ELEC ENG 4052 - Special Studies in EEE
North Terrace Campus - Semester 2 - 2017
General Course Information
Course Code ELEC ENG 4052 Course Special Studies in EEE Coordinating Unit School of Electrical & Electronic Engineering Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange Y Course Description Topics as specified by Head of School
Course Coordinator: Dr Cheng-Chew Lim
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course students will be able to:
1 CLOs for this course will be identified if enrolments occur - and, will be specific to that enrolment.
The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
The course is designed to develop the following Elements of Competency:
University Graduate Attributes
No information currently available.
Required ResourcesNo required textbooks or specific resources.
A set of course notes, practice problems and other supporting materials will also be available for downloading from the course web site.
Recommended ResourcesThe following book, papers and web sites are recommended:
 J. Wolfe. Einstein Light. Available: http://www.phys.unsw.edu.au/einsteinlight/
 A. P. French, Special relativity. New York: Norton, 1968.
 R. A. Bachman, "Relativistic acoustic Doppler effect," American Journal of Physics,
vol. 50, pp. 816-818, 1982.
 B. F. Schutz, A first course in general relativity. Cambridge: Cambridge University Press, 1985.
 P. Misra and P. Enge, Global positioning system: signals, measurements, and performance.
Lincoln, Mass.: Ganga-Jamuna Press, 2001.
 S. P. Drake, "The equivalence principle as a stepping stone form special to general relativity:
A Socratic dialog," American Journal of Physics, vol. 74, pp. 22-25, 2006.
 S. P. Drake and K. Dogancay, "Some applications of tensor algebra to estimation theory,"
in Wireless Pervasive Computing, 2008. ISWPC 2008. 3rd International Symposium on,
2008, pp. 106-110.
 S. P. Drake, B. D. O. Anderson, and C. Yu, "Causal association of electromagnetic signals
using the Cayley--Menger determinant," Applied Physics Letters, vol. 95, p. 034106, 2009
Online LearningExtensive use will be made of the MyUni web site for this course, https://myuni.adelaide.edu.au/webapps/login.
Course notes, tutorial problems and solutions, laboratory exercises and practice problems will all be available for downloading from the web site. Where the lecture theatre facilities permit, audio or video recordings of lectures will also be available for downloading.
Learning & Teaching Activities
Learning & Teaching ModesThis course relies on lectures as the primary delivery mechanism for the material. Tutorials supplement the lectures by providing exercises and example problems to enhance the understanding obtained through lectures. Practicals are used to provide hands-on experience for students to reinforce the theoretical concepts encountered in lectures. Continuous assessment activities provide the formative assessment opportunities for students to gauge their progress and understanding.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Activity Contact hours Workload hours Lecture 9 lectures 18 54 Tutorials 9 tutorials 18 54 Tests 2 short tests 1 1 Assignments 2 Assignments 0 6 Exam 1 final exam 3 30 TOTALS 40 145
Learning Activities Summary
Activity Sessions Topic Lecture 1 Space-time events, Galilean transformations and the Doppler effect 2 Lorentz transformations, time dilation and length contraction 3 Sagnac effect and ring laser gyroscope 4 Energy and mass E = mc2 5 Distances and the metric tensor 6 Coordinate systems and tracking bias 7 Distortions and mapping 8 The geodesic equation and optimal path planning 9 General relativity and the global navigation satellite systems
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Weighting (%) Individual/ Group Formative/ Summative Due (week)* Hurdle criteria Learning outcomes Assessment tasks will be indentified if enrolments occur, and will be specific to that enrolment 100 1. . Total 100
This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.
Assessment Related RequirementsIt is necessary to achieve at least 50% in the exam.
A hurdle requirement is defined by the University's Assessment for Coursework Programs policy as "...an assessment task mandating a minimum level of performance as a condition of passing the course.
If a student fails to meet a hurdle requirement (normally no less than 40%),and is assigned a total mark for the course in the range of 45-49, then the student is entitled to an offer of additional assessment of some type. The type of assessment is to be decided by the School Assessment Review Committee when determining final results. The student’s final total mark will be entered at no more than 49% and the offer of an additional assessment will be specified eg. US01. Once the additional assessment has been completed, this mark will be included in the calculation of the total mark for the course and the better of the two results will apply. Note however that the maximum final result for a course in which a student has sat an additional assessment will be a “50 Pass”.
If a student is unable to meet a hurdle requirement related to an assessment piece (may be throughout semester or at semester’s end) due to medical or compassionate circumstances beyond their control, then the student is entitled to an offer of replacement assessment of some type. An interim result of RP will be entered for the student, and the student will be notified of the offer of a replacement assessment. Once the replacement assessment has been completed, the result of that assessment will be included in the calculation of the total mark for the course.
Assessment DetailThe exam will be open book. All formulas required to solve the exam questions will be provided in the exam paper. Students may bring notes.
SubmissionAll written submissions to formative assessment activities are to be submitted to designated boxes within the School of Electrical & Electronic Engineering by 3:00pm on the specified dated and must be accompanied by a signed cover sheet. Copies of blank cover sheets are available from the School office in Ingkarni Wardli 3.26.
No late submissions will be accepted. All formative assessments will have a two week turn-around time for provision of feedback to students.
Full details can be found at the School policies website:
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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