ENEE12016 - Signals and Systems

General Information

Unit Synopsis

Electrical systems are fundamental to our way of life, including electrical power, telecommunications, and automatic control systems. In this unit, you will learn mathematical techniques to analyse and design a wide range of electrical systems, such as communication, electrical power distribution, and transmission and control systems. You will be introduced to the concept of linear time-invariant systems and several mathematical tools used for system analysis, especially electrical system analysis, such as forward and inverse Laplace transforms, s-domain circuit analysis, and transfer function. You will also be introduced to the frequency response of a system, identify filter types, and design filters for given specifications. Through this unit, you will gain programming experience in using simulation software to analyse signals and linear systems. This unit will provide you with the opportunities to further develop communication skills through developing technical documentation and reports. All students must have access to a computer, frequently use the Internet, and complete the compulsory practical activities. Furthermore, the unit also aims to promote the UN sustainable development Goal 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation by developing an understanding of how to build resilient and sustainable automation and intelligence systems to support industrial innovation.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite: ENEE12014 Electrical Circuit Analysis

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

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Residential School Compulsory Residential School
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Unit Availabilities from Term 1 - 2025

Term 2 - 2025 Profile
Bundaberg
Cairns
Gladstone
Mackay
Mixed Mode
Rockhampton

Attendance Requirements

All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 30%
2. Practical and Written Assessment 30%
3. Written Assessment 40%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University's Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 83.33% (`Agree` and `Strongly Agree` responses), based on a 48% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Unit survey
Feedback
The lectures and tutorials are very long, making them hard to learn in one go.
Recommendation
Break the lectures and tutorials into sizable chunks based on logical concepts and topics to allow easier digestion of materials.
Action Taken
In Progress
Source: Unit survey
Feedback
A computational modelling maths unit perhaps should be a prerequisite and provided to better prepare students for using Matlab in this unit.
Recommendation
Discuss with the School management to make MATH12225 - Applied Computational Modelling a prerequisite for the unit.
Action Taken
In Progress
Source: Unit survey
Feedback
The textbook while very thorough is very cumbersome to get through.
Recommendation
Consider replacing the current textbook with a new one that focuses more on practical guidance rather than theoretical rigorousness and abstraction.
Action Taken
In Progress
Source: Unit survey
Feedback
Although very comprehensive, the assessment workload was very high. Especially since the labs were too long, they took significant time to do, affecting the available valuable learning time for the lectures and tutorials.
Recommendation
Revise assessments and labs to streamline and reduce the length and the number of pieces without compromising on their thoroughness.
Action Taken
In Progress
Source: SUTE
Feedback
Student queries through emails and forum posts were promptly addressed.
Recommendation
This good practice should be continued.
Action Taken
Student questions and queries in Q&A forum and emails were promptly answered.
Source: SUTE
Feedback
Lectures were interactive and detailed explanations on contents were provided during lectures.
Recommendation
This good practice should be continued.
Action Taken
This practice was adopted for this term.
Source: SUTE
Feedback
Time taken for lecturing was too long, which drastically reduced the time spent on tutorials.
Recommendation
Better time management should be maintained.
Action Taken
The lectures were revised and sectioned into several key concepts to reduce length and more elaborative questions were given in the tutorials to help students apply the theories.
Source: SUTE
Feedback
The labs were extraordinarily fast-paced and constantly interrupted by code just not working. The reason being students did not know what add-ons were to be utilised.
Recommendation
Better initial preparations should be made with MATLAB programming exercises.
Action Taken
Codes were checked before the residential school to ensure they worked well. Step-by-step instructions were given to students during the lab session to ensure everyone could follow.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Explain the concept of linear time-invariant systems, signal convolution, and special functions
  2. Apply signal analysis techniques in time and frequency domains using the Laplace transform
  3. Identify and design frequency response systems
  4. Perform signal analysis in time and frequency domains using the Fourier transform
  5. Use simulation software to validate signal and system analysis techniques
  6. Develop technical documentation to present analysis processes, solutions, and designs using appropriate diagrams, symbols, and terminology that conform to Australian and international standards.

The Learning Outcomes for this unit are linked with the Engineers Australia Stage 1 Competency Standards for Professional Engineers in the areas of 1. Knowledge and Skill Base, 2. Engineering Application Ability and 3. Professional and Personal Attributes at the following levels:
 
Intermediate 1.5 Knowledge of engineering design practice and contextual factors impacting the engineering discipline. (LO: 3I 4I 5I ) 1.6 Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline. (LO: 2N 3I 4N 5N ) 3.3 Creative, innovative and pro-active demeanour. (LO: 5I ) 3.4 Professional use and management of information. (LO: 5I )
 
Advanced 1.1 Comprehensive, theory-based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. (LO: 1A 2A 3A ) 1.2 Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. (LO: 2I 3A 4I 5I ) 1.3 In-depth understanding of specialist bodies of knowledge within the engineering discipline. (LO: 1A 2A 3A 4A 5A ) 1.4 Discernment of knowledge development and research directions within the engineering discipline. (LO: 2I 3A 4I 5A ) 2.1 Application of established engineering methods to complex engineering problem solving. (LO: 2A 3A 4A 5A ) 2.2 Fluent application of engineering techniques, tools and resources. (LO: 2I 3I 4I 5A ) 2.3 Application of systematic engineering synthesis and design processes. (LO: 5A ) 3.2 Effective oral and written communication in professional and lay domains. (LO: 6A 7I )
Note: LO refers to the Learning Outcome number(s) which link to the competency and the levels: N – Introductory, I – Intermediate and A - Advanced.
Refer to the Engineering Undergraduate Course Moodle site for further information on the Engineers Australia's Stage 1 Competency Standard for Professional Engineers and course level mapping informationhttps://moodle.cqu.edu.au/course/view.php?id=1511

 

 

 

                               

 

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Online Quiz(zes) • • • •
2 - Practical and Written Assessment • • • • •
3 - Written Assessment • •
Alignment of Graduate Attributes to Learning Outcomes
• Introductory Level
• Intermediate Level
• Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6
1 - Communication • •
2 - Problem Solving • • • • •
3 - Critical Thinking • • • •
4 - Information Literacy •
6 - Information Technology Competence •
8 - Ethical practice •
Alignment of Assessment Tasks to Graduate Attributes
• Introductory Level
• Intermediate Level
• Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10