1 Educational program for a specialized Undergraduate Technology Degree [French : DUT- Dipl ] in «Electrical Engineering and Industrial Computing» National Educational Program 1 General presentation of the program The technical and professional skills targeted: Jobs and sectors of the labor market Course program The structure of the program Opportunities abroad A program conceived for job market insertion The involvement of professionals working in the field The Student s Personal and Professional Development Plan (PPD) Tutored projects Industry internship Admissions Evaluation and accreditation Organization General plan Course list and schedule for each educational unit Course list and schedule for each module per semester Semester 1 [NT: LW Lab Work; WS Workshops; CL Classes] Semester Semester Semester Descriptive charts for modules and educational units Descriptive charts for the modules Descriptive charts for core curriculum modules Ma11 - Fundamentals of algebra and trigonometry Ma12 - Fundamentals of calculus Ma21 - Integral calculus and differential equations Ma22 Introduction to applied mathematics Ma31 - Mathematical tools for Fourier analysis Ma32 - Mathematics pour le signal discret... 22
2 CC1 Expression and Communication CC2 - Informer, se documenter CC3 - Communicating and integrating into the professional world CDE4 - The human, economic and social realities of the marketplace An1 - English for general purposes An2 - English communication for general and professional purposes An3 - Advanced general, professional and specialized English P1 - Mechanics - Electromagnetism P2 - Optical electronics - Thermal systems P3- Sensors - Electromagnetic compatibility GE11 - Linear components and circuits GE12 - Distribution and safety GE2 - Second order systems, filters ET1 - Inductances and transformers ET2 - Direct Current motors and Rectifiers ET3 Converters EN1 - Functions and Basic Components of Electronics EN2 Fundamental Functions of Electronics EN3 - Functions associated with the treatment and transmission of information II1 - Algorithms, Programming II2 - Architecture of processors ENSL1 - Analysis and Logic Systems Synthesis AU3 - Servo-loop control, Regulation ARS2 Open-loop controls for industry ARS3 Networks ARS4 - Supervision and control of processes PPP1 Introduction to the workplace PPP2 - Setting up a personal project ERxx - Studies and projects Descriptive charts for supplemental modules MC-M1 - Probability and Statistics MC-A1 - Certification in English MC-ET1 - Alternating current motors MC-ET2 Converters in association with direct current motors
3 MC-ET3 Association of converters and alternating current motors MC-ET4 - Electrical distribution MC-ET5 Renewable energy MC-EN1 - Radiofrequency amplification MC-EN2 Antennas and hyperfrequency circuits MC-EN3 - Telecommunications and analog signals MC-EN4 - Telecommunications and digital signals MC-EN5 - Telecommunications and Digital filtering MC-AS21 - Modeling and commands for linear digital systems MC-AS22 - Continuous and digital linear system correction MC-ARS21 - Fieldbus networks MC-ARS22 - Industrial Ethernet and remote control via Internet MC-II1 - Object-based programming MC-II2 Multiprocessing systems, real time systems MC-II3 - DSP architecture MC-II4 - Databases MC-ENSL1 FPGA MC-M - Métiers du GEII MC-ERx - Studies and projects
4 4 1 GENERAL PRESENTATION OF THE PROGRAM In accordance with the modified order of August relating to the undergraduate university degree in technology in higher education in the European space, this document describes the study program for Electrical Engineering and Industrial Computing (EEIC) whose purpose is to prepare a student in 4 semesters to work as an advanced technician while offering an opportunity to continue his/her education according to a personal and professional development plan. The figure here below shows the possible plans offered through French higher education institutions or in a course of study which is equivalent to the sequence, Bachelor, Master, PhD (BMP). [see figure 1 doc] (Source : Fédération des Industries Électriques, Électroniques et de Communication) 1.1 The technical and professional skills targeted: Work skills targeted by the UDT EEIC This curriculum was conceived to provide a means for students to acquire the necessary skills for practicing their trade in the European Space and allow them to develop and update their skills throughout their professional life. Throughout his/her professional career, the technician must have the ability to adapt to the specific requirements of their firm where the mainly technical nature of their jobs shall also demand that they know the economic situation of their firm as well as how to communicate efficiently in the work place. The jobs that a UDT EEIC graduate can look forward to are varied and may eventually include leading small teams or interacting with clients. The tasks that technicians are responsible for include the following although they are not limited to these: - The analysis or the establishment of a specifications sheet, - The development or selection of technical solutions (both hardware and software) and products by integrating the reliability and quality specifications, - The management of medium scale projects, - The installation, development, maintenance and reparation of equipment, - The coordination of a small team, - Representing the firm to clients. The optimum environment for a technician to grow in professionally is an open environment that emphasizes communication, either orally or in writing, using different media, and which includes a foreign language; comfort with written and oral technical communication in English is also a required skill.
5 5 Technological skills of an EEIC graduate The know-how and technological skills of an EEIC graduate may be applied in a very wide range of applications covering the following fields: - Electronics and telecommunications, - The electronics of energy distribution, conversion and generation, - Computing for industrial systems, - Automated systems and local networks groups. An EEIC graduate is able to analyze and to participate in the conception of systems or electrical accessories through active use of the digital, analog and power electronics used in Electrical Engineering, automation, industrial or networks computing, via: - a good understanding of Computer-aided design (CAD), measurement techniques and tools, - the capacity to design (for both software and hardware) data input and processing systems, detection and signal transmission systems (up to high and hyper frequencies), - in the field of automation, the graduate shall master modeling and system architecture; with the capacity to implement solutions for data transmission between systems and local networks, - the capacity to define and to operate power electronics equipment and related systems, to generate energy or set-up automation. 1.2 Jobs and sectors of the labor market The traditional work sectors (electricity and electronics, electrical accessories and instruments, the production and transport of energy, telecommunication, manufacturing and processing industries) have grown thanks to the multiplication of applications for electricity and computers. Given the widespread uses of electronics, electrical engineering and industrial computing, the skills provided to EEIC graduates are sought in very diverse fields: - Aeronautics and Space Engineering, - Microelectronics industry, - Health, - Transportation and automotive sectors, - Food processing and agro-industries, - Computer and communication technology. The activities of EEIC graduates depend to a large extent on the type of firm they work in: in a larger firm they tend to be more specialized while in a smaller one more varied tasks are demanded of them, also a feature of a research laboratory. Their work in sectors of the technology labor market is undertaken in educational settings, development, industry and manufacturing, maintenance, quality assurance and services, even in trade. Electronics technician, electrical engineer, automation technician or maintenance technician are traditional job categories which cover a large range of more specific job titles: methods technician, research manager, test manager, manufacturing team manager, maintenance coordinator, developer, production / design engineering, automation electronics technician, process specialist, industrial computing, etc. In the microelectronics sector, the jobs awaiting an EEIC graduate are mainly located in the area of design: design itself as well as product engineering, characterization and quality control.
6 6 2 COURSE PROGRAM 2.1 The structure of the program The courses leading to a UDT comprise a major of study, which provides a core curriculum with the knowledge areas central to the UDT, in addition to supplementary modules (study area). These supplemental modules provide a complete course of study for students, whether he or she wants to be integrated into the work force or else to continue studying for other higher education degrees. The supplemental modules, regardless of the curriculum chosen by the student, are an integral part of the University degree in technology. Should the student wish to continue studying and seek a level 1 or 2 certification, there are supplemental modules in advanced technologies, as well as added proficiency in professional skills and scientific literacy. The supplemental modules are offered to students choosing to continue their studies, either because they have selected this path or because they possess the adequate academic standing. They are meant to provide the student with the means to design a curriculum to reflect the student s personal and professional development plan. They were developed by the university institutes of technology (UIT IUT Institut Universitaire de Technologie) based on the concepts advocated by national pedagogical commissions, and match the modules for workforce integration in terms of their academic credit-hours and knowledge acquisition coefficients. The student may choose from 10 supplemental modules that will extend the knowledge acquisition of core curriculum areas in order to prepare the student for either immediate or postponed workforce integration following a continued program of study. The modules for immediate workforce integration are described in this program. All of the supplemental modules comprise a total of 30 credit-hours with a knowledge acquisition coefficient of 3. Special pedagogic modules The modules that are in the «Alternative learning Apprendre Autrement» study area are aimed at consolidating the learning acquired over the first two semesters and to prepare the student for the path he has chosen. It is part of a well-rounded course of learning, which seeks to make the future worker independent and familiar with real working methods. The program team will assist the student with his choices, in particular when it deems it preferable to further consolidate his learning when the skills targeted by the «core curriculum» have not been acquired. The «Alternative Approach» modules are included in the core curriculum area. 2.2 Opportunities abroad Learning a foreign language especially English helps the student to gain greater job mobility both within and outside the European space. The flexibility made possible by the modified educational order of the 3 rd August 2005 enhances the possibility for mobility. Among the list of supplemental module, the student must select a language module in order to be as prepared as possible for global opportunities.
7 English is a real necessity for UDT EEIC graduates both in the exercise of their professional as well as their personal lives. The main objective of UDT learning is to provide additional learning in the four language skills areas in order to reach a level which is compatible with the B1 reference level defined by the Council of Europe (called threshold levels). These reference levels are characterized by: - The ability to carry on interaction in the target language and obtain one s objectives, - The ability to deal skillfully with situations in daily life. In order to take into account the ultimate objectives of the diploma, the students are taught the vocabulary they are likely to need at work and in their professional specialty. Finally, the different skill levels of each student are taken into account in the particular implementation of this program. If English constitutes a first language, the use of a second foreign language is encouraged as well, both for reasons for workforce integration as for continuing studies. In this regard, the minimum threshold aimed revolves around keeping up the level acquired by the student completing his second degree and, furthermore, to make the student more independent in maneuvering in his chosen educational program A program conceived for job market insertion The involvement of professionals working in the field The staff is involved in the learning process in different ways: participation in the Student Personal and Professional Development Plan (PPD) and in the technical projects, participation in the admissions jury and the granting of diplomas, assisting research projects and monitoring the internships. They participate directly in training, devoting a targeted 20% of teach hours. In order to achieve these various demands, the educational staff is mixed, including practicing professionals, teacher, all defining the common objectives, the subjects and the pedagogic implementation of the studies and projects, which are aimed at placing the student in a work setting and carrying out a project. Thus, even if few of their hours are actually in front of the students, the professionals contribute an important part role in the pedagogic team by participating in preparatory sessions concerning choosing the projects and afterwards, the evaluation sessions. Furthermore, each UIT is an asset for regional development plans which these graduates contribute to with efficiency. For this, the teaching of technology may be adapted to local and regional industrial orientations. These adaptations of the program maybe be defined in coordination with the professionals and may represent up to 20% of the total learning program, mainly in the educational unit program areas, or educational units 2 and The Student s Personal and Professional Development Plan (PPD) The Personal and Professional Development Plan comprises background work to allow the student to understand in precise terms both the available vocational areas and what he will need in terms of interpersonal skills.
8 It is designed to allow the student to properly frame his immediate and future professional orientation and capacities in order to design an educational program which is in sync with the vocational area(s) he has targeted. The Personal and Professional Development Plan is present in all learning areas. It involves work on communication as well as personal research by the student, in which all teaching staff participates in particular with regards to the discovery of the vocational area. The practical implementation of the PPD requires one-on-one tutoring. Two modules are dedicated to developing the PPD over the first two semesters. The PPD starts as of the very first semester Tutored projects Tutored projects, lasting a total of 300 hours over the 4 semesters, aim to make the student independent. The subject of the project may be provided by the teacher tutor of the project, or by a firm or regional institution. The theme is often about a study related to the vocational sectors of the specialized area, although it is not limited to this. In particular, part of the tutored projects that may be suggested in relation to the Studies and Projects (SP). This project leads to: - Project management methodology (work in groups, work time management, setting deadlines, drawing up specification sheets, etc.), - The implementation of knowledge and know-how (document-based research, work proposals, drafting reports, etc.), - Learning how to work independently. - Transcending academic subject areas and boundaries Industry internship The internship in industry lasts for 10 weeks minimum and is conceived to familiarize the student with real industry. It occurs, preferably, during the fourth semester and its organization is flexible in order to include particular variants (international exchanges, an internship training period ). The internship is followed-up by visits of the departmental staff to the internship work place. During the preparation of a student s PPD, the choice of immediate workplace integration may be considered and allow for a 4 week extension of the internship, equivalent to two supplemental module. 2.4 Admissions In order to match the diversity of the applicant body several venues are offered. The four semester full-time program: initiation studies Holders of a high school baccalaureate diploma related to the specialized field or an equivalent diploma may apply.
9 Work study program The work study program requires prior signed proof of a professional training contract or an in-company training program. Continuing education and Accreditation of prior learning (APL) This program is for those who want to audit a course and who are employed or seeking employment. Their credentials are assessed by a jury in charge of examining their application, interviews and exams. The APL procedure shall be applied in accordance with the regulations applied at the university the application has been submitted to. 3 year program, distance learning including classroom sessions High School baccalaureate holders or those with an equivalent diploma may apply to this program. The admission is decided by a jury, in charge of examining their application, interviews and exams. This program is for: - Students who cannot enroll in a full-time program, due to their particular situation, - Employees or person looking for work and who have not found employment in other sectors open to UDT graduates (geographic distance, work schedule ). - Full-time one year program (special year): initiation studies Students who have a science education level corresponding to two years of post-baccalaureate diploma education (first Internship of university studies, grandes écoles preparatory course ) and who want to complete their studies with a short course of study in technology. 2.5 Evaluation and accreditation During semester 3, the supplemental module credits are tabulated in relation to their corresponding Educational Unit (). The weighted study credits and size of the educational units, including supplemental modules, must respect a 1 to 2 ratio in accordance with article 9 of the modified order of the 3 rd August The conditions for passing the UDT and receiving accreditation are defined in accordance with the provisions established in the modified order of the 3 rd August The supplemental modules and related course of study is entered on the diploma. 3 ORGANIZATION 3.1 General plan The first 3 semesters of the program are divided into 3 educational units (): - 1: Human Development and Science - 2: Electrical Engineering - 3: Computing for industrial systems The last semester has 2 educational units: - 41: Professional development - 42: Internship These educational units are distributed over 4 semesters, as follows: 9
10 10 Program S1 S2 S3 S4 Total hours hours hours hours hours Core curriculum 1 : Human development and science : Electrical Engineering : Industrial computing : Professional development (42 : Internship) Alternative learning s * Attached to 1, 2, 3 depending on the student s program selection Supplemental modules distribution depending on the curriculum Total of study * These modules are included in the core curriculum.
11 Course list and schedule for each educational unit 1 :Human Development and Science *MC in French code for modules Coeff. S1 S2 S3 S4 Tot. CC Tot SM* Mathematics Culture-Communication Personal and Professional Development Personal and Professional Development English Physics Supplemental modules maximum Total: 16 CC mod. + 4 Suppl. mod. Maximum 2 : Electrical Engineering 60 * maximum Coeff. S1 S2 S3 S4 Tot. CC Tot SM* Introduction to Electrical Engineering Electrical Engineering and Power Electronics Electronics Studies Projects Tutored Projects Supplemental modules 2 Total: 12 CC mod. + 4 suppl. mod. maximum 3 : Computing for industrial systems 120 maximum 54 * maximum Coeff. S1 S2 S3 S4 Tot. CC Tot SM* Industrial computing Digital electronics, logic synthesis Automation Automation in industry and for distribution systems Studies and projects Tutored projects Supplemental modules 3 Total: 10 CC mod. + 4 suppl. mod. maximum 41 : Professional Development 120 maximum 54 * maximum Coeff. S1 S2 S3 S4 Tot. CC Tot SM* Corporate dynamics Industrial and network Studies and projects Tutored projects Supplemental modules Total: 3 CC mod. + 6 suppl. mod : Internship Internships weeks minimum Alternative learning» modules In 1, 2, 3 as per student selection Semester total (hours) Program Total (hours) 1800 Note: Columns «Tot CC» and «Tot MC» shows the total number of hours in the core curriculum (CC) and the Supplemental modules (MC).
12 *: in each educational unit, the supplemental modules are assigned a coefficient of The Full Program: - 42 core curriculum modules + 10 Supplemental modules + tutored project + Internship. - Distribution of the supplemental modules: 4 in S3, 6 in S Course list and schedule for each module per semester Semester 1 [NT: LW Lab Work; WS Workshops; CL Classes] 11 Human development and science Mathematics Fundamentals of algebra and trigonometry Coefficient CL WS LW Total Ma Fundamentals of calculus Ma Culture & Communication Expression and communication CC English English for general purposes An Physics Mechanics Electromagnetism P Personal and Professional Development Discover the workplace PPP Total Electrical Engineering Introduction to electrical engineering Circuits and linear components GE Distribution and safety GE Electrotechnology and power electronics Inductances and transformers ET Electronics Uses and basic components of electronics Studies and Projects - Tutored projects EN ER Total Computing for industrial systems Industrial computing Algorithms, programming II Digital electronics, logic synthesis Calculus and synthesis of logic systems Studies and Projects - Tutored projects ENSL ER Total Total S
13 Semester 2 21 Human development and science Mathematics Integral calculus and differential equations Introduction to applied mathematics Culture & Communication Information and searching for documents English Physics Communication in English for general and professional use Optical electronics/ Thermal systems Coefficient CL WS LW Total Ma Ma CC An P Personal and Professional Development Student project PPP Total Electrical engineering Introduction to Electrical Engineering Second order systems, filters GE Electrotechnology and power electronic Direct Current motors and Rectifiers ET Electronics Fundamental functions of electronics Studies and Projects - Tutored projects EN ER Total Computing for industrial systems Industrial computing Architecture of processors Automation in industry and for distribution systems Open-loop controls for industry Studies and Projects - Tutored projects II ARS ER Total alternative learning modules (AA1 and AA2) must either be in 21, 22, or
14 14 Total S * 176 * 184 * 510 * These totals do not include the Alternative learning modules. These Alternative learning modules are part of the core curriculum Semester 3 31 Human development and science Mathematics Mathematical tools for Fourier analysis Mathematical tools for discrete signals Culture & Communication Communicating and integrating into the professional world English Physics Advanced general, professional and specialized English Coefficient CL WS LW Total Ma Ma CC An Sensors - EMC P Total Electrical Engineering Electrotechnology and power electronics Converters ET Electronics Functions associated with the treatment and transmission of information EN Total Computing for industrial systems Automation Servo-loop control, Regulation AU Automation in industry and for distribution systems Distribution systems ARS Studies and Projects - Tutored projects ER Total Total supplemental modules in S3 : 4 modules distributed over 31 to Total S * 137 * 161 * 510 Each supplemental module is assigned a coefficient of 3. * These totals do not include the supplemental modules.
15 Semester 4 41 Professional Development Business organization Coefficient CL WS LW Total The human, economic and social realities of companies Studies and projects -Tutored projects Automation in industry and for distribution systems Supervision and control of processes 6 Supplemental modules CDE ER ARS Total Internship Internship 32 Total Total S * 42 * 36 * 270 * These totals don t include the supplemental modules. 4 DESCRIPTIVE CHARTS FOR MODULES AND EDUCATIONAL UNITS 4.1 Descriptive charts for the modules The Electrical Engineering and Industrial Computing program is divided into educational units () which are in turn divided into modules. These modules are defined in terms of academic and professional goals. The main focus should be on reaching these targets rather than on methodically covering every knowledge area contained in each module. Depending on the local context, the contents may be modified, but the objectives must be duly accredited. Comments on the descriptive charts for the modules: The acronym refers to Educational Units [Unité d Enseignement in French] which each given module is inserted in (cf. «Course list and schedule for modules per semester»). The evaluation or weight of each module is rendered by a coefficient which is listed in the chart mentioned here above, which corresponds to the corresponding to the number of credits in the respective educational unit. The term announces the complete name of the module in question. The term is a coded reference whose number and letter values refer to the following: one or more letters refer to the under which the module is listed; the first letter indicates the corresponding semester for the module; the second number, when applicable, provides the scheduled order within a given semester. The term refers to the semester in which the module is taught.
16 The term refers to the general subject heading under which the module is included. The term refers to the total number of hours of teaching scheduled either for classroom teaching (CL), Workshops or Seminars (WS), Lab Work (LW). The Objectives box defines the overall goal of the module within the program. It is further described by the Minimum proficiency box which indicates what the student must be able to do or know at the outcome of the module. These minimum requirements are the basis for the evaluation. The Requirements box defines the admission conditions for each module, in particular with regard to module candidates who are only enrolled in part of the curriculum. When one or several modules are listed in the requirement box, this means that the minimum proficiency demanded of each required module must first be reached before starting the new module. The Course Content box defines the subject matters taught in the module. The Course methodology box provides an indication of the learning method employed in the teaching of the course. The Extensions box refers to the subject matters or modules which the proficient student is now prepared to study as part of the preparation for the UDT diploma. The Key-words lists the most important terms (those not included in the title) of the module. 16
17 Descriptive charts for core curriculum modules FSH Ma11 Human Development and Science Ma11 - Fundamentals of algebra and trigonometry Mathematics Fundamentals of algebra and trigonometry Master knowledge of complex numbers and complex diagrams using algebra, Identify rational fractions and master related algebra operations. Able to master all types of calculations and read all graphs using complex exponentials, Able to handle trigonometry formulas, Able to resolve algebra equations with real coefficients below or equal to 4, Able to breakdown a rational fraction into simple real components: A x - a A (x - a)² A x + B a x² + b x + c IST baccalaureate course [final year High School diploma] (smallest common denominator). Introduction to plane geometry, Complex numbers (module, argument, square root, cubic root), Trigonometry and trigonometric functions, Trigonometry formulas (ex : conversion of a cos ω t + b sin ω t ), Definition of reciprocal functions of trigonometric functions, Polynomial factoring with low degrees, Second degree equations with complex coefficients, Decomposing rational fractions into simple components, Vector, scalar multiplication, vector multiplication, mixed multiplication and applications. 12C,14TD,4TP S1 The subject matter addressed in this module may be used to familiarize the student with different methods of logical reasoning and proofs (proof by contradiction, by contraposition, by induction, by counterexample ). Extensions : nth degree roots, Graphic representation of complex diagrams (Bode, Nyquist, etc.), The concept of bijection, Error correction codes, Calculation of areas, moments, volumes. Polynomials, rational fractions, trigonometry, complex numbers.
18 18 FSH Ma12 Human Development and Science Ma12 - Fundamentals of calculus Mathematics Fundamentals of calculus Make students familiar with model functions, Understand the geometric interpretation of differentials, Understand the Riemann definition of integrals. 12C,14TD,4TP S1 Able to plot a diagram for a given function, Able to write an expression when the function of a given equation type is defined by its corresponding diagram, Identify the geometric properties of a given function, Calculate the derivative of a function comprising standard functions, Be comfortable using the integral properties. IST baccalaureate course [final year High School diploma]. Continuous functions using intervals, odd and even parity, Periodicity (period, pulse, frequency), Signal modulations / trains (rectangular, triangles waveforms), Fast and slow rhythms, correction, change of scale, Non derivative functions at a single point, Differentials, Derivatives of complex functions, Exponential and logarithmic functions (ln x, log x, log 2 x, e x, a x ), Properties of reciprocal trigonometric functions, Definition of the Riemann integral (continuous functions of intervals), Properties of the integral. The subject matter addressed in this module may be used to familiarize the student with different methods of logical reasoning and proofs (proof by contradiction, by contraposition, by induction, by counterexample ). It is possible to use limited expansions examples (calculation using computer programs for instance). Extensions : Optimization, Numerical integration, Limits and equivalence calculus, Taylor series, Relationship between integrals and indefinite integrals. Finite increment, slope, derivatives, integrals, functions.
19 19 Human Development and Science Ma21 - Integral calculus and differential equations Mathematics 12C,14TD,4TP FSH Ma21 Integral calculus and differential equations S2 Allow the student to make use of the tools of integral calculus and differential equations in other disciplines. Proficiency in the required integral calculation techniques, Resolving the differential equations used in the program courses without any difficulty s Ma11 and Ma12. Integral calculation techniques, Integral calculation of standard trigonometric functions, Integral calculation of rational fraction functions, Differential linear equations of first and second order, with constant coefficients, Equivalent functions approaching infinity, + + Improper integrals such asf(t) dt f(t) dt (definitions, convergence, theory of positive functions, a absolute convergence of functions with complex values). Technical mastery shall lead to diverse applications (electrical circuits, demographic growth models, Physics, etc.). The numerical integration techniques (rectangle, trapezoid) may be explored in during LW sessions using specialized software. Extensions : Convolution, Correlation, Numerical solution to differential equations using the Euler method, Resolving differential equations in applied Physics (linear differential equations with non-constant first order coefficients). Variables, summation, indefinite integrals, integral calculation techniques.
20 20 FSH Ma22 Introduction to matrix calculus, Use of the Laplace transform. Human Development and Science Ma22 Introduction to applied mathematics Mathematics Introduction to applied mathematics 12C,14TD,4TP S2 Ability to use a formula sheet in order to calculate Laplace transforms, both direct and inverse, How to perform operations using the matrices, Knowing how to use linear matrix systems (scale less than or equal to 5). Ma21 (integral calculus). Laplace transform of causal functions, Diagrams and theorems. Inverse transforms, Applications, Operations involving matrices, Basic properties of the determinants, Calculating determinants (order inferior or equal to 4), Solving linear systems. Leading to formal calculus. Extensions : Transfer functions, Impulse response, Convolution, Error correction codes, Quadrupole matrices, Matrices convolution. Laplace, charts, circuits.
Educational program for a specialized Undergraduate Technology Degree [French : DUT- Diplôme Universitaire de Technologie] in «Electrical Engineering and Industrial Computing» National Educational Program
EE ELECTRICAL ENGINEERING See beginning of Section H for abbreviations, course numbers and coding. The * denotes labs which are held on alternate weeks. A minimum grade of C is required for all prerequisite
MATHEMATICS Students must pass all math courses with a C or better to advance to the next math level. Only classes passed with a C or better will count towards meeting college entrance requirements. If
Mathematics MATH Michael Norris, Interim Dean Math and Computer Science Division Math Building, Room 267 Possible career opportunities Mathematicians work in a variety of fields, among them statistics,
PHILOSOPHY OF THE MATHEMATICS DEPARTMENT The Lemont High School Mathematics Department believes that students should develop the following characteristics: Understanding of concepts and procedures Building
MAT 051 Pre-Algebra Mathematics (MAT) MAT 051 is designed as a review of the basic operations of arithmetic and an introduction to algebra. The student must earn a grade of C or in order to enroll in MAT
Sequence of ematics Courses Where do I begin? Associates Degree and Non-transferable Courses (For math course below pre-algebra, see the Learning Skills section of the catalog) MATH M09 PRE-ALGEBRA 3 UNITS
MATH Degree: A.S. AS-T for Transfer Division of /Statistics & Engineering Anne E. Licciardi, Dean South Gym 220 916-558-2202 Associate in Science Degree Program Information The mathematics program provides
MAC 224 Advanced CNC Milling 1 3 0 2 This course covers advanced methods in setup and operation of CNC machining centers. Emphasis is placed on programming and production of complex parts. Upon completion,
Appendix 3 IB Diploma Programme Course Outlines The following points should be addressed when preparing course outlines for each IB Diploma Programme subject to be taught. Please be sure to use IBO nomenclature
COURSE CATALOGUE 201-201 Field: COMPUTER SCIENCE Programme: Bachelor s Degree Programme in Computer Science (Informatics) Length of studies: years (6 semesters) Number of ECTS Credits: 180 +0 for the B.Sc.
Mathematics Courses in Mathematics are offered with instruction in English, French (F) and Spanish (S) where enrolment warrants. Note: Five credits at the 20 level are required to obtain an Alberta High
STUDENT LEARNING OUTCOMES FOR THE SANTIAGO CANYON COLLEGE MATHEMATICS DEPARTMENT (Last Revised 8/20/14) Department SLOs: Upon completion of any course in Mathematics the student will be able to: 1. Create
Advanced Higher Mathematics Course Assessment Specification (C747 77) Valid from August 2015 This edition: April 2016, version 2.4 This specification may be reproduced in whole or in part for educational
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
Credit Equivalency Resource Package Course Comparisons Quebec English Math Science Introduction Organizing Framework Secondary school offers five years of general education, divided into two cycles. Cycle
Stephanie A. Mungle TEACHING PHILOSOPHY STATEMENT I am a self-directed, enthusiastic college mathematics educator with a strong commitment to student learning and excellence in teaching. I bring my passion
Mathematics School of Mathematics, Computer Science and Engineering Dean: Lianna Zhao, MD Academic Chair: Miriam Castroconde Faculty: Miriam Castroconde; Terry Cheng; Howard Dachslager, PhD; Ilknur Erbas
PROPOSED CHANGES TO THE BACHELOR OF SCIENCE IN ELECTRICAL AND COMPUTER ENGINEERING DEGREE PROGRAM IN THE COCKRELL SCHOOL OF ENGINEERING CHAPTER IN THE UNDERGRADUATE CATALOG 2016-2018 or LAW SCHOOL CATALOG
COURSE CATALOG BS Networking and System Administration Program Overview Networking, the technology of interconnecting computing devices so information can flow between them, includes the design, deployment,
Computer Networks and Internets, 5e Chapter 6 Information Sources and Signals Modified from the lecture slides of Lami Kaya (LKaya@ieee.org) for use CECS 474, Fall 2008. 2009 Pearson Education Inc., Upper
Accelerated Mathematics 3 This is a course in precalculus and statistics, designed to prepare students to take AB or BC Advanced Placement Calculus. It includes rational, circular trigonometric, and inverse
Fourier Analysis Nikki Truss 09369481 Abstract: The aim of this experiment was to investigate the Fourier transforms of periodic waveforms, and using harmonic analysis of Fourier transforms to gain information
I The Real and Complex Number Systems 1. Identify subsets of complex numbers, and compare their structural characteristics. 2. Compare and contrast the properties of real numbers with the properties of
Math Department Student Learning Objectives Updated April, 2014 Institutional Level Outcomes: Victor Valley College has adopted the following institutional outcomes to define the learning that all students
Programme Specification (Undergraduate) Date amended: 27 February 2012 1. Programme Title(s) and UCAS code(s): BSc/BA/MMath Mathematics (Including year abroad) (G100/G102/G105) 2. Awarding body or institution:
www.arpapress.com/volumes/vol12issue2/ijrras_12_2_22.pdf ANALYSIS AND APPLICATIONS OF LAPLACE /FOURIER TRANSFORMATIONS IN ELECTRIC CIRCUIT M. C. Anumaka Department of Electrical Electronics Engineering,
NZQA registered unit standard 0431 version Page 1 of 7 Title Demonstrate and apply fundamental knowledge of a.c. principles for electronics technicians Level 3 Credits 7 Purpose This unit standard covers
MATH DEPARTMENT COURSE DESCRIPTIONS The Mathematics Department provides a challenging curriculum that strives to meet the needs of a diverse student body by: Helping the student realize that the analytical
VCU MATHEMATICAL SCIENCES, BACHELOR OF SCIENCE (B.S.) WITH A CONCENTRATION IN APPLIED MATHEMATICS The curriculum in mathematical sciences promotes understanding of the mathematical sciences and their structures,
* Students who scored a Level 3 or above on the Florida Assessment Test Math Florida Standards (FSA-MAFS) are strongly encouraged to make Advanced Placement and/or dual enrollment courses their first choices
AP Calculus BC Course Description: Advanced Placement Calculus BC is primarily concerned with developing the students understanding of the concepts of calculus and providing experiences with its methods
Program Description Successful completion of this maj will assure competence in mathematics through differential and integral calculus, providing an adequate background f employment in many technological
Shape, Space, and Measurement- Primary A student shall apply concepts of shape, space, and measurement to solve problems involving two- and three-dimensional shapes by demonstrating an understanding of:
R U S S E L L L. H E R M A N A N I N T R O D U C T I O N T O F O U R I E R A N D C O M P L E X A N A LY S I S W I T H A P P L I C AT I O N S T O T H E S P E C T R A L A N A LY S I S O F S I G N A L S R.
Mathematics (MAT) Faculty Mary Hayward, Chair Charles B. Carey Garnet Hauger, Affiliate Tim Wegner About the discipline The number of applications of mathematics has grown enormously in the natural, physical
AlBalqa Applied University تا سست عام 997 The curriculum of associate degree in Air Conditioning, Refrigeration and Heating Systems consists of (7 credit hours) as follows: Serial No. Requirements First
MATH 102/102L Inter-Algebra/Lab Properties of the real number system, factoring, linear and quadratic equations polynomial and rational expressions, inequalities, systems of equations, exponents, radicals,
Thnkwell s Homeschool Precalculus Course Lesson Plan: 36 weeks Welcome to Thinkwell s Homeschool Precalculus! We re thrilled that you ve decided to make us part of your homeschool curriculum. This lesson
Core Curriculum to the Course: Environmental Science Law Economy for Engineering Accounting for Engineering Production System Planning and Analysis Electric Circuits Logic Circuits Methods for Electric
ACT 101 Financial Accounting The course will provide the student with a fundamental understanding of accounting as a means for decision making by integrating preparation of financial information and written
Please start the slide show from the beginning to use links Click here for active links to various courses CLICK ON ANY COURSE BELOW TO SEE DESCRIPTION AND PREREQUISITES To see the course sequence chart
Semester 1 Text: Chapter 1: Tools of Algebra Lesson 1-1: Properties of Real Numbers Day 1 Part 1: Graphing and Ordering Real Numbers Part 1: Graphing and Ordering Real Numbers Lesson 1-2: Algebraic Expressions
MATHEMATICS DEPARTMENT All students are required to take four credits in mathematics, including one credit in Algebra and one credit in Geometry. Students advancing to a Maryland State College or University
Poznan University of Technology Faculty of Electrical Engineering Contact Person: Pawel Kolwicz Vice-Dean Faculty of Electrical Engineering firstname.lastname@example.org List of Modules Academic Year: 2015/16
194 / Department of Natural Sciences and Mathematics MATHEMATICS (MATH) The Mathematics Program: 1. Provides challenging experiences in Mathematics, Physics, and Physical Science, which prepare graduates
Programme Specification (Undergraduate) Date amended: 28 August 2015 1. Programme Title(s) and UCAS code(s): BSc Mathematics and Actuarial Science (including year in industry option) 2. Awarding body or
Mathematics K-12 Mathematics Introduction The Georgia Mathematics Curriculum focuses on actively engaging the students in the development of mathematical understanding by using manipulatives and a variety
The Fourth International DERIVE-TI9/89 Conference Liverpool, U.K., -5 July 000 Derive 5: The Easiest... Just Got Better! Michel Beaudin École de technologie supérieure 00, rue Notre-Dame Ouest Montréal
1 Table of Contents Mathematics Standards Subject Pages Algebra 1-2 2-4 Algebra 3-4 5-6 AP Calculus AB and BC Standards 7 AP Statistics Standards 8 Consumer Math 9 Geometry 1-2 10-11 Honors Differential
MATH BOOK OF PROBLEMS SERIES New from Pearson Custom Publishing! The Math Book of Problems Series is a database of math problems for the following courses: Pre-algebra Algebra Pre-calculus Calculus Statistics
Program Guidebook Master of Arts, Mathematics Education (5-9) The Master of Arts in Mathematics Education (5-9) is a competencybased degree program that prepares already licensed teachers both to be licensed
BSEE Degree Plan Bachelor of Science in Electrical Engineering: 2015-16 Freshman Year ENG 1003 Composition I 3 ENG 1013 Composition II 3 ENGR 1402 Concepts of Engineering 2 PHYS 2034 University Physics
QUALITY ENGINEERING PROGRAM Production engineering deals with the practical engineering problems that occur in manufacturing planning, manufacturing processes and in the integration of the facilities and
Master of Arts in Mathematics Education for Grade 5 12 Teachers The Master of Arts in Mathematics Education (5 12) is a competencybased degree program that prepares already licensed teachers both to be
COLLEGE ALGEBRA LEARNING COMMUNITY Tulsa Community College, West Campus Presenter Lori Mayberry, B.S., M.S. Associate Professor of Mathematics and Physics email@example.com NACEP National Conference
MATH 098 CIC Approval: BOT APPROVAL: STATE APPROVAL: EFFECTIVE TERM: SAN DIEGO COMMUNITY COLLEGE DISTRICT CITY COLLEGE ASSOCIATE DEGREE COURSE OUTLINE SECTION I SUBJECT AREA AND COURSE NUMBER: Mathematics
MATHEMATICS Administered by the Department of Mathematical and Computing Sciences within the College of Arts and Sciences. Paul Feit, PhD Dr. Paul Feit is Professor of Mathematics and Coordinator for Mathematics.
Tin Ka Ping Secondary School 015-016 F. Mathematics Compulsory Part Teaching Syllabus Chapter 1 Quadratic in One Unknown (I) 1 1.1 Real Number System A Integers B nal Numbers C Irrational Numbers D Real
COURSE SYLLABUS Pre-Calculus A/B Last Modified: April 2015 Course Description: In this year-long Pre-Calculus course, students will cover topics over a two semester period (as designated by A and B sections).
University of Catania Department of Economics and Business Bachelor Degree in Business Administration Academic year 2015/16 Mathematics for Social Sciences (1st Year, 1st Semester, 9 Credits) Name of Lecturer:
Erik Jonsson School of Engineering and Computer Science Interdisciplinary Programs Software Engineering (B.S.S.E.) Goals of the Software Engineering Program The focus of the Software Engineering degree
Common Core Unit Summary Grades 6 to 8 Grade 8: Unit 1: Congruence and Similarity- 8G1-8G5 rotations reflections and translations,( RRT=congruence) understand congruence of 2 d figures after RRT Dilations
MsC in Advanced Electronics Systems Engineering 1 2 General overview Location: Dijon, University of Burgundy, France Tuition Fees : 475 / year Course Language: English Course duration: 1 year Level: Second
Math 151 Prerequsites: Math 1A-1B, 53 (lower division calculus courses) Development of the rational number system. Use the number line (real line), starting with the concept of parts of a whole : fractions,
Introduction The career world is competitive. The competition and the opportunities in the career world become a serious problem for students if they do not do well in Mathematics, because then they are
INSTITUTE OF PHYSICS PUBLISHING Eur. J. Phys. 25 (2004) 581 591 EUROPEAN JOURNAL OF PHYSICS PII: S0143-0807(04)76273-X A wave lab inside a coaxial cable JoãoMSerra,MiguelCBrito,JMaiaAlves and A M Vallera
A Model Program for Computer Engineering Master of Science Degree Embedded Systems This program is based on the structure of the degree program provided by the University of Oulu, Oulu, Finland. The structure
T146 Electro Mechanical Engineering Technician MTCU Code 51021 Program Learning Outcomes Synopsis of the Vocational Learning Outcomes* The graduate has reliably demonstrated the ability to: 1. fabricate
Content Area: Mathematics Grade Level Expectations: High School Standard: Number Sense, Properties, and Operations Understand the structure and properties of our number system. At their most basic level
Chemistry INDIVIDUAL PROGRAM INFORMATION 2015 2016 866.Macomb1 (866.622.6621) www.macomb.edu Chemistry PROGRAM OPTIONS CREDENTIAL TITLE CREDIT HOURS REQUIRED NOTES Associate of Science Chemistry 64 CONTACT
PowerTeaching i3: Algebra I Mathematics Alignment to the Common Core State Standards for Mathematics Standards for Mathematical Practice and Standards for Mathematical Content for Algebra I Key Ideas and
Uskudar American Academy Mathematics Department All UAA students are required to complete five years of a traditional, and very challenging, math curriculum including College-level Algebra, Trigonometry,
Big Ideas in Mathematics which are important to all mathematics learning. (Adapted from the NCTM Curriculum Focal Points, 2006) The Mathematics Big Ideas are organized using the PA Mathematics Standards
CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS Effective for Reviews During the 2013-2014 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of October 27,
MATH 2 Course Syllabus Spring Semester 2007 Instructor: Brian Rodas Class Room and Time: MC83 MTWTh 2:15pm-3:20pm Office Room: MC38 Office Phone: (310)434-8673 E-mail: rodas firstname.lastname@example.org Office Hours:
SEMESTER PLANS FOR MATH COURSES, FOR MAJORS OUTSIDE MATH. CONTENTS: AP calculus credit and Math Placement levels. List of semester math courses. Student pathways through the semester math courses Transition
Habits of Mind of a Productive Thinker Make sense of problems and persevere in solving them. Attend to precision. PA Common Core Standards The Pennsylvania Common Core Standards cannot be viewed and addressed