake an application for assessment review. Copies of theprocedure and the necessary documentation can be obtainedfrom the School of Science & Engineering AdministrationOffice or via the Student Ombudsman Office.

Academic Miscond ct

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To ensure that students are treated fairly and equitably,academic misconduct is divided into the following threetypes:

1. Academic Negligence: This is regarded as the leastserious offence and covers first time minor offences.It includes plagiarism that is small in scale, notrelated to the work of other students, and which isconsidered to have resulted from ignorance orcarelessness.

2. Academic Malpractice: This covers extensive

paraphrasing of material with no acknowledgementof the source, systematic failure to reference,submitting work which has already been submittedfor another assignment, and subsequent cases of

Academic Negligence.

3. Academic Cheating: This is regarded at the mostserious offence and covers Plagiarism indissertations/final year projects/taught doctoratemodules, collusion with other students, theft,commissioning/purchasing work, falsification ofresults/data, and all examination irregularities.

If suspected of academic misconduct, you will be required toattend either an informal or formal meeting and ifsubsequently found guilty, you will receive a penalty, themost serious of which can be exclusion from the University.

The processes and penalties are described in Appendix 2 ofthe Regulations. If you are found guilty of academicmisconduct after the end of your course, any award that youhave received may be withdrawn. This can be done after you

Take care when making notes from books orarticles. Always keep a record of whether yournotes are a paraphrase of the source or a directquotation, so that you don’t inadvertently includequotes without proper acknowledgement. [This is afrequently cited reason students give when accusedof academic misconduct.]

Seek support from your Module or programmeLeader if you are experiencing difficulties incompleting your work on time.

Don’t

Cut and paste (or reproduce) chunks of material

from electronic sources or books/articles. Even ifyou acknowledge the source, material not stated asbeing a direct quotation will make you vulnerable toan accusation of academic misconduct.

Loan your work to other students. If it is thencopied, you may be accused of academicmisconduct.

Borrow work from current or previous students.

Submit the same work for different assessments. Get someone else to do your work. Essay-writing

web sites don’t always keep their promises andhave been known to inform universities of studentswho have purchased work.

Support for Your Learning

Academic SupportIf you are experiencing difficulty coping with the material inany module, you should initially approach the Module Leader,

d l i th bl It i i il th M d l L d



this service, and the request forms are available from theL&IS website http://lis.tees.ac.uk/offcampus/

Electronic ResourcesThe L&IS website (http://lis.tees.ac.uk) provides details ofservices available and acts as a gateway to a wide range ofelectronic learning resources such as the Catalogue, subjectguides, searchable databases, electronic books andelectronic journals. A wide range of guides, factsheets andonline tutorials are available to help you access and use theresources and facilities. L&IS maintains an online set ofSources for your subject area at: http://lis.tees.ac.uk/subject

Databases for your subject area include:

Scopus – the world's largest abstract and citation databasecovering 15,000 scientific, technical, medical, social science,psychology and economic peer reviewed journals. Scopusalso performs an integrated search of the scientific Web viathe search engine Scirus. The Scopus factsheet gives

details on how to access and search this databasehttp://lis.tees.ac.uk/factsheets/fs43.pdf

ScienceDirect - one of the most comprehensive databasesof primary literature available in the sciences. It contains thefull text of more than 2,000 peer reviewed journals in the life,physical, medical, technical, and social sciences. It alsocontains abstracts from the core journals in the majorscientific disciplines. The ScienceDirect factsheet gives

details on how to access and search this databasehttp://lis.tees.ac.uk/factsheets/fs44.pdf

Web of Knowledge - provides access to current andt ti ltidi i li i f ti f i t l

digitisation service to make book chapters and journal articlesthat cannot be purchased electronically available on E-learning @Tees. Students based in the UK can have booksand journal articles posted out to them. Dedicated off-campussupport staff are available to assist distance learners withtheir queries http://lis.tees.ac.uk/offcampus

Online factsheets provide guidance on electronic resources. An information skills online tutorial teaches students how tofind electronic journals and how to evaluate information onthe Internet. Students can also seek support through theinstant messaging ‘Chat Reference’ service, the AskLisar

email service or by telephoning the Subject Librarian forscience & engineering. The Hub website http://lis.tees.ac.ukprovides advice on referencing and avoiding plagiarism.

For locally based students, or if you are visiting, theUniversity’s Library provides access to books including e-books, DVDs, journals, computers and other learningresources. It is designed to provide a user-friendly learningenvironment, with open access to shelves, ICT equipmentand other information services. Visit their website athttp://lis.tees.ac.uk/ for more information.

Opening HoursTerm TimeMonday - Thursday 8am – midnight*Friday 8am - 8pm*Saturday 11am - 8pm

Sunday 11am - 10pm* Please not e that from 8 am - 8.30 am and 10 pm -

midnight the Library is open on a 'Self-service' basis.During 'Self-service' hours the Library is only open to

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Your TUSC is your Library card and your borrower number isthe number above the upper barcode. Your PIN is a 4-digit

number unique to you and is required to renew your loanseither over the telephone or via the web. You will also requireyour PIN to access other University systems e.g. Unity, theUniversity portal.

Staff and students can set up their own PINs via -https://myaccess.tees.ac.uk/pcs/ by selecting the option to"Manage your security details". Alternatively you cantelephone the Library on 01642 342992 and request your PIN

to be posted out to you or ask at the Enquiry Desk in theLibrary.

ICT AccountYour ICT account is your username and password which youneed to log on to the networked computers in the Library.The networked computers give access to the Internet,Microsoft Office, the Catalogue and specialist databases andsoftware. A wide range of electronic resources can also be

accessed off campus from any computer, which has anInternet connection. To do this you will normally need to useyour ICT account details.

It is recommended that you set up an automatic redirect tothe email address that you access regularly.

JournalsResearch and review articles from scientific journals are animportant source of information. You will be directed torelevant journals titles by your tutors.

Online information on a wide range of topics includingreferencing, writing, critical thinking skills and informationliteracy can be accessed via the Library and InformationServices website at http://lis.tees.ac.uk

T: 01642 342100

W: http://lis.tees.ac.uk

Further HelpL&IS provides a range of factsheets, quick guides and auseful induction guide.

For further help with finding resources relating to your courseplease contact the Science & Technology team in the Libraryor email Clare Barber (Subject Librarian – Science &Engineering): [email protected]

For general L&IS and ICT enquiries contact:[email protected]

For enquiries about loans, reservations, fines etc. contact:[email protected]

For off campus support when using online databases andother library resources contact: [email protected]

Student Support OfficerThe School also has a Student Support Officer, SandraMcCormick ([email protected]) who can helpstudents to access advice and support, and can often provideguidance directly on many issues








More details are available athttp://www.tees.ac.uk/sections/studentsupport/

In the first instance, students who require special needsprovision should contact the School Special NeedsCoordinator, Garry Bishop ([email protected]), who willmake arrangements for expert assessment of needs, and beable to communicate agreed arrangements to relevantteaching staff. Students requiring special needs provisionare advised to discuss their situation with their ProgrammeLeader. Confidentiality is always respected.

Student Health ServiceThe Student Health Service has a registered nurse that canprovide confidential advice about any health-related problemsthat you may have. Where appropriate, treatment is availableand drop-in clinics are held daily. Advice on health matterscan be sought from the University Student Health Advisor on01642 343202.

A student counselling service is available. More details ofthese and similar services are available athttp://www.tees.ac.uk/sections/studentsupport/

Change of Personal

Details

It is important that we are kept informed of any changes inyour personal details, such as your name, telephone numberor address. Such information is essential so that Assessment/A d lt t l d d d t d

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20 | P a g e

Appendix 1

The programme will enable students to develop the knowledge and skills listed below.On successful completion of the programme, the student will be able to:

Knowledge and Understanding (insert additional rows as necessary)

K1 Demonstrate detailed knowledge and understanding of the mathematical methodsnecessary to support the application of electrical & electronic principles.

K2 Demonstrate detailed knowledge and understanding of scientific principles underpinningelectrical & electronic devices and circuits.

K3 Apply, question and relate electrical & electronic engineering principles to producesolutions to a range of electrical & electronic engineering problems.

K4 Demonstrate detailed knowledge and understanding of the management techniquesinvolved in a range of design projects.

K5 Demonstrate a detailed knowledge of electrical and electronic engineering systems andprocesses and undertake a guided project.

K6 Critically review and select engineering analysis techniques and use them in well definedelectrical and electronic engineering problems.

K7 Demonstrate knowledge of workshop/laboratory practice.

Cognitive/Intellectual Skills (insert additional rows as necessary)

C1 Idenify and apply suitable computer based methods or quantative methods for simulatingElectrical & Electronic devices, circuits and design solutions.

C2 Identify and select suitable tools to enable the measurement and testing of well definedelectrical & Electronic circuits and design solutions.

C3 Interpret manufacturers’ data sheets and justify the use of particular components.

C4 Apply, analyse and interpret measurement and test data from a variety of practical testsor simulations to the solution of electrical & electronic engineering problems.

C5 Identify and select design solutions for a predefined electrical and electronic engineeringproblem ensuring flexibility and fitness for purpose.

Practical/Professional Skills (insert additional rows as necessary)

P1 Able to act with increased autonomy with reduced need for supervision to producesolutions that integrate knowledge of mathematics, science, information technology,



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design, business context and electrical & electronic engineering practice to solve routineproblems.

P2 Identify and select appropriate codes of practice and industry standards relating to avariety of situations and including quality standards within the Electrical and Electronicsindustry.

Key Transferable Skills (insert additional rows as necessary) T1 Produce reports and present information verbally appropriate to the context of the

Electrical and Electronics industry.T2 Use a range of technological equipment and systems appropriate to the Electrical and

Electronics discipline.T3 Demonstrate numerical and statistical skills appropriate to the Electrical and Electronics

discipline.



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Appendix 2

Assessment Schedule – Typical HND in Electrical and Electronic Engineering

Note: This is for guidance only and weeks relate to your start date not University academic week numbers

Module NameFormative

Assessment Type andWeek of Completion

Summative Assessment Type and Week of Submission

Year 1

Analytical Methodsfor Engineers

Self assessmentquestions and answersincluded in the modulelearning pack.

One single component of assessment, comprising four elements, in the form of an in-course assessment.Each assessment is equally weighted and comprises a set of, on average 5-10 short answer questionsElement 1 Week 4Element 2 Week 8

Element 3 Week 12Element 4 Week 16

Engineering Science Self-assessmentquestions and answersat the end of eachlesson to allow forprogression of learning..

One single component of assessment, comprising four elements, in the form of an in-course assessment.Each assessment is equally weighted and comprises a set of, on average 5-10 short answer questions.Element 1 Week 20Element 2 Week 24Element 3 Week 28Element 4 Week 32

Digital and AnalogueDevices and Circuits

Self-assessmentquestions and answersat the end of eachlesson to allow forprogression of learning..

One single component of assessment, comprising three equally weighted elements, in the form of an in-course assessment.

Element 1 comprises short answer questions including circuit design.

week 36

Element 2 will require the student to design and simulate operational amplifier circuits (recommended useof PSpice software)

Design report 5-10 pages including circuits diagrams and test data

Week 40



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Element 3 this element will take the form of a design exercise to an engineering problem concerning adigital system

Design report 5-10 pages including circuit diagrams and test data

Week 44

Year 2

EngineeringApplications


One single component of assessment, comprising four equally weighted elements, in the form of an in-course assessment comprising short project style reports of approximately 500 words each that detail theprofessional development activities that the student has undertaken in the workplace and show how eachactivity has contributed to the student’s progress and the advancement of their abilities in engineering;technically, managerially, and personally.

Element 1 week 4

Element 2 week 8

Element 3 week 12

Element 4 week 16

Programmable LogicControllers


One single component of assessment, comprising four equally weighted elements, in the form of an in-course assessment. Element 1 comprises a set of, on average 5-10 short answer questions.

Week 20

Element 2 comprises a set of, on average 5-10 short answer questions.

Week 24


Week 28

Element 4 is a practical assessment which is based around several programming design report includingladder diagrams 5-10 pages

Week 32

MicroprocessorSystems

Self-assessmentquestions and answersat the end of eachlesson to allow for

One single component of assessment, comprising three elements equally weighted, in the form of an in-course assessment.




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progression of learning..

Week 36

Element 2 will require the use of an Arduino based microprocessor kit available on loan from the unit. Theelement will require the student to design and test three software programmes to solve three engineeringbased problems.

Report including flowcharts, test data and program listing 10-15 pages

Week 40

Element 3 three case studies of engineering problems, each case study will require a short report ofapproximately 500 words.

Week 44

Year 3

Distributed Controlsystems


Evidence will be provided from a single component of assessment, comprising four elements, equallyweighted, in the form of an in-course assessment. Each assessment comprises a set of, on average 5-10short answer questions which are related to the sequence and content of the lessons provided within thelearning materials.

Element 1 week 4

Element 2 week 8

Element 3 week 12

Element 4 week16

Applications ofHydraulics &Pneumatics

Self-assessmentquestions and answersat the end of each

lesson to allow forprogression of learning..

Evidence will be provided from a single component of assessment, comprising three elements, in the formof an in-course assessment. Each assessment comprises a set of, on average 5-10 short answerquestions which are related to the sequence and content of the lessons provided within the learning

materials.Element 1 week 20

Element 2 week 24

Element 3 week 28

Electrical andElectronic Principles

Self-assessmentquestions and answersat the end of eachlesson to allow for

One single component of assessment, comprising four elements equally weighted, in the form of an in-course assessment. Each assessment comprises a set of, on average 5-10 short answer questions.

Element 1 week 32



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progression of learning..

Element 2 week 36

Element 3 week 40

Element 3 week 44

Year 4

Combinational &Sequential Logic

Self-assessmentquestions and answersat the end of eachlesson to allow forprogression of learning.

Evidence will be provided from a single component of assessment, comprising four elements, equallyweighted, in the form of an in-course assessment.

Element 1 comprises 5-10 short answer questions. Week 4

Element 2 comprises short answer questions including circuit design problems. It will require the student todesign and simulate circuits ( recommended use of PSpice software).

Week 8

Element 3) this element will take the form of a design exercise to an engineering problem based aroundsequential logic and will require the loan of a kit from the unit to enable the student to design ,build and test

the circuit and produce a design report, 5- 10 pages including circuit diagrams and test data. Week 12

Element 4 will take the form of a design exercise to an engineering problem and will require the loan of a kitfrom the unit to enable the student to design ,build and test the circuits and produce a design report of 5-10pages length including circuit diagrams and test data.

Week 16

OperationalAmplifiers

Self-assessmentquestions and answersat the end of each

lesson to allow forprogression of learning.

Evidence will be provided from a single component of assessment, comprising four, equally weighted,elements in the form of an in-course assessment.

Element 1 will consist of a set of four to six questions relating to the analysis and design of linear and non-

linear operational amplifier circuits. The assessment element will involve the use of PSpice as a tool toemulate and verify designed circuits

Week 20

Element 2 will consist of a range of four to six short-answer and problem-solving questions relating to theperformance characteristics of operational amplifiers and the use of manufacturers’ data sheets,

Week 24

Element 3 will consist of a blend of four to six short-answer and problem-solving questions relating to



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oscillator circuits. The element will also include an oscillator design exercise, documented by a report ofapproximately 750words

Week 28

Element 4 will consist of a blend of short-answer and problem-solving questions relating to filter

performance and design. The element will also include a filter design exercise, documented by a report ofapproximately 750words

Week 32

Electronics Self-assessmentquestions and answersat the end of eachlesson to allow forprogression of learning.

Evidence will be provided from a single component of assessment, comprising three, equally weightedelements, in the form of an in-course assessment.

Element 1 will comprise a set of 4 to 6 short-answer and problem solving questions involving the selectionand use of appropriate formulae week 36

Element 2 will consist of a set of 4 to 6 short-answer and problem solving questions as well as a report ofapproximately 750 words on the design of an amplifier circuit week 40.

Element 3 will consist of a set of 4 to 6 short-answer and problem solving questions as well as a report of 3or 4 pages the design of an oscillator circuit

Week 44

Year 5

BusinessmanagementTechniques


The in-course assessment will take the form of a series of elements of assessmentgenerally comprising 5-10 questions. It will assess their ability to research, interpret andanalyse a problem and to produce a workable solution.Element 1 will focus on financial Sources, engineering company location factors,business articles of association and engineering works organisation and functions.

Week 4

Element 2 will focus on break even calculations, net present values, project costanalysis standard costing and budget variance, apportionment of overheads, marginalcosting and ABC costing techniques.Week 8

Element 3 will focus on financial planning and control, short, medium, and long termplans, strategic plans, operational planning, company accounts, revenue and costs andcapital investment.



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Week 12 Element 4 will focus on project tendering, planning and scheduling, projectmanagement computer software package and programme ,project resources andrequirements, Gantt charts, critical path and precedence.Week 16

ElectromagneticCompatibility


Evidence will be provided from a single component of assessment, comprising four, equally weighted,elements equally weighted, in the form of an in-course assessment.

Element 1 will take the form of an industry-based case study in which the student will produce an 800 to1000 word report

Week 20

Each of elements 2, 3 and 4 will comprise a small number of questions (typically 4-6) requiring a blend ofshort descriptive answers including the reproduction of diagrams; numerical calculations requiring theinterpretation of technical descriptions and circuit drawings, and the identification and use of appropriateformulae,

Week 24 Week 28

Week 32

Engineering Design Self-assessmentquestions and answersat the end of eachlesson to allow forprogression of learning.

Week 36

Week 40

Project Self-assessmentquestions and answersat the end of eachlesson to allow forprogression of learning.

One single component of assessment comprising three equally weighted elements:Element 1 comprises a logbook or project diary documenting the progress of the project on a periodic basisWeek 44Element 2 comprises a project report of approximately 3000 wordsWeek 48Element 3 oral presentation of the project 5-10 minsWeek 50



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Appendix 3

Module Leaders contact details

Module Module Tutor Contact Tel. Contact email

Analytical Instrumentation (FOL) David Peel +44 (0)1642 342731 [email protected]

Analytical Methods for Engineers (FOL) David Wishart +44 (0)1642 738215 [email protected]

Applications of Pneumatics and Hydraulics (FOL) David Craddock +44 (0)1642 342559 [email protected]

Business Management Techniques (FOL) David Wishart +44 (0)1642 738215 [email protected]

Chemical Engineering Unit Operations (FOL) David Peel +44 (0)1642 342731 [email protected]

Combinational and Sequential Logic (FOL) Derek Casson +44 (0)1642 342526 [email protected]

Control Systems and Automation (FOL) David Craddock +44 (0)1642 342559 [email protected]

Digital and Analogue Devices and Circuits (FOL) Derek Casson +44 (0)1642 342526 [email protected]

Distributed Control Systems (FOL) Neville Winter +44 (0)1642 342476 [email protected]

Electrical and Electronic Principles (FOL) Derek Casson +44 (0)1642 342526 [email protected]

Electrical Machines (FOL) Neville Winter +44 (0)1642 342476 [email protected]

Electrical Services (FOL) Neville Winter +44 (0)1642 342476 [email protected]

Electrical Supply and Distribution (FOL) Neville Winter +44 (0)1642 342476 [email protected]

Electrical Systems Protection (FOL) Neville Winter +44 (0)1642 342476 [email protected]


































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Electromagnetic Compatibility (FOL) Derek Casson +44 (0)1642 342526 [email protected]

Electronics (FOL) Derek Casson +44 (0)1642 342526 [email protected]

Engineering Design (FOL) David Craddock +44 (0)1642 342559 [email protected]

Engineering Science (FOL) David Wishart +44 (0)1642 738215 [email protected]

Engineering Thermodynamics (FOL) David Craddock +44 (0)1642 342559 [email protected]

Fluid Mechanics (FOL) David Craddock +44 (0)1642 342559 [email protected]

Heat Transfer and Combustion (FOL) David Peel +44 (0)1642 342731 [email protected]

Instrumentation and Control Principles (FOL) Derek Casson +44 (0)1642 342526 [email protected]

Lighting (FOL) Neville Winter +44 (0)1642 342476 [email protected]

Mass and Energy Balance (FOL) David Peel +44 (0)1642 342731 [email protected]

Mass Transfer Operations (FOL) David Peel +44 (0)1642 342731 [email protected]

Materials Engineering (FOL) David Craddock +44 (0)1642 342559 [email protected]

Measurement of Process Variables (FOL) Neville Winter +44 (0)1642 342476 [email protected]

Mechanical Principles (FOL) David Craddock +44 (0)1642 342559 [email protected]

Mechatronic Systems Principles (FOL) David Craddock +44 (0)1642 342559 [email protected]

Microprocessor Systems (FOL) Derek Casson +44 (0)1642 342526 [email protected]

Operational Amplifiers (FOL) Derek Casson +44 (0)1642 342526 [email protected]

Plant Services (FOL) David Craddock +44 (0)1642 342559 [email protected]










































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Programmable Logic Controllers (FOL) Neville Winter +44 (0)1642 342476 [email protected]

Project (FOL) Derek Casson +44 (0)1642 342526 [email protected]

Safety Engineering (FOL) David Wishart +44 (0)1642 738215 [email protected]

Semiconductor Physical Electronics (FOL) Derek Casson +44 (0)1642 342526 [email protected]











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Appendix 4

Excel – Grading Higher National Units

Each module will be graded as a pass, merit or distinction.

A pass is awarded for the achievement of all outcomes against the assessment criteria specified in the module

Merit and distinction grades are awarded for higher-level achievement.Edexcel (the awarding body) give generic merit and distinction grade descriptors used by tutors for grading the total evidence produced for each module anddescribe the student’s performance over and above that for a pass grade.

Grade descriptors

Pass grade

A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit.

Merit grade

MERIT DESCRIPTORS INDICATIVE CHARACTERISTICS

In order to achieve a meritthe learner must:

The student’s evidence shows:

1. identify and apply strategies to findappropriate solutions

effective judgements have been made complex problems with more than one

variable have been explored

an effective approach to study and researchhas been applied

2. select/design and applyappropriate methods/ techniques

relevant theories and techniques have beenapplied

a range of methods and techniques havebeen applied



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a range of sources of information has beenused

the selection of methods andtechniques/sources has been justified

the design of methods/techniques has been

justified complex information/data has been

synthesised and processed

appropriate learning methods/techniqueshave been applied

3. present andcommunicateappropriate findings

the appropriate structure and approach hasbeen used

coherent, logical development ofprinciples/concepts for the intended audience

a range of methods of presentation havebeen used and

technical language has been accurately used

communication has taken place in familiarand unfamiliar contexts

the communication is appropriate for familiarand unfamiliar audiences and appropriatemedia have been used

Distinction grade

DISTINCTION DESCRIPTORS INDICATIVE CHARACTERISTICS

In order to achieve adistinction the learner must:

The learner’s evidence shows:

1. use critical reflection toevaluate own work and

justify valid conclusions

conclusions have been arrived at throughsynthesis of ideas and have been justified

the validity of results has been evaluatedusing defined criteria

self-criticism of approach has taken place



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realistic improvements have been proposedagainst defined

characteristics for success

2. take responsibility formanaging and organisingactivities

autonomy/independence has beendemonstrated

substantial activities, projects orinvestigations have been

planned, managed and organised

activities have been managed

the unforeseen has been accommodated

the importance of interdependence has beenrecognised and achieved

3. demonstrate

convergent/lateral/creative thinking

ideas have been generated and decisions

taken self-evaluation has taken place

convergent and lateral thinking have beenapplied

problems have been solved

innovation and creative thought have beenapplied

receptiveness to new ideas is evident

effective thinking has taken place in unfamiliarcontext

electrical engineering2

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