ed402 assignment 3: curriculum evaluation for ee212

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


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





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.



knowledge.



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





concepts.







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





concepts.





Models. BJT

Amplifiers:

Common-Emitter,

Common-Collector,

Common-Base.



knowledge.




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





concepts.







knowledge.




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





concepts.







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





concepts.







knowledge.



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





concepts.







knowledge.



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





concepts.



knowledge.



the semester

Introduction to

Oscillators:

Oscillator Basics,

Wien Bridge

Oscillators, Phase

Shift Oscillators.

Lectures

Tutorials

In – Class

discussion

Group

Discussion

Supplementary

Videos





concepts.



knowledge.



the semester

3. Demonstrate

Teamwork

Introduction to

software (such as

Circuit Maker), tools

and electronic

components.

Practical

Discussions &

experiments

conducted in groups

Practical

demonstration






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:



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:



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.

Any group that is found to have copied any material will get ZERO.

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:



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.

https://doi.org/10.1007/978-94-6209-497-0_29

Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020).

Formative assessment: A systematic review of critical teacher prerequisites for classroom

practice. International Journal of Educational Research, 103(June), 101602.

https://doi.org/10.1016/j.ijer.2020.101602

Simin, S., & Heidari, A. (2013). Computer-based assessment : pros and cons. Educational

Technology, 55, 12732–12734.

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


University of Lethbridge, 2021. Student Teacher Evaluation Forms. [Online]

Available at: https://www.uleth.ca/category/education-documents/ps-i/student-teacher-

evaluation-forms


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.

ed402 assignment 3: curriculum evaluation for ee212

Documents