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6/17/2021
ED402 Assignment 3:
Curriculum Evaluation
for EE212 – Analog
Electronics Part A: Conceptual Map
Part B: Evaluating Learning &
Teaching
Part C: Teaching Evaluation
Template
Sheikh Izzal Azid (S11012039) THE UNIVERSITY OF THE SOUTH PACIFIC
Part A: Conceptual Map for Curriculum Evaluation Plan
Figure 1: Conceptual Map of the Curriculum Evaluation Plan
References 1. Biggs, J., 2003. Aligning teaching and assessment to curriculum objectives. s.l.: higher
Education Academy.
2. Dihoff, R. E., Brosvic, G. M. & Epstein, M. L., 2003. The Role of Feedback During
Academic Testing: The Delay Retention Effect Revisited. The Psychological Record,
Volume 53, pp. 533 - 548.
3. Harnan, M., 2019. Curriculum Development Cycle. [Online]
Available at: http://institute-of-progressive-education-and-learning.org/k-12-education-
part-ii/k-12-curriculum/curriculum-development-cycle/
[Accessed 17 June 2021].
4. Hayward, E. L., 2007. Curriculum, pedagogies and assessment in Scotland: The quest for
social justice. ‘Ah kent yir faither’. Assessment in Education, 14(2), pp. 251 - 268.
5. Limniou & Smith, 2014. The role of feedback in e-assessments for engineering education.
Education and Information Technologies, Volume 19, pp. 209 - 225.
6. Mubayrik, H. F. B., 2020. New Trends in Formative-Summative Evaluations for Adult
Education. SAGE Open, 10(3), pp. 1 - 13.
7. The University of Arizona, 2019. Assessment and Evaluations. [Online]
8. Available at: https://phoenixmed.arizona.edu/assessment/measurement-tools
[Accessed 17 June 2021].
9. Watson, M., 2016. Professional Practise in Higher Education Teaching. 5 ed. s.l.:Abertay
University Press.
Part B: Evaluating Learning and Teaching (i) Curriculum Map
The following table is a simple curriculum map that highlights the constructive alignment between the course learning outcomes,
teaching learning activities and the assessment tasks.
Table 1: Curriculum Mapping Matric for EE212
Intended
Curriculum Taught Curriculum Assessed Curriculum
Course Learning
Outcomes for
EE212
Content Teaching and
Learning Activities
Student Workload (Hours) Assessment Tasks
Activity Hours
1. Analyse
analog
circuits and
devices
Review of
Semiconductors:
Atomic Structure.
Insulators,
Conductors and
Semi-Conductors.
Current in Semi-
Conductors. N-Type
& P-Type
Semiconductors. The
Junction Diode,
Biasing, V-I
Characteristics,
Diode Models.
Lectures
Tutorials
In – Class
discussion
Group
Discussion
Supplementary
Videos
Online
Diagnostics
Test
Lecture
Participation
Tutorial
Preparation
Tutorial
Participation
Laboratory
Participation
Laboratory
Preparation
Mid – Term
Exam
1
42
26
13
39
6.5
20
Online Diagnostics Test –
to test student’s prior knowledge.
Short Test – to test students
understanding of specific sections.
Online Quiz – to test
students understanding of specific
concepts.
Project – a simple design
project to test for functional
knowledge.
Final Exam – tests the
application of concept that were
taught during the semester.
Diode Applications
and Special Purpose
Diodes: Half-Wave
and Full-Wave
Rectifiers. Power
Supply Filters and
Regulators. Diode
Lectures
Tutorials
In – Class
discussion
Practical
Group
Discussion
Short Test – to test students
understanding of specific sections.
Online Quiz – to test
students understanding of specific
concepts.
Labs – assesses student’s
ability to analyze data obtained from
Limiting and
Clamping Circuits.
Voltage Multipliers.
Zener Diode and its
Applications.
Varactor Diode.
Optical Diodes.
Supplementary
Videos
Preparation
Mid – Term
Exam
Participation
Project
Preparation
Project
Demonstration
Final Exam
Preparation
Final Exam
Participation
2
40
1
40
3
the experiments and make
scientifically conclusive remarks.
Project – a simple design
project to test for functional
knowledge.
Final Exam – tests the
application of concept that were
taught during the semester
Bipolar Junction
Transistors: BJT
Structure and Basic
Operation. BJT
Characteristics and
Parameters.
Introduction to BJT
Applications:
Amplifier, Switch.
Phototransistor.
Transistor Categories
and Packaging.
Lectures
Tutorials
In – Class
discussion
Practical
Group
Discussion
Supplementary
Videos
Short Test – to test students
understanding of specific sections.
Online Quiz – to test
students understanding of specific
concepts.
Labs – assesses student’s
ability to analyze data obtained from
the experiments and make
scientifically conclusive remarks.
Project – a simple design
project to test for functional
knowledge.
Final Exam – tests the application of
concept that were taught during the
semester
BJT Bias Circuits and
Amplifiers: DC
Operating Point. Bias
Circuits: Voltage
Divider, Collector
Feedback, Base-Bias,
Emitter-Follower and
Others Bias.
Amplifier Operation.
Transistor AC
Lectures
Tutorials
In – Class
discussion
Practical
Group
Discussion
Supplementary
Videos
Short Test – to test students
understanding of specific sections.
Online Quiz – to test
students understanding of specific
concepts.
Labs – assesses student’s
ability to analyze data obtained from
the experiments and make
scientifically conclusive remarks.
Models. BJT
Amplifiers:
Common-Emitter,
Common-Collector,
Common-Base.
Project – a simple design
project to test for functional
knowledge.
Final Exam – tests the
application of concept that were
taught during the semester
Field-Effect
Transistors: JFET:
Structure,
Characteristics,
Parameters and
Biasing. JFET Ohmic
Region. MOSFET:
Structure,
Characteristics,
Parameters and
Biasing.
Lectures
Tutorials
In – Class
discussion
Practical
Group
Discussion
Supplementary
Videos
Short Test – to test students
understanding of specific sections.
Online Quiz – to test
students understanding of specific
concepts.
Labs – assesses student’s
ability to analyze data obtained from
the experiments and make
scientifically conclusive remarks.
Project – a simple design
project to test for functional
knowledge.
Final Exam – tests the
application of concept that were
taught during the semester
2. Conduct
investigation
on analog
systems
FET Amplifiers and
Switching Circuits:
FET Amplifiers:
Common-Source,
Common-Gate,
Common-Drain.
MOSFET Switching:
Analog, Digital.
Lectures
Tutorials
In – Class
discussion
Practical
Group
Discussion
Supplementary
Videos
Short Test – to test students
understanding of specific sections.
Online Quiz – to test
students understanding of specific
concepts.
Labs – assesses student’s
ability to analyze data obtained from
the experiments and make
scientifically conclusive remarks.
Project – a simple design
project to test for functional
knowledge.
Final Exam – tests the application
of concept that were taught during
the semester
Introduction to
Operational
Amplifiers: Op-Amp
Basics. Inverting and
Non-Inverting
Configurations. DC
Analysis of Op-Amp
Circuits.
Teamwork and Ethics
Lectures
Tutorials
In – Class
discussion
Practical
Group
Discussion
Supplementary
Videos
Short Test – to test students
understanding of specific sections.
Online Quiz – to test
students understanding of specific
concepts.
Labs – assesses student’s
ability to analyze data obtained from
the experiments and make
scientifically conclusive remarks.
Project – a simple design
project to test for functional
knowledge.
Final Exam – tests the application
of concept that were taught during
the semester
Op-Amp Circuits:
Voltage Buffers,
Comparators,
Summing Amplifiers,
Integrators and
Differentiators,
Instrumentation
Amplifiers, Log and
Anti-Log Amplifiers,
Converters and Other
Op-Amp Circuits
Lectures
Tutorials
In – Class
discussion
Practical
Group
Discussion
Supplementary
Videos
Short Test – to test students
understanding of specific sections.
Online Quiz – to test
students understanding of specific
concepts.
Labs – assesses student’s
ability to analyze data obtained from
the experiments and make
scientifically conclusive remarks.
Project – a simple design
project to test for functional
knowledge.
Final Exam – tests the application
of concept that were taught during
the semester
Introduction to
Filters: Basic Filter
Responses, Filter
Response
Characteristics,
Active Low-Pass
Filters, Active High-
Pass Filters, Active
Band-Pass Filters,
Active Band-Stop
Filters
Lectures
Tutorials
In – Class
discussion
Group
Discussion
Supplementary
Videos
Short Test – to test students
understanding of specific sections.
Online Quiz – to test
students understanding of specific
concepts.
Project – a simple design
project to test for functional
knowledge.
Final Exam – tests the application
of concept that were taught during
the semester
Introduction to
Oscillators:
Oscillator Basics,
Wien Bridge
Oscillators, Phase
Shift Oscillators.
Lectures
Tutorials
In – Class
discussion
Group
Discussion
Supplementary
Videos
Short Test – to test students
understanding of specific sections.
Online Quiz – to test
students understanding of specific
concepts.
Project – a simple design
project to test for functional
knowledge.
Final Exam – tests the application
of concept that were taught during
the semester
3. Demonstrate
Teamwork
Introduction to
software (such as
Circuit Maker), tools
and electronic
components.
Practical
Discussions &
experiments
conducted in groups
Practical
demonstration
Labs – assesses student’s
ability to analyze data obtained from
the experiments and make
scientifically conclusive remarks.
Project – a simple design
Project – a simple design project to
test for functional knowledge.
Total Hours: 233.5 Hours
(ii) Assessment Portfolio, Assessment Details and Marking Rubrics
The following table outlines the assessment portfolio for EE212 for which the respective
assessments and relevant marking rubrics have been developed. Moreover, the assessments that
have been developed can be offered through two modes of delivery (Face to Face (F2F) and
Online).
a. Table 2: Assessment Portfolio for EE212
TYPE OF
ASSESSMENT
WEIGHT COMMENTS LEARNING
OUTCOME
14.1 CONTINUOUS ASSESSMENT – 50%
Short Tests 14%
Two short test, unrehearsed
performed under strict
supervision
Rationale:
• To test student’s
understanding of specific
sections
• To provide feedback to
students and the lecturer
1 and 2
Labs 16%
There will be ten assessed
laboratories.
Rationale
This will help students’
ability to analyse data
obtained from the
experiments and draw
scientific conclusions
from it.
1 and 2
Online Quiz 10%
The assignment problem
requires applying the
techniques taught.
Rationale
To test students’
understanding of
specific concepts and
sections
1 and 2
To provide feedback to
the lecturer and the
student
To encourage students
to work consistently
Projects 10%
A simple design project to be
carried out in groups of three
(maximum) after the mid-
semester break. Students will
be required to choose their own
project topics and should start
doing preliminary research
from the start of the semester.
1,2 and 3
14.2 FINAL EXAMINATION
Exam 50%
A summative assessment
mostly on application of
concepts taught during the
semester. Performed under
strict supervision, with an
allocated time (3hr) to respond.
A minimum of 40% is required
for an overall pass in this
course.
1 and 2
b. Assessment Tasks and Rubrics Diagnostics Assessment (For F2F and Online Mode)
1. Online Diagnostics Test
Instruction: Attempt the Online Diagnostics Test by 11.59 pm Fiji Time on Friday of Week 1.
1. When finding RTH, and we ______ dependent source but turn off independent source in
the circuit.
a. turn off
b. remove
c. do not turn off
d. do not turn on
Explanation: dependent sources depends on resistors, hence we do not turn off
2. The Thevenin voltage is the__________
a. Open circuit voltage
b. Short circuit voltage
c. Open circuit and short circuit voltage
d. Neither open circuit nor short circuit voltage
Explanation: Thevenin voltage is obtained by opening the specified terminals so it is open
circuit voltage. It is not the short circuit voltage because if specified terminals are shorted
voltage is equal to zero.
3. The Norton current is the_______
a. Short circuit current
b. Open circuit current
c. Open circuit and short circuit current
d. Neither open circuit nor short circuit current
Explanation: Norton current is obtained by shorting the specified terminals. So, it is the
short circuit current. It is not the open circuit current because if specified terminals get
open circuited then current is equal to zero.
4. Transform 60cos(50t+40°) A to phasor
a. 60∠40°A
b. 60∠-40°A
c. 60∠130°A
d. 60∠-130°A
Explanation: A cos(wt+θ) is A∠θ
5. A voltage source v(t)= 100cos (60t+20) V is applied to a 50uF capacitor. What is the
impedance (phasor form) of the capacitor?
a. –j0.003Ω
b. -j300Ω
c. -j333Ω
d. –j33 Ω
Explanation: Xc = 1
𝑗𝑤𝑐=
1
𝑗60×50𝜇 = -j333 Ω
6. Determine the resonant frequency for the specifications: R = 10Ω, L = 0.1H, C = 10µF.
a. 157
b. 158
c. 159
d. 160
Explanation: The frequency at which the resonance occurs is called resonant frequency.
The expression of the resonant frequency is given by fr = 1/(2π√LC). On substituting the
given values we get resonant frequency = 1/(2π√(0.1×10×10-6))=159.2 Hz.
7. The circuits temporary response that will die out with time is known as
a. Trainset response
b. Steady state response
c. Step response
d. Complete response
Explanation: A transient response of a circuit is a temporary change in the way that it
behaves due to an external excitation, that will disappear with time.
8. A Supermesh is formed by presence of
a. Voltage source connected between two meshes
b. Current source connected between two meshes.
c. Voltage source connected in parallel to two mesh
d. Current source connected in parallel to two mesh
Explanation: For supermesh we apply KVL, hence it will be difficult to apply KVL at current
source. Therefore, we have to apply supermesh technique.
9. Determine the current that flows through an 8Ω resistor connected to a voltage
source v (t) =110∠50°V
a. 13.75∠50°A
b. 13.75∠-50°A
c. 13.75A
d. 13.75∠140°A
Explanation: 110∠50°V / 8∠0 Ω = 13.75∠50°
10. For a star connected three phase AC circuit ———
a. Phase voltage is equal to line voltage and phase current is three times the line
current
b. Phase voltage is square root three times line voltage and phase current is equal to
line current
c. Phase voltage is equal to line voltage and line current is equal to phase current
d. None of the above
Explanation
A star connected AC circuit is achieved by connecting each end of the winding to a
common point known as neutral point and leaving the other end of each winding free.
While voltage across each coil is the phase voltage, potential difference between each
free end is the line voltage.
Formative Assessments
1. Lab Reports (F2F and Online Students)
Weighting: 16%
Due Date: The Lab Reports are to be submitted on Moodle for the respective lab session prior to
starting the next lab session. You will be given 1 week to complete the lab reports and submit.
This assessment is related to CLO1, CLO2 and CLO3:
Analyse analog circuits and devices
Conduct investigation on analog systems
Demonstrate Teamwork
Instructions:
F2F Students: Students are required to sign up and attend one lab session per week as per the Lab
Schedule specified in the course outline. Upon completion of the experiment (hardware), students
are required to write a scientific report. Students are required to discuss the results and data
obtained from the experiment and draw conclusions. Refer to the marking rubric for guidance
when writing the report.
Online Students: Students are required to spend 3 hours per week to carry out the software based
experiments. The teaching team will be online during the three hours to provide assistance to
students when needed. Upon completing the experiment, students are required to discuss the results
and data obtained and draw conclusions. This is to be presented in the form of a scientific report.
Refer to the marking rubric for guidance when writing the report.
The following marking rubric is to be used by both the online and F2F students.
2. Online Quiz (F2F and Online Students)
Weighting: 10%
Due Date: Sunday, 11.59pm Fiji Time as specified below.
Week Quiz No.
2 1
3 2
4 3
5 4
6 5
8 6
9 7
10 8
11 9
13 10
This assessment is related to CLO1 and CLO2:
Analyse analog circuits and devices
Conduct investigation on analog systems
Instructions: Upon attending lectures and tutorials each week, students are required to thoroughly
go through the learning materials and resources and reflect on the learning for each topic by
attempting a multiple choice based online quiz. Each quiz comprises of 10 questions that must
be attempted within 60 minutes, after which the quiz will automatically close and the student will
not be allowed to attempt it any further. The quiz will close automatically after the deadline has
been reached on Sunday, 11.59 pm Fiji Time, and students will no longer be able to attempt the
quiz. After the closure of the quiz, students are provided with feedback and solutions to each of
the questions.
3. Mini – Project (F2F and Online)
Weighting: 10%
This assessment is related to CLO1, CLO2 and CLO3:
Analyse analog circuits and devices
Conduct investigation on analog systems
Demonstrate Teamwork
Project Overview
The course EE212 is an introductory course in analog electronics. This is the first of two courses
that you will be doing in this area. As part of your project, which you will do in teams of 2 or 3,
you will identify a simple analogue electronics problem which can be solved within the scope of
this course. You will then formulate a problem statement, state the project objectives, provide a
short introduction, list the equipment needed, and provide an overview of the methodology to
be used in solving the problem. Note that all equipment should be available in-house. All this
will form part of your project proposal which will not be assessed but is compulsory. You can
discuss your project ideas with the course coordinator before submitting your project proposal.
Face – to – Face students are required to develop hardware based project proposals whereas the
online students are required to do software simulation based project proposals.
Once your project proposal has been accepted, you can start work on your project which will be
assessed in two ways: project demonstration and project report. In your project demonstration,
you will show the hardware (circuit) implementation and/or software simulation of the solution
that you have developed to solve the problem given in the problem statement. The project report
will follow the usual format and include all the necessary details such as circuits and
calculations/analysis.
You will be assessed on how much of a detailed analysis has been done of the problem based
on the knowledge gained in this course. The technical content of the project will form an integral
part of the assessment and you are expected to get information from datasheet for devices used
with proper referencing. A pure research based project will not be allowed.
Project Proposal (Compulsory)
Due Date: Sunday, Week 7 at 11.59 pm Fiji Time.
Instruction:
To get started, you have to fill in the project proposal form that is available on Moodle in the
Assessment Portfolio section.
Late submissions may incur some penalty on your total project mark. The project proposal form
has to be filled (typed) and uploaded on Moodle before the deadline by one group member only.
You will then be informed whether your project is approved or rejected and in the latter case,
you may have to revise your proposal or prepare a new one. You can also consult the course
coordinator before working on your project proposal.
Project Demonstration
Weighting: 2.5% Due Date: During the Lab sessions in Week 13. This is for the F2F as well as
the Online Students. Online students will do the project demonstrations via Zoom. A link will be
provided to students before the lab sessions.
Instruction:
Your project demonstration will be done during lab sessions (week 13 of lectures) with the
schedule to be given later. During project demonstration, you will present your work to the
assessor’s/lab demonstrators and at the end of the demonstration they will ask questions, if any. It
is very important that you know how to present your work. You may have done a good work but
if you don’t present your work properly, the assessors will not fully understand what you have
done and give less marks then you probably deserve.
The important points along which marks will be awarded in your demo are design, development,
testing, and analysis. It is extremely important that the project involves some degree
of experimentation and then analysis of results obtained through experimentation
(either hardware or software based) .
Marking Criteria (5% or 50 Marks)
Criteria Marks
Design 10
Testing and Analysis 5
Fully Functional 25
Question and Answers 10
Project Report
Weighting:3%
Due Date: Week 13, Prior to Demonstration Session. One project report is to be submitted per
group through Moodle. Late submissions will incur a deduction of 20% of marks per day unless
a valid reason is given for late submission.
Instruction:
Follow the project report template provided in the assessment portfolio on Moodle.
Project Documentary
Weighting: 2.5%
Due Date: Week 13, After your Demonstration Session. One video is to be submitted per group.
Late submissions will incur a deduction of 20% of marks per day unless a valid reason is given
for late submission.
Instruction:
You will be required to make a 5-minute short video on your project. This will be narrated by the
group. Burn the video on CD and submit it after the project demo.
Peer Assessment
Weighting: 2 %
Due Date: Submit the peer review forms prior to the groups project demonstration session through
Moodle.
Instruction:
Each member is to give an honest review of all other member’s contribution towards the
completion of the group project. This will also be kept confidential. Students are required to fill in
the peer review forms provided on Moodle in the Assessment Portfolio section.
Summative Assessment
1. Short Tests (For F2F and Online Mode)
Weighting: 14%
Short Test 1: Week 7
Short Test 2: Week 12
This assessment is related to CLO1 and CLO2:
Analyse analog circuits and devices
Conduct investigation on analog systems
Instruction:
F2F Students: You are required to sit for the test at the Laucala Campus during the specified
lecture time in weeks 7 and 12.
Online Students: You are required to sit for the test at the campus in your respective home country
on the specified date and time under strict supervision of a campus staff. You will be required to
submit a softcopy of the solutions on Moodle. You will be given 10 additional minutes to upload
the solutions.
EE212 Analog Electronics I
Short Test 1
Weighing: 7%
Total Marks = 30
Duration: 50 mins. 1. Design an amplifier to have current gain of 10 and approximately unity voltage gain.
Take the BJT to be 2N3904 with βDC=175. Use stiff voltage divider bias with R1 =
20kΩ and R1 = 12kΩ. Take VCC =10V, and RL= 1kΩ. Explain clearly regarding the
choice of the amplification circuit, draw the circuit. Show workings.
(10 Marks)
2. A mobile charger converts 240V 50Hz to 5V DC. Design a circuit to achieve this. Take
the load resistance to be 500Ω. Explain the steps.
(7.5 Marks)
3. Explain in your own words what do you understand by PIV for rectification circuits.
(5 Marks)
4. For the circuit below
a. Explain the type of circuit
b. Find the input voltages (VIN) for cut off and saturation modes (minimum). Assume
VCE(sat)=0.2.
c. What is the value of IB for saturation mode?
(7.5 Marks)
EE212 Analog Electronics I
Short Test 2
Weighing: 7%
Total Marks = 30
Duration: 50 mins
1. Differentiate the waveform in the figure given below
i. Sketch the circuit type
ii. Determine the value for Capacitor required if R = 10kΩ
(5 Marks)
2. For the unloaded amplifier in figure below. ID(on) = 10 mA at VGS =14 V, VGS(th) =3 V, gm = 4500 µS and Vin = 50mV. Sketch Vout. Show all workings.
(10 Marks)
3. Answer the following,
a. Draw the and explain the characteristic curves for E MOSFET and D MOSFET
b. Design a summing amplifier that will average 4 inputs. Take the input R =
10kΩ. Explain clearly the circuit.
(5 Marks)
4. Answer the following questions for the filter circuit shown in the figure below. i. What is the damping factor in each active filter shown in figure below?
Which filters are approximately optimized for Butterworth response characteristic?
ii. For the filters in the figure that do not have a Butterworth response, specify the changes necessary to convert them to Butterworth responses.
(10 arks)
EE212
ANALOGUE ELECTRONICS I
Faculty of Science Technology and Environment School of Engineering & Physics
Final Examination
Semester 1 20XX
Mode: Face to Face & Online
Sample Paper for ED402
Duration of Exam: 3 hours + 10 minutes
Reading Time: 10 minutes
Writing Time: 3 hours
Instructions:
1. This paper has TWO sections:
Section A: Answer ALL questions [20 marks]
Section B: Answer Any 4 questions [80 marks]
2. This exam is worth 50% of your overall mark. The minimum exam mark is
40/100.
3. Write your answers in the answer booklet provided.
4. Start each question on a new page.
5. Where applicable, state all assumptions with clear justifications.
6. Unless otherwise stated, all other symbols have their usual meanings.
7. Only non-programmable calculators are permitted.
SECTION A: Answer ALL questions. There are a total of 10 questions.
a. There are a total of 10 questions. Each question is worth 1 mark.
1. The phase difference between the input and output voltages of a transistor connected in
common emitter arrangement is
A. 0°
B. 90°
C. 180°
D. 270°
2. In a npn transistor, ___ are the minority carriers
A. free electrons
B. holes
C. donor ions
D. acceptor ions
3. In In differential-mode,
A. opposite polarity signals are applied to the inputs
B. the gain is one
C. the outputs are of different amplitudes
D. only one supply voltage is used
4. In Virtual ground of an op-amp means:
A. Terminal is grounded directly
B. The terminal is not physically grounded but terminal voltage is zero due to the other
terminal is connected to the ground due to op-amp properties.
C. Both (A) and (B)
D. None of the above
5. Which of the following amplifier is used in a digital to analog converter?
A. Non Inverting Amplifier C. Scaling Adder Amplifier
B. Integrating amplifier D. Exponential amplifier
6. If a 169.7 V half-wave peak has an average voltage of 54 V, what is the average of two
full-wave peaks?
A. 119.9 V
B. 108.0 V
C. 115.7 V
D. 339.4 V
7. How many op-amps are required to implement this equation
𝑉𝑂 = − (𝑅𝑓
𝑅𝑖𝑉1 +
𝑅𝑓
𝑅𝑖𝑉2 +
𝑅𝑓
𝑅𝑖𝑉3)
A. 1
B. 2
C. 3
D. 4
8. The two important advantages of a MOSFET are?
A. high input impedance and fast switching
B. low input impedance and fast switching
C. low saturation and high output impedance
D. none of the above
9. The characteristic curve for the complex model of a silicon diode shows that
A. the barrier potential is 0 V
B. the barrier potential stays fixed at 0.7 V
C. the barrier potential increases slightly with an increase in current
D. the barrier potential decreases slightly with an increase in current
10. Response curves for second-order filters are shown in figure 1. Identify Butterworth
Filter(s).
Figure 1
A B C D
b. Sketch the output Voltage waveforms of the following circuits, Label clearly.
(i)
(ii)
(iii)
(iv)
(2+3+2+3 = 10marks)
Figure 2
SECTION B: Answer Any Four questions. Each question is worth 20 marks.
B1
a) A full wave bridge rectifier with 120𝑉𝑟𝑚𝑠 sinusoidal input has a load resistor of 220Ω.
i. If silicon diodes are employed, what is the voltage 𝑉𝑃(𝑟𝑒𝑐𝑡) available at the load
ii. Find peak to peak ripple voltage 𝑉𝑃(𝑝𝑝)
iii. Find 𝑉𝐷𝐶
iv. Find ripple factor and sketch the waveform.
(3+2+2+3 = 10 marks)
b) For the Figure 4 below
i. Determine 𝐼𝐶(𝑠𝑎𝑡) for the transistor
ii. What is the value of 𝐼𝐵 necessary to produce saturation
iii. What minimum value of 𝑉𝐼𝑁 is necessary for saturation? Assume 𝐼𝐶𝐸(𝑠𝑎𝑡) = 0 V
iv. Describe the transistor in cutoff mode and saturation mode.
(2+2+3+3 = 10marks)
B2
Figure 3
Figure 4
a) A triangular waveform with peak to peak voltage of 5V and period of 10µs is applied to
the input of the circuit in figure below as shown.
i. Identify circuit type
ii. Determine what the output should be and sketch its waveform in relation to the
input. (label properly)
iii. What is the magnitude of the capacitor current
(2+5+3 = 10 marks)
b) For the Wien-bridge oscillator in Figure 6
i. Calculate the setting for 𝑅𝑓 assuming the internal drain-source resistance, 𝑟𝑑𝑠′ of
the JFET is 350Ω when oscillations are stable.
ii. Find the frequency of oscillation for the Wien-bridge oscillator.
iii. Explain why feedback oscillators need some form of automatic gain control
(3+ 3+ 4 = 10 marks)
Figure 6
Figure 5
B3
An amplifier with variable gain control, using 100Ω potentiometer for 𝑅𝐸 with the wiper ac-
grounded. As the potentiometer is adjusted, more or less of 𝑅𝐸 is bypassed to ground, thus
varying the gain.
i. Determine DC values 𝐼𝐸 , 𝑉𝐸, 𝑉𝐵 and 𝑉𝐶
ii. Determine the maximum and minimum gains for this unloaded amplifier
iii. Find the maximum gain for the amplifier with 1𝐾Ω load is driven by a 300𝐾Ω
source
iv. What is the purpose of bypass capacitor in a common emitter circuit? How is the
bypass capacitor calculated to when compared to 𝑅𝐸.
(7+5+3+5 = 20marks)
Figure 7
B4
a) Use an op-amp to design
i. a summing amplifier circuit that will add four inputs voltages. Use input resistance of
4𝐾𝛺 each and determine the output.
ii. an averaging amplifier that will average four inputs voltages. Use input resistance of
4𝐾𝛺 each and determine the output.
iii. Logarithmic amplifier with input resistance of 4𝐾𝛺.
(3+3+4 = 10 marks)
b) For Figure 8,
i. Identify the type of FET and its bias arrangement. Ideally, what is 𝑉𝐺𝑆?
ii. Calculate the DC voltages from each terminal to ground for the FETs.
(3 + 3 + 4 = 10 marks)
B5
a) For the loaded common source amplifier in Figure 9 using MOSFET, 𝐼D(on) = 200𝑚𝐴
at VGS = 4V, VGS(th) = 2V and gm = 23mS, find
i. VGS
Figure 8
ii. ID
iii. VDS
b) Explain the difference between E-MOSFET and D-MOSFET
c) Explain two important characteristics of FET?
(4+3+3 = 10 marks)
b.
i. Draw the circuit of a 4 pole low-pass filter that has Butterworth response.
ii. Determine the capacitance required to produce a critical frequency of 2680Hz if all
the resistors in the RC low-pass circuit are 1.8𝐾Ω. Also select the value of the
feedback resistor to get Butterworth response by choosing one of the resistor value
to be 1.8kΩ.
Figure 9
(5+5 = 10marks)
Order Roll-off Rate
(dB/decade)
1st stage 2nd stage
Poles DF R1/R2 Poles DF R1/R2
1 -20 1 Optional
2 -40 2 1.414 0.586
3 -60 2 1.00 1.00 1 1.00 1.00
4 -80 2 1.848 0.152 2 0.765 1.235
End of Questions
(iii) Assessment Philosophy
The use of assessment stems from the need for teachers to determine how much knowledge a
student has gained from the various concepts taught. It also helps the teacher in identifying
challenges faced by students and directing their teaching strategies and pedagogies to overcoming
those said challenges by providing support for student success (Dann, 2014). The three main types
of assessment that are commonly carried out are diagnostic, formative and summative
assessments (Bin Mubayrik, 2020). The curriculum evaluation for the course EE212 and
constructive alignment activity had led to the development and redesigning of various assessment
tasks. These included the Online Diagnostics Test, Online Quiz, Lab Report Writing, Short Tests,
Mini – Project and a Final Exam. Each assessment task plays a significant role and are aided by
technology to allow the course to be delivered in two modes – Face to Face and Online. The
assessment tasks were designed while keeping in mind the teaching pedagogies of constructivism,
cognitivism, student - centered approach, inquiry – based approach and the collaborative approach.
The following is a depiction of the assessment philosophy that shaped the development of the
assessment tasks for the course.
To begin with, diagnostic assessments, based on the cognitive approach, is a pre – assessment that
allows teachers to evaluate the learner’s strengths and weaknesses (McComas, 2014). It also allows
the teachers to assess the skills and knowledge the learners possess prior to the commencement of
a new course or topic. Such assessments allow the teacher to gauge prior knowledge as well to
identify any misconceptions that the learners may have (Jang & Wagner, 2013). In the next
offering of the EE212 course, a diagnostics test will be introduced at the beginning of the semester
that will need to be completed before the end of Week 1. The responses collated at the end of the
diagnostic test will allow the teaching team to adjust the curriculum (content, assessment, teaching
& learning activities, etc.) to meet the needs of the students. Moreover, the use of this assessment
not only identifies the strengths and weaknesses of an individual student but of the entire class. It
also gives an opportunity to identify and correct misconceptions to ensure effective learning and
teaching. Therefore, it is essential that for this 200 level course, a diagnostic test is done to gauge
the students understanding, identify misconceptions and assess prior knowledge to allow teachers
to meet the learner needs. Additionally, the quick implementation of this assessment and
instantaneous feedback has been made possible through the use of computer based automated quiz
(Simin & Heidari, 2013). It highlights the importance of technology for assessment not only for
F2F but also the online mode.
Furthermore, various assessment tasks, divided into summative and formative assessments, have
been designed for the course and are constructively aligned to the curriculum. formative
assessments can be further broken down into Assessment for Learning (AFL) and Data – Based
Decision Making (DBDM) (Schildkamp et al., 2020) as illustrated in Figure 2 below.
Assessments
Formative
Assessments
Summative
Assessments
Data Based Decision Making
E.g. structured classroom observations, periodic
assessment results such as quizzes, presentation,
report writing, etc.
Assessment for Learning E.g. continual dialogues,
peer reviews, teacher feedback, etc.
Figure 2: Types of Assessments
Formative assessment has a more diagnostic value than evaluative as it allows the teacher to
monitor the learners progress and learning style while providing constant feedback. The
information gathers by the teachers help to improve and adjust the teaching strategies to improve
student learning. This is also illustrated in Figure 3 below.
Formative
Assessment Cycle
1. Set assessment task for learners
4. Improves or readjust teaching strategies and assessment technique for enhanced learning.
3. Informs teacher of student knowledge and
understanding
2. Examine students responses for the
assessment
Figure 3: Formative Assessment Cycle
Firstly, AFL primarily focuses on the learning process rather than the outcomes where the crucial
element is embedded in the continuous interaction between the learner and the teacher and among
learners with constant feedback being provided to enhance learning (Hargreaves, 2005). On the
other hand, BDBM is based on qualitative (class room observations) and quantitative (periodic
assessment results) data that can be used to improve learning (Wayman et al., 2012). From the
assessment portfolio created for EE212, the AFL component is reflected in the peer – review for
the mini – project and experimental work and demonstration as part of the lab work. Such
assessments are embedded in the student – centered approach to learning. Moreover, since it is
also based on group work, it also incorporates the collaborative learning approach. Moreover, the
project and lab based assessments also allow for inquiry – based learning and develops problem
solving skills as well. The AFL approach allows teachers to make inferences on student learning
based on dialogues as well as peer – reviews and learning in improved by provided instantaneous
feedback to students, increasing student learning and achievement (Bennett, 2011), thus
highlighting the relevancy of such assessment items in the EE212 course curriculum.
In addition, BDBM is reflected in the curriculum through the lab and project report submission,
and online quiz. The purpose of BDBM in the curriculum is to reduce knowledge gap between the
current and desired student learning outcomes. The data that a teacher is able to collate through
such assessments allows the identification of gaps in knowledge and the teaching strategies that
can be further strengthened and improved through instructional changes (Mandinach & Gummer,
2016; Marsh, 2012). Moreover, these assessments also reflect the constructivists, cognitivists and
student – centered learning approach where students take charge of their own learning by referring
to learning resources date analysis and interpretation and build knew knowledge from the data
interpretation (Biggs & Tang, 2015)s. Moreover, short tests and quizzes are a reflection of
cognitivism where students try to recall knowledge and answer questions. Hence, such assessments
are also a reflection of the effectiveness of pedagogical approaches to teaching and learning.
Moving on, summative assessments are used to evaluate student learning and academic
achievement. It is conducted at the end of the semester in the form two Short Tests and a Final
Exam that ultimately results in grades – a universal standard to depict achievement (Au & Kwan,
2009; Bin Mubayrik, 2020). The short tests and final exams are generally conducted under
controlled conditions and allows for more visibility. The usefulness of summative assessments is
illustrated in the figure below.
Summative
Assessment
Identify common
learning gaps
amongst students.
Identify strengths
and weaknesses in
the teaching plan
and curriculum as
a whole.
Identify
information that
has been retained
and/or mastered -
Cognitivism
Determine if there is
a need to strengthen
or further develop
teaching and
learning activities.
Figure 4: Significance of Summative Assessment
Not only does summative assessment allow the teacher to check the progress of a student, it also
sets a benchmark against which the progress of the institute and the curriculum is also determined.
The data obtained from the summative assessments will allow the teaching team to identify the
gaps between student learning and the intended learning outcomes. Additionally, it will also give
the teaching team an opportunity to evaluate the curriculum for improved planning and to develop
new methods/ strategies for assessment to enhance student success.
To conclude, these assessment philosophies were used to develop the assessment tasks for the
course to ensure that the learners achieve the desired learning outcomes. Moreover, it enhances
inquiry based learning, problem solving skills, constructivism, cognitivism and also allows for the
evaluation of the curriculum to improve student learning and success.
Bibliography Au, O., & Kwan, R. (2009). Experience on outcome-based teaching and learning. International
Conference on Hybrid Learnign and Education, 5685 LNCS, 133–139.
https://doi.org/10.1007/978-3-642-03697-2_13
Bennett, R. E. (2011). Formative Assessment: A Critical Review. Assessment in Education
Principles Policy and Practice, 18, 5–25. https://doi.org/10.1080/0969594X.2010.513678
Biggs, J., & Tang, C. (2015). Constructive Alignment: An Outcomes-Based Approach to Teaching
Anatomy. Teaching Anatomy, 31–38. https://doi.org/10.1007/978-3-319-08930-0
Bin Mubayrik, H. F. (2020). New Trends in Formative-Summative Evaluations for Adult
Education. SAGE Open, 10(3). https://doi.org/10.1177/2158244020941006
Dann, R. (2014). Assessment as learning: Blurring the boundaries of assessment and learning for
theory, policy and practice. Assessment in Education: Principles, Policy and Practice, 21(2),
149–166. https://doi.org/10.1080/0969594X.2014.898128
Hargreaves, E. (2005). Assessment for learning? Thinking outside the (black) box. Cambridge
Journal of Education, 35, 213–224. https://doi.org/10.1080/03057640500146880
Jang, E. E., & Wagner, M. (2013). Diagnostic Feedback in the Classroom. In A. Kunnan (Ed.),
The Companion to Language Assessment (Issue November 2013, pp. 693–711). Wiley-
Blackwell. https://doi.org/10.1002/9781118411360.wbcla081
Mandinach, E. B., & Gummer, E. S. (2016). What does it mean for teachers to be data literate:
Laying out the skills, knowledge, and dispositions. Teaching and Teacher Education, 60,
366–376.
Marsh, J. A. (2012). Interventions promoting educators’ use of data: Research insights and gaps.
Teachers College Record, 114, 1–48.
http://www.tcrecord.org/library/Issue.asp?volyear=2012%26number=11%26volume=114
McComas, W. F. (2014). Diagnostic Assessment. The Language of Science Education, 32–32.
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Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020).
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practice. International Journal of Educational Research, 103(June), 101602.
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Wayman, J. C., Cho, V., Jimerson, J. B., & Spikes, D. D. (2012). District-wide effects on data use
in the classroom. Ducation Policy Analysis Archives, 20, 2–31.
Part C: Teaching Evaluation Template The following Teaching Evaluation Template has been developed after critical analysis of the
Quality of Teaching Template used by The University of the South Pacific as well as other
templates that were provided online through credible sources (refer to the list of references).
Classroom Observation Checklist
Name of Staff Being Assessed: ________________
Name of Assessor: __________________________
Course Code and Title: _________________________________________________________
Date of Assessment: _________________________
Lecture Tutorial Lab Others Specify:_________________________
Please provide appropriate scores (5 being the maximum and 1 being the minimum) and comments
in the table below.
Teaching Quality being
assessed:
Indicators of Achievement Score
Organization, Preparedness
and Clarity.
o Teaching resources and materials are available
on Moodle for student access prior to the class.
o Supplementary readings and videos are made
available prior to the class.
o Content is well organized, instructed in sequence
and clearly explained.
o The activities and resources are consistent with
the intended learning outcome for the lesson.
o Lecture slides had relevant content and were
clearly visible to the class.
o 1
o 2
o 3
o 4
o 5
Comment(s):
Starting the Class
Did the Instructor:
o Set up a welcoming classroom environment and
catch the attention of students.
o State the learning outcomes/objectives of the
class for the day.
o Outline the link between the lesson objectives
and the course learning outcomes.
o Check on student’s prior knowledge and link it
to the lesson for the day.
o 1
o 2
o 3
o 4
o 5
Comment(s):
Tools, Resources and
Content
o The tools and resources (readings, videos,
PowerPoint presentation, solved examples, etc.)
contribute to enhancing student understanding
and learning.
o 1
o 2
o 3
o 4
o The resources are educationally valuable and
well suited for the students.
o 5
Comment(s):
Instructor Knowledge
Did the Instructor:
o Demonstrate sound knowledge and
understanding of the concept being taught.
o Construct the content to clearly build student
knowledge.
o Have a solid grasp of the subject matter and was
able to teach it at an appropriate level to the
students.
o Answer questions in a way that was consistent
with having an in – depth knowledge of the
subject area.
o 1
o 2
o 3
o 4
o 5
Comment(s):
Teaching Methods
Did the Instructor:
o Communicate the subject area for the lesson.
o Build on prior knowledge and link the class to
the previous lesson(s)
o The content and examples used are relevant and
relate to real – life scenarios.
o Make efforts to engage the students and foster
interest in the course material during the class.
o Highlight key concepts and ideas.
o Employ active learning strategies that were
appropriate for the class size and structure.
o The content was divided into manageable
portions with clear explanations and relevant
examples to foster knowledge for each section.
o Use formative assessment strategies to gauge
student understanding and knowledge.
o Link the content to assessment tasks outlined in
the Course Outline.
o Use relevant teaching and learning activities to
facilitate learning.
o Encourage student participate or discussion.
o Provide relevant and effective feedback to
students.
o Use accessible language and ensure student
understood key terminologies.
o 1
o 2
o 3
o 4
o 5
Comment(s):
Delivery Did the Lecturer:
o Convey enthusiasm.
o 1
o 2
o Interact with the students to denote
approachability.
o Speak clearly and audibly.
o Speak at a reasonable pace to allow note taking.
o Avoid reading directly from the lecture slides
and gave in depth explanations of the concepts.
o Use various styles of lecture delivery to avoid
monotony.
o Connect with the students.
o 3
o 4
o 5
Comment(s):
Student Participation
Did the Lecturer:
o Allow group discussions during the class for peer
learning.
o Allow students to practice the course learning
during the class (or on – line)
o Give an opportunity for all the student to
participate in the learning activities.
o Use teaching and learning activities and student
responses to gauge student learning during the
class.
o Use questioning techniques to engage in student
participation.
o Employ multiple strategies to enhance active
student participation.
o Provide feedback for student responses to
enhance learning.
o Encourage critical thinking through in – class
activities.
o 1
o 2
o 3
o 4
o 5
Comment(s):
Closing
Did the Lecturer:
o Summarize the key points from the lesson.
o Provide a link to assessments and to the next
lesson.
o List some self – learning activities to be done
after the lesson.
o Leave students with a challenging idea or
question.
o 1
o 2
o 3
o 4
o 5
Comment(s):
Closing Remarks: _______________________________________________________________
______________________________________________________________________________
References Corbo , J. C. et al., 2016. Framework for transforming departmental culture to support educational
innovation. Physical Review Physics Education Research, 12(1), p. 010113.
Looney, J., 2011. Develping High - Quality Teachers: teacher evaluation for improvement.
European Journal of Education , 46(4), pp. 440-455.
Skedsmo, G. & Huber , S. G., 2018. Teacher evaluation: the need for valid measures and increased
teacher involvement. Educational Assessment, Evaluation and Accountability, Volume 30, pp. 1-
5.
Teelken, C., 2018. Teaching assessment and perceived quality of teaching: a longitudinal study
among academics in three European countries. Eurpean Journal of Higher Education, 8(4), pp.
382-399.
University of Colorado Boulder, 2020. Teaching Quality Framework Initiatve. [Online]
Available at: https://www.colorado.edu/teaching-quality-framework/tools-for-teaching-
evaluation
[Accessed 18 June 2021].
University of Lethbridge, 2021. Student Teacher Evaluation Forms. [Online]
Available at: https://www.uleth.ca/category/education-documents/ps-i/student-teacher-
evaluation-forms
[Accessed 18 June 2021].
Wainwright , C. L., Flick , L. B. & Morrell, P. D., 2003. Development of instruments for
assessment of instructional practices in standards-based teaching. Journal of Mathematics and
Science: Collaborative Explorations, 6(1), pp. 21-46.