Example assignment EPF3801 Reaction Kinetics and Reactor design 49
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Example assignment ECC3014 Engineering Statistics 51
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Quiz Quizzes are an effective way to gauge a student's understanding of a particular subject. I use quizzes to evaluate my students' comprehension of the course material and to identify areas that require more attention. By providing quizzes, students are able to assess their own understanding of the course material and identify their strengths and weaknesses. I also use quizzes to provide students with feedback on their performance and help them understand where they need to improve. This allows them to adjust their learning strategies and better prepare for future assessments. I have implemented quizzes both inclass and through online platforms such as PutraBlast. In-class quizzes are a fast and efficient way to assess students' understanding of the course material. They also provide an opportunity for students to ask questions and clarify any doubts they may have. Online quizzes on PutraBlast are particularly useful for tracking student progress and understanding, as the system provides instant feedback on student performance. By utilizing quizzes, I am able to assess PO1: Engineering knowledge and PO2: Analyze complex engineering problems, as well as other relevant POs. Quizzes typically account for a percentage of the overall grade in the courses that I teach, and have proven to be a useful tool in reinforcing students' understanding of the course material. 53
Print Screen of quiz that I did for EPF3018 in PutraBlast. 54
Test Tests are a critical form of formative assessment that I use to evaluate the level of comprehension among my students. In my courses, tests typically cover a significant portion of the overall grade, ranging from 35 to 40 %. These assessments are essential for evaluating the students' understanding of the course materials and identifying areas where they may need additional support. I believe that tests are an effective way to evaluate the students' understanding of complex concepts and theories covered in class. The tests are designed to be challenging, but not impossible, and I provide ample preparation and resources to help students succeed. One of the benefits of tests as a form of formative assessment is that they provide immediate feedback to both students and teachers. As a teacher, I can quickly identify areas where my students are struggling and adjust my teaching methods to address those areas. Similarly, students can see which topics they need to focus on and can take steps to improve their understanding. Tests can also help prepare students for more significant assessments, such as final exams or certification exams. I believe that tests are an essential component of the learning process, and I strive to create a fair, challenging, and supportive testing environment for my students. I am confident that by utilizing tests as a form of formative assessment, my students will gain a deeper understanding of the course materials and be better equipped to succeed in their academic and professional careers. In my EPF3801 Reaction Kinetics and Reactors Design course, I assessed the achievement of PO1: Engineering Knowledge (taxonomy level C4 - C5) and PO2: Analyse complex Engineering Problems (taxonomy level C4 - C5) through two tests administered in week 5 and week 11. These tests were designed to evaluate the students' comprehension of the course material, as well as their ability to apply their knowledge to complex problems. The questions in these tests were structured to challenge students to think critically and apply their knowledge to real-world scenarios, as well as to evaluate their understanding of fundamental concepts. The tests accounted for 35% and 40% of the total carry marks for Test 1 and Test 2, respectively, which makes them a significant component of the overall grade in the course. The assessment of these POs through testing ensures that students have the necessary knowledge and skills to tackle complex engineering problems and succeed in their future careers. Moreover, for courses in the Faculty of Engineering are moderated before finalization for the tests. 55
Example of test questions for EPF 3801 Reaction Kinetics and Reactors Design 56
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Grading rubrics used for different types of assessments based on Program Outcomes • Presentation • Reports • Mini project 58
PO1 Apply knowledge of mathematics, natural science, engineering fundamentals and an engineering specialization as specified in WK1 to WK4 respectively to the solution of complex engineering problems Not Demonstrated F Marginal C,C+,BMeet Expectations B, B+,AExceed Expectations A Score 0-4 5-6 7-8 8-10 Comprehension in fundamental engineering science Shows little to no understanding of applications of engineering fundamentals to the problem. Shows limited understanding of applications of engineering fundamentals to the problem. Shows complete understanding of applications of engineering fundamentals to the problem. Shows excellent understanding of applications of engineering fundamentals to the problem. Application of engineering fundamentals in solving complex engineering problems Apply known theories, concepts, and procedures from fundamental engineering in a simple, standard problem Apply known theories, concepts, and procedures from fundamental engineering in a standard problem with a slight variation. Apply known theories, concepts, and procedures from fundamental engineering in a new or different situation. Apply known theories, concepts, and procedures from fundamental engineering in a new or different situation with validation. Comprehension in specialized engineering Shows little to no understanding of applications of specialized engineering to the problem Shows limited understanding of applications of specialized engineering to the problem Shows complete understanding of applications of specialized engineering to the problem. Shows excellent understanding of applications of specialized engineering to the problem. Application of engineering specialization in solving complex engineering problems Apply known theories, concepts, and procedures from specialized engineering in a simple, standard problem. Apply known theories, concepts, and procedures from specialized engineering in a standard problem with a slight variation. Apply known theories, concepts, and procedures from specialized engineering in a new or different situation. Apply known theories, concepts, and procedures from specialized engineering in a new or different situation with validation. 59
General guideline project evaluation. Score from 0 to 10 (10 is the best) PO Not Demonstrated F Marginal C,C+,BMeet Expectations B, B+,AExceed Expectations A Score 0-4 5-6 7-8 8-10 PO4 Design and conduct experiment Fewer than 85% of the assigned details are present OR most details are difficult to identify. Almost all assigned details (at least 85%) have been added. A few details are difficult to identify. Almost all assigned details (at least 85%) have been added. The details are clear and easy to identify. All assigned details have been added. The details are clear and easy to identify. PO8 Understand the impact of professional engineering solutions in societal and environmental context and demonstrate knowledge of and need for sustainable development No consideration at all Considered either waste gas emission OR effluent Considered waste gas emission and effluent All waste gas emission, effluent, solid waste are considered PO3 Design solutions for complex engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental (PH&SCSE) considerations Not Demonstrated F Marginal C,C+,BMeet Expectations B, B+,AExceed Expectations A Score 0-4 5-6 7-8 8-10 Understand the problem context, and define objectives and constraints Unable to understand the nature of the problem nor the objectives. Unable to identify the constraints Able to understand the nature of the complex problem, though incomplete. Define some of the objectives, and identify some of the constraints with consideration for PH&SCSE Able to understand the nature of the complex problem, define the objectives, and identify the constraints with consideration for PH&SCSE Able to understand the nature of the complex problem, define the objectives, and identify the constraints with consideration for PH&SCSE in a broader context Developing design process Apply known theories, concepts, and procedures from fundamental engineering in a simple, standard problem Able to identify the need to decompose the complex problems into sub-problems, develop design process with significant guidance, consider some PH&SCSE aspects Able to decompose the complex problems into sub-problems, develop design process with minimal guidance, consider most PH&SCSE aspects Able to see the interdependence of the sub-problems, develop design process independently, address PH&SCSE issues. Designing solutions Able to generate limited design with minimal or no consideration of PH&SCSE aspects. Able to generate at least one design solution that meets most of the complex requirements, including PH&SCSE aspects. Complex problem solving involves at least WP1 Able to generate at least one design solution that meets the complex requirements, including PH&SCSE aspects. Complex problem solving involves one of WP4, WP5 or WP6. Able to generate several design solutions that meet the complex requirements, including PH&SCSE aspects. Complex problem solving involves WP4, WP5 and/or WP6. Evaluation and justification of design Unable to provide any form of design validation. No consideration of PH&SCSE Unable to validate the design solution convincingly. Able to recognize some of the impact, significance of the design, including the PH&SCSE aspects Able to validate design solution with supporting data and analysis. Able to recognize the impact, significance of the design, including the PH&SCSE aspects Able to validate design solution with supporting data and analysis. Able to recognize the impact, significance, and the future implication of the design, including the PH&SCSE aspects 60
PO9 Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice Not Demonstrated F Marginal C,C+,BMeet Expectations B, B+,AExceed Expectations A Score 0-4 5-6 7-8 8-10 Ability to understand the economic, environmental and socio-cultural impacts in professional proactive Unable to identify the effects of professional practice to economic, environmental, and socio-cultural aspects. Knowledgeable on the effects of professional practice and its relation is limited to the preexisting rules and law to economic, environmental, and socio-cultural aspects. Able to explain with evidence the positive and negative outcomes of a professional practice. Able to weigh and consider a professional practice, offer an alternative and evaluate its implications on the economic, environmental, and socio-cultural aspects. Ability to analyze and make decisions in solving problems regarding ethics Unable to explain ethical problems (issues and dilemmas) at hand. Able to gather facts regarding ethical problems but only a few are relevant. Able to explain whether the gathered facts are relevant or not but are only referring to existing rules and laws on ethics. Able to give complex interpretation and consider many different views regarding the relevant facts, rules, and laws on ethics PO6 Create, select and apply appropriate techniques, resources, and modern engineering and IT tools, including prediction and modelling, to complex engineering problems, with an understanding of the limitations Not Demonstrated F Marginal C,C+,BMeet Expectations B, B+,AExceed Expectations A Score 0-4 5-6 7-8 8-10 Modern Engineering Tools Selection Identifies only basic tools for possible use in design with no supporting documentation Identifies hardware and/or software tools that may be used in the task at hand with some supporting documentation Identifies hardware and/or software tools that may be used for the task at hand with supporting documentation and discussion Identifies new and most current hardware and/or software tools that may be used for the task at hand with supporting documentation and discussion Modern Engineering Tools Application Cannot use engineering tools to perform tasks even with guidance. Uses appropriate engineering tools to perform tasks in a complex engineering activity with significant guidance. Uses appropriate engineering tools to perform tasks in a complex engineering activity with minimal guidance. Uses appropriate engineering tools to perform tasks in a complex engineering activity independently. Evaluate Limitation Unaware of tools error and limitation Identifies the limitation of tools but does not account for them Identifies the limitation of tools and accounts for some of the tools limitation Identifies the limitation of tools and justify the use of a particular one and critically evaluates the limitations of tools 61
PO11 Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings Not Demonstrated F Marginal C,C+,BMeet Expectations B, B+,AExceed Expectations A Score 0-4 5-6 7-8 8-10 Positive Interdependence No members have specific role. Tasks are not delegated clearly. Collaboration nor cooperation is not demonstrated. Several members have distinct roles. Tasks seem to be distributed fairly among group members. Collaboration and cooperation are somewhat apparent. Most members have distinct roles. Tasks seem to be distributed fairly among group members. Collaboration and cooperation are apparent. . All members have distinct roles. Tasks are distributed fairly among group members. Collaboration and cooperation between members shows teamwork synergy. Individual Accountability There are apparent ‘hitchhikers’ in the team Most members understand team goals and expectations. Most members are active. Everyone understands team goals and expectations. Every members of the team is active. Team members set new goals and expectations. Every members of the team is active and motivating. PO10 Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions Not Demonstrated F Marginal C,C+,BMeet Expectations B, B+,AExceed Expectations A Score 0-4 5-6 7-8 8-10 Oral communication Unable to communicate ideas clearly, coherently and confidently Able to communicate ideas somewhat clearly, with a certain coherence and confidence Able to communicate ideas clearly, coherently, and confidently Able to communicate ideas clearly, coherently, and confidently with both technical and nontechnical audiences Written Communication and Data Visualization Unable to communicate ideas and data clearly nor effectively in Able to communicate ideas and data in writing and visually somewhat clearly with frequent errors in grammar, formatting, etc. Able to communicate ideas and data in writing and visually clearly and effectively with minimal error, that is fit for publication quality. Able to use both written communication and data visualization to convey ideas clearly, effectively and convincingly fit for publication quality. Level of interactions Unable to communicate complex ideas beyond a specialized engineering community Able to communicate complex ideas with with the engineering community in general Able to communicate complex ideas with with the engineering community and with diverse groups of stakeholders Able to communicate complex ideas with with the engineering community, with diverse groups of stakeholders and with society at large 62
PO13 Identify basics and opportunities in entrepreneurship related to engineering Not Demonstrated F Marginal C,C+,BMeet Expectations B, B+,AExceed Expectations A Score 0-4 5-6 7-8 8-10 Entrepreneurship values Does not demonstrate an appreciation of entrepreneurship. Unable to identify the common way of doing things Able to demonstrate the appreciation of entrepreneurship values, able to able to understand the current market, search and identify the common ways of doing things Able to demonstrate the appreciation of entrepreneurship values, able to understand the current market, search and think of a new way of doing things Able to demonstrate the appreciation of entrepreneurship values, able to able to understand the current market, search and think of a new way of doing things Business Opportunity Unable to identify any business opportunity Able to identify one business opportunity Able to identify several business opportunities Able to identify potential business opportunities that are unique PO12 Demonstrate knowledge and understanding of engineering management principles and economic decision making and apply these to one’s own work, as a member and leader in a team, to manage projects in multidisciplinary environments Not Demonstrated F Marginal C,C+,BMeet Expectations B, B+,AExceed Expectations A Score 0-4 5-6 7-8 8-10 Engineering management principles Unable to give a clear narrative or demonstration of engineering management principles in the plan. Provides somewhat clear demonstration of engineering management principles in the plan Provides clear narrative and planning that integrates some engineering management principles Provides clear and compelling narrative and planning that seamlessly integrates all important engineering management principles Project Documentation Project documentation provides no evidence with regard to what has been done, who has done it, and when it has been done. Documentation is unorganized, difficult to read, and insufficient Establishes some traceability with regard to what has been done, who has done it, and when it has been done. Documentation is somewhat arranged, easy to read, and adequate. Establishes traceability with regard to what has been done, who has done it, and when it has been done. Documentation is well arranged, easy to read, and adequate. Establishes traceability with regard to what has been done, who has done it, and when it has been done and demonstrates that all the project requirements are fulfilled. Documentation is well arranged, easy to read, and adequate. 63
• EPF3018 • ECC3014 64
EPF3801 Reaction Kinetics and Reactor Design • Synopsis and learning outcome • Teaching assessment plan • Lecture notes • Activities: Assignment • Activities: quiz • Activities: Mini Project • Test: questions and answers • Exam: questions and answers 65
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PO – CO mapping PO – Program Outcome HW – Homework ASS 1 – Assignment 1 COURSE OUTCOMES (CO) PO HW ASS 1 TEST1 MINI PROJECT TEST 2 FINAL TOTAL 1 MEREKA BENTUK REAKTOR UNTUK TINDAKBALAS KIMIA (C6, CTPS) PO3 10% 20% 40% 70% 2 MENGHURAI KINETIK TINDAKBALAS KIMIA DAN BIOKIMIA (C4) PO1 15% 15% 3 MENGAPLIKASI PRINSIP ASAS REKA BENTUK REAKTOR KEPADA REAKTOR UNGGUL (C3) PO8 10% 10% 4 MENILAI PRESTASI REAKTOR UNGGUL DAN TAK UNGGUL DARI SEGI PENYUSUNAN OPTIMUM REAKTOR JENIS YANG BERBEZA UNTUK PENUKARAN YANG MAKSIMUM (A2, EM) PO7 5% 5% TOTAL 0% 10% 15% 15% 20% 40% 100% 70
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Activity: Assignment 73
Activity: Quiz Print Screen of quiz question posted in PutraBlast. 74
Activity: Mini Project 75
Test: Questions & Answers 76
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Final examination: Questions & Answers 78
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ECC3014 Engineering statistics • Synopsis and learning outcome • Teaching assessment plan • Lecture notes • Activities: Assignment • Activities: Student Padlet Presentation • Test: questions and answers • Exam: questions and answers 80
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COURSE OUTCOMES (CO) PO ASS 1 MINI PROJECT TEST1 QUIZ + ASS 2 TEST 2 FINAL TOTAL 1 Mengenal pasti kaedah yang sesuai untuk menyelesaikan masalah kejuruteraan melibatkan konsep kebarangkalian, pelbagai jenis teknik hipotesis dan regresi linear (C4) PO1 5% 15% 20% 40% 2 Menaganalisis masalah kejuruteraan yang melibatkan konsep kebarangkalian, pelbagai jenis teknik hipotesis dan regresi linear (C4) PO2 10% 20% 20% 50% 3 Menerangkan kaedah analisis data berkaitan masalah kejuruteraan (A3, CS, TS) PO10, PO11 10% 10% TOTAL 5% 10% 15% 10% 20% 40% 100% PO – CO mapping PO – Program Outcome HW – Homework ASS 1 – Assignment 1 85
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Activity: Assignment 88
Activity: Group mini project 89
Test: Questions & Answers 90
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Final examination: Questions & Answers 92
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Assessments and student’s works • Assignment samples • Mini project samples • Test sample answers • Best sample of final examinations • Students final results 94
Assignments ECC3014 Engineering Statistics Assignment 1 Sample: 200938 Marks: 38/40 95
EPF3801 Reaction Kinetics and Reactor Design Assignment 1 Sample: 198226 Marks: 20/30 96
Mini Project EPF3801 Reaction Kinetics and Reactor Design Group Mini Project Sample: Group 11 (209011,209044,209029 &209057) Marks: 19/20 97
Test ECC3014 Engineering Statistics Test 1 Sample: 202594 Marks: 38/40 98