PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
Section 1.0—Organization and Program Information
Appendix 1.1: Submission Title Page
Full Legal Name of Organization: RCC 1928 ULC
Operating Name of Organization: RCC Institute of Technology
Common Acronym of Organization: RCC
URL for Organization Homepage: www.rcc.on.ca
Degree Level and Type to be awarded for program or part of program:
General Baccalaureate ; Honours Baccalaureate Applied Baccalaureate Master’s Degree Doctoral Degree
Proposed Degree Title: Bachelor of Technology (Electronics Engineering Technology)
Proposed Degree Nomenclature: BBIS Locations: 2000 Steeles Avenue West, Concord, ON L4K 4N1
Contact Information: Dr. Rick Davey, President & Chief Academic Officer RCC Institute of Technology 2000 Steeles Avenue West Concord, ON L4K 4N1 Phone: (905) 669-0544 Fax: (905) 669-9096 E-mail: [email protected]
Site Visit Coordinator:
Same as above
Anticipated Start Date: Consent Renewal
Anticipated Enrolment for the first 4 years of the program: N/A
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Appendix 1.2: Table of Contents
Section 1.0—Organization and Program Information 1.1 Submission Title Page 1.2 Table of Contents...... 2
Section 2.0—Executive Summary 2.1 Executive Summary ...... 4
Section 3.0—Program Abstract 3.1 Program Abstract ...... 10
Section 4.0—Program Degree-Level Standard 4.1 Degree-Level Standard...... 11 4.2 Samples of Student Work ...... 21
Section 5.0—Admissions, Promotion, Graduation Standard 5.1.1 Admissions Requirement Direct Entry ...... 22 5.1.2 Admission Policies and Procedures for Mature Students ...... 23 5.2.1 Credit Transfer / Recognition Policies and Procedures ...... 24 5.2.2 Advanced Placement Policies...... 26 5.2.3 Degree Completion Arrangements...... 27 5.3. Promotion and Graduation Requirements...... 28
Section 6.0—Program Content Standard 6.1.1 Program Advisory Committee Membership ...... 34 6.1.2 Program Advisory Committee Minutes...... 36 6.2.1 Professional/Accreditation or Other Requirements...... 37 6.2.2 Letters of Support: Professional/Accreditation or Other Requirements ...... 38 6.3 1 Program Level Learning Outcomes ...... 40 6.3.2 Course Descriptions...... 46 6.3.3.1 Program Hour/Credit Conversion Justification ...... 59 6.3.3.2. Undergraduate Academic Course Schedule ...... 60 6.4.2 Course Outlines ...... 66 6.5.1 Support for Work Experience...... 67 6.5.2 Work Experience Outcomes and Evaluation...... 68
Section 7.0—Program Delivery Standard 7.1.1 Quality Assurance Policies...... 69 7.1.2 Policy on Student Feedback ...... 73 7.1.3 Student Feedback Instruments ...... 74 7.2.1 On-Line Learning Policies and Practices ...... 80 7.2.2 Academic Community Policies...... 94
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Section 8.0—Capacity to Deliver Standard 8.1.1 Library Resources...... 97 8.1.2 Computer Access...... 98 8.1.3 Classroom Space...... 99 8.1.4 Laboratories/Equipment ...... 100 8.2 Resource Renewal and Upgrading ...... 101 8.3 Support Services...... 103 8.4. Policies on Faculty ...... 106 8.5.1 CV Release...... 108 8.5.2 A Curriculum Vitae Exceptions ...... 109 8.5.2 B Curriculum vitae for Faculty Responsible for Teaching and Curriculum Development of DW courses ...... 113 8.5.2 C Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DO and DL Courses...... 126 8.5.2 D Curriculum Vitae for program Development Consultants ...... 131 8.5.2 E Curriculum Vitae for On-Line Learning Professional and Technical Staff...... 132 8.6 Enrolment Projections and Staffing Implications...... 138
Section 9.0—Credential Recognition Standard 9.1 Program Design and Credential Recognition...... 139
Section 10.0—Regulation and Accreditation Standards 10.1.1 Current Regulatory or Licensing Requirements ...... 141 10.1.2 Letters of Support from Regulatory/Licensing Bodies...... 141
Section 11.0—Program Evaluation Standard 11.1 Periodic Review Policy and Schedule...... 142
Appendix 12.1—Other ...... 143
Table 1: Student Enrolment Information (No Advanced Standing)...... 144 Table 2: Student Enrolment Information (Advanced Standing Only)...... 145 Table 3: Student Retention Information...... 146 Table 4: Faculty Information—Major Discipline Courses...... 147 Table 5: Faculty Information—Breadth Courses...... 148 Table 6: Library Resources...... 149 Table 7: Computer Access...... 150 Table 8: Improvements/Expansion of Classroom Space ...... 151 Table 9: Laboratories/Equipment ...... 152
Appendix 1: Program Self Study ...... 153 Appendix 2: Report of the Evaluation Committee ...... 154 Appendix 3: Plan of Action Responding to the Recommendations of the Evaluation Committee ...... 155
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2.1 Executive Summary
Program Title: Bachelor of Technology (Electronics Engineering Technology) Proposed Credential Nomenclature: BT (EET) Discipline/Field of Study: Electronics Engineering Is a work experience/work placement term required for degree completion? No Anticipated Program Start Date: Consent Renewal
Program Description
RCC’s Bachelor of Technology (Electronics Engineering Technology) program has been an academic success. This consent renewal application proposes to continue the program with minimal changes as per the recommendations of the Self-Study and as supported by the Evaluation Committee Report.
Overview of RCC Institute of Technology’s History, Mission and Academic Goals
RCC Institute of Technology was founded in 1928 as Radio College of Canada. Dedicated to providing innovative career education in electronics, computing and engineering, RCC has played a significant role in technology education and its accreditation in Canada for much of the 20th century. The Institute’s history is closely intertwined with the growth of the electronics industry in Canada. Along with Ryerson Polytechnic Institute, it pioneered the education of engineering technicians and technologists to serve this rapidly expanding field.
RCC is the first and only Ontario private career college to achieve ministerial consent to offer degree programs under the terms and regulations of the Post-secondary Education Choice and Excellence Act 2000. This strategic introduction of degree programs followed an aggressive development of articulation agreements with universities in Canada and the United States and was consistent with the institution’s heritage of maintaining the highest accreditation available and its long-standing reputation for exceptional key performance indicators.
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Today, RCC Institute of Technology is poised to increase its impact on postsecondary education in Canada. In 2007 the Institute became a division of Yorkville University, a designated university in New Brunswick with an ambitious and inspiring mission:
To build a Canadian national university that provides practitioner-oriented degree and diploma programs leading to professional careers that are personally rewarding and that contribute to the betterment of society.
The University and its divisions will fulfill this mission by offering in-class, online and hybrid (both in-class and online) programs that complement each other such that students may complete a diploma program and then continue their studies towards an undergraduate degree either online or on a part time in-class evening basis. The progression from diploma to degree serves students wishing to first obtain a diploma so that they may become professionally employed, and then, while employed, continue their studies towards a degree either on a full-time or part-time basis, and in a delivery that works best for them.
This mission and its implementation plan are consistent with RCC’s history, purposes and achievements, which have focused on technology education at both the degree and diploma levels. For eighty (80) years, RCC has prepared graduates for Canada’s high technology sectors, consistently stressing continuous learning and providing applications-oriented education leading to higher education and to great careers.
This year, RCC acquired the International Academy of Design and Technology— Toronto, an Ontario private career college with an exceptional reputation in applications- oriented design education. The Academy of Design will become a division/faculty within RCC Institute of Technology, thereby expanding the Institute’s offerings, encouraging convergence between design and technology education through faculty and student collaboration and advancing the Institute’s mission.
RCC has developed organizational and reporting structures as well as administrative policies and practices that are consistent with Ontario’s expectations about a degree- granting institution. These institutional attributes will advance the program goals, the integrity of the outcomes and the best interests of students, graduates and faculty.
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The Bachelor of Technology (Electronics Engineering Technology) Program
The Bachelor of Technology (Electronics Engineering Technology) program (BT EET) is designed to prepare graduates for careers in an electronics engineering environment. Graduates are able to complete lab experiments in electronics using advanced test equipment; they know how to interpret test results and to use them to improve products or processes.
The technical courses are organized in sequences that start with strong fundamentals and build on previously acquired knowledge and applications. Senior courses emphasize applications within the scope of lab work and focused projects. The general education component ensures that life skills and cultural awareness are fostered through a combination of communications, humanities, and social science courses. Graduates are able to construct technology that meets a social need and to promote an original design through well developed communication and team skills.
The program aligns with the Institute’s and Yorkville University mission and purposes. As the Institution/Program Self-Study Report concludes “The Bachelor of Technology (Electronics Engineering Technology) program has built a solid market by providing an alternate and more applications-oriented bachelors degree program in the discipline of electronics engineering. “
Graduates are prepared to be successful members of engineering teams or as technologists within manufacturing or communications environments. The program design incorporates a strong applications-oriented component that reinforces the application of the fundamental theory under study through applied problem solving. The overall program outcomes enable graduates to: 1. Apply their knowledge to conduct experiments involving electronic systems using current methodologies and analyze results obtained. 2. Apply their knowledge to design, implement and evaluate hardware and software (including high-level and assembly language) solutions to technical problems using current methodologies
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3. Apply the knowledge gained in both technical and non-technical courses to communicate effectively orally and in writing. 4. Work effectively in a team environment. 5. Apply their knowledge and knowledge methodology skills to support life- long personal and professional development.
These learning outcomes are reviewed by the program’s advisory committee. As of the last report, over 90% of graduates are employed in a full-time career-related position within 6 months of graduation. As well, the program design and credential recognition is noteworthy. A number of graduates of the Bachelor of Technology (Electronics Engineering Technology) program have enrolled in graduate school, including Masters programs in engineering at Lakehead University, Ryerson University and the University of Guelph.
The Evaluation Committee commented on these additional strengths of the program: • The curriculum is very well organized, in a logical, sequential manner with an emphasis on the practical applied aspects of technology and with particular reference to the needs of business and industry; • There is a very high level of faculty retention and commitment; • There is a very comprehensive and detailed admission process, including visits to the homes of applicants for discussions with them and often also with their parents; • There is excellent library and resource materials support; • The two programs both met the PEQAB’s objectives of subject matter breadth.
Through the four years of consent, the Bachelor of Technology (Electronics Engineering Technology) program has delivered as a prescribed set of courses over 8 semesters of study to a cohort of students. Courses are delivered in a traditional classroom mode. All technical courses include scheduled lab hours. Lab assignments are integrated into the classroom delivery in the following ways:
The professor teaching the course is responsible for designing and delivering the laboratory component of the course. All senior courses (semester 4 through 8 courses) integrate lab work into classroom delivery in this manner.
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In the junior courses (semesters 1 though 3), lab instructors work closely with the professor of record to ensure that the classroom content is progressing with the pace of the labs. The labs for these junior courses are reviewed and developed by a team that includes the E-Lab Manager, the faculty, the sequence leaders and the program Chair.
Course grades integrate classroom based assessments and projects with lab- based assessments and project.
As part of this consent renewal application, the Institute is seeking approval to offer courses online and in a hybrid delivery. Hybrid delivery would see students taking the lecture/didactic portion of their technical courses online and the labs and experiential assignments on-campus. The professor would therefore meet students in the lab, thereby sustaining the applications-orientation and high service properties of the program while making the program more accessible for working adults. Currently RCC is working with the Ontario Association of Certified Engineering Technicians and Technologies on a joint project to introduce hybrid delivery for technicians wanting to upgrade to technologists. The policies and procedures associated with this delivery model are provided in Appendices 7.1 and 7.2 of this part of the consent renewal application.
RCC has demonstrated its capacity to deliver the Bachelor of Technology (Electronics Engineering Technology) program. The Institute has the governance structures in place to assure the quality and integrity of the program. As well, the Institute has a sound administrative structure, supplemented by corporate services of the parent university. As the Evaluation Committee noted in its report: (RCC is) “a well managed, cohesive community of dedicated faculty and staff working with an enthusiastic, energetic group of students who were eager for the applied, hands-on, face-to-face, user friendly learning opportunities being provided by the College. The over 75 year tradition of excellence in education at RCC lives on despite the many recent changes in programs and ownership. The challenges of operating a post-secondary institute in a very competitive market environment are being met by the excellent leadership of the senior management and instructional team. With the enthusiasm of the total community, there is ample opportunity for growth in student numbers to exceed 800 registrations.”
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As detailed in the Institute’s Five-Year Business Plan, the Bachelor of Technology (Electronics Engineering Technology) program is forecast to continue its current enrolment which is about 110 FT students. The faculty complement is expected to remain at more or less the same level.
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3.1 Program Abstract
The Bachelor of Technology (Electronics Engineering Technology) program provides a sound foundation in mathematics and physics leading to a strong approach to electronics engineering technology and its applications. Key topics in electronics engineering technology include: electronics devices, microprocessors, computer systems applications, analog and digital signal processing, control systems, robotics, and communications. Laboratory work is an integral part of all technical courses. It involves the use of analog & digital components and devices, analysis & design software and a wide range of measuring instruments. Applied research, written and oral communication, critical thinking, problem solving and teamwork skills are integrated into both technical and non-technical courses. Students are introduced to a range of humanities and social science areas through a series of general education courses.
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4.1 Degree-Level Summary
RCC Institute of Technology is seeking consent renewal for its Bachelor of Technology (Electronics Engineering Technology) (BT-EET) program as a baccalaureate degree with an applied focus. The program has met the standards listed below; they address the need for: A. Graduates to possess a comprehensive understanding of the principles within the field, B. A breadth of learning within the program such that graduates are equipped for applying their knowledge and skills outside of their specific discipline, and C. A depth of study within the field such that graduates are able to critically evaluate issues and approaches to problems within their field.
The program addresses PEQAB’s degree standards, which read as follows:
Depth and Breadth of Knowledge a. A developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline; b. A developed understanding of many of the major fields in a discipline, including, when appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines; c. A developed ability to: i)gather, review, evaluate and interpret information; and ii) compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline; d. A developed, detailed knowledge of and experience in research in an area of the discipline; e. Developed critical thinking and analytical skills inside and outside the discipline; f. The ability to apply learning from one or more areas outside the discipline.
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Knowledge of Methodologies An understanding of methods of enquiry or creative activity, or both, in their primary areas of study that enable the student to: a. Evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques; b. Devise and sustain arguments or solve problems using these methods, and c. Describe and comment upon particular aspects of current research or equivalent advanced scholarship.
Application of Knowledge a. The ability to review, present and critically evaluate qualitative and quantitative information to: i. develop lines of argument; ii. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study; iii. apply underlying concepts, principles and techniques of analysis, both within and outside the discipline; iv. where appropriate use this knowledge in the creative process b. The ability to use a range of established techniques to: i. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information; ii. propose solutions; iii. frame appropriate questions for the purpose of solving a problem; iv. solve a problem or create a new work. c. The ability to make critical use of scholarly reviews and primary sources.
Communication Skills The ability to communicate information, arguments and analyses accurately and reliably, orally and in writing, to a range of audiences.
Awareness of Limits of Knowledge An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.
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Professional Capacity/Autonomy a. Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: i. the exercise of initiative, personal responsibility and accountability in both personal and group contexts: ii. working effectively with others iii. decision-making in complex contexts b. The ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study. c. Behaviour consistent with academic integrity and social responsibility.
The following sections refer to how the Bachelor of Technology (Electronics Engineering Technology) addresses these degree standards:
Depth & Breadth of Knowledge
Depth of Knowledge The eight-term Bachelor of Technology (Electronics Engineering Technology) (BT-EET) program provides students with the technical knowledge and skills, problem solving experience, and general education (technical and non-technical) required to effectively and efficiently become a productive member of an electronics engineering technology team. The program involves 173 credit hours of study (198 contact hours) and provides a solid foundation in electronics concepts, digital circuits, microprocessor systems, analog and digital signal processing, electronic communications, control systems, computer programming and networking, mathematics, and physics. Applied research, written and oral communication, critical thinking, problem solving and team skills are integrated into both technical and non-technical courses. Students are introduced to a range of humanities and social sciences areas through a series of increasingly complex general education courses.
The principal areas of study within the field involve electronic circuits and systems, digital and microprocessor systems, electronic communications, control systems, and computer programming and networking. The content within each of these areas is briefly overviewed below:
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Electronic Circuits and Systems (37 credit hours) Fundamental mathematical and scientific concepts needed to understand the covered topics are introduced in a qualitative manner. In the first term students are introduced to basic electrical circuit concepts, with a focus on understanding the role of components within circuits, design and analysis, and the development of troubleshooting techniques. Further study moves the students into an analysis of the characteristics and operation of solid-state semiconductor devices ranging from discrete diodes and transistors to linear integrated circuits. The stream concludes with a study of analog and digital signal processing. Students learn to apply circuit theories, design and analysis of analog filters, transfer functions, pole-zero diagrams, stability analysis, and frequency response of systems. Within the digital signal processing course, students study the analysis and design of discrete time systems, including difference equations, realization diagrams, discrete transfer functions, stability and frequency response analysis, and various digital filters design techniques.
Digital and Microprocessor Systems (34 credit hours) This stream introduces digital technology and digital logic analysis and design. Students learn to apply Boolean algebra, truth tables, timing diagrams, K-maps, and logic gates in the design, analysis and troubleshooting of digital circuits. Students study systems of sequential logic beginning with flip-flops, FPGA hardware design principles, and moving through to complete microprocessor systems. Students gain experience in applying software to design microprocessor-based systems. Further courses introduce students to techniques and strategies for interfacing microprocessors with other devices. Topics include address-decoding logic, IEEE 488 bus, peripheral interface adapters, memory maps, and character generators, as well as a range of assembly language programming techniques related to I/O control. The stream concludes with an analysis of the hardware and software required to design and analyze embedded microprocessor systems.
Electronics Communication (20 credit hours) This set of courses begins by analyzing the fundamental principles of electronic communications, including modulation theory, the analysis of signals and the effects of noise, transmission media, and antennas. In subsequent semesters, students study data communications fundamentals such as noise effects, multiplexing methods, protocols,
RCC Institute of Technology 14 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A and transmission methods, and apply these in the modeling and performance analysis of local area networks. Topics of study include multiple-access technologies; private branch exchanges, integration and optimization of RF components, ISDN, ATM, frame relay Synchronous optical networks (SONET), and advanced local (LAN) and wide area networking (WAN) technologies and protocols.
Control Systems (10 credit hours) In the controls sequence of courses, students build on what they learned in analog signal processing and apply their knowledge in learning the fundamental principles of control theory, including the analysis and design of control systems. The first course starts with the analysis of control systems and the concept of block diagram manipulation. Sensors, actuators along with signal conditioning fundamentals for control systems application are then discussed. The analysis and design of analog controllers are detailed. This includes proportional, proportional + derivative, and proportional + derivative + integral controllers. The second course in the sequence introduces industrial control systems with emphasis on robotics applications.
Computer Programming and Networking (11) This stream begins with a brief introduction to the application of computers in technology and then advances to programming in C++ within a UNIX environment. Students learn to apply the Microsoft Foundation Class (MFC) in the creation of Windows-based C++ program solutions. Students will also be introduced to the object-oriented programming approaches employed in languages such as Visual C or C++. This stream is in addition to the assembler level programming that students perform in their microprocessor courses.
The above description indicates that students are offered course with significant depth in the area of electronics engineering technology.
Breadth of Knowledge Breadth of learning is accomplished both through significant study within related disciplines (e.g. mathematics and physics) as well as through a substantial number of courses which are not formally related to the principle field of study. In addition, a stream of professional communication courses is provided in order to ensure that
RCC Institute of Technology 15 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A graduates are able to communicate effectively orally and in writing, both within and outside their discipline. The content within each of the major curriculum groupings is discussed below.
Mathematics and Physics (21 credit hours) The mathematics courses cover a range of mathematical topics that are applied within the area of electronics engineering technology. The stream commences with a course on algebra, it introduces numerous topics including: logarithmic and trigonometric functions, complex numbers, and the methods of solving linear systems of equations. Students are required to take three calculus courses; they cover topics such as differentiation, integration, sequences, series, and differential equations. Students are also required to take a physics course which includes topics such as: mechanics, fluid dynamics, thermodynamics, electromagnetism and optics.
Project Design and Management (7) Here students are introduced to methodologies and tools to manage projects; students apply their knowledge in a team-based environment. Basic business functions such as finance, marketing and human resources are studied in relation to the development and achievement of engineering projects. Students are required to complete a major capstone senior project that demonstrates an integration and application of many components of their learning. The project also plays a pivotal role in the outcomes assessment relating to the overall achievement of the program learning outcomes. This project is accomplished over two terms, with a requirement for the submission of clear deliverables at the end of each term.
Humanities and Social Sciences (18 credit hours) This stream has a selection of prescribed courses; however, students are allowed to substitute courses from other programs that are academically sound and that cover topics within this broad area. The only course that may not be substituted is HUM410. This is a capstone course in which students are required to integrate their technical knowledge with their developing understanding of the humanities. The HUM410 course also plays a pivotal role in the outcomes assessment relating to the overall achievement of the program learning outcomes. The social sciences courses explore sociology, economics, law and ethics, and psychology. The Humanities courses focus on
RCC Institute of Technology 16 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A contemporary history and literature, and include an examination of the social, political, environmental, cultural and economic impacts of technology, as well as the role that conditions within these fields have on fostering, or hindering, advances in technology. Also, students study probability and statistics with a focus on the application of statistical techniques within engineering and manufacturing environments.
Personal Development (5 credit hours) Students are guided to develop problem solving skills, with a focus on the solution of practical problems. Students study problem solving methodologies, research strategies, logical reasoning, critical analysis of information and cooperative learning. They are also required to take a course in career development. Students learn to evaluate their knowledge, skills and aptitudes; develop appropriate career goals; perform research on potential employers; develop resumes and covering letters; and prepare for interviews. Each student is also required to develop a portfolio for use in his or her, career search.
These courses provide sufficient breadth for students to function effectively in the workforce and acquire the means to be autonomous.
Knowledge of Methodologies Through the various courses described briefly above, particularly upper terms courses, students develop understanding of methods of enquiry in the area of electronics engineering technology.
Students are expected not only to solve a given problem, but develop a well-reasoned solution through systematic approach. In some courses, exercises involving open-ended problems are included. Students evaluate the appropriateness of various designing systems to meet given set of specifications; examples of this occurs in courses in all sequences mentioned above and in development and implementation of the senior project. Further, students devise algorithms to solve problems using these methods.
Application of Knowledge Students acquire the ability to present and critically evaluate qualitative and quantitative information, the ability to use a range of established techniques to solve technical problems (analysis of systems, design based on a given specifications, and
RCC Institute of Technology 17 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A troubleshooting); in order to achieve that students may need to make critical use of scholarly reviews and primary sources.
The Bachelor of Technology (EET) program is designed to prepare graduates to join the workforce as successful members of engineering teams or as technologists within manufacturing or communications environments. The program design incorporates a strong applications-oriented component that reinforces the application of the fundamental theory under study through applied problem solving. The overall program outcomes enable graduates to: 5. Apply their knowledge to conduct experiments involving electronic systems using current methodologies and analyze results obtained. 6. Apply their knowledge to design, implement and evaluate hardware and software (including high-level and assembly language) solutions to technical problems using current methodologies 7. Apply the knowledge gained in both technical and non-technical courses to communicate effectively orally and in writing. 8. Work effectively in a team environment. 5. Apply their knowledge and knowledge methodology skills to support life- long personal and professional development.
The program has demonstrated a careful balancing of in-class instruction with laboratory experience. All technical courses have at least two hours of laboratory work and all laboratory sessions are conducted by the course professor.
In the upper term courses the students are required to do considerable group work, fostering a constructive learning environment, culminating in a capstone project that provides a demonstration of the understanding of theory and practice that the students have acquired. This cumulative blend of theory and practice is integrated into the dedicated senior project courses.
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Communication Skills Students acquire the ability to communicate information, arguments and analyses accurately and reliably, orally and in writing, to a range of audiences through a dedicated set of courses in the professional communication stream.
Professional Communications (10 credit hours) This stream constitutes 10 of the 173 credit hours within the program. The initial focus is on English composition, and students learn to analyze essays, articles and other written works in order to become familiar with key elements in composition. Writing assignments stress different approaches to organization and development and emphasize awareness of the intended audience. Students use current communication tools and techniques to support writing development. Subsequent courses build upon this initial exposure through critical reading and the development of longer, more sophisticated reports including research papers. Students are guided in the development of skills in searching for information through both print and electronic sources.
Advanced courses extend this general composition foundation to writing within a career context. Students develop skills in creating effective reports and correspondence, and they learn to tailor written communications as suitable for various transmission media. In addition, students study oral communication, developing skills in analysis of intended and actual audiences, choice of language, non-verbal communication, and oral delivery. Students demonstrate and apply their skills in a multitude of technical courses including the senior project courses.
Awareness of Limits of Knowledge Students acquire an awareness of the limits of knowledge through the understanding of the domain of applicability of the various theories they study in technical courses, the requirement to state the assumptions made to solve a given problem and the existence open-ended problems. This awareness is culminated in control systems course. Further the study of fuzzy logic could make students aware the uncertainty, ambiguity and limits to knowledge and how this might influence analyses and interpretations.
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Professional Capacity/Autonomy Students develop qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring the exercise of initiative, personal responsibility and accountability in adhering to deadlines for submitting laboratory reports, and exercises. Students are encouraged to work with other in solving problems, yet individual accountability is maintained. Further students are expected to adhere to the school policies that require behaviour consistent with academic integrity and social responsibility. Through the application of the acquired knowledge methodologies, students adapt to changing circumstances such as mode of course delivery and the possibility of working outside the school during their studies.
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4.2 Samples of Student Work
The organization has on file and available upon request samples of student work as per the requirements of Appendix 4.2 and Benchmark 2 of the Degree Level Standard:
Assessment of individual student work in the terminal stage of the program, that reflects exemplary, average, and minimally acceptable performance, demonstrates that the degree level standard has been achieved.
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5.1 Direct Entry Admission
5.1.1: Admission Requirements Direct Entry
Program Admission Requirements Academic Ontario Secondary School Diploma with at least a 65% average in six courses from the University or University/College stream, including English, Grade 12 Grade 12 Science at the U and/or U/M level; Physics at the senior level is a requirement. A Grade 12 math course at the U and/or U/M level Equivalent Canadian and foreign high school credentials
Other Post-registration, students demonstrate proficiency in basic skills by writing diagnostic assessments in math and language skills. The results of these assessments will be used to counsel students about remedial tutoring; in some cases students may be required to enroll in remedial courses.
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5.1.2 Admission Policies and Procedures for Mature Students
Applicants may be considered for admission under the Institute’s Mature Student regulations for degree-level programs if they have a high school diploma, are 21 years of age or older on the first day of classes and have demonstrated the requisite math and language skills.
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5.2 Advanced Standing
5.2.1 Credit transfer / Recognition Policies and Procedures
Transfer of External Credits: RCC Institute of Technology awards three types of transfer credit—course credit, discipline credit and course area credit—governed by appropriate procedures. Course credit is awarded in specialty course areas and requires the closest correspondence of the external course with the degree course. Discipline credit and course area credit are progressively less restrictive and are awarded in breadth courses, including general education course areas.
Specialty Course Area Requirements: Specialty course areas consist of coursework specific to the knowledge and technical skills required for success in the individual program’s major subjects, and only course credit may be awarded in these course areas. For this type of credit, the program chair must validate the comparability of the external coursework and the degree course and also the functional equivalence of the student’s achievements in the external coursework with mastery of the degree course.
Breadth Course Area Requirements: Breadth courses establish basic competencies and set a foundation for further learning. Within the breadth course area, discipline credit is awarded when the external course falls within the same discipline as the degree course but does not necessarily meet the strict requirements for course credit specified above for specialty course areas. Course area credit may be awarded when the external course falls within a degree course area but does not necessarily meet the requirements of the discipline credit.
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General Requirements for All Transfer of External Credit: The student is responsible for requesting an evaluation of external coursework for which transfer credit is sought and must provide an official academic transcript from the institution where the credit was earned. If requested, an academic calendar or other more detailed materials such as course syllabi must be provided. Foreign credentials require an assessment from a third party international credential assessment service. The Admissions Office can provide advice about obtaining a third party assessment.
Coursework Requirements for External Transfer Students
Graduation policy lists the minimum portion of the student’s program that must be completed through actual coursework while in residence at RCC. This residence requirement may vary by program, but it is always at least 35 percent of the program.
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5.2.2 Advanced Placement Policies
Admission Requirements: Diploma Students to Degree Program
Admission to the degree program at other than the first term is based upon the successful completion of a minimum of 24 credit hours of relevant qualifying post- secondary courses in which the language of instruction is English, at least 15 of which are within the specialty course area, and with a combined GPA of 3.0 or greater.
All previous coursework will be evaluated for applicability to the degree program consistent with the Academic Policy, “Transfer of External Credit”, under which credit may only be granted for courses which are “comparable in scope and level of coverage”.
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5.2.3 Degree Completion Arrangements
N/A
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5.3 Promotion and Graduation Requirements
Program Requirement Level of Achievement Promotion Graduation Courses in disciplines outside 2.0 GPA 2.0 GPA the main field(s) of study Courses in disciplines within 2.0 GPA 2.0 GPA the main field(s) of study Other Must achieve a C grade in Senior Project Overall achievement 2.0 GPA 2.0 GPA
From the RCC Academic Calendar AY2007-2009
GRADING POLICIES
Grades Grades are posted at the end of each term. Designators indicate academic action rather than grades and are not included when computing academic averages.
Grades and are assigned as follows: PERCENTAGE GRADE INDEX GRADE EQUIVALENT POINTS A+ 90-100 4 A 80-89 4 B 70-79 3 C 60-69 2 D 50-59 1 F Below 50 0 I Incomplete
Grades are described as follows:
Grade of A+, 90 – 100: Indicates achievement, which warrants distinguished recognition – exceptional and outstanding performance showing a comprehensive in-depth knowledge of the principles and material in the course of study, fluency in communicating that knowledge, and independence and originality in applying material and principles.
Grade of A, 80 – 89: Indicates achievement that is superior – consistently excellent and above average performance showing a comprehensive and in-depth knowledge of the principles and material in the course of study, fluency in communicating that knowledge, and often independence in applying material and principles.
Grade of B, 70 – 79: Indicates achievement that is very good - showing a competent often above average grasp and thorough understanding of all principles and material in the course of study; and an ability to communicate that understanding, and apply material and principles effectively.
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Grade of C, 60 – 69: Indicates achievement that is satisfactory – showing an acceptable, adequate grasp and basic understanding of all principles and material in the course of study; and an ability to communicate that understanding, and apply material and principles competently.
Grade of D, 50 -59: Indicates achievement that is marginal – showing minimally acceptable, barely adequate grasp and some understanding of most of the principles and material in the course of study with some significant weakness in the ability to apply and communicate knowledge.
Grade of F, Failing: A student who receives an F in a required course must repeat and pass the course or receive transfer credit for the course prior to graduation.A course for which an F is awarded is included in the cumulative grade point average (CGPA).When the student passes the course or receives transfer credit, the CGPA is adjusted accordingly.
Grade of I, Incomplete: An I signifies that required coursework was not completed during the term of enrollment. All required work must be completed and submitted to the instructor within the posted timelines. The I must be converted to an A, B,C, D or F by Monday of the third week of the term. If course requirements are not satisfied by the deadline, the I is converted to an F. An I may be assigned only when all the following conditions are met:
The student has been making satisfactory progress in the course, as determined by the faculty member.
The student is unable to complete some coursework because of unusual circumstances beyond personal control. Explanation of these circumstances must be presented by the student in writing and deemed acceptable by the instructor prior to the grade roster deadline.
Use of Designators In addition to grades, the Institute uses the following designators:
DESIGNATOR DEFINITION V Course Audit W Withdrawal (prior to official withdrawal deadline) T Transfer Credit P Proficiency Credit
Designator of V, Course Audit: A student must declare the intention to audit a course by the end of the second week of instruction and must inform Student Services and the faculty member. Tuition is charged for audited courses; however, financial aid is not applicable. Though evaluation and class participation are optional, class attendance is required.
Designator of W—Course Withdrawal: A student who remains enrolled in courses after the course drop deadline and wishes to withdraw from a course must apply to do so through Student Services. If course withdrawal occurs by Friday of week 12, the course remains on the transcript and is designated with a W.A course withdrawal after week 12 results in a grade of F.
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Designator of T—Transfer Credit: An applicant intending to transfer credit from another institution must request a credit evaluation prior to the first semester, and must provide an official transcript and calendar from the institution where the credit was earned. RCC may require additional material for a credit evaluation by an approved external evaluation service (if credits were earned at a foreign institution). Students seeking to earn credit at another institution for transfer to RCC must have approval to do so in advance from the program Chair. (See Policies on Transfer of External Credit.)
Designator of P, Proficiency Credit: Students seeking proficiency credit for a course may request to take a proficiency examination provided they have not previously enrolled in the course at RCC. (See Advanced Standing Through Proficiency Credit.) Transfer or proficiency credit that satisfies graduation requirements is considered when determining a student's academic level and progress; however, this credit is not computed in grade point averages (GPAs).
Grade Point System GPAs are computed by dividing total grade points earned by the number of credit hours for which grades A, B,C,D, F or I are awarded. For each course, grade points are calculated by multiplying course credit hours by grade index points corresponding to the grade earned. The term GPA (TGPA) is a GPA for work completed in a given semester only. A student's overall academic standing is stated in terms of a cumulative GPA (CGPA), which is based on all grades and credit hours earned to date. All GPAs are based solely on courses required for graduation from the program of enrolment. In addition:
• If a RCC course is repeated, the highest grade earned is used for computing the CGPA. • Withdrawal from a course being repeated does not affect the CGPA. • RCC courses may be taken for credit after external transfer credit has been granted, and the grade earned at RCC will be used for both the TGPA and CGPA. • External transfer credit may be granted for a course previously taken at RCC. Hours and grade index points previously earned for the course will be removed from the CGPA. • In all cases TPGAs reflect actual performance.
Advanced Standing through Proficiency Credit A student who feels material in a course has been mastered, either through courses taken at another school for which transfer credit cannot be given or through self-study,may request a proficiency examination for the course, provided the student was not previously enrolled in the course at RCC.
Each proficiency examination is comprehensive and is applicable to a single course.
A charge may be levied for each proficiency examination. Proficiency credit does not affect total program cost unless the number of hours per semester drops to the number required for partial tuition.
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STANDARDS OF ACADEMIC PROGRESS Students must demonstrate satisfactory academic progress toward completing their programs. Specific measurable areas for determining student progress are:
• Grade point averages and interruptions of studies • Rate of progress toward graduation
Students who do not meet the requirements of academic progress are dismissed. Those dismissed for failing to meet standards of academic progress may submit an appeal.
Grades, Grade Point Averages and Interruption of Studies To be in good academic standing, a student must maintain a CGPA of 2.00 or higher. In addition, if a student's CGPA at the end of the first completed term of attendance is below 1.00, the student is dismissed. If at the end of an academic term the CGPA is less than 2.00, the student is placed on academic probation, typically for one term. If the student has two consecutive terms that result in any combination of a TGPA below 2.00 or the student's interruption of studies (withdrawal from all required courses) during the term, the student is placed on academic probation. If at the end of a student's probationary semester: • The student has interrupted studies during the term, the student is dismissed. • The TGPA is below 2.00, the student is dismissed. • The TGPA is 2.00 or above but the CGPA is below 2.00, the student remains on probation for one additional semester. A student whose CGPA has not been raised to at least 2.00 by the end of this additional probationary semester is dismissed. • The CGPA has been raised to at least 2.00 and all other standards have been met, the student returns to good academic standing.
Multiple Attempts A student may not enroll in a course more than twice unless the Program Chair approves a written petition that provides proof of mitigating circumstances.
Rate of Progress Toward Graduation Credits toward graduation must be earned at a rate that ensures successful program completion within established parameters. The rate of progress is the ratio of credit hours passed to credit hours attempted and is assessed after every second semester in the current program. Students who fail to maintain the minimum rate of progress are dismissed.
Right of Appeal A student who has been dismissed for failing to meet standards of academic progress may appeal the action by submitting a written petition to the Program Chair within the specified timelines. The petition must contain verifiable documentation of mitigating circumstances that contributed to poor academic performance and must present a realistic plan for improvement.
If the petition is approved, the student may continue in the program with reinstatement conditions as specified. Failure to meet the specified conditions results in a second dismissal, and further reinstatement is not normally approved. Denied petitions may be presented to the President for additional review.
If a reinstatement request is not completed within three semesters after dismissal, the student must reapply to the Institute with the Director of Admissions in addition to petitioning the initial dismissal. (See also Academic Appeals and Procedures.)
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ACADEMIC HONOURS A student achieving a TGPA of 3.50 or higher is named to the President’s List. To be eligible for President’s List status, the TGPA calculation must include at least 12 credit hours of completed coursework. A grade of F or I or academic dismissal or probation status in any term makes a student ineligible for honours in that term.
A student who has a CGPA of at least 3.50 graduates with honours.
GRADUATION REQUIREMENTS Students must achieve a cumulative grade point average (CGPA) of at least 2.00 and satisfactorily complete all curriculum requirements to graduate. Graduation is not permitted if the best recorded grade for a required course is F, I or the designator is W. Transfer and proficiency credit fulfill graduation requirements.
To graduate, students must earn at least 35 percent of their programs’ required credit hours through coursework completed at RCC Institute of Technology. Higher program specific requirements may be imposed for internal or external transfer students.
ACADEMIC APPEALS AND COMPLAINTS Complaints regarding academic issues should first be addressed to the faculty. Any academic problems remaining unresolved should then be addressed to the appropriate Program Chair.
Students have the right to appeal academic decisions that affect them. Student Services will provide advice about what actions and decisions are subject to appeal. In these cases the following procedures apply:
Course Grade Appeals A student may use the grade appeal process when he/she questions a final grade for a term. A student may submit a course appeal form to the Student Services within the posted timelines.
The grade appeal is forwarded to the appropriate faculty member. If the appeal is not resolved, a student may forward an appeal to the appropriate Chair.
Academic Appeals Procedures In all references to the academic appeal process and in any other academic concern where an appeal process is appropriate, the following procedures apply.
General Procedures The student will initiate the appeal in writing. Appeals will be submitted to the program chair or a designate.
The written appeal must contain: The student’s name and student ID number The date the appeal was submitted The student’s program and last class section The date of last attendance, for inactive students The reason and nature of the appeal The specific relief or decision change that is sought by the appeal An explanation and documentation of any extenuating circumstances Additional details as required for appeals after academic dismissal (see below) The student’s signature
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When deadlines for submitting appeals are established by academic policy, it is the student’s responsibility to meet these deadlines. Such deadlines usually relate to progression restrictions. Late appeals may result in a one-term interruption of studies. In cases where no deadlines are established, an academic appeal should be submitted within one week of the occurrence prompting the appeal.
The Program Chair or designate will take timely action on the appeal and will meet any time restrictions established by separate policy. Written documentation of the final appeal disposition will become a part of the student’s permanent file. The student submitting the appeal may be notified of the final disposition either verbally or in writing.
Conditions for future performance over and above any conditions specified in the policy may be established through an advising session. Such conditions must be recorded as a part of the appeal document that becomes a part of the student’s permanent file.
If the Chair does not approve the appeal, the student may request a review of that decision by the President. A written request to review an appeal decision must be submitted within two class day of the rejection. The President will also document the decision for inclusion in the student’s permanent file. The request for review, and the decisions and signatures of the Chair and the President, may be a part of the same appeal form submitted by the student. The President will inform the student and the Chair in writing of the decision regarding the appeal’s review.
Additional Procedures for Appeals After Academic Dismissal Appeals for reinstatement after academic dismissal must include the following items in addition to those listed in the general procedures above:
How the problem leading to the dismissal has been resolved How the problem’s recurrence will be prevented Review of earlier plans, if any, and why they were not successful Concrete and realistic steps the student will take for sufficiently improving performance to meet the reinstatement conditions
If an appeal is accepted, Student Services may set interim goals for checking the student’s progress toward meeting the required reinstatement conditions, and should then follow up throughout the semester.
A decision must be made and the student informed in writing prior according to published timelines. Final disposition of any re-appeal should be made, and the student notified in writing, by one week after the appeal has been heard. The appeal and the disposition must be placed in the student’s file.
General Complaints and Grievances General student complaints should be addressed to the Administrator of the department or program at which the complaint is directed.
For complaints regarding other students, see the Student Code of Conduct. For complaints pertaining to discrimination and/or sexual harassment, see the grievance procedure. Both are found under the general heading of Institute Policies and Regulations.
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6.1.1 Program Advisory Committee Membership
The following individuals are on the Bachelor of Technology (Electronics Engineering Technology) Program Advisory Committee:
RCC Institute of Technology ELECTRONICS ENGINEERING TECHNOLOGY PROGRAM ADVISORY COMMITTEE
Membership:
Greg Anderson Global Team Leader Microchip Technology Inc. Mississauga, Ontario
Wayne Brown Sun Microsystems of Canada Inc.
Gennaro Belfrutto Abbott Diagnostics Canada
David Clark Director of Engineering Services Digital Security Controls Limited Concord, Ontario
Gary Closson, P. Eng. Dean Sheridan Institute of Technology and Advanced Learning Brampton, Ontario Mr. Closson retired in 2007.
Joe Darocha Manufacturing Manager Liburdi Automation
Ram Puri, P. Eng. Failure Analyst Component Engineering Honeywell Mississauga, Ontario
Dave Nash Manufacturing Manager SMTC Manufacturing Corporation Markham, Ontario
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Gus Roumeliotis Director, Product Management and Marketing Sinclair Technologies Inc. Aurora, Ontario
Nagula T. Sangary, Ph.D RF / EM Researcher Research in Motion Limited (RIM) Waterloo, Ontario
Henry Saliba, Ph.D Dean, Faculty of Engineering Lakehead University Thunder Bay, Ontario
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6.1.2 Program Advisory Committee Minutes
All minutes of the Program Advisory Committee are available to the QAP.
The Program Chair conducted an online meeting with members of the Program Advisory Committee during the week of October 27 and before the course changes were presented to Academic Council.
Those participating in the online meeting approved the changes to the curriculum and supported the Application for Consent Renewal.
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6.2.1 Professional/Accreditation of Other Requirements
RCC’s Electronics Engineering Technology (EET) diploma program is accredited by the Canadian Technology Accreditation Board (CTAB). CTAB is a standing Committee of the Canadian Council of Technicians and Technologists (CCTT). The board was created by CCTT in 1982 to promote excellence in technical education across Canada by furthering the standards used to certify individual technicians and technologists and by the National Accreditation Program, which is used to evaluate applied science and engineering technology programs.
As Bachelor of Technology students cover all the competencies of the 6-term diploma program, they are also awarded a diploma in Electronics Engineering Technology. Also, in partnership with the Ontario Association of Certified Technicians and Technologists (OACETT), degree students sit for co-exams in LAW311 a capstone general education course and OACETT’s professional practices examination.
Consequently, graduates of the RCC Bachelor of Technology (Electronics Engineering Technology) program are eligible to receive their Certified Engineering Technologist (C.E.T.) designation after two years of related career experience.
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6.2.2 Letters of Support
RCC Institute of Technology has received letters and expression of support for its degree programs from graduates and employers.
As evidence of how the program addresses the degree standards, we provide the following example letter from a graduate:
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6.3.1 Program Level Learning Outcomes
The Bachelor of Technology (Electronics Engineering Technology) has five broadly defined Program Level Learning Outcomes as shown in the table below. All 42 courses that make up this program have been applied towards these learning outcomes.
Program Level Learning Outcomes Program requirement(s), or segments of requirements, that contribute to this outcome
1. Conduct experiments involving General courses: electronic systems using advanced LCT110 - Logical and Critical Thinking test equipment, interpret test results and use them to improve products or ETP 470L- Senior Project Development Lab I processes ETP 480L – Senior Project Development Lab II
CMP470– Project Management
• Performs Needs Analysis - define ESA420 – Applied Digital Signal Processing the problem CTL310– Introduction to Control Systems
• States goals and objectives of ESA320- Analog Signal Processing the experiment COMM410- Telecommunication Engineering Systems I • Identifies resources to conduct COMM340 - Telecommunication Systems II experiment (parts, equipment, data sheets, etc.) COMM410 - Telecommunication Engineering Systems III • Develops a procedure and collects data using advanced test DIG340 – Microprocessor Architecture and equipment Programming ETP470L- Senior Project Development Lab I • Analyzes test results and draws conclusions ETP480L – Senior Project Development Lab II
CMP470– Project Management
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Program Level Learning Outcomes Program requirement(s), or segments of requirements, that contribute to this outcome 2. Create and implement high-level, General courses: and assembly language, programs in LCT110 - Logical and Critical Thinking support of technical activities.
CMP100 – Computer Applications for Business with Lab
• Analyzes the problem logically CMP100 – Computer Applications for Business with • Designs the solution Lab
• Implements the solution CMP231 C and C++ Programming with Lab
• Tests and debugs the software
DIG230 - Introduction to Microcontrollers
DIG461 – Intelligent Embedded Systems DIG340 - Microprocessor Architecture and Programming CMP470 - Project Management
ETP470L - Senior Project Development Lab I
ETP480L – Senior Project Development Lab II
Note: All computer-programming courses have practical laboratory assignments, which reinforce the learning of programming concepts presented in classroom discussions/lectures.
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Program Level Learning Outcomes Program requirement(s), or segments of requirements, that contribute to this outcome 3. Design, implement, and evaluate General courses: hardware and software solutions to LCT110 - Logical and Critical Thinking complex technical problems using modern tools and methods. PSYC110 - Psychology
SOSC210 -Culture and Society
HUM410 – Technology Society & Culture
ETP470L- Senior Project Development Lab I
ETP480L- Senior Project Development Lab II
• Selects and defines a meaningful ESA320 – Analog Signal Processing problem ESA420 – Applied Digital Signal Processing and Lab • Devises process to solve problem CTL310 – Introduction to Control Systems ESA420 – Applied Digital Signal Processing • Uses appropriate technological tools in designing and analyzing COMM320 - Data Communications & Networks alternative problem solutions COMM210- Telecommunication Engineering • Identifies key issues in designing Systems I and building a prototype COMM340- Telecommunication Systems II
• Builds and tests prototype DIG361 – Microprocessor Peripherals
• Troubleshoots and optimizes DIG340–Microprocessor Architecture and prototype Programming
ETP470L- Senior Project Development Lab I
ETP480L – Senior Project Development Lab II
CMP470– Project Management
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Program Level Learning Outcomes Program requirement(s), or segments of requirements, that contribute to this outcome 4. Communicates effectively both orally General courses: and in writing LCT110 - Logical and Critical Thinking
PSYC110 - Psychology
SOC410 -Culture and Society
CARD410 - Career Development
HIST210 - Contemporary History
LAW311 – Law & Ethics
HUM410 – Technology Society & Culture
All courses above require writing assignments that involve a variety of technical and general topics
• Communicates effectively in ENGL130 – Research and Composition writing
• Communicates effectively orally ENGL230-Professional Writing
PSE240 - Public Speaking
PHY240 – Engineering Physics
ETP470L- Senior Project Development Lab I
ETP480L-Senior Project Development Lab II
ETP490 – Technical Review – Special non-credit comprehensive technical writing course presented to final term students to assist them in developing their senior project documentation.
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Program Level Learning Outcomes Program requirement(s), or segments of requirements, that contribute to this outcome 5. Works effectively in a team General courses: environment LCT110 - Logical and Critical Thinking
PHY240 – Engineering Physics
SPCH230 – Presentation Skills
CAR410 - Career Development
ETP470L- Senior Project Development Lab I
ETP480L-Senior Project Development Lab II
CMP470 – Project Management
• Exhibits good dialoguing DIG340 - Microprocessor Architecture and skills Programming CTL310 – Introduction to Control Systems • As part of a small group project, when assigned roles, ESA420 - Applied Digital Signal Processing performs roles effectively COMM320 - Data Communications & Networks
COMM210 - Telecommunication Engineering Systems I I
COMM340 - Telecommunication Systems II
ETP470L- Senior Project Development Lab I
ETP480L – Senior Project Development Lab II
CMP470– Project Management
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Program Level Learning Outcomes Program requirement(s), or segments of requirements, that contribute to this outcome 6. Apply information literacy and General courses: problem-solving skills that support LCT110 - Logical and Critical Thinking life-long personal and professional development ECON210 - Principles of Economics
SPCH230 -Presentation Skills
CARD410 - Career Development
ETP470L- Senior Project Development Lab I
ETP480L-Senior Project Development Lab II
CMP470 – Project Management
• Recognizes the need to know DIG340- Microprocessor Architecture and information beyond one's own Programming expertise and has the ability to CTL310– Introduction to Control Systems gather and synthesize the necessary information into the ESA420 - Applied Digital Signal Processing solution of a problem COMM320 - Data Communications & Networks
• Uses engineering problem- COMM340 - Telecommunication Systems I solving methodology in solving problems ETP470L- Senior Project Development Lab I
ETP480L – Senior Project Development Lab II
CMP470– Project Management
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6.3.2 Course Descriptions
Year and Course Title Calendar Course Description Semester Year 1 CMP100: This course provides students with an introduction to the Semester 1 Computer use of personal computers and Windows operating Applications for systems. It provides practical experience with common Business office application software such as spreadsheets, word processors and databases. Topics covered include Microsoft Word, Excel, PowerPoint and Access. (2 credit hours/2 contact hours)
EAC110 DC Circuit In this course the atomic structure is introduced and applied Analysis with Lab to concepts such as charge carriers, current flow, electromotive forces and the expending of energy. Characteristics of circuit elements such as resistance, inductance and capacitance are introduced. Applying circuit theory to analyze DC circuits is detailed. In addition, capacitors, analysis of resistor capacitors (RC) series and parallel circuits are discussed along with the design of simple resistive and RC circuits. Relating theoretical analysis to laboratory measurements and troubleshooting DC circuits are emphasized. Awareness of electrical safety regulations is introduced. (6 credit hours/7 contact hours)
EAC120: AC This course builds on the topics learned in EAC110. It Circuit Analysis starts with an in depth discussion of the characteristics of with Lab inductors and capacitors. Circuit analysis is then extended to cases where sinusoidal currents and voltages are involved.
Topics covered include: relationship between magnetism and inductance; sinusoidal AC generation; AC terminology; phasor diagrams and their applications; capacitive and inductive reactance as related to frequency; phase relationship between voltage, current and impedance; analysis of series and parallel inductor, capacitor, and resistor combinations; characteristics of various passive filters including series and parallel resonance circuits; and the fundamentals of transformer operation. Design and troubleshooting of various AC circuits, including filter circuits, are also discussed. (6 credit hours/7 contact hours)
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Year and Course Title Calendar Course Description Semester Year 1 ENGL130: This course builds on the conventions and techniques of Semester 1 Research and composition through critical reading and writing related to Composition the student’s program of study. Students apply principles of logic, strategic thinking, and synthesis to prepare sound arguments supported by relevant, well-documented research. The culminating activity is a persuasive and analytical paper referencing contemporary issues in technology where individual style and unique thinking are demonstrated.
Major topics include pre-writing strategies, rhetorical modes, revision strategies, research techniques and technologies and documentation. (4 credit hours/4 contact hours)
MATH130: Applied The subject is a necessary prerequisite for further studies Mathematics at RCC in Calculus, Physics, and DC/AC Electrical Circuit Analysis. The principal objective of this course is to provide students with an understanding of basic mathematics such as: fundamentals of algebra, exponential and logarithmic equations, trigonometry, complex numbers, basic linear algebra, and the application of linear algebra in circuit analysis and circuit theorems This course proceeds from the elementary math needed for beginning concepts in electronics to more specialized applications of mathematics in Electronic technology. This will enable students to apply mathematical techniques in circuit analysis. (5 credit hours / 5 contact hours)
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Year and Course Title Calendar Course Description Semester Year 1 DIG110: Digital This course introduces the fundamentals of digital circuit Semester 2 Circuits with Lab analysis and design. Topics covered include number systems and codes, the characteristics of basic and derived logic gates along with the operational characteristics of various logic families. Boolean algebra applications in the analysis and design of combinational logic circuits are detailed. Hardware description language (HDL) and programmable logic devices (PLDs) are introduced. The characteristics and operation of coders/decoders, multiplexers/demultiplexers and arithmetic circuits are introduced along with their applications (7 credit hours/8 contact hours)
EAC130: This course introduces the theory and application of Electronic Circuit semiconductor devices. Topics covered include the Analysis 1 with Lab characteristics of semiconductors and the operation and applications of diodes including special purpose diodes such as Zener, light-emitting, Schottky, varactor and tunnel diodes. Power supply design is detailed. The bipolar junction transistor (BJT) is introduced. (6 credit hours/7 contact hours)
EAC140: This is the second course on electronic circuit analysis; it Electronic Circuit builds on topics introduced in EAC130.Topics covered Analysis 2 with Lab include: the analysis and design of bipolar junction transistors (BJT): single and multistage amplifiers; class A, B, and C operations; and frequency response of amplifiers. The analysis and design of junction field effect transistor (JFET) circuits are detailed. Further, the analysis and design of circuits built around operational amplifiers are discussed along with application examples. (6 credit hours/7 contact hours)
LCT110: Logical The course helps students develop effective problem and Critical solving strategies and applies these to a range of practical Thinking engineering problems. Students will be provided with a strong foundation in the principles of logical thinking, and will be exposed to the principles of algorithm development, as well as common troubleshooting methodologies.
Topics covered include: Applied troubleshooting and problem solving, principles of logic design, recursion, decision-making, branching, flowcharting, process charts, logical reasoning and critical analysis. (3 credit hours/3 contact hours)
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Year and Course Title Calendar Course Description Semester Year 2 CMP231: C/C++ This course provides students with the ability to develop Semester3 Programming with high-level computer programs using the C/C++ Lab programming language. Students will work though a series of hands-on labs that will emulate real-world engineering problems, and be expected to develop their own custom solutions. The C/C++ programming language is used because of its ability to directly access memory and its use in device driver creation, computer interfacing and embedded system development.
Topics covered include: review of procedural and modular programming principles, testing and debugging; C/C++ syntax, data types, variables, operators, input/output, program control, pointers, functions, arrays, input/output control, structures, strings, classes, dynamic memory allocation, design techniques such as top-down, refinement, pseudo code and flow charts. (5 credit hours/6 contact hours)
DIG220: Digital This course introduces integral calculus along with it’s Systems with Lab application in the solution of engineering problems with an emphasis on electrical circuits. Topics covered include: determination of limits, rate of change, rules of differentiation, differentiation of algebraic and transcendental composite functions. The application of derivatives to determine the maxima and minima of functions is also discussed. Anti-derivatives and indefinite integrals rules of integration are introduced. The applications of both differentiation and integration concepts in physics and electronics are covered in the course. (5 credit hours/5 contact hours)
MATH230: Applied This course introduces integral calculus along with its Calculus 1 application in the solution of engineering problems with an emphasis on electrical circuits. Topics covered include: determination of limits, rate of change, rules of differentiation, differentiation of algebraic and transcendental composite functions. The application of derivatives to determine the maxima and minima of functions is also discussed. Anti-derivatives and indefinite integrals rules of integration are introduced. The applications of both differentiation and integration concepts in physics and electronics are covered in the course. (5 credit hours/5 contact hours)
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Year and Course Title Calendar Course Description Semester Year 2 SPCH230: Building upon skills acquired in ENGL110 and ENGL120, Semester 3 Presentation Skills this course teaches elements of effective public speaking. Areas of study include audience analysis, organization, language, delivery and nonverbal communication. Practical application is provided through a series of individual and group presentations in a variety of rhetorical modes.
Major topics include: speech anxiety, audience analysis, verbal and nonverbal communication, speech preparation, outlining and organizing, listening skills/becoming an attentive audience member, choosing and incorporating supporting material including secondary research, and developing and incorporating audio/visual aids. Students will perform at least five of the following: self-introductory speech, informative speech, demonstrative speech, persuasive speech, special occasion speech and small group presentation. (3 credit hours/3 contact hours)
Year and Course Title Calendar Course Description Semester Year 2 COMM210: This course includes detailed analysis of modulation and Semester 4 Telecommunicatio reasons for modulation and heterodyning, design of AM n Engineering modulators, oscillators, detectors and the AGC system. Systems 1 with Design Lab of SSB modulator circuits and detectors, crystal filters, design of frequency multiplexer, analysis of noise effect in a receiver, noise calculation and measurement and analysis of AM transmitter and receiver circuits are also covered. (5 credit hours/6 contact hours)
DIG230: This course is designed to introduce the fundamentals of Introduction to microcontroller systems and their programming. It covers Microcontrollers microcontroller architectures, system components, with Lab interfacing techniques, and multiprocessing along with basic troubleshooting procedures. Register purpose, interrupt structure and operation, compiling & linking, machine code for the processors, and writing and running machine language programs are detailed. Further, the design of minimum and maximum applications of 8051/8031 microcontrollers are discussed. Numerous applications are presented. (5 credit hours/6 contact hours)
NET230: This course is devoted to explaining principles and Introduction to techniques used in the analysis, configuration and design of Networking with data networks. Its purpose is to provide students with a Lab solid understanding of configuration capability of a variety of Internetworking equipment devices. Course topics include: LAN equipment, internetworking technologies, wireless network topologies, TCP/IP protocol suite, IP routing fundamentals, WAN technologies. (4 credit hours/5 contact hours)
RCC Institute of Technology 50 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
Year and Course Title Calendar Course Description Semester Year 2 PHY240: This course introduces several important topics of physics Semester 4 Engineering along with some of their applications in technology. Topics Physics with Lab include: introduction to vectors, laws of motion, simple mechanics, gears and pulleys. Also included are the fundamental concepts of electricity and magnetism and their applications; and the fundamental principles of optics and related applications. Properties of fluids, introduction to thermodynamics, and the concepts of static electricity are introduced. (4 credit hours/5 contact hours)
ENGL230: This course extends composition and research principles to Professional writing in a career context. Students apply principles of Writing economy and clarity to create business documents that are informative and persuasive. While the course focuses on all business correspondence, the capstone of this course is a formal research proposal or investigative report. Studies include electronic communication and oral reporting.
Major topics include: technical style; memorandum and e- mail; business letters - sales, good news / bad news messages and routine reply; semi-formal reports - progress, informative, recommendations, incident and status; and formal reports. (3 credit hours/3 contact hours)
Year and Course Title Calendar Course Description Semester Year 3 COMM320: Data This course introduces applications related to the digital Semester 5 Communications transmission and reception of information. Topics covered and Networks with include: digital modulation and demodulation techniques; Lab signaling and hardware of PSTN (public switched telephone network); terminals and emulation software; interfaces and buses; modems; the UART (universal asynchronous receiver transmitter). Communication protocols, error detection and correction, data compression and encryption, data packetizing, packet switched networks, the OSI (open system interconnection) model, ISDN (integrated services digital network), xDSL (all types of digital subscriber line), frame relay, ATM (asynchronous transfer mode) technologies, and SONET (synchronous optical network) are also discussed. The services and hardware of the Internet are introduced as well. (5 credit hours/6 contact hours) DIG461: The objectives of this course are to introduce students to Embedded the fundamental concepts of artificial intelligence and Intelligent embedded systems, and to familiarize them with the Systems with Lab applications in both research and industry. Topics discussed include the fundamentals of embedded systems and their algorithms. Neural networks, non-linear filtering, pattern recognition, and machine learning are discussed (Contact: 6, Credit: 5)
RCC Institute of Technology 51 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
Year and Course Title Calendar Course Description Semester Year 3 ESA320: Analog This course introduces the fundamental concepts of analog Semester 5 Signal Processing signal processing. It starts with a review of relevant with Lab applications of operation amplifiers followed by an overview of analog systems. Analog signals and their representation in time-, frequency-, and s-domain are discussed. Transfer function forms, step response, frequency response, pole- zero maps, second-order systems and stability concepts are detailed. Further, the analysis and design of first-order and second-order filters are discussed. Neural networks and their applications are introduced. (6 credit hours/7 contact hours)
MATH350: Applied This course provides students with an advanced Calculus 2 understanding of the applications of differential and integral calculus in the solution of engineering problems with an emphasis on electrical circuits. Topics covered include: methods of integration, applications of integration in electrical circuit analysis, Laplace transform, inverse Laplace transform, applications of the Laplace transform to solve electrical circuit problems. (3 credit hours/3 contact hours)
General This course provides a foundation for the understanding, Education prediction and direction of behaviour. Organized within a Elective framework encompassing foundations, general topics and applications, the course provides an understanding of how psychological principles and concepts relate to professional Example: and personal life. Using psychology to specifically improve PSYC110: the quality of our lives, the students examine the various Psychology schools of psychology in their application to research methods, learning, memory, sensation and perception, personality, human development, stress, and psychological disorders. In a collaborative and dynamic learning environment, the students complete cases studies, conduct basic research and evaluate findings.
Major topics include: research methods, biological bases of behaviour, sensation and perception, learning, memory, emotion and motivation, development, personality and abnormal behaviour. (3 credit hours/3 contact hours)
RCC Institute of Technology 52 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
Year and Course Title Calendar Course Description Semester Year 3 COMM340: Tele- This course covers FM transmitter and receiver circuit Semester 6 communication analysis, and design of frequency modulator and Engineering demodulators. Students will learn the advantages of FM Systems 2 with over AM, covering the following topics: stereo FM signal Lab generation and recovery, analysis of PLL and its applications, antenna design, transmission lines, and fibre optics. The course includes TV and FM receiver troubleshooting projects. (5 credit hours/6 contact hours)
CTL310: This course builds on concepts learned in the Analog Introduction to Signal Processing course to introduce the fundamentals of Control Systems the analysis and design of control systems with emphasis with Lab on continuous control systems. Topics covered include: the applications of transfer functions; block representation of systems and its applications; stability analysis; compensation; controllers’ principles; and the design of Proportional, Integral and Derivative (PID) controllers. Servo systems and programmable logic controllers (PLCs) are also introduced. (5 credit /6 contact hours)
DIG340: This course introduces the hardware of the 8088/x86 and Microprocessor the Pentium processors and their programming techniques. Architecture & Concepts such as Registers, Stack, FPU, interrupt Programming with architecture, memory segmentation, memory management, Lab pipelining, north bridge, south bridge and super IO are introduced and analyzed in detail. The protected mode operation is described. System development techniques are discussed as well. The ARM embedded processor is introduced along with special applications (Contact, 6, Credit: 5)
MATH360: Applied This course introduces the application of integral calculus in Mathematical the solution of technical problems with an emphasis on Analysis electronics. Methods of integration, including algebraic substitution and partial fraction methods, are discussed. he solutions of linear and nonlinear differential equations are detailed along with their applications in electronics and physics. The analysis of periodic waveforms using Fourier series and its application in signal processing are also covered. Other infinite series such as MacLauren and Taylor series are introduced along with their applications. (4 credit hours/4 contact hours)
RCC Institute of Technology 53 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
Year and Course Title Calendar Course Description Semester Year 3 General This course examines the general trends and complex Semester 6 Education interrelationships of global political, social, economic and Elective technological developments of the 20th century as related to current events in the 21st century. Particular emphasis is placed on exploring the evolution of global interdependency Example: and forces of resistance to such change, as well as taking a HIST210: multicultural perspective on challenges facing 21st century Contemporary humanity. History Major topics include: traditional Western global domination and the rise of challenges to colonial, imperial, neo-colonial and neo-imperial institutions; the acceleration of global political and economic interdependency and the emergence of the global village, as well as resistance to these forces of integration; the causes and impacts of contemporary international conflict and civil strife, as well as strategies to maintain domestic harmony and international peace; the role of secular and religious ideology in the mass political and social movements of the 20th and 21st centuries; the pivotal role of technology in shaping the political, economic, and social arenas of the contemporary human experience; and the challenges technology poses to traditional values and cultural patterns. (3 credit hours/3 contact hours)
This course explores the role of culture in social organizations. Social institutions and the issues of race and Example gender within social structures are analyzed in the context SOCS210: of multicultural societies and increasing global interaction. Sociology Basic sociological principles and research findings are used to support analysis of cultural and social issues. Major topics include: basic sociological perspectives, culture, socialization, social structures and social interaction, social stratification, social class, gender, and demographics. (3 credit hours/3 contact hours)
RCC Institute of Technology 54 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
Year and Course Title Calendar Course Description Semester Year 4 CARD410: Career Career-planning strategies and resources are explored to Semester 7 Development prepare students for a successful job search and to develop effective methods for career advancement. Activities include critical self-evaluation, goal setting, company research, personal marketing plans, resume and cover letter preparation, and interviewing practice. A career development portfolio is assembled highlighting achievements, career goals and professional development strategies.
Major topics include: preparation of professional quality business letters, letters of application, resumes, job application forms, research reports and other career planning materials; effective oral communication skills as related to the job-search and the interview; active listening habits as applied to the job-search and the interview; common resources and research techniques; short-term and long-term career goals; effective planning for realizing goals; job characteristics and varieties of compensation packages; critical self assessment activities to formulate a realistic self-concept of personality factors and career related interests, values and abilities; and professionalism and appropriate standards of dress, demeanour and appearance in conducting the job- search process. (2 credit hours/2 contact hours)
CMP470: Project This is the first of a two-course sequence during which EET Management students plan, develop and complete a senior project. This course focuses on basic management topics related to the project development process.
This course teaches design, feasibility, planning and managing projects using tools such as program evaluation review technique (PERT), critical path method (CPM), Gantt charts, task development techniques and project management software. The course also focuses on the engineering technologist’s role in the business environment and presents current industry approaches including concurrent engineering, ISO9000, total quality management (TQM) and benchmarking.
In addition, students learn the steps and principles involved in the manufacturing of electronic equipment and circuits including designing single and double-sided Printed Circuit Boards (PCB), methods of PCB design and assembly, schematic drawing, and component layouts and artworks. (4 credit hours/4 contact hours)
RCC Institute of Technology 55 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
Year and Course Title Calendar Course Description Semester Year 4 DIG360 Peripheral This course focuses on the design, analysis, and Semester 7 Devices with Lab troubleshooting of input/output (I/O) devices that are interfaced to microprocessor and microcontroller based systems. It provides an overview of the architecture and memory organization, interrupts, timers, and input/output interfaces. Topics covered include: USB Device/Host, DRAM, DMA, SPI, CAN, PWM, LCD and keypad.
ECON210: This course introduces the field of economics and shows Principles of how a system-level understanding of the interaction Economics between micro and macroeconomics greatly improves the quality of one’s analysis. Microeconomic concepts, such as supply and demand and the theory of the firm, serve as foundations for analyzing macroeconomic issues. Macroeconomic topics include: gross domestic product (GDP), fiscal and monetary policies, and international topics such as global trade and exchange rates. The course also shows how human behaviour and decision making translate into observable economic-system measures of performance. Emphasis is placed on interpreting economic variables and events, using fundamental analytical methods and applying these to real-world issues.
Major topics include: production possibility frontier, economic systems, demand and supply, elasticity, macroeconomic measurements, unemployment and inflation, aggregate expenditure, aggregate demand and aggregate supply, fiscal policy, monetary policy, exchange rates, and international economics. (3 credit hours/3 contact hours)
ESA420: Applied In this course digital systems and signals are introduced; Digital Signal MATLAB/Simulink software tools are used extensively in Processing with application exercises for analysis and design. The course Lab starts with a review of some of the fundamental concepts of signal processing. Then the z-transform and its applications, discrete transfer functions, pole-zero maps in the z-domain and their applications are discussed. The types and characteristics of digital filters are introduced. The analysis of finite impulse response (FIR) filters and infinite impulse response (IIR) filters is detailed along with various design techniques of both filter types. Multi-rate digital signal processing (DSP) and adaptive digital filters are introduced. DSP hardware design issues are then discussed. (7 credit hours/8 contact hours)
RCC Institute of Technology 56 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
Year and Course Title Calendar Course Description Semester Year 4 ETP470: Senior In this lab course, students start the development of their Semester 7 Project senior projects. Senior projects typically involve design, Development Lab implementation, testing and formal demonstration of 1 solutions realized using hardware or software or both. The ultimate objective is for students to demonstrate what they can do on their own. Students may work in groups with each student contributing significantly to all stages of the project. Topics discussed include: research, coordination, scheduling, budget planning and control, design and testing, troubleshooting, prototyping, and evaluation. (1 credit hour/2 contact hours)
Year and Course Title Calendar Course Description Semester Year 4 COMM410: This course focuses on microwave communications using Semester 8 Telecommunicatio waveguide and wireless. It analyzes electromagnetic ns Engineering 3 propagation inside a waveguide, different modes of with Lab propagation, waveguide components and systems, microwave oscillators and design amplifiers, RF ICs, satellite communications, wireless ICs, Blue tooth, and IEEE 802.11. Analysis of spread spectrum generation and detection, and analysis of a GPS system will also be included (5 credit hours/6 contact hours)
CTL420: Industrial This course introduces numerous concepts and Control Systems applications related to industrial control systems with with Lab emphasis on robotics applications. It starts with a review of the fundamental concepts of control systems. Then fuzzy logic controllers and their industrial applications are discussed. The fundamentals of robotics along with application examples are detailed. Computer integrated manufacturing (CIM) and programmable logic controllers (PLCs) are introduced. (5 credit hours/6 contact hours)
ETP480: Senior In this lab, students implement their senior project, which Project involves design, fabrication and formal demonstration of Development Lab hardware and software functionality. They also produce a 2 synopsis, progress report and an oral presentation. (2 credit hours/4 contact hours)
RCC Institute of Technology 57 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
Year and Course Title Calendar Course Description Semester HUMN410: In this capstone course, the relationship between society Technology, and technology is investigated through readings, reflection, Society and research and reports. The course identifies conditions that Culture have promoted technological development and assesses the social, political, environmental, cultural and economic effects of current technology. Issues of control and ethical considerations in the use of technology are primary. Discussion and oral and written reports draw together students’ prior learning in specialty and general education courses.
Major topics include: an overview of the definitions and meanings of technology that illustrate scientific, engineering and cultural perspectives on the topic; a brief history of technology, tool development and specialization, current technological stages of development, and expectations of future technologies; factors affecting the development, transfer and growth of technology; and social, political, environmental, economic, cultural, artistic and other impacts of technology. Specific topic areas, issues and technologies that involve the above perspectives will also be examined. (3 credit hours/3 contact hours)
LAW311: This course will introduce students to the fundamental legal Law and Ethics principles applicable to businesses in Canada. Students will gain an understanding of the Canadian Legal System, Dispute Resolution, Contract Law, Business Torts, Property Law, Employment Law, Intellectual Property Law, as well as the key distinctions between Civil and Criminal Law. Students will apply legal theory in a practical manner through case scenarios and case analyses. Students will also examine ethical issues in law. Ethics will be integrated throughout the course by discussing ethics frequently and by providing an ethical perspective in each case analysis. The Code of Ethics of professional organizations such as OACETT and PEO will be discussed. (3 credit hours/3 contact hours).
RCC Institute of Technology 58 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
6.3.3.1 Program Hour/Credit Conversion Justification
1. Does the program include laboratory components?
X Yes ____No
2. If ‘yes’, will the calculation of program breadth be based on a conversion of all program hours into program credits?
___ Yes X No
3. If ‘yes’, complete Table 6.4.1. If ‘no’, proceed.
RCC Institute of Technology 59 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
6.3.3.2. Undergraduate Academic Course Schedule
DW DO DL Course Proposed Instructor Highest Qualification Term/ Course Course Semester Pre- and co- earned and discipline Course Semester Semester Hours requisites of study Code Course Title Hours Hours Term 1
Professor Vasiliauskas PhD Mathematical MATH130 Applied Mathematics 75 None Methods in Economics Professor Rameshwar M.Sc. Engineering
EAC110 DC Circuit Analysis 105 None Professor Maham BSc. Electrical Engineering 105 MATH130 (C) Professor Rameshwar M.Sc. Engineering EAC110 (P) EAC120 AC Circuit Analysis Professor Maham BSc. Electrical Engineering 60 Professor D. Simanic M.A. English Research and ENGL130 None M.Ed. Composition Professor M. Pretzer 30 Professor B Pajkowski Ph.D. Physics Computer Apps For CMP100 None Business with Lab Professor I. Lee M.Sc.(Applied Math)
Term 2
Logical and Critical LCT110 45 None TB Thinking
Electronic Circuit Professor Rameshwar M.Sc. Engineering EAC130 Analysis I 105 EAC120(P)
RCC Institute of Technology 60 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
DW DO DL Course Proposed Instructor Highest Qualification Term/ Course Course Semester Pre- and co- earned and discipline Course Semester Semester Hours requisites of study Code Course Title Hours Hours Electronic Circuit 105 Professor Rameshwar M.Sc. Engineering EAC140 Analysis II EET130(C) EAC120 (P) Professor K. Sukhiani B. Eng Electrical 120 EAC130 (C) Engineering DIG110 Digital Circuit Professor V Prescott M. Engineering
Term 3 ENGL130 (P) Professor D. Simanic M.A. (English) SPCH230 Presentation Skills 45 Professor M. Pretzer M.A. (English) 120 DIG110 (P) Professor K. Sukhiani B. Eng Electrical Engineering DIG220 Digital Systems Professor V Prescott M. Engineering
Professor Vasiliauskas PhD Mathematical Probability and 45 MAT130 (P) Methods in Economics MATH210 Statistics Professor I. Lee M.Sc. (Math) MAT130(P) Professor Vasiliauskas PhD Mathematical Applied Calculus I MATH230 75 Methods in Economics CMP110 (P) C and C++ CMP231 90 LCT110 (P) Professor R Bigelow M. Networking and programming with Lab Management Term 4 Professor D. Simanic M.A. (English) ENGL230 Professional Writing 45 ENG130 (P) Professor M. Pretzer M.A. (English)
RCC Institute of Technology 61 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
DW DO DL Course Proposed Instructor Highest Qualification Term/ Course Course Semester Pre- and co- earned and discipline Course Semester Semester Hours requisites of study Code Course Title Hours Hours 75 Professor B Pajkowski Ph.D. (Physics)
PHY240 Engineering Physics MATH230(P) Professor A. Kessaris PhD Mechanical Engineering
Professor R. Sharma Master of Data DIG220 (P) Communication Introduction to 75 Systems NET230 Networking Professor S Caneff M.Sc. Computer Systems DIG220 (P) Professor V Prescott M. Engineering DIG230 Introduction to CMP231 (P) Microcontrollers 90 Professor M. He PhD Candidate Opto- Electronics 90 EAC130 (P) Professor Maham BSc. Electrical MATH230 (P) Engineering Telecommunication COMM210 Engineering Systems I Professor R. Sharma Master of Data Communication Systems Term 5 45 None Professor Keeling Ph.D. PSYC110 Psychology
EAC140 (P) Professor A Ibrahim Ph.D. (Electrical and Analog Signal MATH230 (P) Computer ESA320 Processing 105 Engineering)
Intelligent Embedded DIG230 (P) Professor M. He PhD Candidate Opto- DIG461 Systems 90 CMP231 (P) Electronics
RCC Institute of Technology 62 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
DW DO DL Course Proposed Instructor Highest Qualification Term/ Course Course Semester Pre- and co- earned and discipline Course Semester Semester Hours requisites of study Code Course Title Hours Hours Professor S. Caneff M.Sc. Computer NET230 (P) Systems COMM320 Data Communications 90 DIG220 (P)
& Networks Professor R. Sharma Master of Data Communication Systems Professor Vasiliauskas PhD Mathematical MATH350 Applied Calculus II 45 MATH230 (P) Methods in Economics Term 6 Ph.D. GEN ED Elective 45 TBR
Applied Mathematical PhD Mathematical MATH360 60 MATH350 Professor Vasiliauskas Analysis Methods in Economics PhD Mechanical Introduction to Control Professor A. Kessaris CTL310 MATH350 (P) Engineering Systems 90
Professor M. He PhD Candidate Opto- Microprocessor Electronics DIG340 Architecture and DIG230(P) Programming 90 Professor R Lakin M.Sc. BSc. Electrical Telecommunication COMM210 (P) Professor Maham COMM340 90 Engineering Systems II MATH350 (P)
Term 7 30 Professor M. Pretzer M.A. Career Development CARD410 90 DIG340 (P) Professor M. He PhD Candidate Opto- Microprocessor Electronics DIG361 Peripherals Professor V Prescott M. Engineering
RCC Institute of Technology 63 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
DW DO DL Course Proposed Instructor Highest Qualification Term/ Course Course Semester Pre- and co- earned and discipline Course Semester Semester Hours requisites of study Code Course Title Hours Hours 120 ESA320 (P) Professor A Ibrahim Doctor of Philosophy (Electrical and Applied Digital Signal ESA420 Computer Processing Engineering)
60 Professor B. Pajkowski Ph.D. CMP470 Project Management ETP470L (C )
Professor M. He PhD Candidate Opto- 30 Upper term standing Electronics (P) Senior Project CMP470 (C) Professor Maham BSc. Electrical ETP470L Development Lab I DIG461 (P) Engineering COMM340 (P) Professor A. Kessaris PhD Mechanical Engineering Principles of 45 None Professor R. Sharma MBA ECON210 Economics Term 8 Professor A. Kessaris PhD Mechanical Industrial Control CTL420 90 CTL310 (P) Engineering Systems MATH360 (P) Telecommunication COMM340 (P) Professor Maham BSc. Electrical COMM410 Engineering Systems 90 MATH360 (P) Engineering III Upper term standing Professor M Pretzer M.A. (English) Technology Society & HUMN410 Culture 45
RCC Institute of Technology 64 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
DW DO DL Course Proposed Instructor Highest Qualification Term/ Course Course Semester Pre- and co- earned and discipline Course Semester Semester Hours requisites of study Code Course Title Hours Hours Upper term standing Professor M. He PhD Candidate Opto- (P) Electronics ETP470 (P) Senior Project Professor Maham BSc. Electrical ETP480L Development Lab II 60 Engineering
Professor A. Kessaris PhD Mechanical Engineering 15 ETP480L (C) Professor M Pretzer M.A. (English) ETP490 Technical Review
Professor R. Sharma MBA, P. Eng. LAW311 Law and Ethics 45 Upper Term Standing
Subtotal Course Hours: 2385 450 135 Total Program Hours: 2970 Calculate the percentage of the Must be at least 20% program offered in DO and DL (450 + 135) / 2970 = 20% of total program. courses. Calculate the percentage of the Must be at least 75% breadth courses offered in DO 450 / (450 + 135) = 77% of total DO and DL courses. courses. Calculate the percentage of the Must not be greater breadth courses offered in DL 135 / (450 + 135) = 23% than 25% of the total courses. DO and DL courses.
RCC Institute of Technology 65 PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
6.4 Course Outlines
The course outlines for the Bachelor of Technology (Electronics Engineering Technology) program.
RCC Institute of Technology 66
MATH 130 Applied Mathematics
Purpose: The subject is a necessary prerequisite for further studies at RCC in Calculus, Physics, and DC/AC Electrical Circuit Analysis. The principal objective of this course is to provide students with an understanding of basic mathematics such as: fundamentals of algebra, exponential and logarithmic equations, trigonometry, complex numbers, basic linear algebra, and the application of linear algebra in circuit analysis and circuit theorems This course proceeds from the elementary math needed for beginning concepts in electronics to more specialized applications of mathematics in Electronic technology. This will enable students to apply mathematical techniques in circuit analysis.
Calendar Entry: Basic algebraic operations; Function Concept; Trigonometry; Complex Numbers; Logarithms; Operations with Decibels; Systems of Linear Equations; Determinants; Network Theorems.
Hours:
Contact 5 Credit 5
Lecture: 75 Laboratory:
Prerequisites: Grade 12 Diploma including Math and Physics
Learning Outcomes/Course Objectives: Upon completion of this course, the student will demonstrate, in assignments, tests and exams, knowledge of the following:
1. Algebraic equations in one unknown and their applications in solving technical area’s problems. 2. Logarithms in analysis of amplifier/attenuator characteristics. 3. Applying trigonometry and trigonometric identities in finding alternating current in L-R and C-R circuits. 4. Using the laws of sines and cosines to assist in the analysis of resonant circuit phasor quantities. 5. Using complex numbers and the j-operator to simplify and solve complex L-R, C-R and LCR circuits 6. Simultaneous equations and determinants for solving Electric Networks by Kirchoff's Laws. 7. Network Theorems in complex circuit analysis
Applied Mathematics Sequence of Content:
1. Introduction to Algebra 1.1. Review of Arithmetic, Numbers, Operations, Fundamental Laws of Numbers
2. Powers and Roots, Fundamental Laws of Exponents 2.1. Integral Exponents 2.2. Laws of Multiplication, Division and Raising to a Power with Positive Integral Exponent 2.3. Meaning of a Zero Exponent 2.4. Meaning of a Negative Exponent 2.5. Meaning of a Fractional Exponent 2.6. Laws of Exponents extended to any Rational Exponent 2.7. Scientific or Standard Notation
3. Factoring and Fractions 3.1. Factoring Polynomials 3.2. Factoring Difference of Squares 3.3. Sum and Difference of Cubes 3.4. Binomial Square 3.5. Factoring Quadratic Trinomials 3.6. Fractions and Fractional Expressions 3.7. Reducing a Fraction to Lowest Term 3.8. Operations with Fractions and Fractional Expressions: Multiplication, Division and Addition
4. Single Algebraic Equations 4.1.1. Axioms of Equality 4.1.2. Solving Simple Equations 4.1.3. Fractional equations 4.1.4. Literal equations and Formulas
5. The Function Concept 5.1. Absolute and Arbitrary Constants 5.2. Independent and Dependent Variables 5.3. Definition of a Function 5.4. Graphs of Functions
6. Trigonometry 6.1. Definition of an angle; positive and negative angles; angles in standard position 6.2. Degree and Radian measures 6.3. Angular and linear velocity 6.4. Definition of principal Trigonometric Ratios: sine, cosine and tangent, and reciprocal ratios: cosecant, secant and cotangent for a Right Triangle 6.5. Solution of Right Triangles and applications. 6.6. Definition of Trigonometric functions of any angle in terms of x-coordinate (abscissa), y-coordinate (ordinate) and r (radius) 6.7. Signs of trigonometric functions 6.8. Relationship between trigonometric function of any angle and trigonometric functions of reference angle 6.9. Inverse trigonometric functions 6.10. Graphs of sine and cosine functions. Sine wave as a function of time. Amplitude, period and phase angle 7. Complex Numbers 7.1. Basic Definitions 7.2. Graphical Representation of a complex number in the Complex plane 7.3. Forms of Complex Numbers: 7.3.1. Rectangular Form 7.3.2. Polar Form 7.3.3. Trigonometric Form
2/4 Applied Mathematics 7.3.4. Exponential Form 7.4. Conversion complex numbers from one form to another 7.5. Addition and Subtraction of complex numbers 7.6. Conjugates of Complex Numbers 7.7. Multiplication and division of Complex numbers 7.8. Powers and Roots of Complex Numbers: DeMiovre's Theorem 7.9. Applications of Complex Numbers in AC circuit analyses
8. Additional topics in Trigonometry 8.1. Fundamental Trigonometric Identities 8.2. Electrical Application of Trigonometric Identities 8.3. The Laws of sines and cosines 8.4. Solution of Oblique triangles 8.5. Applications of the Law of sines and Law of cosines to AC circuits
9. Logarithms 9.1. Definition of a logarithm 9.2. Exponential and logarithmic functions 9.3. Properties of logarithms: 9.3.1. Expressing the logarithm of a product as a sum of logarithms 9.3.2. Expressing the logarithm of a quotient as a difference of logarithms 9.3.3. Expressing the logarithm of a power as a multiple of logarithm by a power 9.3.4. Common logarithm 9.3.5. Natural logarithm 9.4. Expressing the sum, difference and multiples of logarithms as the logarithm of a single quantity 9.5. Change of base of a logarithm 9.6. Solving simple exponential and logarithmic equations 9.7. Solving exponential equations applied to the transient state of series R-L and R-C circuits 9.8. Some applications of logarithmic equations such as exponential growth and decay problems
10. The Meaning and Use of Decibels 10.1. The meaning of a decibel 10.2. Tables of commonly used decibel values 10.3. Decibels expressed in terms of voltage and current ratios 10.4. Calculations using decibels
11. Systems of Linear Equations 11.1. Linear equations in two unknowns 11.2. Solving systems of two linear equations in two unknowns graphically 11.3. Consistent, inconsistent and dependent systems of equations and their graphs 11.4. Solving systems of linear equations (2x2) algebraically 11.4.1. Elimination by Addition or Subtraction 11.4.2. Substitution 11.5. Solving systems of three linear equations in three unknowns algebraically
12. Determinants 12.1. Matrix representation of a set of equations 12.2. Definition of Determinants 12.2.1. Second and third-order determinants 12.2.2. Higher order determinants. Expansion by minors. 12.2.3. Properties of determinants 12.3. Solving systems of linear equations in two or more unknowns by determinants (Cramer's Rule) 12.4. Use Mesh or Nodal Analysis to solve electric circuit problems through Kirchoff’s Voltage and Current Law
3/4 Applied Mathematics Evaluation Students will be evaluated on successful completion of assignments, quizzes, test(s) and a final exam.
Development History Revised September 2000
______
Approved ______
RCC Institute of Technology 2000 Steeles Avenue West. Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
4/4
EAC110 DC Circuit Analysis with Lab
Course Description In this course the atomic structure is introduced and applied to concepts such as charge carriers, current flow, electromotive forces and the expending of energy. Characteristics of circuit elements such as resistance, inductance and capacitance are introduced. Applying circuit theory to analyze DC circuits is detailed. In addition, capacitors, analysis of RC series and parallel circuits are discussed along with the design of simple resistive and RC circuits. Relating theoretical analysis to laboratory measurements and troubleshooting DC circuits are emphasized. Awareness of electrical safety regulations is introduced.
Hours Contact: 14 Credit: 6 Duration 7 weeks
Course Objectives After successful completion of the course students are expected to perform the following tasks:
1. Apply the electric safety procedures effectively in the lab. 2. Given a circuit element, such as a resistor, a capacitor, or an inductor determine its characteristics using data sheets. 3. Given a DC resistive circuit analyze it using various circuit theories. 4. Given a DC circuit, measure the voltages and currents throughout the circuit and relate measured values to theoretical analysis; apply trouble-shooting procedures as required. 5. Given a DC series or parallel RC-circuit, analyze its transient performance. 6. Design simple resistive and RC-circuits to meet given specifications.
Course Outline 1. Safety 1.1. Review of fundamental safety procedures in a laboratory environment 1.2. Definitions of hazardous currents & voltages 2. Component Symbols 2.1. Symbols of various components 2.2. Electrical codes 2.3. The Canadian electrical code EAC110 DC Circuit Analysis with Lab 2
3. Scientific Notation 3.1. Standard prefixes: milli, micro, nano, pico, femto, atto, kilo, mega, giga, tera 3.2. Relating power of ten notation to sub and multiple units 3.3. Unit prefix conversion practice 3.4. Accuracy 4. Basic Properties and Functions of Resistors, Capacitors and Inductors 4.1. Physical basis of resistance 4.2. Capacitance related to a charge-storing ability 4.3. Inductance 4.4. Basic property of R, L and C (including units) 4.5. Conversion between unit prefixes: milli to micro to nano etc. 5. Resistor Colour Codes 5.1. The colour code for resistors and tolerances 5.2. Linearity/non-linearity of resistance 6. Potential Difference 6.1. The concept of a potential-difference 6.2. Fundamental view of a dry-cell as a source of steady-state voltage or EMF 6.3. Electrical pressure 6.4. Wire loop as the simplest circuit 6.5. The short length of copper wire as a 'short' 7. Atomic Structure 7.1. Valence 7.2. Bonding: covalent, ionic, and metallic 7.3. Energy band diagrams 8. Current 8.1. Relating electron flow to applied EMF 8.2. Current as a common factor in a closed loop circuit 8.3. Definition basic units of voltage, current, resistance and charge - in terms of each other; volts, amperes, ohms and coulombs; letter symbols for each 8.4. The charge of an electron and the charge of a proton 8.5. Circuit protection 8.6. Circuit breakers, construction, operation and limitation 8.7. Fuses, construction and applications 9. Resistance/Conductance 9.1. Elastic electron 'collisions' - random path of individual electrons in a current stream 9.2. Resistance as the cause of a fall in potential as current flows - voltage drop 9.3. Structure of elementary carbon composition resistor; limitation of 9.4. Deposited carbon and metallic deposit resistors, advantages of 9.5. Wire-wound resistors 10. Ohm's Law 10.1. Graphical relation between current and voltage for a fixed resistance 10.2. The physical basis of Ohm's Law 10.3. Statement of the Ohm’s Law 10.4. DC vs. AC, dynamic resistance 10.5. Implications of the law relative to circuit analysis 10.6. Mathematical forms of the law 10.7. Significance of direct and inverse proportions in the law 11. Work, Energy, Power, and Efficiency 11.1. Work done to displace mobile particles against the intrinsic resistance of the path 11.2. Resistance as the parameter to which heat production is proportional to a given current squared 11.3. Definition of voltage 12. Factors Affecting Resistance of Conductors 12.1. Factors governing the resistance of a wire conductor: length, cross-sectional area, specific resistance, temperature; how resistance varies with each EAC110 DC Circuit Analysis with Lab 3
12.2. Temperature coefficient of resistance NTC, PTC and ZTC 13. Cost of Electrical Energy 14. Series Resistor Circuits 14.1. Series circuit defined, common current aspects 14.2. Application of Ohm's Law to a series resistor circuit 14.3. Relative voltages and potential-differences in series circuit 14.4. Comparative polarities around the series circuit using subscript notation 14.5. Ohm's Law supported by proportions between resistance 14.6. Series circuit design 14.7. Power rating calculation 14.8. Efficiency calculations and applications to motors and generators 14.9. Open and short circuits 14.10. Internal resistance of cells 14.11. Voltage regulation 14.12. Maximum power transfer 14.13. The rheostat as a simple series current control 14.14. Practical rheostatic and potentiometric controls: carbon-track and wire-round 14.15. Plotting of output voltage as a function of slide setting 15. Parallel Resistor Circuits 15.1. Parallel circuit defined, physical view, common voltage 15.2. Use of the conductance in parallel circuits analysis 15.3. Application of Ohm's Law to parallel circuits 15.4. Current ratios, resistance ratios and conductance ratios in a parallel circuit; the current divider rule 15.5. The potentiometer: original use and present-day form and application 15.6. Unloaded potentiometer as a linear voltage-divider of adjustable ratio 15.7. Loaded potentiometer equivalent circuit 15.8. Design of parallel circuits 16. Series Parallel Resistor Circuits 16.1. Development of the series-parallel resistor circuit 16.2. Application of Ohm's Law to the series-parallel resistor circuit 16.3. Reduction of series-parallel circuits to simpler forms 17. Network Theorems 18. Wheatstone Bridge 19. Voltage Divider Networks 19.1. Bleeder resistor 19.2. Design of networks 20. Analog DC Meters 20.1. D'Arsonval movement 20.2. Current sensitivities 20.3. Multirange Ammeter/Voltmeter - design for various ranges 20.4. Loading effects 21. Capacitance 21.1. Charging process of a simple parallel-plate capacitor 21.2. Concept of a capacitive counter-EMF, accounting for the decay in charging current, capacitance as the opposition to the change in voltage. 21.3. Charged capacitor as a source of EMF, uncharged capacitor as a short and a charged capacitor and an open 21.4. Work done to raise the field in the dielectric, the ‘1/2 CV' equation 21.5. Factors governing capacitance 21.6. The Farad, defined in terms of unit charge and unit applied voltage, as a charge/voltage ratio 21.7. Relating charge, voltage and capacitance 21.8. Development of the basic DC capacitor equations 21.9. Capacitors in parallel across a DC source, distribution of charge, development of equation for net capacitance EAC110 DC Circuit Analysis with Lab 4
21.10. Capacitors in series across a DC source, voltage-distribution, inverse ratio between voltage and capacitance development of equation for net capacitance 21.11. Voltage rating, concept of a capacitor in a parallel or series group, series-parallel capacitors 21.12. Commercial forms of capacitor, air, mica, ceramic, tantalum, electrolytic, mylar and polystyrene 21.13. Differences between capacitors: where and why different types are used 21.14. Peculiar aspects of the electrolytic capacitor, precautions in use 21.15. Constant-current charging of a capacitor, linear growth of charge 21.16. Exponentially decaying charging current of a capacitor in a DC system with resistance limiting 21.17. Capacitive time constant 21.18. Practice problems using exponential functions and various resistor capacitor charging and discharging circuits 21.19. Wave shaping circuits 21.20. Design of capacitive circuits
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Laboratory Experiments
1. Lab Safety 2. Hand Tools/DMM/Power Supply 3. Soldering and Desoldering 4. Ohm’s Law 5. DC Series Circuits 6. DC Parallel Circuits 7. DC Series-Parallel Circuits 8. DC Resistor-Capacitor Circuits 9. Voltage Dividers
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
EAC120 AC Circuit Analysis with Lab
Course Description This course builds on the topics learned in EAC110. It starts an in depth discussion of the characteristics of inductors and capacitors. Circuit analysis is then extended to cases where sinusoidal currents and voltages are involved. Topics covered include: relationship between magnetism and inductance, sinusoidal AC generation, AC terminology, phasor diagrams and their applications, capacitive and inductive reactance as related to frequency, phase relationship between voltage, current, and impedance, analysis of series and parallel inductor, capacitor, and resistor combinations, characteristics of various passive filters including series and parallel resonance circuits, and the fundamentals of transformer operation. Design and troubleshooting of various AC circuits, including filter circuits, are also discussed.
Hours Contact: 14 Credit: 6 Duration 7 weeks
Prerequisites EAC110 DC Circuit Analysis with Lab
Course Objectives After successful completion of the course students are expected to perform the following tasks:
1. Given an AC circuit, with sinusoidal input signal, determine currents through and voltage across all components analytically and graphically. 2. Given an AC circuit, with sinusoidal input signal, determine the power consumed by the circuit and design implantation for power factor improvement. 3. Given an AC circuit, implement it in the lab, then compare and contrast measured currents through and voltages across all components with theoretical calculations. 4. Given a passive filter circuit, determine its frequency response. 5. Given the frequency characteristics of a passive filter, design, implement, and measure its frequency characteristics then compare and contrast measured values with theoretical calculations. 6. Given a resonant circuit, determine its resonance frequency, bandwidth, and quality factor then plot its frequency response. 7. Given a transformer circuit, analyze its performance.
EAC120 AC Circuit analysis with Lab 2
Course Outline 1. Inductance 1.1. Electromagnetic Induction 1.2. Faraday's first experiment in EMI, Faraday's Law of EMI 1.3. Factors governing magnitude of the induced EMF 1.4. How induced EMF varies when the conductor follows a circular path in a uniform field; AC generator concept 1.5. Self Inductance, the Henry defined 1.6. Physical and mathematical definitions of self inductance 1.7. Mathematical form of Faraday's Law of EMI E = L(di/dt) 1.8. Lenz's Law of Electromagnetic Induction 1.9. Physical basis of Lenz's Law 1.10. Work done to raise the inductive field, develop 1/2 LI2 1.11. Behavior of a pure inductance in a loss-free DC system, linear growth of current and flux 1.12. Time constant in the inductive-resistive series DC circuit, use of exponential table and charts 1.13. Wave-shaping circuits, the effect of low pass and high pass filters on a square wave input 2. Magnetism in materials. 2.1. Magnetic phenomena in certain metallic materials 2.2. Flux density 2.3. Reluctance. 2.4. Ohm's law for magnetic circuits 2.5. Hysteresis 2.6. Applications of magnetism 3. Introduction 3.1. AC motor/generator theory 3.2. Definitions of periodic waveform. 3.3. Alternating, pulsation, direct currents and combined AC and DC 3.4. Advantage of AC relative to long distance power transmission, voltage step-up and step-down 3.5. Basic language of AC: frequency, time-period alternation, cycle, amplitude, etc. 3.6. Elementary calculations relating frequency and time 3.7. Generation of sinusoidal AC by rotating machinery 3.8. Development of basic equations relating peak values of alternating current or voltage to instantaneous values 3.9. Relating rate of change of an AC to its amplitude, sine curve related to cosine curve 3.10. Phase relationships among two or more sinusoidal alternating quantities 3.11. Vector representation of alternating quantities, phasor diagrams 3.12. Quadrature divisions of a cycle of AC, variation in sign of the sine and cosine components 3.13. Root-mean-square and half-cycle average values of sinusoidal AC related to the amplitude 4. Resistors, Capacitors and Inductors 4.1. The resistive AC load fed from a sinewave AC supply 4.2. The purely capacitive AC circuit fed from a sinusoidal source of EMF 4.3. Form factor 4.4. Influence on capacitor current by a change in frequency or a change in capacitance 4.5. Capacitive reactance 4.6. Capacitive susceptance 4.7. Measurement of capacitance by the voltmeter-ammeter method 4.8. Phase relationships in the purely capacitive AC circuit on sinusoidal voltage source EAC120 AC Circuit analysis with Lab 3
4.9. Special aspects of the volt-ampere product in the purely capacitive AC circuit, develop concept of the watt-less nature of this circuit 4.10. Inductive Susceptance and reactance, frequency-dependence of the inductive circuit, development of the reactance and Susceptance equations from work/time projections 4.11. Alternate storage and release of inductive field energy, watt-less aspects of the inductive circuit 4.12. Graphs of reactance as a function of frequency and inductance, of Susceptance as a function of frequency and inductance 4.13. Measurement of self-inductance by the voltmeter-ammeter method 5. LCR Circuits (Note: All circuits are treated with both polar and rectangular numbers with comparison back and forth between the two methods.) 5.1. Begin series AC circuits, starting with the capacitive-resistive case 5.2. Concept of impedance in the series C-R circuit 5.3. Variation in impedance with frequency, graphical display of Q series C-R circuit 5.4. Development of voltage-current phasor for series C-R 5.5. Determination of phase angle (theta) in the series C-R circuit, variation of theta with frequency, with capacitance conditions for nearly resistive impedance and nearly reactive impedance 5.6. Power-factor in the series C-R circuit 5.7. Series inductive-resistive AC circuit 5.8. Series L-C-R circuit (non-resonant), impedance diagram, phasor diagram, reduction to equivalent series C-R or L-R 5.9. Power factor in the series L-C-R circuit 5.10. Resonance in the series L-C-R circuit, importance of a resonant mode, concept of frequency discrimination or selectivity 5.11. Frequency at which series resonance occurs for given L and C values -derivation of the resonant frequency equation 5.12. Resonance achieved by varying L for fixed capacitance and by varying C for fixed inductance 5.13. Impedance vector and volt/amp phasor for series resonant circuit 5.14. Quality of resonance 5.15. Relationship between bandwidth and Q 5.16. Determining L or C for a given resonant frequency given C or L. 5.17. The series resonant circuit used as a simple wave-trap, elementary band-stop filter 5.18. The series resonant circuit seen as an elementary band-pass filter. 5.19. Parallel AC circuits 5.20. The parallel C-R circuit -- phasor diagram for branch currents, resolution of branch currents into resultant line current 5.21. Admittance triangle for parallel C-R. 5.22. Determining impedance of the parallel C-R circuit from admittance reciprocal, from volt/ampere ratio and from product over phasor sum 5.23. Variation of admittance and impedance in the parallel C-R circuit-curves. 5.24. Power factor in parallel C-R 5.25. The capacitor seen as a by-pass element in parallel C-R circuit. 5.26. Parallel L-R AC circuit 5.27. Parallel L and C 5.28. Physical behaviour of the parallel L-C circuit 5.29. Parallel L-C circuit at resonance 5.30. Effect of resistance in the parallel L-C circuit 5.31. Practical parallel LCR circuits 5.32. Phasor diagram for the practical parallel-resonant circuit 5.33. Q- factor in the parallel resonant circuit 5.34. Bandwidth of the single-tuned parallel L-C circuit EAC120 AC Circuit analysis with Lab 4
5.35. Derive the L/CR impedance expression 5.36. Comparison of ideal and practical parallel resonant circuits 5.37. Phasor diagrams for practical parallel resonant circuit 5.38. The practical parallel resonant circuit used as a wave trap 5.39. Series-parallel AC circuitry 5.40. Series to parallel conversion 5.41. Parallel to series conversion 6. Circuit troubleshooting 7. Transformers 7.1. Construction 7.2. Transformer power loss and efficiency 7.3. Transformer specifications 7.4. Turns ratio - voltage, current, impedance ratios and impedance matching 7.5. Low frequency and high frequency transformers
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Laboratory Experiments
1. Analog Oscilloscopes & Function Generators 2. Phase Measurements 3. Function Generators 2 4. AC Resistive Circuits 5. AC RC Circuits 6. AC RL Circuits 7. AC RLC Circuits
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
2000 Steeles Avenue West Concord, Ontario L4K 4N1 Course Code: ENGL130 Course Name: Research and Composition
Hours: Contact: 4 Credit: 4
Prerequisites: None
Course Description: This course builds on the conventions and techniques of composition through critical reading and writing related to the student’s program of study. Students apply principles of logic, strategic thinking, and synthesis to prepare sound arguments supported by relevant, well-documented research. The culminating activity is a persuasive and analytical paper referencing contemporary issues in technology where individual style and unique thinking are demonstrated.
Course Objectives:
Upon successful completion of this course students will be able to demonstrate an understanding of the following outcomes:
1. Given an essay assignment, apply planning techniques to generate facts and ideas and shaping techniques to organize ideas into a logical method of essay development 2. Draft an essay supported by relevant evidence and ample details, given an organizational approach in response to an assignment 3. Revise an essay to strengthen the development of the central ideas, structure, style, and mechanics 4. Plan, draft, and revise a variety of essays including division/classification, comparison/contrast, process analysis, definition, description, extended definition, example, problem-solution, cause/effect, and argumentation 5. Evaluate assigned readings to determine reliability of evidence, use of sound reasoning, and implicit or explicit comparisons 6. After selecting a suitable research topic, access needed information using both traditional and electronic methods to produce a working bibliography for a research paper 7. Using external sources, apply techniques of summary, paraphrase, and quoting. 8. Prepare a logical persuasive paper applying the classical argument structure.
Course Topics: 1. Writing process 2. Unity in writing 3. Outlining for structure 4. Modes of development a. Definition b. Description c. Process d. Division and Classification e. Comparison and Contrast f. Cause and Effect 5. Research techniques and technologies 6. Quotations, paraphrase and summary 7. Documentation 8. Aristotelian reasoning: ethos, logos, and pathos 9. Logic fallacies 10. Classical argument
CMP100 Computer Applications for Business
April 21, 2005 Course Description This course provides students with an introduction to the usage of personal computers and Windows operating systems. It provides practical experience with common office application software such as spreadsheets, word processors and databases. Topics covered include Microsoft Word, Excel, PowerPoint, and Access.
Hours Contact: 2 Credit: 2
Course Objectives After successful completion of the course students are expected to be able to effectively use Microsoft Word, Excel, PowerPoint, and Access.
Course Outline 1. Introduction to Information Technology
2. Fundamentals of Computing
3. Introduction to Microsoft Office 2000 (MS Office 2000)
4. MS Word 4.1 MS Word basics 4.2 Saving, opening, and printing a document 4.3 Editing a document 4.4 Formatting text 4.5 Formatting pages 4.6 Working with tables
5. MS Excel 5.1 MS Excel basics 5.2 Saving and opening a workbook 5.3 Editing a worksheet 5.4 Formatting and printing a worksheet 5.5 Using formulas and functions 5.6 Solving equations 5.7 Working with charts
CMP100 Computer Applications for Business 2
6. MS PowerPoint 6.1 MS PowerPoint basics 6.2 Editing slides 6.3 Adding objects to slides 6.4 Presentation
7. MS Access 7.1 MS Access basics 7.2 Creating tables 7.3 Creating forms 7.4 Sorting and finding data 7.5 Creating queries 7.6 Creating reports
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected]
LCT110 Logical and Critical Thinking
Course Description
The course helps students develop effective problem solving strategies and applies these to a range of practical engineering problems. Students will be provided with a strong foundation in the principles of logical thinking, and will be exposed to the principles of algorithm development, as well as common troubleshooting methodologies.
Topics covered include: Applied troubleshooting and problem solving, principles of logic design, recursion, decision-making, branching, flowcharting, process charts, logical reasoning and critical analysis.
Hours Contact: 3 Credit: 3
Prerequisites none
Course Objectives After successful completion of the course students are expected to be able to
1. Develop program logic using tools such as flow charts, pseudo code and IPO tables. 2. Apply Iteration, recursion and decision statements 3. Formalized thinking process and expression. 4. Demonstrate the ability to read and write in a formal language 5. Apply the concept of abstraction 6. Demonstrate an ability to generalize and to decompose problems logically 7. Evaluation different problem-solving methodologies.
Course Outline 1 Problem Solving Methodologies 1.1 Difference-Reduction Method 1.2 Means-Ends Analysis 1.3 Decomposition 1.4 Simplification 1.5 Top-down, bottom-up 2 Troubleshooting Methodology 2.1 Investigation, Analysis, Implementation 2.2 Identifying Differences, Change, and likely cause 2.3 Fault isolation 2.4 divide and conquer
3 Code and Algorithm Development 3.1 Logical thinking 3.2 Input, Process Output (IPO) charts 3.3 Pseudo code 3.4 Flowcharting program logic 3.5 Manage large flowcharts 3.6 Understand computer components and operations 3.7 Data input 3.8 Variables and data types
4 Programming Structure 4.1 Unstructured spaghetti code 4.2 The three basic structures: sequence, selection, and loop 4.3 Appreciate the need for structure 4.4 Recognize structure 4.5 Special structures: case, do-while, and do-until
5 The Program Planning Process: Documentation and Design 5.1 Learn about documentation 5.2 Learn about the advantages of modularization 5.3 Learn how to modularize a program 5.4 Declare local and global variables and constants 5.5 Understand the mainline logic for many procedural programs 5.6 Create hierarchy charts 5.7 Understand the features of good program design
6 Making Decisions 6.1 Evaluate Boolean expressions to make comparisons 6.2 Use the relational comparison operators 6.3 Logical operators(AND, OR and NOT) 6.4 precedence and order of operation, Logical, relational, mathematical 6.5 Use a decision table
7 Recursion 7.1 Loop characteristics 7.2 Advantages of looping 7.3 Control loops, counters, sentinel values 7.4 Nest loops 7.5 Common looping mistakes
Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 (905) 669-0544 or 1-800-268-9098
EAC130 Electronic Circuit Analysis 1 with Lab
Course Description This course introduces the theory and application of semiconductor devices. Topics covered include: the characteristics of semiconductors and the operation and applications of diodes including special purpose diodes such as Zener, light-emitting, Schottky, varactor and tunnel diodes. Power supply design is detailed. The bipolar junction transistor, BJT, is introduced.
Hours Contact: 14 Credit: 6
Prerequisites EAC110 DC Circuit Analysis with Lab EAC120 AC Circuit Analysis with Lab MATH130 Applied Mathematics
Course Objectives After successful completion of the course students are expected to be able to perform the following tasks:
1. Given a circuit using diodes (including rectifiers, voltage multipliers, and limiters), analyze its operation. 2. Compare and contrast the characteristics of semiconductors, insulators, and conductors. 3. Given an application that requires the use of diodes (including special purpose diodes) select the appropriate diode for the design using data sheets. 4. Given the specification of a DC power supply, design its circuit. 5. Given a diode circuit, implement and characterize its operation in the lab, then compare the experimental data with theoretical analysis. 6. Given a BJT circuit determine its DC operating point and determine its input and output impedances, and its voltage gain. 7. Given a BJT circuit implement and characterize its operation in the lab, then compare the experimental data with theoretical analysis.
EAC130 Electronic Circuit Analysis 1 with Lab 2
Course Outline 1. Semiconductor Theory 1.1. Semiconductors compared to conductors and insulators 1.2. Ge, Si, and GaAs identified as semiconductors 1.3. Covalent bonding of Si crystals 1.4. Electron-hole pair creation 1.5. Recombination and lifetime 1.6. Intrinsic semiconductors: hole and electron flow 1.7. Doping a semiconductor 1.8. Related terminology and definitions: tetravalent, pentavalent, extrinsic semiconductor, donor and acceptor impurities identified 1.9. n-type and p-type semiconductor material. Majority and minority carriers 1.10. Unbiased semiconductor diodes 1.11. Depletion layer 1.12. Barrier potential 1.13. Forward biased diode: description of flow of current carriers 1.14. Reversed biased diode: concept of widening depletion layer 1.15. Majority and minority current flow, surface leakage in a diode and thermally generated minority current 1.16. Breakdown: avalanche and zener effects 1.17. Energy levels 1.18. Potential barrier 1.19. Barrier potential and temperature
2. Diode Theory 2.1. Schematic symbol 2.2. Diode curve 2.3. Forward region: knee voltage, nonlinear response, bulk resistance, maximum DC forward current, maximum power dissipation and PIV (Peak Inverse Current) 2.4. Reverse region 2.5. First approximation - the ideal diode 2.6. Second approximation - barrier voltage considered 2.7. Third approximation - bulk resistance considered 2.8. Selecting an approximation 2.9. Troubleshooting 2.10. Reading a data sheet: reverse breakdown voltage, maximum forward current, forward voltage drop, maximum reverse current and PIV (Peak Inverse Current) 2.11. AC and DC diode resistance 2.12. Load lines
3. Power Supplies 3.1. Input transformer: step-up, step-down, effect on current 3.2. Rectification defined 3.3. Half-wave rectifier 3.4. Period of output waveform 3.5. DC or average value 3.6. Frequency of output waveform 3.7. Full-wave rectifier 3.8. DC or average value 3.9. Frequency of output waveform 3.10. Bridge rectifier 3.11. Comparison of half-wave, full-wave, and bridge rectifiers 3.12. Capacitor input filter 3.13. Half-wave filtering 3.14. Full-wave filtering
EAC130 Electronic Circuit Analysis 1 with Lab 3
3.15. Diode conduction explained 3.16. Diode conduction period in terms of degrees 3.17. Peak-to-Peak ripple voltage, selecting filter C for specified percentage of ripple 3.18. Percent ripple voltage formula and derivation 3.19. DC output voltage 3.20. Current for rectifier diodes 3.21. PIV for rectifier diodes 3.22. Surge current 3.23. Troubleshooting, including typical fault diagnosis from voltage measurements 3.24. Calculation of fuse values 3.25. RC and RL filter design 3.26. Half-wave voltage doubler 3.27. Full-wave voltage doubler 3.28. Voltage tripler 3.29. Voltage quadrupler 3.30. Limiters 3.31. Biased Limiter 3.32. DC clamper 3.33. Peak-to-peak detector 3.34. Three Terminal Regulators
4. Special Purpose Diodes 4.1. Zener Diode. 4.1.1. I-V graph 4.1.2. Zener resistance 4.1.3. Zener regulation 4.1.4. Zener approximations: first and second 4.1.5. Loaded Zener regulator 4.1.6. Load current and Zener current 4.1.7. Ripple voltage across the load resistor 4.2. Light-emitting diode 4.3. Seven-segment display 4.4. Photodiode 4.5. Optocoupler 4.6. Schottky diode 4.7. Varactor diode 4.8. Tunnel diode
5. Introduction to Bipolar JunctionTransistors (BJT) 5.1. Unbiased transistor 5.2. Emitter and collector diodes 5.3. Biased transistor 5.4. Transistor currents 5.5. Transistor parameters 5.6. Concept of gain 5.7. The base curve 5.8. Collector curve 5.9. Transistor approximations 5.10. Using data sheets 5.11. npn and pnp device types
EAC130 Electronic Circuit Analysis 1 with Lab 4
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See Lab document
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
EAC140 Electronic Circuit Analysis 2 with Lab
Course Description This is the second course on electronic circuit analysis; it builds on topics introduced in EAC130. Topics covered include: the analysis and design of bipolar junction transistor (BJT) single and multistage amplifiers, class A, B, and C operations, and frequency response of amplifiers. The analysis and design of junction field effect transistor (JFET) circuits are detailed. Further, the analysis and design of circuits built around operational amplifiers are discussed along with application examples.
Hours Contact: 14 Credit: 6
Prerequisites EAC130 Electronic Circuit Analysis 1 with Lab
Course Objectives After successful completion of the course students are expected to be able to perform the following tasks:
1. Given a schematic diagram of a circuit built using a single BJT for small signal operation, analyze its operation, implement the circuit in the lab, and verify its operation. 2. Given a schematic diagram of a circuit with a multistage BJT for small signal operation, analyze its operation, implement the circuit in the lab, and verify its operation. 3. Given a schematic diagram of a circuit built using a single JFET for small signal operation, analyze its operation, implement the circuit in the lab, and verify its operation. 4. Given a schematic diagram of a BJT circuit for a power amplifier, analyze its operation, implement the circuit in the lab, and verify its operation. 5. Given data sheets of a BJT, interpret the parameters given and select a suitable BJT for a given application. 6. Given data sheets of a JFET, interpret the parameters given and select a suitable JFET for a given application. 7. Given data sheets of an Op Amp, interpret the data given. 8. Given a BJT, JFET, or Op Amp determine possible applications and limitations of each device.
EAC140 Electronic Circuit Analysis 2 with Lab 2
Course Outline 1. Overview of the Bipolar Junction Transistor, BJT 1.1 Fundamental concepts 1.2 CE configuration 1.3 Input and output circuits 1.4 Base curve 1.5 BE junction as a forward biased diode 1.6 Collector curve 1.7 Regions of operation 1.8 Maximum current and voltage 1.9 Current gain 1.10 Variations in current gain from device to device, with temperature, and age. 2. BJT DC Operation 2.1 DC load line 2.2 Saturation and cutoff points 2.3 Q point 2.4 Recognizing saturation 2.5 Transistor switch, the base biased transistor 2.6 Emitter bias 2.6.1 Q point 2.6.2 Immunity to changes in current gain 2.6.3 Load line 2.7 Base-biased LED driver 2.8 Emitter-biased LED driver 2.9 Troubleshooting. 2.10 Voltage divider bias (VDB) 2.10.1 Voltage divider review 2.10.2 VDB analysis 2.10.3 VDB design 2.10.4 VDB load line and Q point 2.11 pnp transistors 2.12 Concept of a negative power supply 2.13 Collector- and emitter-feedback bias 3. AC Models of the BJT 3.1 CE amplifier 3.1.1 Concept of coupling capacitor 3.1.2 Critical frequency and high frequency 3.1.3 Bypass capacitor 3.1.4 Superposition in amplifiers 3.1.5 Small signal Analysis 3.1.5.1 DC equivalent circuit and DC analysis 3.1.5.2 AC equivalent circuit and AC analysis 3.1.5.3 Non-linearity of BE I-V curve 4. BJT Small Signal Voltage Amplifiers 4.1 CE amplifier review 4.2 Important DC and AC quantities 4.3 Voltage gain 4.4 Output resistance and input resistance 4.5 Swamped amplifier 4.6 Gain and stability tradeoff 4.7 Cascaded stages 4.7.1 Loading effect of second stage 4.7.2 Total voltage gain 4.7.3 Troubleshooting cascaded stages
EAC140 Electronic Circuit Analysis 2 with Lab 3
5. Emitter Follower Applications 5.1 CC amplifier 5.2 Concept of negative feedback 5.3 DC model 5.4 AC model 5.5 Base input impedance 5.6 Stage input impedance 5.7 Voltage gain 5.8 Approximate voltage gain 5.9 Maximum unclipped output voltage 5.10 Optimum Q point 5.11 Cascading CE and CC stages 5.12 Darlington transistor 6. Power Amplifiers 6.1 Introduction 6.1.1 AC load line 6.1.2 AC and DC collector resistances 6.1.3 AC saturation and cutoff 6.1.4 Limits on signal swing 6.1.5 Class A operation 6.1.6 Transistor power dissipation 6.1.7 Efficiency 6.1.8 Inefficiency of class A operation 6.2 Transistor power rating 6.3 Class B operation 6.4 Class AB operation 6.5 Push-pull emitter follower 6.6 Three stage amplifier with a push-pull emitter follower output 7. Frequency Effects 7.1 Frequency response of an amplifier 7.1.1 High and low critical frequencies 7.1.2 Midband of frequencies 7.2 Input coupling capacitor 7.2.1 Critical frequency 7.2.2 Effect on amplifier 7.3 Output coupling capacitor 7.4 Emitter bypass capacitor 7.5 Collector bypass circuit 7.6 Miller's theorem 7.7 High frequency bipolar analysis 7.7.1 Unwanted base bypass circuit 7.7.2 Unwanted collector bypass circuit 7.7.3 Dominant critical frequency 7.8 Total frequency response 7.8.1 Output voltage vs. frequency 7.8.2 Decibels 7.8.3 Decibel voltage gain 7.8.4 Bode plot 8. Field Effect Transistors, FET 8.1 The JFET structure 8.2 The biased JFET 8.2.1 Field effect 8.2.2 How it works 8.2.3 Schematic symbol 8.3 Drain curves 8.4 Transconductance curve
EAC140 Electronic Circuit Analysis 2 with Lab 4
8.4.1 Equation 8.4.2 Graphical relation 8.5 JFET approximations 8.5.1 The ideal JFET 8.5.2 Proportional pinchoff 8.5 The depletion mode MOSFET 8.6.1 The basic idea 8.6.2 Drain and transconductance curves 8.6.3 Schematic symbol 8.6 The enhanced mode MOSFET 8.7.1 The basic idea 8.7.2 Drain and transconductance curves 8.7.3 Schematic symbol 8.7 Reading data sheets 9. JFET Circuits 9.1 Self-bias of JFETs 9.2 Graphical solution for self-bias 9.3 Ideal AC JFET model 9.4 JFET amplifiers 9.4 The JFET analog switch 9.5 JFET applications 10. Introduction to Operational Amplifiers, Op Amps 10.1 Block diagram of the Op Amp including the differential amp 10.2 Schematic symbol 10.3 Ideal op-amp characteristics 10.4 Manufacturer designations of IC packages 10.5 Power Supply requirements 10.6 Open-loop Op Amp configurations and characteristics 10.7 The practical Op Amp 10.7.1 Input offset voltage 10.7.2 Input bias current 10.7.3 Input offset current 10.7.4 Frequency response 10.7.5 Slew Rate 10.8 Introduction to Op Amp circuit applications
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See Lab document
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
DIG110 Digital Circuits with Lab
May 22, 2005
Course Description This course introduces the fundamentals of digital circuit analysis and design. Topics covered include; number systems and codes, the characteristics of basic and derived logic gates along with the operational characteristics of various logic families. Boolean algebra applications in the analysis and design of combinational logic circuits are detailed. Hardware description language, HDL, and programmable logic devices, PLDs, are introduced. The characteristics and operation of coders/decoders, multiplexers/demultiplexers, and arithmetic circuits are introduced along with their applications.
Hours Contact: 8 Credit: 7
Prerequisites EAC110 DC Circuit Analysis with Lab
Course Objectives After successful completion of the course students are expected to be able to:
1. Perform mathematical operations in binary, octal, and hexadecimal number systems and convert numbers among theses systems. 2. Convert data to and from suitable binary codes. 3. Given a Boolean circuit, derive the Boolean expression of the output. 4. Given a Boolean expression, simplify it using either direct application of Boolean algebra laws or through Karnaugh maps. 5. Given a Boolean expression, design the corresponding logic circuit using discrete gates or PLDs. 6. Given a statement for a desired application, express the statement using a truth table, derive and simplify the corresponding Boolean expression, and design the required circuit. Then implement the circuit and verify its operation experimentally. 7. Given an application, select the appropriate device to be used, including encoders, decoders, multiplexers, demultiplexers, and arithmetic circuits. Then implement and verify the operation of the circuit designed. 8. Compare and contrast the electrical characteristics of logic families.
DIG110 Digital Circuits with Lab 2
Course Outline
1. The Characteristics of Analog and Digital Signals 1.1. Sources of analog or digital signals. 1.2. Comparison of analog and digital signals 1.3. Typical applications of analog or digital signals
2. Number Systems 2.1. Introduction to number systems 2.1.1. Decimal 2.1.2. Binary 2.1.3. Octal 2.1.4. Hexadecimal 2.2. Fractional numbers using any number system 2.3. Conversion from one number system to another 2.4. Applications of 1s and 2s Complements 2.5. Overview of 9s and 10s Complements 2.6. Overview of 15s and 16s Complements 2.7. Expressing signed binary numbers in the 2’s complement format 2.8. Addition and subtraction operations in 2.8.1. Binary 2.8.2. Octal 2.8.3. Hexadecimal
3. Digital Codes and Code Conversion 3.1. Properties and applications of the following 3.1.1. BCD Code 3.1.2. Gray Code 3.1.3. Binary Code 3.1.4. ASCII Code 3.2. Expressing decimal numbers in binary coded decimal (BCD) form 3.3. Conversion between the binary numbers and Gray code 3.4. Addition of numbers expressed in BCD 3.5. Overview of the American Standard Code for Information Interchange (ASCII) 3.6. Express numbers in several VHDL formats
4. Logic Gates 4.1. The logic symbols, truth tables, and Boolean expressions of the following logic gates 4.1.1. Inverter 4.1.2. Buffer 4.1.3. AND 4.1.4. OR 4.1.5. NOR 4.1.6. NAND 4.1.7. XOR 4.1.8. XNOR 4.1.9. Tri-state devices 4.2. Input/Output waveform relations of logic gates 4.3. Modelling the operation of basic gates using switches and LEDs 4.4. Determination of the fun equivalent of logic gates 4.5. Introduction to PLDs 4.6. Introduction to VHDL
DIG110 Digital Circuits with Lab 3
5. Simplification and Design of Digital Circuits using Boolean Algebra and K-Maps 5.1. Laws of Boolean algebra 5.1.1. Application of Boolean algebra to simplify Boolean expressions 5.1.2. Application of DeMorgan's theorems 5.1.3. Deriving logic functions from a given logic circuit 5.1.4. Simplification of logic circuits using the principles of Boolean algebra 5.2. Implementing logic functions using NAND/NOR gates only 5.2.1. Construct and test a logic circuit for a basic logic function, using NAND or NOR gates 5.2.2. Develop minimized product-of-sums (POS) or sum-of-products (SOP) function using NAND/NOR gates. 5.2.3. Relate a product-of-sums (POS) expression 5.3. Using K-maps to simplify Boolean expressions up to four variables 5.4. Implementation and testing of simplified logic circuits 5.5. Overview of PALs, GALs and PLAs 5.6. Implementation using CPLD
6. Applications of combinational logic circuits 6.1. The design of encoders, multiplexers and demultiplexers using logic gates 6.1. Truth tables, and analysis of waveforms and specification sheets of the following combinational logic circuits 6.1.1. Decoders: 74138 / 74139 / 7447 6.1.2. Encoders: 74147 / 74148 6.1.3. Multiplexers: 74151 6.1.4. Demultiplexers: 74138 / 74139 6.2. Examples of applications of combinational logic circuits 6.3. Troubleshooting combinational logic circuits using digital test instrumentation 6.4. The design of decoders, encoders, multiplexers and demultiplexers using VHDL
7. Design, Analysis and Application of Arithmetic Circuits 7.1. Construction and testing of the following Arithmetic Circuits using TTL/CMOS logic gates or specific ICs 7.1.1. Half adder 7.1.2. Full adder, 7483 7.1.3. Look ahead carry adder 7.1.4. 2’s complement subtractor 7.1.5. Adder/Subtractor – 7483 7.2. Using the half adder and full adder VHDL components to design adder circuits 7.3. Applications of Adder/Subtractor logic circuits 7.4. The arithmetic logic unit – 74181. 7.5. Design, analysis, and applications of the following circuits using logic gates and ICs 7.5.1. Comparators – 7485 7.5.2. Design and analyze a 2-bit Comparator 7.5.3. Parity generator – 74180 7.5.4. Parity checker – 74180
8. The Electrical Characteristics of Logic Families 8.1. Overview of TTL and CMOS device characteristics 8.1.1. Current sourcing 8.1.2. Current sinking 8.1.3. Fan out 8.1.4. Input and output voltages and current specifications 8.1.5. Logic levels and thresholds 8.1.6. Power consumption 8.1.7. Noise margin 8.2. Comparison of specifications of various TTL/CMOS logic families DIG110 Digital Circuits with Lab 4
8.3. Interfacing CMOS and TTL logic families 8.4. Termination of unused gate inputs in an IC 8.5. Proper handling of CMOS devices to avoid the risk of damage due to electrostatic discharge 8.6. Open collector devices and their applications
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Laboratory
See Laboratory Document
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
2000 Steeles Avenue West. Concord, Ontario L4K 4N1 Course Code: SPCH230 Course Name: Presentation Skills
Hours: Contact: 3 Credit: 3
Prerequisites: ENGL130
Course Description: Building upon skills acquired in ENGL130, this course teaches elements of effective public speaking. Areas of study include audience analysis, organization, language, delivery and nonverbal communication. Practical application is provided through a series of individual and group presentations in a variety of rhetorical modes.
Course Objectives: Upon successful completion of this course students will be able to demonstrate an understanding of the following outcomes:
1. Given the practical importance of effective public speaking in professional and civic affairs, analyze the basic principles of effective speech communication as these relate to common business encounters and group situations. 2. Given the need to introduce oneself, for example, to a new work group, present a 4-5 minute self-introduction that helps the audience to become better acquainted with the speaker. 3. Given a topic of social/political significance, use supporting materials to present a 7-9 minute informative speech that incorporates effective learning principles without taking sides or criticizing opposing views. 4. Given the practical need to show how to do something or how something works, present a 6-8 minute speech that demonstrates a process and may incorporate effective use of visual aids. 5. Given a controversial subject of political/social significance, present an 8-10 minute speech that seeks to persuade the audience to change beliefs, attitudes, values, or behaviour. 6. Given group problem solving needs, take part in a 15-20 minute presentation that demonstrates the ability to work with others, develops reflective-thinking skills for group problem solving, and provides opportunity for leadership and participation. 7. Given subjects of social/political significance, present a 7-9 minute speech that informs the audience about the topic and demonstrates effective use of visual aids. 8. Given various types of special occasions, such as after-dinner speeches, introductions, toasts, acceptances, or tributes, present a 5-7 minute speech that demonstrates the ability to adapt to special audiences and situations. 2
9. Given a variety of class speaking assignments, gather data, outline, and organize material for each presentation. 10. Given an oral presentation, evaluate the speech making use of critical and constructive listening skills and awareness of effective speech principles. 11. Given the basic concepts of effective speech preparation, demonstrate and practice appropriate use of supporting material in developing the speech. 12. Given in-class and outside class assignments, analyze the audience and adapt the speech to meet the needs of a particular audience. 13. Given speaking assignments to inform, to persuade, or to entertain, use verbal and nonverbal communication to achieve the speech purposes most effectively.
Course Outline: 1. Speech anxiety 2. Audience analysis 3. Verbal and nonverbal communication 4. Speech preparation: outlining and organizing 5. Listening skills/becoming an attentive audience member 6. Choosing and incorporating supporting material including secondary research 7. Developing and incorporating audio/visual aids 8. Student performance of at least five of the following: self-introductory speech; informative speech; demonstrative speech; persuasive speech; special occasion speech; small group presentation
DIG220 Digital Systems with Lab
Course Description This course builds on the topics discussed in DIG110 to introduce the fundamental building units of digital systems and their applications. Topics covered include the analysis and applications of flip-flops, latches, registers, and memory devices along with the design of circuits built around the 555-timer. The design and analysis of counters are detailed using both discrete ICs and PLDs. Digital to analog converters, DACs and analog to digital converters, and ADCs are disused along with their applications in digital signal processing.
Hours Contact: 8 Credit: 7
Prerequisites DIG110 Digital Circuits with Lab
Course Objectives After successful completion of the course students are expected to be able to:
1. Given the inputs to a circuit built around a flip-flops or latches, determine the output waveform. Implement the circuit in the lab and verify its operation. 2. Given the duty cycle and the frequency of a square wave, design a circuit to generate the waveform using the 555-timer. Implement the circuit in the lab and verify its operation 3. Given a register or a counter, analyze its operation 4. Given a sequence of counting, design a suitable circuit and verify its operation in the lab. 5. Given datasheets and a system application, select suitable DAC and ADC and test their characteristics in the lab. 6. Given a digital system, analyze its performance and the functionality of all its building units including memory devices.
DIG220 Digital Systems with Lab 2
Course Outline
1. Flip-flops and Latches 1.1. Analysis of the operation of the following flip-flops and latches: 1.1.1. Active high R-S flip-flops 1.1.2. Active low R-S flip-flops 1.1.3. Gated S-R 1.1.4. Edge-triggered S-R 1.1.5. D – latch (7474) 1.1.6. D – flip-flop (7475) 1.1.7. J-K flip-flops (including J-K master-slave) – 74LS76 1.2. Develop and interpret truth tables and Boolean expressions for flip-flops and latches 1.3. Identify graphic symbols for R-S, J-K and D flip-flops 1.4. Analyze triggering requirements for flip-flops 1.4.1. Differentiate between pulse transition and pulse duration 1.4.2. Compare positive and negative edge triggering circuits 1.4.3. Analyzing timing relationships in basic flip-flop circuits –th, ts, tPLH, tPHL, and frequency 1.4.4. Interpret flip-flop timing waveforms 1.5. Explain the differences between J-K and S-R and D-type flip-flops 1.6. Troubleshoot basic flip-flop logic circuits 1.7. Apply VHDL to describe latches and flip-flops
2. Counter Circuits: Analysis and Design 2.1. Analyze the operation and application of asynchronous counters 2.1.1. Explain how propagation delays affect the operation of a counter 2.1.2. Up counters and down counters 2.1.3. Determine the modulus of a counter 2.1.4. Modify the modulus of a counter 2.1.5. Analyze counter timing diagrams 2.2. Analyze the operation and application of the 7493, 7490 and 7492 counter ICs 2.3. Construct, test and troubleshoot synchronous counter circuits for minimal applications 2.4. Design a counter that will have any specified sequence of states using state machines and state diagrams 2.5. Recognize the difference between a 4-bit binary counter and a decade counter 2.5.1. Analyze waveforms and specifications of various synchronous standard counter ICs such as the 74160 series (74160, 74161, 74162 and 74163) and the 74190 series (74190, 74191, 74192 and 74193) 2.6. Use counters in various applications including a basic digital clock system and an automobile parking control system 2.7. Troubleshoot counters for various types of faults 2.8. Describe various counter applications using VHDL
3. Shift Register Circuits 3.1. Identify the basic forms of data movement in shift registers 3.1.1. Explain how a flip-flop stores a data bit 3.1.2. Define the storage capacity of a shift register 3.1.3. Define the shifting capability of a shift register 3.2. Analyze various shift register configurations 3.2.1. Explain how data bits are entered into a shift register in serial and in parallel 3.2.2. Explain how data bits are shifted through the register and taken out in serial and parallel 3.2.3. Explain the operation of a bi-directional shift register 3.2.4. Analyze specifications of standard Shift Register ICs such as the 74164, 74165, 74194 and the 74195 DIG220 Digital Systems with Lab 3
3.2.5. Develop and analyze shift register timing diagrams 3.3. Shift register counters 3.3.1. Explain the operation of a ring shift counter and determine the sequence of any specific ring counter 3.3.2. Explain the operation of a Johnson counter, and specify a Johnson sequence for any number of bits 3.4. Construct, test and troubleshoot basic shift-register circuits for minimal applications 3.4.1. Use a shift register to generate a time delay 3.4.2. Discuss how shift registers are used for serial to parallel conversion of data 3.4.3. Analyze the use of a shift register in a UART 3.4.4. Explain the operation of a keyboard, and how registers are used in this application 3.5. Describe various shift register operations using VHDL
4. The Design and Operation Analysis of the Following Multivibrators 4.1. Bistable 4.2. Monostable 4.2.1. Describe the basic operation of a one-shot 4.2.2. Explain the differences between a nonretriggerable and a retriggerable one- shot 4.2.3. Analyze the specifications of the 74121, 74122, 74123 ICs 4.3. Astable 4.3.1. The 555-timer 4.3.2. Describe the basic elements in a 555-timer 4.3.3. Set up the 555-timer as a one shot 4.3.4. Set up the 555-timer as an oscillator
5. Memory Devices and their Applications in Digital Systems 5.1. Characteristics of digital memory devices 5.2. Operation and applications of memory devices 5.3. Random-access memories 5.3.1. Explain the difference between static RAMs (SRAMs) and dynamic RAMs (DRAMs) 5.4. Major components of a memory circuit 5.5. Programmable ROMs (PROMs and EPROMs) 5.6. Discuss the characteristics of a flash memory 5.7. Timing diagrams 5.8. Describe the expansion of memory devices to increase word length and word capacity 5.9. Magnetic and optical memory systems
6. Introduction to Digital Signal Processing 6.1. Block diagram of a digital signal processing system 6.2. Converting analog signals to digital 6.2.1. Explain the process of converting an analog signal to digital 6.2.2. Describe the purpose of the sample and hold function 6.2.3. Define the Nyquist frequency 6.2.4. Define the reason for aliasing and discuss how it is eliminated 6.2.5. Explain how different types of ADCs work Flash (simultaneous) Stair-step ramp Tracking Single slope Dual slope Successive approximation Sigma-Delta 6.3. Converting digital signals to analog DIG220 Digital Systems with Lab 4
6.3.1. Different types of DACs 6.3.2. Binary weighted input DAC 6.3.3. The R/2R ladder DAC 6.4. Performance characteristics of DACs 6.4.1. Resolution, accuracy, linearity, monotonicity and settling time in a DAC 6.4.2. Discuss the testing of DACs for nonmonotonicity, differential non linearity, low or high gain, and offset error 6.5. Specification of various ADC and DAC ICs, such as the 0808 and 0809
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Laboratory
See Laboratory Document
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
MATH210 Probability and Statistics
Course Description This course provides a fundamental for understanding probability theory, statistical methods, and their application in engineering technology and industry. Topics covered include: basics of set theory, descriptive statistics, correlation, regression, probability concepts, and probability distributions. Also included is the application of statistical methods in decision-making and quality control.
Hours Contact: 3 Credit: 3
Prerequisites MATH130 Applied Mathematics
Course Objectives After successful completion of the course students are expected to be able to
1. Develop graphical presentation of data using Excel 2. Evaluate and interpret the measures of central tendency and dispersion 3. Apply the descriptive statistics in a manufacturing situation to determine the process control 4. Apply the method of Least Squares to analyze the data, to find linear regression line for forecasting trend and to find correlations using Excel 5. Use the Venn diagram and set principles to determine probabilities 6. Apply the rules of probability to make decisions under the condition of uncertainty 7. Decide which probability distribution (discrete or continuous) to use and apply it to the situation appropriately 8. Construct confidence intervals for the population parameters of the materials or process involved and apply it in engineering and manufacturing decision-making
MATH210 Probability and Statistics 2
Course Outline 1. Statistics and Statistical Analysis 1.1 Population 1.2 Sampling 2. Introduction to Descriptive Statistics 2.1 Quantitative and qualitative data 2.2 Summarizing data 2.3 Graphic representations of frequency distributions: Frequency histograms and polygons 2.4 Measures of central tendency: mean, mode and median 2.5 Measures of dispersion: range variance and standard deviation 2.6 Z-score (empirical rule and Chebyshev’s rule) 2.7 Application to descriptive statistics – Statistical Process Control 2.7.1 Six Sigma concept 2.7.2 Pareto chart 2.7.3 Control charts 2.8 Using descriptive statistics with Microsoft Excel 3. Linear Regression and Correlation 3.1 Linear regression 3.2 Method of Least Squares 3.3 Coefficient of determination and correlation 3.4 Use of Excel in application of regression and correlation analysis 4. Probability 4.1 Random trials, sample spaces and events 4.2 Probability of an event 4.3 Compound events 4.4 Use of Venn diagrams 4.5 Probabilities rules: addition and multiplication 5. Probability Distributions 5.1 Random variable 5.2 Discrete probability distributions 5.3 Binomial distribution 5.4 Continuous probability distribution 5.5 Normal distribution 5.6 Solving problems using normal and binomial distribution 6. Applications of Statistics in Decisions Making 6.1 Confidence Interval for a population mean (with large sample). 6.2 Determine the size of a sample
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected]
MATH 230 Applied Calculus 1
Purpose: The purpose of this course is to provide students with an understanding of the applications of differential and integral calculus in the solution of engineering problems, with emphasis on electrical circuits.
Calendar Entry: Limits; Rates of Change; Rules of differentiation; Differentiation of algebraic and transcendental composite functions; Applications of derivatives in electrical circuit analysis; Finding Maxima and Minima of functions; Anti-derivative and indefinite integrals; Rules of Integration; Applications of integration in electrical circuit analysis.
Hours: Contact 5, credit 5 Lecture: 75
Prerequisites: MA110 Applied Mathematics
Course Topics: 1. Review of Functions and Graphs of Functions 2. Limits 2.1. Limit Concept and basic limits theorems 2.2. Limits for algebraic, trigonometric and exponential functions 2.3. Continuity of a function 3. Derivatives 3.1. Average and instantaneous rate of change 3.2. The slope of a tangent to a curve 3.3. Interpretation of a derivative. Velocity and Acceleration. 3.4. Rules of differentiation 3.4.1. Derivative of polynomials 3.4.2. Derivative of Products of functions 3.4.3. Derivative of Quotient of functions 3.4.4. Derivative of Composite function. Chain rule 3.5. Implicit differentiation 3.6. Higher order derivatives 4. Applications of Derivatives 4.1. Curvilinear motion 4.2. Instantaneous current 4.3. Capacitor and inductor voltages and currents 4.4. Instantaneous power 5. Derivatives of Trigonometric Functions 5.1. Derivatives of sine, cosine, tangent, cotangent, secant, and cosecant functions 5.2. Derivatives of Inverse Trigonometric functions 5.3. Applications in electronics and physics 6. Derivatives of Exponential and Logarithmic Functions 6.1. Derivative of exponential functions Applied Calculus I: Course Outline 2
6.2. Derivative of logarithms and logarithmic differentiation 6.3. Applications in electronics 7. Maxima and Minima (Optional) Formatted 7.1. First and second derivative test 7.2. Deleted: Practical applications 8. Multivariable Functions 8.1 Tree dimensional space and functions of two variables Formatted: Bullets and Numbering 8.2 Graphs of curves and surfaces in R3 8.3 Partial derivatives. Definition and Geometrical interpretation 9. Differentials and Integrals 9.1. Differentials 9.2. Anti-derivative 9.3. Indefinite integral 9.4. Constant of integration 9.5. Rules and basic formulas of integration 10. Applications of Integrals 10.1. Velocity and displacement problems 10.2. Charging capacitors 10.3. Voltage across a Capacitor 10.4. Finding Energy or Work . 11. Definite Integrals 11.1. Fundamental theorem of calculus 11.2. Definite integral as a plane area 11.3. Applications of Definite Integrals. Average and R.M. S. values of a function.
Course Objectives: 1. Analyze Functions 1.1 Determine the domain and range of a function. 1.2 Apply implicit and explicit forms of functions. 1.3 Determine the inverse of a function. 1.4 Determine a composite function. 2. Analyze derivatives. 2.1 Visualize and interpret limits of functions using graphs. 2.2 Analyze limits of functions. 2.3 Evaluate limits of algebraic, trigonometric and exponential functions. 2.4 Use the delta method to determine the derivative of an algebraic expression. 2.5 Use the rules of differentiation to determine the derivatives of an algebraic and transcendental functions 2.6 Use the Chain Rule. 2.7 Determine the slope of the tangent line to a curve at a given point. 2.8 Determine the derivative of an implicit function. 2.9 Determine the higher order derivatives. 3. Apply Derivatives to solve technical problems. 3.1 Determine the equation of the tangent or normal to a curve.. 3.2 Solve basic electrical circuit problems involving instantaneous current and voltage rise across an inductor or capacitor. 3.3 Use differentials to solve problems related to errors of measurement. 3.4 Calculate velocities and accelerations for straight-line or curvilinear motion. 3.5 Determine angular velocity and acceleration. 4. Determine the Derivatives of Trigonometric, exponential and logarithmic functions. 4.1 Determine the derivatives of trigonometric expressions involving sine, cosine, tangent, secant, and cotangent and cosecant functions. 4.2 Find the derivatives of inverse trigonometric functions. 4.3 Determine the derivative of logarithmic functions and logarithmic expressions . 4.4 Determine the derivative of an exponential function. Applied Calculus I: Course Outline 3
4.5 Solve problems involving trigonometric, logarithmic and exponential expressions . 5. Solve Maxima and Minima problems . 5.1 Determine the maximum and minimum points on a curve. 5.2 Test for maximum or minimum conditions. 5.3 Solve problems involving optimization. 6. Solve technical problems using Differentials and Integrals. 6.1 Determine the integral of algebraic functions using the rules of integration: Perform integration for: 6.1.1 Sum of functions 6.1.2 Constant multiplied by a function 6.1.3 Power functions 6.1.4 Sine and cosine functions 6.1.5 Exponential function 6.2 Evaluate the constant of integration, given the boundary conditions. 6.3 Use a table of integrals to solve an integration problem. 6.4 Evaluate a definite integral of a function. 7. Apply Integrals. 7.1 Determine areas under a curve using integration techniques. 7.2 Solve motion problems involving displacement and velocity such as motion along a curve, or falling bodies. 7.3 Determine the voltage across a capacitor for a given circuit. 7.4 Determine the current through an inductor for a given circuit. 7.5 Calculate work done by a variable force. 7.6 Determine average value of current and voltage functions.
CMP231 C/C++ Programming with Lab
Course Description The purpose of this course is to provide students with an understanding of the C/C++ programming language. It also provides students with the knowledge and skill to develop high- level computer programs. C/C++ programming is used because of its ability to access memory directly and therefore control computer processes such as input and output. This ability facilitates interfacing computers to the real world in order to control external devices or receive information from sensors.. Topics covered include: review of procedural and modular programming principles, testing and debugging, C/C++ language structure: data types variables, operators, input/output, program control, pointers, functions, arrays, input/output control, structures, strings, classes, dynamic memory allocation, pointers, arrays, and design techniques such as top-down, refinement, pseudo code and flow charts.
Hours Contact: 6 Credit: 5
Prerequisites CMP100 Computer Applications for Business
Course Objectives After successful completion of the course students are expected to be able to
1. Develop program logic using tools such as flow charts, pseudo code and IPO tables. 2. Describe the use of variables, statements and expression in a C/C++ program 3. Apply Iteration, recursion and decision statements using the C/C++ language. 4. Develop modular code using custom functions 5. Utilize data files to store non-volatile variables, and information 6. Utilize the C/C++ language to interface with external electronic circuits 6. Apply pointers and dynamic memory concepts to reference data. 7. Create data structures to store and manipulate complex data types. 8. Utilize file input/output functions to permanently store program variables and data. 9. Design code objects using the object oriented methodology.
CMP230 UNIX and C++ Programming with Lab 2
Course Outline
1. Introduction to computers and C++ programming 1.1. History of Programming (Summary of various languages and their use) 1.2. Generations of programming languages 1.3. Compiled vs Interpretative Languages 1.4. Machine Code vs Assembly language 1.5. The need for multi-platform programming languages 2. Code and Algorithm Development 2.1. Logical thinking 2.2. Creating programming logic using pseudocode 2.3. Flowcharting program logic 3. Structure of a C/C++ Program 3.1. The purpose of Including libraries 3.2. The Main() function 3.3. Delimiting C/C++ command with semi-colons and program blocks 3.4. Compiling a C/C++ program 3.5. Programming comments and properly documenting code 3.6. Preprocessor Directives 4. Variables and Memory 4.1. How program variables are stored in memory 4.2. The need for different variable types 4.3. Variable naming an declaration 4.4. Initializing variables 4.5. Signed vs. unsigned numbers 4.6. Support C/C++ variable types 4.7. Using program constants 4.8. Variable casting 5. C/C++ Language structure and syntax 5.1. Input and Output commands (printf or cout) 5.2. Escape sequences and output formatting 5.3. Using a program to solve mathematical problems 5.4. Syntax vs logical errors 6. Program Decision statements 6.1. Relational operators 6.2. Controlling program logic 6.3. if, else, else if structures 6.4. The case/switch statement 6.5. Compound relational operators 6.6. Nesting Decisions 7. Looping 7.1. The need for repetition 7.2. Initializers, modifiers, and test conditions 7.3. The while structure 7.4. The do structure 7.5. The for structure 8. Arrays 8.1. Benefits of arrays 8.2. Single dimension arrays 8.3. Multi-dimensional arrays 8.4. Arrays of arrays 8.5. Sizing and resizing 8.6. Arrays and memory management 9. Introduction to Pointers 9.1. What is a pointer? 9.2. Applications of pointers 9.3. Pointers and arrays
CMP230 UNIX and C++ Programming with Lab 3
10. Functions 10.1. Reasons to modularize code with functions 10.2. Reusing functions 10.3. Passing by value 10.4. Passing by reference 10.5. Returning values 10.6. Passing and returning arrays 10.7. Overloading Functions 11. Strings Functions 11.1. Length and storage 11.2. Copying 11.3. Concatenating 11.4. Comparing 11.5. Searching 12. Sequential Files 12.1. Opening a file Stream 12.2. Specifying a file for input or output 12.3. Reading from and writing to a data file 12.4. Closing a file 13. Port Programming 13.1. Overview of the parallel port 13.2. Status and data line address 13.3. Port output and input functions 13.4. Bitwise, and shift operators 14. Data Structures 14.1. Comparison of structures and arrays 14.2. Initializing structures 14.3. Creating instances of structures 14.4. Putting structures inside structures 14.5. Arrays of structures 15. Introduction to Object Oriented Programming 15.1. Objects and Classes 15.2. Class membership and access 15.3. Constructors 15.4. Data type classes 15.5. Static and Instance members
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Laboratory See Lab Document
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
______Course Code: ENGL230 Course Name: Professional Writing
Hours: Contact: 3 Credit: 3
Prerequisites: ENGL120
Course Description: This course extends composition and research principles to writing in a career context. Students apply principles of economy and clarity to create business documents that are informative and persuasive. While the course focuses on all business correspondence, the capstone of this course is a formal research proposal or investigative report. Studies include electronic communication and oral reporting.
Course Objectives:
Upon successful completion of this course students will be able to demonstrate an understanding of the following outcomes:
1. Given a range of specific class assignments, apply the principles of effective professional writing to completing these projects; 2. Given an assignment including a company that is under contract with various countries for a wide range of projects, compare and contrast the ways certain variables (e.g., behavior, attitudes, values, and social system) influence the organizational, format, and cultural conventions of business correspondence with each country; 3. Given a business situation in which organizational pressures affect communication, assess the importance of ethical and legal issues in professional writing according to established regulations and generally accepted criteria; 4. Given various communication needs, such as sending information that needs immediate attention, evaluate the advantages and disadvantages of several types of electronic communication, considering cost, convenience, accuracy, and other pertinent factors; 5. Given a project such as a short report or longer formal report, apply the guidelines of collaborative writing in planning, writing, and presenting the information; 6. Given course writing assignments, apply a process-oriented approach to writing to improve clarity and effectiveness; 7. Given typical business situations requiring, for example, information retrieval, analysis, or synthesis, write and revise at least two of the following types of [paper-based or computer-based] memos to meet criteria for effective [traditional or e-mail] memos; 2
8. Given typical business situations involving a company interacting with a customer, write and revise at least two of the following types of business letters [or E-mail] that meet criteria for effective business correspondence; 9. Given a report that deals with complex information or a large amount of data, construct clear, concise, and accurate visuals to be effectively incorporated into the written assignment; 10 Given typical business situations that involve critical thinking and problem solving, write and revise at least two of the following short reports to meet the requirements for effective professional writing within an appropriate [paper-based or computer-based] format: • informal proposal • progress report • instruction manual/set of instructions • evaluation report • summary/abstract • marketing report • process description; 11. Given an analysis of a problem or issue or case study, effectively write and revise one of the following types of formal reports [using] appropriate professional writing standards [and accepted online protocol], and give an oral presentation of the written [or hypertext] report.
Course Topics: 1. Technical style 2. Memorandum and e-mail 3. Business Letters a. Sales b. Good news / bad news messages c. Routine reply 4. Semi-formal reports a. Progress b. Informative c. Recommendations d. Incident e. Status 5. Formal report
PHY240 Engineering Physics with Lab
Course Description This course introduces several important topics of physics along with some of their applications in technology. Topics discussed include: introduction to vectors, laws of motion, simple mechanics, and gears & pulleys. Also included are the fundamental concepts of electricity & magnetism and their applications, fundamentals principles of optics and related applications. Properties of fluids, introduction to thermodynamics, and the concepts of static electricity are introduced.
Hours Contact: 5 Credit: 4
Prerequisites MATH130 Applied Mathematics
Course Objectives After successful completion of the course students are expected to be able to
1. Given a linear motion with uniform acceleration and specific data, apply Newton’s laws of motion to evaluate the relationship between force, acceleration, mass, weight, and momentum 2. Given an object in linear motion under the action of one or more forces, and specific data, determine the work done by the forces, total mechanical energy (kinetic and potential) and power 3. Given a mass in rotational motion and appropriate data, determine angular displacement, angular velocity, angular acceleration, centripetal force, and torque. 4. Given an example of a simple machine, such as the lever, inclines plane, pulley, wheel and axle, gears, solve for input or output force and determine the efficiency 5. Given a system and its environment in thermal equilibrium, identify the modes of heat transfer between the system and the environment 6. Given a light source and a lens or a mirror, use the basic principles of reflection or refraction to determine the paths of three light rays and the location of the image formed 7. Given a current-carrying wire coil and a magnetic field, determine the magnetic torque on the coil 8. Calculate the flow rate of a fluid through a pipe of known diameter and length and the pressure difference between ends of the pipe, calculate the rate of flow of fluid. Also, calculate pressure as a function of depth given the density of the fluid PHY240 Engineering Physics with Lab 2
Course Outline 1. Introduction to Vectors 1.1 Scalar versus vector quantities 1.2 Vector components 1.3 Vector operations 1.4 Dot and cross products 1.5 Time derivative of vectors 1.6 Applications 2. Motion 2.1 Generalized coordinates 2.2 Generalized speed, distance, time, velocity and acceleration 2.3 Projectile motion 2.4 Falling bodies 2.5 Inertia 2.6 Mass and weight 2.7 Action and reaction 2.8 Linear momentum 2.9 Angular momentum 2.10 Applications: gyroscopic sensors, gyroscopic controllers 3. Concurrent Forces 3.1 Analysis of force components 3.2 Friction 4. Work and Energy 4.1 Work, power and energy concepts 4.2 Conservation of energy 5. Simple Machines 5.1 Efficiency 5.2 Levers 5.3 Wheel and axle 5.4 Inclined Plane 6. Gears and Pulleys 6.1 Linear velocity, angular velocity and number of teeth 6.2 Idle gears 6.3 Gear trains 6.4 Pulleys connected with a belt 6.5 Linkage systems 6.6 Applications in robotics 7. Properties of Solids and Fluids 7.1 Young’s modulus 7.2 Hydrostatic pressure 7.3 Specific gravity 7.4 Fluid flow 7.5 Bernoulli’s principle 7.6 Archimedes principle 8. Electricity 8.1 Coulomb’s law 8.2 Electric field calculations 8.3 Electric field between capacitor plates 8.4 Electric field of a charged ring 8.5 Charge moving between capacitor plates 9. Magnetism 9.1 Electromagnetism 9.2 Magnetic flux 9.3 Reluctance and permeability PHY240 Engineering Physics with Lab 3
9.4 Thompson experiment 9.5 The microwave oven 9.6 Electric motors 9.7 Field strength 9.8 Hysteresis 9.9 Magnetic sensors 10. Light and Optics 10.1 Electromagnetic waves 10.2 Properties of waves 10.3 Reflection and refraction 10.4 Critical angle 10.5 LASERs 10.6 Fiber optics 11. Temperature and Heat 11.1 Temperature and heat concepts 11.2 Heat transfer and heat capacity 11.3 Need for thermal controls and ventilation 11.4 Internal combustion engines. 11.5 First law of thermodynamics
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Laboratory
See Laboratory Document
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
NET230 Introduction to Networking with Lab
Course Description This course is devoted to explaining principles and techniques used in the analysis, configuration and design of data networks. Its purpose is to provide students with a solid understanding of configuration capability of a variety of Internetworking equipment devices. This course covers in detail topics such: LAN equipment; Internetworking technologies, Wireless network topologies, TCP/IP protocol suite, IP routing fundamentals and WAN technologies.
Hours Contact: 5 Credit: 4
Course Objectives After successful completion of the course students are expected to be able to
1. Given specific requirements for various Local Area Networking (LAN) needs, determine the LAN topology best suited for the design and the type of media. Explain the reasons for your choices. Requirements specified include number of hosts, security needs, size of LAN (single or multiple buildings) 2. Given an Ethernet LAN using the TC/IP protocol suite, analyze the creation of a TCP data packet and the flow of the data packet from one host to another on a different network (subnet). Examine the changes in the Ethernet 802.3 frame as it travels through the router separating the two networks. Discuss the relevant fields of the IP header and the TCP header. 3. Given a Class A, B or C networks calculate the subnet mask required to support a specified number of subnets and/or hosts. Provide the network address of each subnet, the range of valid host addresses for each subnet and the broadcast address for each subnet. Also given a host IP address and subnet mask, determine the subnet to which the host belongs. 4. Given a multiple-subnet network with the number of hosts on each subnet specified, create a subnet design that uses Variable Length Subnet Masking (VLSM) to minimize the number of wasted IP addresses. Specify the routing protocol that will support your design. 5. Given a subnetted Local Area Network (LAN) subnet, determine the requirements for a DHCP server that will provide IP addresses, Subnet masks, a Default Gateway IP address as well as DNS services to clients on the network. 6. Given various internetworking topologies, determine the most effective distance vector IP routing method to use. Consider static routes, dynamic routing using RIP v1 RIPv2 and IGRP. Justify your decision with an analysis of the capabilities and limitations of each IP routing methodology. NET230 Introduction to Networking with Lab 2
7. Given a specific Local Area Network (LAN) design, analyze the capabilities of a router to restrict IP traffic based on Source and/or Destination IP Addresses, Protocols, Port numbers and MAC addresses. 8. Given a need to connect to two LANs in separate geographical areas, decide on a WAN carrier and WAN technology that will best meet your needs in terms of cost, bandwidth, scalability and type of traffic. Justify your decisions. 9. Given an Enterprise Network design, select a routing protocol to use. Consider RIP version 1, IGRP, RIP version 2, EIGRP and OSPF. Your selection of routing protocol should be based on the size of you network, bandwidth requirements, type of networking equipment used and routing overhead (CPU and memory). 10. Given a multiple switches Local Area Network (LAN), analyze the process by which bridging loops are prevented while providing redundancy and load balancing through the switch fabric. 11. Given a large Intranet topology, design a logical set of VLANs on the switches that secure the network by department, floor or function. Indicate VLAN trunks in your design where a VLAN extends beyond a single switch and routing functions where communications must occur between VLANs. 12. Given a large Wired and Wireless Intranet topology with WAN connections to the Internet, create a security plan that will provide protection against Internet intrusions and unauthorized access from internal users. The plan should address Physical Security, the use of firewalls and a DMZ, Private addressing, VLANs, ACLs and Controlling Wireless Access Points. 13. Given two building with established wired intranets within line of site of each other (separated by a distance 5 kilometers), produce a design for a wireless link to connect the two intranets. Specify the IEEE wireless standard to be used and the necessary equipment including Access-Points, Wireless Bridges and Antennas.
Course Outline 1. Network models 1.1 Seven Layers of OSI ( Open systems interconnect) model 1.2 Encapsulation. 1.3 Devices specific to OSI Layers. 1.4 Protocol Data Units (PDUs) at each layer. 1.5 Protocols specific to each layer. 1.5 4-layer DOD (department of defense) model versus 7 layer OSI Model
2. LAN Networking Topologies, Media and Devices 2.1 Network architecture types and Operating systems 2.2 Local Area Network (LAN) topologies 2.3 Standard Wired Media Types 2.4 Network Devices
3. Wireless Network Topologies 3.1 Ad hoc networks 3.2 Infrastructure (with Common Access Point) 3.3 Point to Point 3.4 Point to Multipoint
4. Wireless Networking Standards 4.1 IEEE-802.11a 4.2 IEEE-802.11b 4.3 IEEE-802.11g 4.4 IEEE-802.1h
5. TCP/IP protocol suite and IP Addressing 5.1 Application Layer Protocols NET230 Introduction to Networking with Lab 3
5.2 Class A, B and C Public addresses 5.3 Private Addresses, APIPA 5.4 Subnet Masking
6. Analyzing Network Traffic 6.1 Bandwidth Analysis 6.2 Collision Domains -devices 6.3 Broadcast Domains - devices 6.4 Protocol Analyzers – Ethereal, Sniffer, Agilent Advisor
7. Network Servers 7.1 Domain Controllers 7.2 RADIUS/TACACS Servers 7.3 DHCP/DNS 7.4 e-mail Servers 7.5 File/Print Servers 7.6 Application Servers 7.7 Database Servers
8. Router Basics and Configuration 8.1 Operating systems – IOS v12 8.2 Hardware and Memory Types 8.3 Configuration Modes 8.4 Basic Router Configuration 8.5 Interface Configuration
9. IP Routing Fundamentals 9.1 Static versus Dynamic Routing 9.2 Distance Vector versus Link State Routing 9.3 Routing Information Protocol (RIP version 1 & 2) 9.4 Interior Gateway Routing Protocol (IGRP) 9.5 Routing Metrics and Administrative Distances 9.6 Slow Convergence Problems and Solutions
10. Network Security 10.1 Physical Security 10.2 Proxy Servers 10.3 Fire Walls and DMZs(De Militarized Zones) 10.4 Wireless Security Concerns 10.5 Packet Filtering
11. WAN Technologies Overview 11.1 Dedicated/Leased WAN Services 11.2 Digital / Optical signal hierarchy 11.3 Switched WAN Services 11.4 Packet/Cell Switched
12. Advanced Routing, Classless IP Addressing and Traffic Shaping 12.1 Advance Routing Protocols 12.2 Advanced IP Addressing Techniques 12.3 Variable Length Subnet Masking (VLSM) 12.4 Classless Inter-Domain Routing (CIDR) 12.5 Network Address Translation (NAT/PAT) 12.6 IPv6
NET230 Introduction to Networking with Lab 4
13. Switching and VLANs 13.1 Switch types 13.2 Spanning Tree Protocol (IEEE-802.1d) 13.3 Basic Switch Configuration 13.4 VLAN Configuration 13.5 Inter-VLAN Routing 13.6 VTP (VLAN trunking protocol)
14. Linux/UNIX installation and configuration 14.1. TCP/IP Configuration 14.2. Linux Desktop Managers (GNOME, and KDE) 14.3. Configuring Email Clients and web browser 14.4. User documentation
15. UNIX User Functions 15.1. Commonly used UNIX user commands 15.2. The UNIX file system hierarchy 15.3. Directory navigation, file creation and deletion 15.4. The UNIX File system privileges and ownership 15.5. UNIX networking commands ______
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
DIG230 Introduction to Microcontrollers with Lab
OCTOBER 21, 2008
Course Description This course is designed to introduce the fundamentals of microcontroller systems and their programming. It covers microcontroller architectures, system components, interfacing techniques, and multiprocessing along with basic troubleshooting procedures. Register purpose, interrupt structure and operation, compiling & linking, machine code for the processors, and writing & running machine language programs are detailed. 8051/52 C Language programming is implemented in the latter half of the course. Further, the design of minimum and maximum applications of 8051/8031 microcontrollers are discussed. Numerous applications are presented.
Hours Contact: 6 Credit: 5
Prerequisites DIG 110 Digital Circuits with Lab, and DIG 220 Digital Systems with Lab CMP231 C/C++ Programming with lab Course Objectives After successful completion of the course students are expected to be able to
1. Compare and contrast mainframe, minicomputer, microcomputer (personal computer) and microcontrollers 2. Identify and analyze system components of the Intel 8051 microcontroller family 3. Program a microcontroller using both assembly and C language 4. Analyze a given microcontroller system and troubleshoot it 5. Design a minimum and maximum system using microcontrollers
Course Outline 1. Microcontrollers Fundamentals 1.1 Comparison of Microprocessors versus Microcontrollers. 1.2 System components and busses 1.3 Software control of microprocessor 1.4 Overview of Semiconductor memories and their importance in Microcontrollers 1.4.1 Description of RAM, ROM (and its derivatives), Flash memory etc. 1.4.2 Memory expansion: i. Word expansion, ii. Location expansion 1.4.3 Internal memory decoding and external memory decoding 1.4.4 Memory map – Hexadecimal ranges. 1.4.5 Memory paging i.e. Banking (Bank0, Bank1, etc.)
1.5 Internal architecture and programming model 1.6 Instruction execution 1.7 Microcontroller instruction set 1.8 Software languages 1.8.1 Machine language DIG 230 Introduction to Microcontrollers with Lab 2
1.8.2 Assembly language 1.8.3 High level languages 1.9 Programming concepts 1.10 Using an assembler to develop machine code programs
2. Intel, MCS-51 Microcontroller, and other Microcontrollers 2.1 Features of the microcontroller such as RAM size, Timer, Serial Interfaces, code memory space, data memory space, addressable locations, and I/O ports 2.2 Timing diagrams for read or write operations on external memory 2.3 Addressing decoding circuitry for an 8051 2.4 8051 microcontroller minimal applications 2.5 Instruction set for an 8051 2.5.1 Address modes of the controller 2.5.2 Subroutine calls. 2.5.3 Program jumps 2.5.4 8051 assembly language instructions 2.6 Assembly language programming 2.6.1 Operation of the serial port control register. 2.7 Analysis of minimal applications of 8051 Microcontrollers 2.7.1 Interface to DIP switches and LED displays.
3. Analysis of Architecture and Features of the 8051/8031 Microcontroller 3.1 Review definitions and operation of the following 3.1.1 Pin Outs. 3.1.2 I/O ports 3.1.3 Memory organization 3.1.4 Special function registers 3.1.4.1 PSW 3.1.4.2 A and B register 3.1.4.3 Stack pointer 3.1.4.4 Data pointer 3.1.4.5 Port register 3.2 Review of How to Access External Code and Data Memory 3.3 Implementation of Address Decoding for External Memory
4. Analysis of Timer Operation in Assembly and C 4.1 The operation of the 8051 timers 4.2 Start, stop and control timers using the 8051 instruction set 4.3 Initialization and access of the timer registers using the 8051 instruction set 4.4 Writing programs to create a periodic waveform, generate pulse or count events
5. Control of the 8051/8031 Serial Ports in Assembly and C 5.1 Description of the modes of operation for the serial port 5.2 Initialization and access of serial port registers using program code 5.2.1 Enable receiver 5.2.2 Add parity bits 5.2.3 Clear interrupt flags 5.2.4 Send and receive data 5.3 Code to use timers as a baud rate clock 5.4 Code to input and output characters from a serial port 5.5 Analysis of multiprocessor communications for master/slave configuration
6. The 8051/8031 Interrupts in Assembly and C DIG 230 Introduction to Microcontrollers with Lab 3
6.1 Analysis of the interrupts to enable real-time processing 6.2 Analysis of the interrupt organization of the 8051 6.3 Writing of code to enable and disable interrupts 6.4 Analysis of interrupt priority architecture 6.5 Description of memory structure when using interrupts 6.6 Writing and testing of small- and large-interrupt service routines 6.7 Writing of a service routine to handle a serial port interrupt 6.8 Writing of a service routine to handle an external interrupt
7. Design of Minimum Applications of 8051/8031 Microcontrollers 7.1 Timer applications 7.2 Frequency generator 7.3 Interface to a terminal or keypad
8. Design an 8051/8031 Maximum System for an Application Using: 8.1 External code memory 8.2 Decoders 8.3 Latches 8.4 Smart LCD display 8.5 Hex Keypad
9. Watch-Dog Timer (WDT) and its Applications
10. Multiprocessor Communications 10.1 Master-slave concepts 10.2 Hardware and software design
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Laboratory
See Laboratory Document
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Development History ______
RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
COMM210 Telecommunication Engineering Systems 1 with Lab
Course Description This course includes detailed analysis of modulation and reasons for modulation and heterodyning, design of AM modulators, oscillators, detectors and the AGC system. Design of SSB modulator circuits and detectors, crystal filters, design of frequency multiplexer, analysis of noise effect in a receiver, noise calculation and measurement and analysis of AM transmitter and receiver circuits are also covered.
Hours Contact: 6 Credit: 5
Prerequisites EAC120 AC Circuit Analysis with Lab EAC140 Electronic Circuit Analysis with Lab MATH230 Applied Calculus 1
Course Objectives A student is guided to be able to: 1. design active first and second order filters 2. analyse the concept of modulation 2. design an AM modulator circuit 3. design oscillator and frequency synthesizers circuit 4. analyse heterodyning process and its advantages 5. explain the practical advantages of SSB over AM and its applications 6. describe the signal processing through different stages of an AM transmitter and receiver circuits 7. analyse different methods of producing a SSB signal 8. analyse crystal filters 9. design a frequency multiplexer 10. analyse noise effect in a receiver
Course Outline
Section I: INTRODUCTION TO ACTIVE FILTERS 1. Analyze and Design Active Filters Using Operational Amplifiers. COMM210 Telecommunication Engineering Systems 1 with Lab 2
1.1. Distinguish between active and passive filters. 1.2. Define Filter terminology such as: 1.2.1. Passband, stopband and band reject 1.2.2. Critical frequency 1.3. Describe roll-off and determine filter order. 1.4. Analyze Butterworth frequency response curves for the following filters: 1.4.1. Low pass 1.4.2. High pass 1.4.3. Band pass 1.4.4. Band stop 1.4.5. Notch filter 1.5. Analyze and apply procedures, to design a Butterworth filter for: 1.5.1. First and second order low & high pass filter 1.5.2. First order wide band and narrow-band pass filter 1.5.3. First order wide band and narrow band reject filters 1.6. Examine the effect of cascading filters on net filter order. 1.7. Apply an Integrator as a low pass filter. 1.7.1. Examine output waveforms for square wave input. 1.7.2. Calculate minimum frequency for integration. 1.8. Apply differentiators as high pass filters. 1.8.1. Examine output waveform for triangle wave input. 1.8.2 Calculate maximum frequency for differentiators.
Section II: INTRODUCTION TO COMMUNICATION SYSTEMS 1.1 Using block diagram explain what is a communication system. 1.2 Discuss different types of communication systems 1.3 Discuss different applications for communications 1.4 Discuss the importance of communications in industry
SECTION III: OSCILLATOR - CIRCUIT ANALYSIS AND DESIGN 1. Analyze the design and applications of Oscillators in communications systems. 1.1. Analyze tank circuit resonant frequency. 1.2. Explain the need for positive feedback for sustained oscillation. 1.3. Explain the Barkhausen criteria. 1.4. Graphically represent the frequency components of noise and non-sinusoidal waveforms. 1.5. Explain how thermal noise and switching transients are the "seed" for oscillation. 1.6. Describe basic Oscillator criteria such as frequency, stability, etc. 2. Analyze, construct and test LC,RC Oscillator Types. 2.1. Analyze the operation, stability, design criteria and applications of Hartley oscillator. 2.2. Review RC lead-lag networks. 2.3. Match net phase shift to Barkhausen's criteria. 2.4. Analyze the design of a Phase shift oscillator. 2.5. Analyze the design of a Weinbridge oscillator. 2.6. Analyze the operation of Crystal Oscillators. 2.6.1. Describe the piezoelectric effect. 2.6.2. Explain applications of crystals as high Q inductors. 2.6.3. Explain the relationship between frequency and temperature stability. 2.6.4. Analyze the Pierce oscillator configuration.
SECTION IV: AMPLITUDE MODULATION (AM) - TRANSMITTERS AND RECEIVERS 1. Review fundamental modulation concepts. 1.1. Explain the necessity for modulation. 1.2. Differentiate between intelligence and carrier frequencies. 1.3. Differentiate between modulation techniques such as AM, FM, PM. 2. Analyze the principles of Amplitude Modulation. COMM210 Telecommunication Engineering Systems 1 with Lab 3
2.1. Define amplitude modulation. 2.2. Carry out an AM waveform analysis. 2.2.1. Determine frequency components and bandwidth. 2.3. Determine the Modulation index and frequency component amplitude. 2.4. Describe the terms Overmodulation and "sideband splatter". 2.5. Convert between time and frequency domains. 2.6. Describe the power relationships between frequency components. 2.7. Measure modulation index and phase using Trapezoid pattern technique. 3. Analyze the operation of AM Transmitters. 3.1. Explain why it is necessary to have a non-linear device for modulating a carrier with intelligence. 3.2. Differentiate between amplifier operating class (A, B, C) emphasizing linear versus non-linear operations. 3.3. Analyze Diode modulation techniques. 3.4. Analyze transistor modulation techniques for: 3.4.1. base, emitter and collector modulation.. 3.5. Analyze the operation of Operational Transconductance Amplifiers (OTA). 3.6. Compare high and low level modulation schemes using block diagrams. 3.7. Analyze an AM transmitter block diagram and circuit diagram. 3.8. Carry out calculations of power output including dB gain calculations. 4. Analyze the operation of an AM Receiver. 4.1. Explain the necessity for a non-linear device for de-modulating an AM waveform. 4.2. Analyze the operation of a Diode Detector circuit. 4.2.1. Explain the process of diagonal clipping. 4.2.2. Describe detector design principles. 4.3. Define Receiver terminology such as: 4.3.1. sensitivity 4.3.2. fading 4.3.3. selectivity 4.3.4. fidelity 4.3.5. review of quality factor "Q" 4.3.6. ganged tuning 4.4. Analyze the operation of a TRF receiver (tuned radio frequency). 4.4.1. Follow a block diagram describing each stage 4.4.2. Describe the TRF selectivity/fidelity problem. 4.5. Analyze, construct and test Superheterodyne receivers. 4.5.1. Analyze the frequency conversion concept (heterodyne action). 4.5.2. Analyze a block diagram describing the operation of each stage. 4.5.3. Explain how constant IF overcomes TRF selectivity problem. 4.6. Describe the following terms or describe the purpose of the components associated with Ganged tuning: 4.6.1. tracking 4.6.2. variable capacitors 4.6.3. use of trimmer & padder capacitor to adjust tracking 4.7. Examine a varactor tuned "front end" schematic. 4.8. Analyze the operation of an RF Amplifier. 4.8.1. Analyze the common emitter BJT RF amplifier design addressing frequency, bandwidth and gain calculations. 4.8.2. Describe the advantages of using FET/MOSFET in RF amplifiers. 4.9. Analyze the operation of Mixers and Local Oscillators. 4.9.1. Differentiate between separate and self-excited (autodyne) mixers. 4.9.2. Determine all frequency components in the mixer 4.9.3. Review several different mixer schematics. 4.10. Analyze the operation of an IF Amplifier. 4.10.1. Describe the operation of a fixed frequency RF amplifier. COMM210 Telecommunication Engineering Systems 1 with Lab 4
4.10.2. Analyze transformer coupling between I. F. stages addressing impedance matching, bandwidth shrinkage and RF shielding. 4.10.3. Analyze the image frequency problem. 4.11. Analyze the operation of Automatic Gain Control (AGC) circuits. 4.11.1. Describe how the DC component of demodulation is used as an AGC signal. 4.11.2. Explain the polarity of detector diode and sign of AGC signal. 4.12. Analyze a complete AM superheterodyne receiver schematic.
SECTION V: SINGLE SIDEBAND (SSB) - TRANSMITTERS AND RECEIVERS 1. Compare AM and SSB waveforms. 2. Describe types of SSB Transmission such as: 2.1. Standard SSB (including carrier) 2.2. Single sideband suppressed carrier (SSSC) single sideband suppressed carrier SSSC and its use in frequency division multiplexing (FDM) 2.3. Independent sideband (ISB or twin sideband suppressed carrier) 2.4. Vestigial sideband (VSB) 2.5. Double sideband suppressed carrier (DSSC) 2.6. General applications of each technique 3. Discuss the advantages of SSB and its disadvantages. 4. Analyze DSB Generation circuitry with Balance Modulators. 4.1. Analyze the operation of the Ring modulator. 4.2. Analyze applications of linear IC balanced modulators (Ex. LM 1596/1496, SL 640C). 5. Analyze Filter Method SSB Transmitters (Separation of Sideband). 5.1. Identify requirement for high "Q" filters. 5.2. Analyze the structure and characteristics of: 5.2.1. crystal filters 5.2.2. ceramic filters 5.2.3. mechanical filters 5.2.4. SAW filters 5.3. Calculate required "Q". 5.4. Analyze the block diagram of a filter method transmitter labeling and explaining the frequencies present at each stage. 6. Phase Method SSB Transmitters 6.1. DSSC waveform analysis 6.2. Block Diagram of phase method; frequency and phase at each stage 6.3. Advantages and disadvantages of phase method 7. SSB Receiver 7.1. SSB detection 7.1.1. Beat frequency oscillator (BFO) and frequency stability requirements
SECTION VI: NOISE - CLASSIFICATION AND MEASUREMENT 1. Review noise concepts and sources. 1.1. Classify noise sources. 1.2. Examine sources of external Noise such as: 1.2.1. Man made noise 1.2.2. Atmospheric noise 1.2.3. Space noise 1.3. Examine sources of internal noise such as: 1.3.1. Thermal (Johnson, white) noise 1.3.1.1. Calculate noise power and maximum noise voltage. 1.3.2. Shot (transistor) noise 1.3.2.1. Calculate noise current for PN junctions 1.3.3. Explain the importance of keeping input resistance low. 1.4. Describe the frequency ranges for each noise type. 2. Carry out basic Noise Measurement analysis. 2.1. Define Signal-to-Noise Ratio (SNR) (ratio and in dBs). COMM210 Telecommunication Engineering Systems 1 with Lab 5
2.2. Define Noise ratio (NR). 2.3. Define Noise figure (NF). 2.4. Calculate overall NR for cascaded amplifiers using Friess' Formula. 2.5. Determine the equivalent noise temperature (Teq): 2.5.1. Represent device-injected noise by an equivalent temperature 2.5.2. Calculate overall NF using Teq. 2.6. Apply the tangential Noise Measurement technique. 2.7. Describe the purpose of the SINAD noise measurement standard.
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Laboratory
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
______Course Code: PSYC110 Course Name: Psychology
Hours: Contact: 3 Credit: 3
Prerequisites: None
Course Description: This course provides a foundation for the understanding, prediction and direction of behavior. Organized within a framework encompassing foundations, general topics and applications, the course provides an understanding of how psychological principles and concepts relate to professional and personal life. Using psychology to specifically improve the quality of our lives, the students examine the various schools of psychology in their application to research methods, learning, memory, sensation and perception, personality, human development, stress, and psychological disorders. In a collaborative and dynamic learning environment, the students complete cases studies, conduct basic research, and evaluate findings.
Course Objectives:
Upon successful completion of this course students will be able to demonstrate an understanding of the following outcomes:
1. Understand why we study psychology and its relationship to the professional work environment. 2. Explain human behaviour from each of the four main perspectives: biological, cognitive, behavioural, and psychoanalytic. 3. Apply the principles of biology to understand how the nervous system affects human behaviour. 4. Evaluate the causes and symptoms of stress in personal life and at work. 5. Advance a wellness program for a healthy, stress-free life. 6. Assess the role of nature and nurture in childhood. 7. Examine the major theories of development and define their application in childhood to a whole person. 8. Identify and apply motivation theories to the workplace and to personal progress. 9. Examine the potential causes and cures of abnormal behaviour in each of the major categories of the DSMIV.
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Course Topics: 1. Research methods 2. Biological bases of behaviour 3. Sensation and perception 4. Learning 5. Memory 6. Emotion and motivation 7. Development 8. Personality 9. Abnormal behaviour
ESA320 Analog Signal Processing with Lab
Course Description This course introduces the fundamental concepts of analog signal processing. It starts with a review of relevant applications of operation amplifiers followed by an overview of analog systems. Analog signals and their representation in time-, frequency-, and s-domain are discussed. Transfer function forms, step response, frequency response, pole-zero maps, second-order systems and stability concepts are detailed. Further, the analysis and design of first-order and second-order filters are discussed. Neural networks and their applications are introduced.
Hours Contact: 7 Credit: 6
Prerequisites EAC140 Electronic Circuit Analysis 2 with Lab MATH350 Applied Calculus 2
Course Objectives After successful completion of the course students are expected to be able to:
1. Given a schematic diagram of a circuit built using op amps, analyze its operation, implement the circuit in the lab, and verify its operation. 2. Given a schematic diagram of a first-order active network, determine its transfer function, step response, and frequency response. Verify the results using a computational tool such as MATLAB. Implement the circuit in lab and measure its step- and frequency responses. 3. Given the specifications of a first-order active filter (gain and pass-band), design the circuit, verify its characteristics using a computational tool such as MATLAB, then implement the circuit in the lab and measure its frequency- and step-responses. 4. Given various causal signals, such as Ramp ( at ), Sinusoidal ( ω + ωtBtA )),cos()sin( Exponential ( Ae −bt ), Damped sinusoidal ( −t ωtAe )sin( ), and damped ramp ( Ate −bt ) and the numerical values for the constants, sketch their time-domain responses and verify the results using a computational tool such as MATLAB. 5. Given the transfer function of a second-order active filter, determine its type, gain, damping factor, natural frequency, pole-zero map, stability, step response and frequency response.
ESA 320 Analog Signal Processing with Lab 2
6. Given the specifications of a second-order filter (pass-band, gain, damping factor, and natural frequency), design its circuit, determine its characteristics using a computational tool such as MATLAB, implement the circuit in the lab and determine its frequency- and step-responses. 7. Compare and contrast the principle of operation and characteristics of traditional circuits and neural networks.
Course Outline
1. An Overview of Operational Amplifiers (op amps) 1.1 Basic operational amplifier circuits 1.1.1 General characteristics of op amps 1.1.2 The ideal amplifier model 1.1.3 Feedback 1.1.4 The summer-inverter 1.1.5 The inverting summer-integrator 1.1.6 The instrumentation amplifier 1.1.7 Miscellaneous linear applications 1.2 Performance limitations 1.3 Computer-aided design and analysis 1.4 Non-linear circuit applications 2. Analog Signals and systems 2.1 Linear time-invariant (LTI) systems 2.2 Analog signals 2.2.1 step 2.2.2 exponential 2.2.3 ramp 2.2.4 sinusoidal 2.2.5 damped sinusoidal 2.2.6 impulse 2.3 Review of relevant Laplace transform applications 2.4 Analog systems 3. Transfer Functions 3.1 Definition 3.2 Transfer function forms 3.2.1 Polynomial 3.2.2 Factored 3.2.3 Time-constant 3.3 Poles and zeros 3.4 First-order networks 3.5 Step response of first-order systems 3.6 Second-order systems 3.6.1 General form of the transfer function 3.6.2 The characteristic equation 3.6.3 Effect of the damping factor on the step response 3.6.4 Analysis using the pole-zero map 3.6.5 Stability 4. Design and Analysis of First-Order Filters 4.1 Filter classification 4.2 Design and analysis of low-pass filters 4.3 Design and Analysis of high-pass filters 4.4 Analysis of all-pass filters 4.5 Applications
ESA 320 Analog Signal Processing with Lab 3
5. Design and Analysis of Second-Order Filters 5.1 Transfer functions of second-order filters 5.1.1 Low-pass 5.1.2 High-pass 5.1.3 Band-pass 5.1.4 Band-reject 5.2 Analysis of second-order filters 5.3 Design of multiple feedback filters 5.3.1 General circuit 5.3.2 Low-pass filter design 5.3.3 High-pass filter design 5.3.4 Band-pass filter design 5.3.5 Band-stop filter design 5.3.6 Network scaling 5.4 Voltage-controlled voltage source, VCVS, filters 6. State Variable Networks Building blocks of state-variable networks Simulation of first-order transfer functions Simulation of higher-order transfer functions Applications 7. Gyrators 7.1 Impedance simulations 7.2 Implementation 7.3 Notch filter 7.4 Switched capacitor networks 7.5 Applications 8. Introduction to Neural Networks 8.1 Fundamental concepts 8.2 Learning 8.3 The basic neuron model 8.4 The percptron 8.5 Multilayer percptron 8.6 Recurrent networks 8.7 Other configurations 8.8 Applications
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
DIG461 Embedded Intelligent Systems with Lab UNDER DEVELOPMENT
Course Description This course introduces the foundation of non-linear filters, recognition, estimation, neural networks and machine learning, embedded operation systems and algorithms embedding procedure.
Hours Contact: 6 Credit: 5
Prerequisites MATH210 Probability and Statistics DIG230 Introduction to Microcontrollers CMP231 C/C++ Programming
Course Objectives The objectives of this course are to introduce students to the basic concepts of artificial intelligence and embedded systems, and to familiarize them with the applications in further research in fields such as robotics.
Course Outline
1. Special Filter For intelligent system 1.1. Wiener filter Foundation 1.2. Kalman filter Foundation 1.3. Matching filter foundation 1.4. Particle filter foundation 1.5. Edge detection foundation 1.6. Application 1.7. Filter coding example
2. Recognition foundation 2.1. Patterns and transformations 2.2. Supervised and unsupervised classifiers 2.3. Minimum Intra-Class Distance classifier 2.4. Discriminant Functions 2.5. Correlation 2.6. Bayes classifier and discrimination functions 2.7. Application 2.8. Recognition coding example
Embedded Intelligent Systems with Lab Page 2 of 2
3. Estimation foundation 3.1. Bayes estimation 3.2. Maximum likelihood estimate 3.3. Linear mean square estimation 3.4. Nolinear Sequential State Estimator 3.5. Application 3.6. Estimation coding example
4. Neural Networks and machine learning Foundation 4.1. Perceptron 4.2. Back Propagation model 4.3. Hidden Markov Model 4.4. Conjugate Gradient Parameter Optimization 4.5. Application 4.6. Neural Networks coding example
5. Embedded System Foundation 5.1. Booting sequence 5.2. Operating system kernel foundation 5.3. Embedding Operation System procedure 5.4. Embedding intelligent algorithms procedure 5.5. Application and coding example
Laboratory See Laboratory Document ______
Development History ______RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
COMM320 Data Communications and Networks with Lab
Course Description This course introduces applications related to the digital transmission and reception of information. Topics covered include: digital modulation and demodulation techniques, signaling and hardware of PSTN (public switched telephone network), terminals and emulation software, interfaces and buses, modems, and the UART (universal asynchronous receiver transmitter). Communication protocols, error detection and correction, data compression and encryption, data packetizing, packet switched networks, the OSI (open system interconnection) model, ISDN (integrated services digital network), xDSL (all types of digital subscriber line), frame relay, ATM (asynchronous transfer mode) technologies, and SONET (synchronous optical network) are also discussed. The services and hardware of the Internet are introduced as well.
Hours Contact: 6 Credit: 5
Prerequisites COMM210 Telecommunication Engineering Systems 1 with Lab
Course Objectives After successful completion of the course students are expected to be able to:
1. Design the building blocks of a PCM system, calculate needed parameters using fundamental laws of communication, and troubleshoot a given communication channel. 2. Analyze the structure of a given telephone network and measure the characteristics of its transmission media (both wireless and wireline). 3. Compare and contrast circuit switched networks and packet switched networks, and design multiplexing circuits. 4. Analyze signal transmission impairments and compensation. 5. Encode a given digital signal using various techniques suitable for transmission purposes. 6. Describe the specifics of the various character sets used in computers. 7. Compare and contrast the various interfacing standards and design serial interfacing circuits. 8. Design modulation and demodulation circuits for modem applications. 9. Synthesize a communication protocol for a given network. 10. Apply error detection techniques to verify the integrity of received data data. 11. Compare and contrast various technologies of wide area networks. 12. Explain computer architectures and internetworking concepts.
COMM320 Data Communications and Networks with Lab 2
Course Outline
1. Digital Communications Overview 1.1 Theoretical principles of digital communications 1.2 Advantages and disadvantages of various digital signals 1.3 The purpose of standards organizations for data communications 1.4 Crosstalk 1.4.1 Definition 1.4.2 Factors influencing crosstalk 1.5 Digital modulation 15.1 PAM (pulse amplitude modulation) 15.2 PWM (pulse width modulation) 15.3 PPM (pulse position modulation) 15.4 PCM (pulse code modulation) 1.6 Determination of the theoretical bandwidth using Nyquist rule 1.7 Applications of Shannon law 1.8 Calculation of line capacity 1.9 Determination of the minimum channel bandwidth required for a digital signal 1.10 Determination of the maximum data rate allowed 1.11 Pulse code modulation (PCM) systems 1.11.1 Analysis of operational principles 1.11.2 The major building blocks of a PCM transmitter 1.11.3 Applications 1.12 The spectrum of human voice 1.12 The purpose a regenerative repeater 1.13 Codec (coder-decoder) 1.13.1 Analysis of operation 1.13.1 Applications 1.16 Compression, expansion, and commanding 1.17 The design of a compressor circuit
2. Data Communications Overview 2.1 A communications model 2.2 The structure of PSTN (Public Switched Telephone Network) 2.3 An overview of the Internet 2.4 Describe guided transmission media 2.4.1 Twisted pair 2.4.2 Coaxial cable 2.4.3 Fiber optic 2.5 Wireless transmission 2.5.1 ISM (Industrial, Scientific, Medical) bands 2.5.2 802.11 standard 2.5.3 IrDA (Infrared Data Association) 2.6 Signal impairments 2.6.1 Crosstalk 2.6.2 Interference - ISI (intersymbol interference) 2.7 The architecture of communication systems 2.7.1 Point-to-point 2.7.2 Point-to-multipoint 2.7.3 Switched network 2.7.4 Internet 2.8 Communication modes 2.8.1 Simplex 2.8.2 Half duplex 2.8.2 Full duplex COMM320 Data Communications and Networks with Lab 3
2.9 Transmission modes 2.9.1 Synchronous transmission 2.9.2 Asynchronous transmission 2.10 Standards and organizations 2.10.1 IEEE (Institute of Electrical and Electronic Engineers) 2.10.2 ITU (International Telecommunications Union) 2.10.3 ANSI (American National Standards Institute) 2.10.4 IETF (Internet Engineering Task Force) 2.10.5 ISO (International Standards Organization) 2.10.6 FCC and CRTC (Federal Communication Commission and Canadian Radio, Television and Telecommunications Commission) 2.10.7 Telecommunication acts & laws 2.10.7.1 Telecomm. Act of 1996 2.10.7.2 Carterphone decision of 1984 2.10.8 DTE (data terminal equipment) 2.10.9 DCT (data circuit terminating equipment)
3. Circuit Switched Networks & Packet Switched Networks 3.1 What is a packet and what is packet switching? 3.2 The physical end-to-end connectivity 3.3 What is circuit switching? 3.4 Advantages and disadvantages of packet and circuit switching 3.5 SS7 (signaling system number 7) 3.6 Methods and applications of various types of signal switching 3.7 FDM (frequency division multiplexing) 3.8 TDM (time division multiplexing) 3.9 SONET (synchronous optical networks) 3.10 WDM (wave length division multiplexing) 3.11 DWDM (dense wave length division multiplexing) 3.12 CDMA (code division multiple access)
4. Analysis of Signal Quality 4.1 Line capacity and ISI (inter-symbol interference) 4.2 The hybrid circuit 4.3 The role of DSP (digital signal processor) 4.4 The Echo cancellation circuit 4.5 Attenuation distortion curves 4.6 Envelope delay distortion 4.7 Equivalent circuit of a transmission line 4.8 Effect of line parameters on digital signal transmissions 4.9 Equalization 4.9.1 Adaptive (C-type) 4.9.2 Compromise (D-type) 4.10 Cable parameters and labeling
5. Encoding Techniques 5.1 Considerations when choosing and encoding technique 5.1.1 Bandwidth 5.1.2 BER (bit error rate) 5.1.3 Data transparency 5.1.4 Self-clocking 5.2 RZ (Return-to-zero) and NRZ (non-return-to-zero) code generators 5.3 Manchester coding 5.4 Design a differential Manchester code generator 5.5 NRZI (non-return-to-zero inverted) 5.6 B8ZS (bipolar with 8 zeros substitution) COMM320 Data Communications and Networks with Lab 4
5.7 AMI (alternate mark inverted)
6. Terminals 6.1 Terminal classification and emulation programs 6.2 Character sets 6.2.1 ASCII (American standard code for information interchange) 6.2.2 Basic ASCII 6.2.3 Control characters 6.2.4 Device control characters 6.2.5 Format effectors 6.2.6 Information separators 6.2.7 Transmission control 6.2.8 Other characters 6.2.9 Extended ASCII 6.3 Unicode 6.4 Keyboard layout 6.4.1 Using the CR (carriage return key) 6.4.2 Using the BREAK key 6.4.3 Escape sequences 6.4.4 Using the control key 6.4.5 UDK (user defined keys)
7. Interfaces and Buses 7.1 Parallel interfaces 7.1.1 SCSI (small computer systems interface) 7.1.2 PCMCIA (personal computer memory card international association) 7.2 Serial interfaces 7.2.1 EIA/TIA 232. (Electronics Industry Association / Telecommunication Industry Association) 7.2.1 Mechanical specifications 7.2.2 Equivalent circuit 7.2.3 Electrical specifications 7.2.4 Functional description of the circuits 7.2.5 Procedural aspects of the standard 7.2.2 EIA/TIA 423, 422 7.2.2.1 Comparison between 232; 423 and 422 circuits 7.2.2.2 Data rates, cable lengths, number of drivers and receiver allowed 7.2.3 EIA/TIA 485, 530 7.2.4 USB (universal serial bus) 7.2.4.1 Electrical specifications 7.2.4.2 Data rates and number of devices 7.2.4.3 Topologies and control 7.2.4.4 Contention interfaces 7.2.5 Ethernet 7.2.5.1 CSMA/CD (carrier sense multiple access collision detection/cabling and devices) 7.2.5.2 RJ-45 connector standard 7.2.5.3 EIA/TIA 568A, 568B wiring 7.2.5.4 Crossover cables 7.2.5.5 Categories of twisted pair cables 7.2.5.6 Gigabit ethernet 7.2.5.6 Auto negotiation 7.2.5.7 Fiber channel 7.3 The UART (universal asynchronous receiver transmitter) 7.3.1 Block diagram 7.3.2 Principle of double buffering COMM320 Data Communications and Networks with Lab 5
7.3.3 ASICs (application specific integrated circuits)
8. Dial-up Connections 8.1 Principle of operation of modems 8.2 Modem types 8.3 International modem standards ( V.21 to V.92) 8.4 Modem modulation techniques and circuits 8.4.1 ASK (amplitude shift keying) modems 8.4.2 FSK (frequency shift keying) modems 8.4.3 PSK (phase shift keying) modems 8.4.4 QAM (quadrature amplitude modulation) modems 8.5 Modem compression techniques 8.5.1 V.42 standard 8.5.2 Huffman encoding 8.5.3 Run-length encoding 8.6 Controlling the modem 8.7 Cable modems 8.7.1 Principle of operation 8.7.2 DOCSIS (data over cable service interface) 8.8 DSL (digital subscriber line) family of technologies 8.8.1 ADSL (asymmetric DSL) 8.8.2 SDSL (symmetric DSL) 8.8.3 HDSL (high data rate DSL) 8.8.4 VDSL (very high data rate DSL)
9. Protocols 9.1 Protocols vs. interfacing 9.2 Logical vs. physical connectivity 9.3 Priorities 9.4 Packet sizes and how it affects transmission times 9.5 Connection vs. connectionless transmissions 9.6 Protocol types and characteristics 9.7 Bit oriented protocols – HDLC (high level data link control) 9.7.1 Frame structure 9.7.2 Delimiters 9.7.3 Bit stuffing 9.7.4 Control field 9.7.5 Frame types 9.7.5.1 Information 9.7.5.2 Supervisory 9.7.5.3 Unnumbered
10. Error Detection and Correction 10.1 Parity 10.2 Checksum 10.3 Two-dimensional parity 10.4 Internet check sum 16 bit 10.5 CRC (cyclic redundancy check) 10.5.1 Generic block diagram 10.5.2 Modulo 2 arithmetic review 10.5.3 Generator polynomial 10.5.4 Calculation of FCS (frame check sequence) 10.5.5 Selection of generator polynom 10.5.6 Example circuits for FCS computation
COMM320 Data Communications and Networks with Lab 6
11. Wide Area Networks (WAN) 11.1 Frame relay connectivity 11.1.1 CSU/DSU (channel service unit/data service unit) 11.1.2 Frame format 11.1.3 Virtual circuits. – SVC and PVS (switched and permanent virtual circuits) 11.1.4 Physical media, data rates, BER, applications 11.2 ISDN connectivity (integrated services digital network) 11.2.1 NT1 and NT2 equipment (network termination) 11.2.2 TA equipment (terminal adapters) 11.2.3 TE1 type equipment (terminal equipment) 11.2.4 ISDN switches 11.2.5 ISDN signals and connectors (RJ-45, RJ-48) 11.2.6 BRI and PRI (basic rate interface and prime rate interface) 11.3 ATM (asynchronous transfer mode) 11.3.1 Cell format 11.3.2 Segmentation and Reassembly AAL 1 through 5 (adaptation layers) 11.3.3 Virtual paths 11.3.4 QoS (quality of service)
12. Internetworking Concept and Architectural Model 12.1 The OSI model – protocols and hardware related 12.2 Interconnection through IP routers 12.3 Logical addressing (the IP protocol) 12.4 Review of IPv6 12.5 Bootstrap and autoconfiguration (BOOTP, DHCP) 12.5.1 DHCP pool of addresses 12.5.2 Leasing an address 12.6 Routing principles 12.7 Flow control 12.7.1 Sliding window principle 12.7.2 Silly window syndrome 12.8 Application layer 12.8.1 Client server model 12.8.2 Sockets 12.8.3 Binding 12.9 The domain name service (DNS) 12.9.1 Flat name space 12.9.2 Domain name space 12.9.2.1 Label 12.9.2.2 Fully qualified domain name 12.9.2.3 Hierarchy of name space 12.9.2.4 Root server 12.9.2.5 Resolution 12.9.2.6 Caching 12.9.3 Other protocols from the TCP/IP protocol suite 12.9.4 Types of web documents 12.9.4.1 Static 12.9.4.2 Dynamic 12.9.4.3 Active
COMM320 Data Communications and Networks with Lab 7
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Laboratory
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
MATH350 Applied Calculus 2
Course Description This course provides students with an advanced understanding of the applications of differential and integral calculus in the solution of engineering problems, with emphasis on electrical circuits. Topics covered include: methods of integration, applications of integration in electrical circuit analysis, Laplace transform, inverse Laplace transform, and applications of the Laplace transform to solve electrical circuit problems.
Hours Contact: 3 Credit: 3
Prerequisites MATH230 Applied Calculus 1
Course Objectives After successful completion of the course students are expected to be able to:
1. Integrate a given function, including power functions, logarithmic & exponential functions and trigonometric functions, using applicable methods such as substitution or integration by parts. 2. Define a general and particular solutions of a given differential equation 3. Derive Laplace transform of a given time-domain function 4. Derive inverse Laplace transform of a given s-domain function 5. Apply Laplace transform to solve first and second-order differential equations 6. Apply Laplace transform to solve electric circuits
Course Outline 1. Methods of integration: 1.1 Integration by substitution 1.1.1 General Power function 1.1.2 Basic Logarithmic Form 1.1.3 Basic Trigonometric Form 1.1.4 Basic Exponential Form 1.2 Integration by parts 1.3 Applications of Integrals in Electrical circuit analysis 2. Improper integrals MATH350 Applied Calculus II 2
2.1 Improper integrals with infinite limits 2.2 Improper integrals of discontinuous functions 3. Differential equations 3.1 Definitions 3.2 General and particular solutions 4. Laplace transform 4.1 Definition of Laplace transform 4.2 Laplace transform pairs 4.3 Properties of Laplace transform 4.4 Laplace transforms of functions, derivatives and integrals 4.5 Inverse Laplace transform 4.6 Solutions of first and second order differential equations using Laplace transform 5. Applications of Laplace transform in linear circuit analysis 5.1 Application of Laplace transform in RC, RL, RCL circuits 5.2 Application of Laplace transform in mesh analysis 5.3 Application of Laplace transform using Thevenin’s theorem
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] 905) 669-0544 or 1-800-268-9098
______Course Code: SOCS210 Course Name: Sociology
Hours: Contact: 3 Credit: 3
Prerequisites: None
Course Description: This course explores the role of culture in social organizations. Social institutions and the issues of race and gender within social structures are analyzed in the context of multicultural societies and increasing global interaction. Basic sociological principles and research findings are used to support analysis of cultural and social issues.
Course Objectives:
Upon successful completion of this course students will be able to demonstrate an understanding of the following outcomes:
1. Given a social problem such as homelessness, use sociological imagination to interpret the problem, assess possible solutions, and illustrate how a social science may view this issue in a cultural context. 2. Given a hypothesis such as, "Children who eat a good breakfast do better in school than children who eat a poor breakfast," apply the scientific method and use appropriate scientific techniques in refining the hypothesis, applying operational definitions, and selecting the appropriate research method for validating the hypothesis. 3. Given a social issue such as, "Who really receives welfare?" compare and contrast the major sociological theories, determine if one theory seems more applicable to this issue than another, and explain why. 4. Given a sample reading, such as Horace Miner's Nacirema (1959), or a film such as Lord of the Flies, analyze the meaning of culture within society and demonstrate how the concepts of culture and society are inseparable. 5. Given a case study dealing with issues of racial and ethnic discrimination within social organizations, identify areas of social stratification, differentiate between racial and ethnic groups, and illustrate stereotypes within the case study. 6. Given a series of short readings on the interactions of ethnic or racial groups in North America, analyze these interactions based on the cultural characteristics of the groups. 7. Given a case study on a multicultural issue beyond race and ethnicity, such as the aging North American population, changing family forms, gay lifestyles, etc., analyze this issue in the context of a subgroup within a larger "normative" 2
population and evaluate the extent to which the subgroup fits in with society's overall norms. 8. Given a film involving a multicultural issue or issues, such as Higher Learning, A Class Divided, or Do the Right Thing, extrapolate at least five major and seven minor sociological concepts and demonstrate in a well written essay how these concepts are sociologically related through the film's storyline. 9. Given a case study involving an applied sociological situation, such as the current state of the educational system in a state or province, analyze the situation from a sociological perspective in order to provide basic guidelines for improving the system.
Course Topics: 1. Basic sociological perspectives 2. Culture 3. Socialization 4. Social structures and social interaction 5. Social stratification 6. Social class 7. Gender 8. Demographics
2000 Steeles Avenue West Concord, Ontario L4K 4N1 Course Code: HIST210 Course Name: Contemporary History
Hours: Contact: 3 Credit: 3
Prerequisites: None
Course Description: This course examines the general trends and complex interrelationships of global political, social, economic, and technological developments of the 20th century as related to current events in the 21st century. Particular emphasis is placed on exploring the evolution of global interdependency and forces of resistance to such change, as well as taking a multicultural perspective on challenges facing 21st century humanity.
Course Objectives:
Upon successful completion of this course students will be able to demonstrate an understanding of the following outcomes:
1. Given the deliberate distortion and misuse of history in 20th century ideology and propaganda, formulate a set of principles to govern historical research and the teaching of history to minimize the risk of ideological distortion and political misuse of history. 2. Given the dominance of Western technology in global economic and cultural life, assess the challenges posed by technology to the cultural values and social patterns of a traditional society, e.g., Saudi Arabia or Japan. 3. Given the terms of a punitive peace treaty such as the Treaty of Versailles, evaluate the impact and long-term consequences of such treatment of a defeated nation. 4. Given the concept of a “revolution of rising expectations,” apply that concept to explain a failed 20th century constitutional system, for example, Nationalist China in 1911-1949, the Weimar Republic, or the USSR in 1986-1991. 5. Given the central role of charismatic leaders in totalitarian movements of the 20th century, analyze the conditions under which such leaders are able to mobilize the masses in their respective states. 6. Given the role of ideology in mass political movements of the 20th century, compare and contrast two major 20th century ideologies, such as German National Socialism and Russian Communism, and explain the popular appeal of each. 7. Given the concept of sovereign power and the 20th century appeal of nationalism, evaluate the challenges to developing an effective collective security 2
arrangement, such as the League of Nations, the U.N., or NATO’s Partnerships for Peace. 8. Given the generally enlarged role of 20th century governments in citizens’ lives, analyze the factors that have contributed to the increase in governmental authority over economic and social activities during the course of this century. 9. Given the global political, economic, and cultural dominance of the U.S. during this century, characterize the position of the U.S. in terms of both positive and negative impacts among the world’s developing nations. 10. Given the critical role of mass protest movements and political violence in effecting change in the 20th century, compare and contrast the goals, methods, and effectiveness of non-violent civil disobedience with those of terrorism. 11. Given repeated cases of genocide in the 20th century, e.g., the Nazi holocaust, Cambodia under Pol Pot, “ethnic cleansing” in Bosnia and Rwanda, analyze the roots of genocidal behavior and explain how “civilized” peoples can become involved in institutionalized mass murder.
Course Topics:
1. Traditional Western global domination and the rise of challenges to colonial, imperial, neo-colonial, and neo-imperial institutions. 2. The acceleration of global political and economic interdependency and the emergence of the “global village,” as well as resistance to these forces of integration. 3. The causes and impacts of contemporary international conflict and civil strife, as well as strategies to maintain domestic harmony and international peace. 4. The role of secular and religious ideology in the mass political and social movements of the 20th and 21st centuries. 5. The pivotal role of technology in shaping the political, economic, and social arenas of the contemporary human experience, and the challenges technology poses to traditional values and cultural patterns.
MATH360 Applied Mathematical Analysis
Course Description This course introduces the application of integral calculus in the solution of technical problems, with emphasis on electronics. Methods of integration, including algebraic substitution and partial fraction methods, are discussed. The solutions of linear and nonlinear differential equations are detailed along with their applications in electronics and physics. The analysis of periodic waveforms using Fourier series and its application in signal processing are also discussed. Other infinite series such as MacLauren and Taylor series are introduced along with their applications.
Hours Contact: 4 Credit: 4
Prerequisites MAT350 Applied Calculus 2
Course Objectives After successful completion of this course students are expected to be able to
1. Evaluate integrals using suitable technique of integration 2. Integrate rational functions 3. Do approximate integration 3. Write a differential equation that describe operations of AC circuit and then solve it 4. Given a periodic waveform, determine its harmonic content 5. Express the continues function in the form of an infinite series
Course Outline 1. Methods of integration: 1.1 Integration by algebraic substitution 1.2 Integration by partial fractions 1.3 Numerical integration: The trapezoidal and Simpson’s rule 2. Differential Equations 2.1 General and particular solutions 2.2 Separation of variables 2.3 Linear differential equation 2.4 Integral combinations of the form (y/x) 2.5 Applications of differential equations in AC circuit analysis. MATH360 Applied Mathematical Analysis 2
3. Fourier Series 3.1 Infinite series 3.2 Waveform analysis 3.3 Expansion of periodic functions into a Fourier series 3.4 Waveform Symmetries 3.5 Frequency Spectrum 3.6 Applications 4. Other Infinite Series 4.1 MacLauren series 4.2 Taylor series 4.3 Applications
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
CTL310 Introduction to Control Systems with Lab
Course Description This course introduces the fundamental concepts of control systems. It starts with the analysis of control systems and the concept of block diagram manipulation. Sensors, actuators along with signal conditioning fundamentals for control systems application are then discussed. Building on topics introduced in ESA320, methods of stability analysis are discussed. The analysis and design of analog controllers are detailed. This includes proportional, proportional + derivative, and proportional + derivative + integral controllers. Implementation consideration and case studies are introduced as well.
Hours Contact: 6 Credit: 5
Prerequisites ESA320 Analog Signal Processing with Lab
Course Objectives After successful completion of the course students are expected to be able to:
1. Compare and contrast the characteristics of open- and close-loop systems 2. Given a block diagram of a system, derive the transfer of the system and hence analyze its performance 3. Given a physical system, derive its mathematical model 4. Given an application, select a suitable sensor or actuator and use it in the design of the system. 5. Given a system, analyze its stability using various methods 6. Given a process and the desired characteristics to be achieved, design a suitable controller and verify its performance by analyzing the overall performance of the system (steady state-error, transient response, and stability)
CTL310 Introduction to Control Systems with Lab 2
Course Outline
1. Introduction 1.1 Definition of control systems 1.2 Types of control systems 1.3 Open-loop and closed-loop characteristic equations 1.4 Mathematical modeling of systems 1.5 Block diagrams: Canonical and unity feedback forms 1.6 Block diagram manipulation techniques 1.7 Typical feedback control system block diagram 1.8 Control systems terminology 1.9 Signal flow graphs
2. Sensors and actuators 2.1 Introduction 2.2 Examples of sensors and their applications 2.1 Strain gage 2.2 Phototransistor 2.3 Optocoupler 2.4 Optointerrupter Device 2.3 Selection criteria 2.4 Signal conditioning 2.5 Instrumentation amplifier 2.6 Compensation networks 2.7 Motors 2.7.1 DC motors 2.7.1.1 Introduction 2.7.1.2 Motor speed-torque characteristics 2.7.1.2 Motor models 2.7.2 Stepper motors 2.7.2.1 Permanent magnet stepper motor 2.7.2.2 Static Torque characteristics 2.7.2.3 Dynamic torque characteristics 3.7.2.4 Stepper motor drives 3.7.2.5 Practical stepper motor motion control system 2.8 AC motors 2.8 Relays
3. Stability 3.1 Overview 3.2 Routh criteria 3.3 Pole-zero maps 3.4 Root-locus 3.5 Nyquist criterion
4. Analog Controllers: Design and Analysis 4.1 Review of transfer function characteristics 4.2 System design fundamentals 4.3 Proportional controllers: design and analysis 4.4 Proportional + Derivative (PD) controllers: design and analysis 4.5 Proportional + Derivative + Integral (PID) controllers: design and analysis 4.6 Comparison and design tradeoffs 4.7 Adaptive controllers
CTL310 Introduction to Control Systems with Lab 3
5. Implementation Consideration 5.1 General concepts 5.2 Design procedures 5.3 System grounding 5.4 Case studies ______Laboratory See laboratory document
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
DIG340 Microprocessor Architecture & Programming with Lab
Oct, 2008
Course Description This course introduces the architecture of the 8088/x86 and Pentium processors, in addition to their programming techniques. Concepts such as Registers, Stack, FPU, interrupt architecture, memory segmentation, memory management, pipelining, north bridge, south bridge and super IO are introduced and analyzed in detail. System development techniques are discussed as well. The ARM embedded processor is also introduced for the special application.
Hours Contact: 6 Credit: 5
Prerequisites DIG230 Introduction to Microcontrollers with Lab
Course Objectives
After successful completion of the course students are expected to be able to:
1. Analyze the architecture and operation of the 80x86 microprocessors. 2. Program, test, and debug an 80x86 microprocessor for a given application. 3. Analyze the architecture and operation of the Pentium processor. 4. Design and implement a system built around a Pentium processor.
Course Outline
1. The 80x86 Microprocessor 1.1 Inside the 80x86 processor 1.1.1 Registers 1.1.2 Execution & Bus Interface units (EU & BIU) 1.1.3 Floating Point format and Unit 1.1.4 Memory segmentation 1.1.5 Logical and linear address DIG340 Microprocessor Architecture and Programming with Lab 2
1.1.6 Linear address and physical address 1.1.7 Flags 1.1.8 Stack
2. The Microprocessor Bus 2.1 Data, address, and control busses 2.2 Bus timing 2.3 ISA and PCI bus introduction
3. The Instruction Set, Addressing Modes & Flags 3.1 Arithmetic, logical, and MOV instructions 3.2 Flags and signed number system review 3.3 Addressing modes 3.3.1 Register addressing 3.3.2 Immediate addressing 3.3.3 Direct addressing 3.3.4 Register indirect addressing 3.3.5 Relative addressing 3.3.6 Indexed addressing
4. Introduction to Program Segments 4.1 Origin and definition of program segment 4.2 Code segment, CS 4.3 Logical and physical addressing of CS 4.4 Extra segment, ES 4.5 Data segment, DS 4.6 Static segment, SS
5. Interrupt Structure 5.1 Introduction to interrupts 5.2 Vector table (map) of interrupts 5.3 Vector addressing and interrupt number 5.4 Interrupt service routine, ISR 5.5 Interrupt priority 5.6 Create software interrupt and trigger the interrupt 5.7 Hardware and Software Interrupts 5.8 Interrupt controller 8259 5.9 The interrupt processing system
6. Pentium Assembler Language Programming 6.1 Instruction types 6.2 Addressing types 6.3 Processor flags 6.4 Macro 6.5 Assembly Language and C language interfacing
7. Memory management 7.1 Real mode review 7.2 DRAM introduction 7.3 Descriptor and related register 7.4 Protection mode Formatted: Indent: Hanging: 36 7.5 Paging mode pt, Numbered + Level: 1 + Numbering Style: 1, 2, 3, … + Start 7.6 Protection and paging mode programming at: 8 + Alignment: Left + Aligned at: 7.7 Cache introduction 18 pt + Tab after: 36 pt + Indent 8. Bridge and super IO at: 36 pt, Tabs: Not at 36 pt North bridge Formatted: Bullets and Numbering DIG340 Microprocessor Architecture and Programming with Lab 3
Memory controlling Display controlling Power controlling South Bridge PCI architecture USB base address and configuration address PCI trainer Base address and configuration address 9. System Boot Formatted: Indent: Hanging: 36 Reset address pt, Numbered + Level: 1 + Register default after power-on Numbering Style: 1, 2, 3, … + Start Flashrom address map during boot at: 8 + Alignment: Left + Aligned at: 18 pt + Tab after: 36 pt + Indent System initialization at: 36 pt, Tabs: Not at 36 pt
10. Hardware Details of the Pentium Formatted: Bullets and Numbering 10.1 CPU pin description 10.2 Instruction and state cache 10.3 The floating point unit 10.4 Chipset
11. Special feature processor -----Embedded Processor Formatted: Indent: Hanging: 36 Bridge to ARM processor from x86 pt, Numbered + Level: 1 + Boot sequence Numbering Style: 1, 2, 3, … + Start Interrupt architecture and timer at: 11 + Alignment: Left + Aligned at: 18 pt + Tab after: 36 pt + Memory management Indent at: 36 pt, Tabs: Not at 36 pt
Formatted: Bullets and Numbering ______
Laboratory
See Laboratory Document
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
COMM340 Telecommunication Engineering II with Lab
July 2006
Course Description This course covers FM transmitter and receiver circuit analysis, and design of frequency modulator and demodulators. Students will learn the advantages of FM over AM, covering the following topics: stereo FM signal generation and recovery, analysis of PLL and its applications, antenna design, transmission lines, and fibre optics. The course includes TV and FM receiver troubleshooting projects.
Hours Contact: 6 Credit: 5
Prerequisites COMM 210 Telecommunication Engineering Systems I with Lab
Course Objectives
After successful completion of the course, students will be able to:
1. Analyze and design a basic FM transmitter or receiver 2. Choose a suitable transmission line for a given requirement and use it effectively. 3. Design and implement an FDM (frequency division) or TDM (time division multiplexing) system. 4. Choose and setup proper antenna for specific application 5. Explain the function and operation of a satellite transponder 6. Calculate the power budget for a satellite transponder
Course Outline
Section I: Frequency Modulation (FM) 1. Compare noise immunity superiority of FM over AM. 2. Define the following terms associated with Frequency Modulation. 2.1. Frequency deviation 2.2. Rate of frequency deviation, fi 2.3. Modulation index 3. Analyze a simple FM generator; variable reactance (ex. condenser microphone) coupled to tank circuit. 4. Apply the FM Equation. 5. Sketch the FM Waveform. 6. Determine the Bessel Function Solution for FM Frequency Components such as: 6.1. Sideband pair amplitudes 6.2. Sideband pair power 6.3. Constant total power 7. Determine FM Signal Bandwidth using: 7.1. Bessel function table 7.2. Carson's rule 8. Compare FM and Phase Modulation (PM) based on the following parameters: 8.1. Deviation versus intelligence amplitude 8.2. Deviation versus intelligence frequency 9. Analyze Commercial Broadcast FM (Wideband FM). 9.1. Explain the Maximum deviation and intelligence frequency allotments by the CRTC/FCC. 9.2. Describe the purpose of Guardbands and allotted bandwidth. 10. Analyze the principles of Narrowband FM. 10.1. Explain the maximum deviations and intelligence frequencies. 10.2. Discuss applications (aircraft, police, cellular phones, etc.). 10.3. Explain the CRTC/FCC band allotments. 11. Carry out a FM Noise Analysis. 11.1. Prepare a Vector analysis of signal and noise. 11.2. Determine the worst case phase/frequency deviation caused by noise. 11.3. Determine SNR improvement after demodulation. 12. Analyze the FM Capture Effect phenomenon. 12.1. Explain the FM threshold and the capture ratio 12.2. Compare SNR before and after demodulation for FM, AM and SSB 13. Describe the need for Pre-Emphasis and De-Emphasis. 13.1. Explain the reduction of SNR improvement for high intelligence frequencies. 13.2. Describe the operation of Pre- and de-emphasis circuits. 13.3. Sketch the response curves of de-emphasis circuits. 14. Analyze the operation of Frequency Multipliers. 14.1. Examine in detail the block diagram of FM transmitter. 14.2. Calculate frequency & deviation at each stage. 15. Analyze the operation of the following Direct FM Generator circuits: 15.1. Varactor modulator circuit 15.2. Reactance modulator circuit 15.3. Linear IC Voltage Controlled Oscillator (VCO) (Ex. LM 566) 15.4. Crosby modulator 16. Analyze the operation of Indirect FM Generation circuits: 16.1. Phase modulation (PM) using voltage controlled phase shifter 16.2. Armstrong modulator 17. Analyze the operation of Stereo FM transmitter. 17.1. Describe principles of frequency division multiplexing. 17.2. Determine frequency components of modulating signal. 17.3. Examine the block diagram of Stereo FM transmitter. 18. Analyze the operation of Limiter Circuits. 18.1. Explain how Limiter action is a form of AGC. 18.2. Define FM sensitivity and quieting. 18.3. Analyze the BJT Iimiter circuit. 19. Analyze the following FM Discriminator circuits comparing their advantages and disadvantages: 19.1. FM Discriminators/Detectors 19.1.1. Slope detector 19.1.2. Dual slope detector 19.1.3. Foster-Sealy discriminator 19.1.4. Ratio Detector 19.1.5. Quadrature Detector 19.1.6. Phase Locked Loop (PLL) 19.1.6.1. Analyze block diagram and operational description. 19.1.6.2. Describe terminology such as: PLL states; free running, capture and tracking. 19.1.6.3. Analyze the function and application of linear IC PLLs (ex. LM560, 4046, XR2212). 20. Analyze the principles of Stereo FM Demodulation. 20.1. Analyze a block diagram describing each stage. 20.2. Analyze the function and operation of a Linear IC stereo decoder (ex. CA3090). 21. Analyze the operation of a complete FM Superheterodyne. 22- Self-study project based a on TV receiver. A student is given reference material and asked to study TV receiver, TV camera theory and write a report on answering questions about a TV receiver concept and circuitry.
Section II: Transmission Line 1. Explain basic principles of wave propagation. 2. Analyze characteristics of the following types of Transmission Lines: 1.1. Two wire open line 1.2. Two wire ribbon line 1.3. Twisted pair 1.4. Coaxial cable 1.4.1. air coaxial lines 1.4.2. flexible coaxial lines 2. Analyze electrical Characteristics of Transmission Lines. 2.1. Draw an equivalent circuit for loss-less lines. 2.2. Analyze Characteristic impedance of a line. 2.2.1. Explain how it is related to inductance and capacitance per unit length. 2.2.2. Apply the formula for two-wire parallel line and coaxial line. 2.3. Analyze the Velocity factor and its relation to dielectric constant and effect on wavelength. 3. Explain the types of Transmission Line Losses caused by: 3.1. Copper losses and skin effect at high frequencies 3.2. Dielectric losses 3.3. Radiation losses 4. Explain what is meant by a non-resonant Transmission Lines (matched loads). 5. Analyze properties and characteristics of Resonant Transmission Lines. 5.1. Explain the difference between incident and reflected waves. 5.2. Explain the causes of Standing waves on a transmission line. 5.3. Determine the reflection coefficient (phase and amplitude of reflected pulse) and Standing wave ratio (SWR, VSWR, ISWR) for a transmission line. 5.4. Determine the magnitude of reflected power on a transmission line. 5.5. Differentiate between electrical length versus physical length. 6. Analyze and apply characteristics of Quarter-Wave Matching Transformers 6.1. Review the principle of reflection cancellation. 6.2. Calculate transformer impedance and physical length. 6.3. Design transformers using different types of lines. 7. Analyze and apply characteristics of time domain reflectometers (TDRs) 7.1. Determine location and type of termination from TDR waveform.
Section III: Wave Propagation and Antennas - Introduction 1. Explain physical properties of electromagnetic (EM) waves such as: 1.1. Electric and Magnetic components 1.2. Transverse EM waves 1.3. Polarization 1.4. Reflection and refraction of EM waves 2. Explain the behaviour of the following types of wave propagation. 2.1. Ground waves 2.1.1. State the range. 2.1.2. State ground wave losses for different terrains. 2.2. Space waves 2.2.1. Explain the effect of tropospheric scatter. 2.2.2. Define radio horizon. 2.3. Sky waves 2.3.1. Describe the ionospheric layers. 2.3.2. Define terms such as: 2.3.2.1. critical frequency and critical angle. 2.3.2.2. maximum usable frequency (MUF) 2.3.2.3. skip; skip zone and skip distance 2.3.2.4. fading 3. Explain properties of Antennas. 3.1. Describe what is meant by an isotropic source. 3.2. Describe the inverse square law. 3.3. Interpret radiation patterns (major and minor lobes) for an antenna. 3.4. Define and describe various Antenna parameters and terms such as: 3.4.1. directivity 3.4.2. beamwidth 3.4.3. antenna gain 3.4.4. effective radiated power (ERP) 3.4.5. received power 3.4.6. radiation resistance 3.4.7. antenna efficiency 3.4.8. corona discharge 3.5. Calculate various antenna parameters 3.5.1. Beam-width 3.5.2. Antenna Gain 3.5.3. Effective Radiated Power 3.5.4. Received Power 3.5.5. Antenna Efficiency 3.6. State the reciprocity theorem. 3.7. Describe how the Q of an antenna is controlled. 4. Describe the properties of the following simple Antenna types: 4.1. Marconi Antenna 4.1.1. Explain what is meant as a reflected image in ground plane. 4.1.2. Describe the purpose of a counterpoise. 4.2. Hertz Antenna 4.2.1. Explain its development from a two-wire line. 4.2.2. State its impedance. 4.2.3. Describe its radiation pattern. 5. Analyze properties of various Antenna Arrays such as: 5.1. Parasitic elements 5.1.1. Explain the purpose of reflectors and directors and their effect on radiation pattern and gain. 5.1.2. Explain the effect of the number of elements on antenna impedance. 5.2. Yagi-Uda antenna 5.2.1. Identify its dimensions. 5.2.2. Describe its radiation pattern. 5.2.3. Calculate its impedance 5.3. Describe properties of phase arrays 5.3.1. Explain ability to dynamically vary radiation patterns. Section VI: Telephone set and System and Cell phone technology 1. Telephone set and system 1.1.1. telephone transmitter 1.1.2. telephone receiver 1.1.3. telephone ringer 1.1.4. telephone hybrid 1.1.5. call progress tones 2. Differentiate between electronic Pulse Dialing Telephone and Dual-tone Multi-frequency (DTMF). 3. Analyze the layout and design of a local loop. 3.1. Explain the need for centralized switching. 3.2. Explain the call procedure. 3.3. Describe the layout of the local feeder network. 4. Describe and quantify line characteristics such as: 4.1. bandwidth constraints 4.2. loop resistance 5. Describe the purpose of the major and minor components of the Public Switched Telephone Network (PSTN) such as: 5.1. switching hierarchy of North America 5.2. the private line 5.3. two-wire versus four-wire circuit 5.4. hybrids 5.5. echo suppressors and echo cancellers 5.6. analog companding 6. Describe Central Office Switching Systems such as: 6.1. Electronic Switching System (ESS) 7. Analyze Multiplexing techniques commonly used in the industry such as: 7.1. Space-division Multiplexing (SDM) 7.2. Frequency-division Multiplexing (FDM) 7.3. Time-division Multiplexing (TDM) 8. Describe Cell and Cell Phone Concept 8.1 What is a cell? 8.2 How does a cell phone move from a cell to cell? 8.3 What is roaming? 8.4 Describe spread spectrum and its application 8.5 Explain different types of modulations used in cell phones
Section VII-Introduction to Fiber Optics Communications
1. Discuss the Disadvantages of Fiber Optics addressing factors such as: 1.1. Interfacing costs 1.2. Strength 1.3. Remote powering 2. Explain principles of Pulse Dispersion addressing: 2.1. Multimode dispersion 2.2. Chromatic dispersion 2.3. Dispersion compensation. 3. Calculate maximum fiber length, bit rate and dispersion. 4. Analyze properties of the following Fiber Optic Cables: 4.1. Step index fiber 4.1.1. multimode 4.1.2. single mode 4.2. Graded index fiber 5. Describe and compare techniques for Fiber optic splicing such as: 5.1.1. Mechanical 5.1.2. fusion 6. Analyze Fiber Optic Attenuation and Losses. 6.1. Analyze Intrinsic losses addressing: 6.1.1. absorption losses 6.1.2. Raleigh scattering 6.1.3. mechanical variations 6.1.4. impurity losses 6.2. Analyze Extrinsic losses addressing: 6.2.1. alignment 6.2.2. end finish 6.2.3. bend radius 6.3. Carry out power budget calculations. 7. Analyze various types of the following Fiber Optic Sources: 7.1. Light emitting diode (LED) 7.1.1. Describe properties such as: 7.1.1.1. incoherence 7.1.1.2. wide angular distribution 7.1.1.3. wide optical bandwidth 7.2. Injection laser diode (ILD) 7.2.1. Describe properties such as: 7.2.1.1. coherence 7.2.1.2. narrow Angular distribution 7.2.1.3. narrow optical bandwidth 7.2.2. Identify the threshold for lasing action. 8. Analyze operational characteristics and properties of the following types of Fiber Optic Detectors: 8.1. Photon generated electron-hole pairs 8.2. Photo transistor and circuit 8.3. PIN diodes and circuit 8.4. Avalanche diode and circuit 9. Describe state-of-the-art developments in fiber optics. 9.1 wavelength division multiplexing (WDM) 9.2 dense wavelength division multiplexing (DWDM) 9.3 Erbium doped fiber amplifiers (EDFA) 9.4 optical switching
2000 Steeles Avenue West Concord, Ontario L4K 4N1 Course Code: CARD410 Course Name: Career Development
Hours: Contact: 2 Credit: 2
Prerequisites: Upper-term Status
Course Description: Career-planning strategies and resources are explored to prepare students for a successful job search and to develop effective methods for career advancement. Activities include critical self-evaluation, goal setting, company research, personal marketing plans, resume and cover letter preparation, and interviewing practice. A career development portfolio is assembled highlighting achievements, career goals, and professional development strategies.
Course Objectives: Upon successful completion of this course students will be able to demonstrate an understanding of the following outcomes:
1. Apply writing skills to the preparation of professional quality business letters, letters of application, resumes, job application forms, research reports, and other career planning materials. 2. Apply oral communication skills, including effective telephone techniques, to company research and job prospecting activities. 3. Develop active listening habits and apply these to the job-search and the interview. 4. Identify the common resources for conducting job-related research; apply specific research techniques and broad research strategies to investigating companies. 5. Identify employment and long-term career goals; formulate effective plans for realizing short- and long-term career goals. 6. Evaluate job characteristics and the varieties of compensation packages. 7. Through self-assessment activities, formulate a realistic self-concept of personality factors and career-related interests, values, and abilities. 8. Apply the values of professionalism and demonstrate appropriate standards of dress, demeanor, and appearance in conducting the job-search process. 9. Conduct the job-search process from a position of realistic self-confidence rather than arrogance and with assertiveness rather than aggressiveness. 10. Evaluate the importance of perseverance and sense of personal responsibility in the job-search process and career development. 2
11. Describe the key elements of the job interview and explain the importance of careful preparation and followup. 12. Apply budgeting and other personal finance methods to job-search and career development activities.
Course Topics: 1. Preparation of professional quality business letters, letters of application, resumes, job application forms, research reports, and other career planning materials. 2. Effective oral communication skills as related to the job-search and the interview. 3. Active listening habits as applied to the job-search and the interview. 4. Common resources and research techniques. 5. Short-term and long-term career goals; effective planning for realizing goals. 6. Job characteristics and varieties of compensation packages. 7. Critical self-assessment activities to formulate a realistic self-concept of personality factors and career-related interests, values, and abilities. 8. Professionalism and appropriate standards of dress, demeanor, and appearance in conducting the job-search process.
DIG361 Peripheral Devices with Lab
Oct, 2008 Course Description This course focuses on the design, implementing, and troubleshooting input/output (I/O) devices that are interfaced to a microprocessor or a microcontroller based system. The course discusses the architecture and memory organization, interrupts, timers, and input/output interfaces. USB Device/Host, DRAM, DMA, SPI, CAN, PWM, LCD and keypad are also addressed
Prerequisites
DIG230 Microcontroller with Lab
Course Objectives
After successful completion of the course students are expected to be able to:
1. Given a microcontroller, design an interface with devices such as DAC, ADC, and DRAM, Motors, LCDs, and keyboards.
2. Given a microcontroller, design an interface with other imbedded devices using CAN, SPI, and USB.
3. Given a microcontroller-based system, troubleshot problems that may impede its operation.
Course Outline 1. Review Microcontrollers/Microprocessor 1.1 Registers Formatted: Indent: Hanging: 3 pt, 1.2 Stack and Flag Outline numbered + Level: 2 + 1.3 Code, Stack and Data Memory map Numbering Style: 1, 2, 3, … + Start 1.4 Harvard architecture & Pipelining at: 1 + Alignment: Left + Aligned at: 21.75 pt + Tab after: 43.5 pt + 1.5 Addressing modes Indent at: 43.5 pt, Tabs: Not at 1.6 Memory type (Flashrom, DRAM, SRAM) considerations 43.5 pt 1.7 Port architecture and example 1.8 Interrupt architecture and example code 1.9 Serial port and example code 1.10 Instruction set 1.11 Timer architecture and example code 1.12 Code template and example
Microprocessor Peripherals with Lab 2
2. Serial Peripheral Interface Introduction and package Formatted: Bullets and Numbering Timing Master & slave modes SPI Controller related registers SPI Applications and Coding
3. Universal serial bus Concept of the USB Formatted: Bullets and Numbering USB descriptor and Protocol USB Host / Peripheral / OTG controller Controller USB related registers and function End point 0, 2, 4, 6 USB Firmware and application layer code
4. Direct Memory Accessing Controller and the DRAM The concept of DMA Formatted: Bullets and Numbering The advantage of DMA DMA controller configuration and coding DRAM Address bus DRAM Internal Architecture DRAM Data bus and Timing DRAM Refresh counter DRAM Storage cell DRAM Refreshing Controller design DRAM Refresh controller and coding
5. Controller Area Network (CAN) CAN hardware architecture Formatted: Bullets and Numbering Data package CAN Message Error Handling CAN Message Bit Timing Baud Rate Setting and Timing Parameters CAN related registers CAN Message Transmission and coding CAN Message Reception and coding
6. Common Input/Output Device Control Introduction Formatted: Bullets and Numbering On-Chip Analog-to-Digital Converters Matrix keyboard (4X4) Liquid crystal display (LCD) DC motor control Pulse width modulation (PWM) Timer compare Timer capture Application example and coding Microprocessor Peripherals with Lab 3
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Laboratory
See Laboratory Document
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
ESA420 Applied Digital Signal Processing with Lab
Course Description In this course digital systems and signals are introduced; MATLAB/Simulink software tools are used extensively in application exercises for analysis and design. The course starts with a review of some of the fundamental concepts of signal processing. Then, the z-transform and its applications, discrete transfer functions, pole-zero maps in the z-domain and their applications are discussed. The types and characteristics of digital filters are introduced. The analysis of finite impulse response (FIR) filters and infinite impulse response (IIR) filters is detailed along with various design techniques of both filter types. Multi-rate digital signal processing (DSP) and adaptive digital filters are introduced. DSP hardware design issues are then discussed.
Hours Contact: 7 Credit: 6
Prerequisites ESA320 Analog Signal processing with Lab
Course Objectives After successfully completing this course, students are expected to be able to:
1. Given the transfer function of a digital filter, use a suitable software, such as MATLAB, to determine its step and frequency responses. 2. Given the transfer function of a digital filter, analyze the effect of varying the coefficients on the performance of the filter using a suitable software such as MATLAB. 3. Given an application that requires digital signal processing, choose suitable filter configuration and characteristics. 4. Give the frequency domain specifications (the tolerance diagram), design an FIR or IIR filter to meet the given specifications. 5. Explain the concepts and point applications of multirate signal processing 6. Explain the concepts and point applications of adaptive digital filters 7. Given a DSP application, choose the appropriate hardware and software for its realization.
ESA420 Applied Digital Signal Processing with Lab 2
Course Outline
1. Review of Relevant Topics in Analog Signal Processing 1.1 Transfer functions 1.2 Pole-zero maps 1.3 Stability 1.4 Frequency response 1.5 Step response 1.6 Filtering 1.7 MATLAB/Simulink applications in analog signal processing
2. Digital Signal Processing Fundamentals 2.1 Digital signal processing systems 2.2 Merits and demerits of digital signal processing 2.3 Applications of DSP 2.4 Important concepts 2.4.1 Sampling 2.4.2 Aliasing 2.4.3 Convolution 2.4.4 Correlation 2.4.5 Discrete Fourier transform, DFT 2.4.6 Fast Fourier transform, FFT 2.4.7 Basics of MATLAB/Simulink applications in digital signal processing 2.5 Basics of the z-transform and its applications 2.6 Difference equations 2.7 Realization diagrams 2.8 Discrete transfer functions 2.9 Comparison of digital and analog filters 2.10 Pole-zero diagrams in the z-plane
3. Analysis of Digital Filters 3.1 Analysis of finite impulse response (FIR) filters 3.1.1 Difference equations 3.1.2 Transfer function 3.1.3 Realization diagrams 3.1.4 Characteristics 3.2 Analysis of infinite impulse response (IIR) filters 3.2.1 Difference equations 3.2.2 Transfer function 3.2.3 Realization diagrams 3.2.4 Characteristics 3.3 Choosing between FIR and IIR filters 3.4 Windwoing 3.4.1 Introduction 3.4.2 Gibb’s phenomenon 3.4.3 Common Window functions
4. Design of Digital Filters 4.1 Fundamental concepts 4.2 Filter design steps 4.2.1 Summary of basic features 4.2.2 Specifications of the filter requirements 4.2.3 Coefficient calculations 4.2.4 Representation of a filter by a suitable structure 4.2.5 Analysis of finite wordlength effects ESA420 Applied Digital Signal Processing with Lab 3
4.2.6 Implementation of a filter 4.3 FIR filter design methods 4.3.1 Summary of basic features 4.3.2 Window method 4.3.3 The optimal method 4.3.4 Implementation techniques 4.3.5 Application examples 4.4 IIR filter design methods 4.4.1 Summary of basic features 4.4.2 The Bilinear z-transformation (BZT) method 4.4.3 Pole-zero placement method 4.4.4 Implementation techniques 4.4.5 Application examples
5. Multirate Digital Signal Processing Introduction Concepts of adaptive filtering Application examples
6. DSP Hardware Design Issues 6.1 Introduction 6.2 Hardware alternatives for digital signal processing 6.3 Computer architecture for signal processing 6.4 Fixed- and floating-point DSP devices 6.5 DSP speed considerations
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
CMP470-Project Management Revised January 2007
Course Description:
Project management is about the management of change. It is the means by which we can move from a current position to a new beneficial position. As defined by Turner (1999), a project is: “An endeavour in which human, material and financial resources are organized in a novel way, to undertake a unique scope of work, of given specification, within constraints of cost and time, so as to achieve beneficial change defined by qualitative and quantitative objectives.” Project management is the ability to successfully achieve such an endeavour.
This course is designed to provide project management skills with a strong emphasis on the issues and problems associated with delivering successful technology projects. It offers students methods, techniques and ‘hands-on’ experience in dealing with these issues. To this end, this course teaches the design, feasibility, planning and management of projects using tools such as program evaluation review technique (PERT), critical path method (CPM), Gantt charts, task development techniques and project management software such as Microsoft Project and Mind-mapping. The practical aspect of this course includes the use of schematic capture and printed circuit board (PCB) software for the design, layout and production of PCBs; this is a prelude to the construction of the student’s technical project.
Prerequisite: Senior Level
Hours: 60 Contact (4 Contact, 4 Credit per week)
Course Delivery:
This course will be delivered as two separate, concurrent parts. Each part will be scheduled for two hours per week for 15 weeks. Part A will be lecture-based and Part B will be practical. A team-teaching approach may also be used in course delivery. 2
Assessment Methods:
Written Midterm and Final exams as well as marked assignments and quizzes will demonstrate that students possess adequate knowledge of the core concepts covered in Part A of the course. A series of graded practical projects will demonstrate student understanding of Part B of the course.
The final course grade will be the average of the final grades from parts A and B. However, students must successfully complete each part separately in order to receive a pass in this course.
Learning Outcomes:
Upon successful completion of this course, students should be able to:
1. Select and apply project management processes throughout the project life cycle to deliver successful projects, particularly: project appraisal and planning, scheduling and resource allocation, budgeting and control, quality and risk management, and the management of change.
2. Engage in team selection, delegation, development and management; and recognize and utilize individuals’ contributions in group processes.
3. Apply leadership skills and techniques: selecting appropriate leadership styles for situations, setting targets, motivating, monitoring performance, coaching and mentoring, and continuous improvement.
4. Apply the project management body of knowledge to a specific project (the student technical project). This includes evaluating the project to develop the scope of work, identifying the resources required, providing accurate cost estimates, planning the various activities, and producing a work plan and resource schedule.
5. Interpret technical drawings and schematics; and design and produce single and double- sided Printed Circuit Boards.
Please Note: Additions and deletions to course content, as well as sequence changes are at the discretion of the course professor(s).
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Content Outline (Part A):
I. Introduction and Management Fundamentals
A. Project-based Management vs Routine-based Management 1. Major differences 2. Negotiation B. Project Life Cycles 1. S-shaped 2. J-shaped C. Project Selection Criteria D. Uncertainty and Risk Management
II. Team formation
A. Leadership Qualities B. Discussion of "Matching" Skills for a Team C. Importance of Team Rules D. Election of Team E. Creation of Team Policies and Rules F. Introduction of Potential Projects 1. Each advisor will present to class some potential projects (should be done by week 5) G. Team Report H. Status Report
III. Project Planning
A. The Planning Process 1. Seven steps of the planning process 2. Project master plan 3. Project action plan B. Work Breakdown Structure C. Multidisciplinary Teams 1. Integration management 2. Concurrent engineering 3. Design structure matrix
IV Budgeting the Project
A. Methods of Budgeting 1. Top-down budgeting 2. Bottom-up budgeting B. Cost Estimating C. Budget Uncertainty and Risk Management 4
V Scheduling the Project
A. PERT Charts and CPM Networks 1. Building the network 2. Finding the critical path 3. Calculating activity slack time 4. Microsoft Project 2003 B. Gantt Charts
VI Allocating Resources
A. Expediting the Project 1. The CPM method 2. Using Excel to crash the project B. Allocating Scarce Resources C. Estimating Task Times
VII Monitoring and Controlling the Project
A. Plan-Monitor-Control Cycle B. Data Collection and Reporting C. Project Control
VIII TQM
A. What is Quality? B. 4 Characteristics of TQM 1. Continuous improvement 2. Team orientation 3. Customer focus 4. Long term commitment C. Implementation of TQM 1. 5 implementation strategies D. Impact on Electronics Engineering Technologist
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Content Outline (Part B):
1. Engineering drawings
1.1. Importance of electronic drawing 1.2. Lettering and labeling 1.3. Schematic diagrams and wire diagram 1.4. Parts lists (assemble file for pick and place) 1.5. Bill of materials 1.6. Revision numbers
2. Schematics
2.1. Add components 2.2. Place a components 2.3. Basic elements of schematics 2.4. Signal and power flow 2.5. Symbol arrangement 2.6. Stage arrangement (akin to VHDL components) 2.7. Schematic diagram drawing considerations 2.8. Functional signal and symbol arrangement 2.9. Symbol and conductor spacing 2.10. Signal connections and crossovers 2.11. Schematic checklist (akin to parts list) 2.12. Component labeling and numbering 2.13. Group delete, copy and move 2.14. Buses
3. Device Library design
3.1. IC package 3.2. IC package Center Point 3.3. IC symbol 3.4. IC device
4. Board Layout
4.1. Conductor width 4.2. Signal traces 4.3. Power/ground traces 4.4. Through-hole 4.5. Component layout 4.6. Printed circuit board design considerations 4.7. Problem areas of printed circuit boards 4.8. Component mounting techniques 4.9. High frequency interference considerations 6
5. Making double-sided PCBs prototyping
5.1 Prepare the board file 5.2 Print the file 5.3 Prepare the board 5.4 Transfer the trace image to the board 5.5 Etch the board 5.6 Test the board
6. Commonly used Manufacturing files
7.1 Gerber file creation 7.2 Gerber file format 7.3 Gerber file verification
7. Electronic Component Assembly
7.1. Create the assemble file 7.1.1. Assembly file and IC center point (with Gerber files) 7.1.2. File format assembly
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RCC Institute of Technology 2000 Steeles Avenue West. Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
ETP470 Senior Project Development Lab 1
Course Description In this lab course, students start the development of their senior projects. Senior projects typically involve design, implementation, testing, and formal demonstration of solutions realized using hardware or software or both. The ultimate objective is for students to demonstrate what they can do on their own. Students may work in groups with each student contributing significantly to all stages of the project. Topics discussed include: research, coordination, scheduling, budget planning and control, design and testing, troubleshooting, prototyping, and evaluation.
Hours Contact: 2 Credit: 1
Prerequisites COM210 Telecommunication Engineering Systems with Lab DIG230 Introduction to Microcontroller with Lab EAC130 Electronic Circuit Analysis with Lab
Course Objectives After successful completion of the course students are expected to:
1. Develop a working knowledge of project planning. 2. Be prepared to work effectively in a team. 3. Search for solutions independently. 4. Gain skills to develop prototype circuit boards (PCBs) 5. Have a clear understanding of project design, testing, troubleshooting, and documentation.
Course Outline 1. Planning and Scheduling 1.1 Objectives 1.2 Planning 1.3 Timelines 1.4 Project journal 2. Research 2.1 Literature survey ETP470 Senior Project Development Lab 1 2
2.2 Market research 2.3 Defining the problem 2.4 Technology/manufacturing research 2.5 Searching for solutions 2.5.1 Library 2.5.2 Internet 2.5.3 Discussions with others 3. Budget Control 3.1 Budget limitation and control 3.2 Budget disbursement 3.3 Budget reimbursement 4. Workload Assignment 4.1 Individual contributions 4.2 Synchronization 4.3 Dynamic coordination 5. Understanding of the Technology Required 5.1 Objectives 5.2 Technology level and depth 5.3 Augmenting the understanding of previously studied topics 5.4 Self study of new topics 6. Design, Testing and Trouble Shooting 6.1 Objectives 6.2 Design concepts 6.3 IC testing 6.4 PCB tracing 6.4 System troubleshooting 7. Circuit Prototyping 7.1 PCB layout 7.2 PCB tracing and RF interference 7.3 Producing a PCB using chemicals 7.4 Producing a PCB using a milling machine 7.5 PCB testing 8. Evaluation
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See Evaluation Schedule ______See Timeline
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
______Course Code: ECON210 Course Name: Principles of Economics
Hours: Contact: 3 Credit: 3
Prerequisites: BUSN110
Course Description: This course introduces the field of economics and shows how a system-level understanding of the interaction between micro- and macroeconomics greatly improves the quality of one’s analysis. Microeconomic concepts, such as supply and demand and the theory of the firm, serve as foundations for analyzing macroeconomic issues. Macroeconomic topics include gross domestic product (GDP), fiscal and monetary policies, and international topics such as global trade and exchange rates. The course also shows how human behavior and decision making translate into observable economic-system measures of performance. Emphasis is placed on interpreting economic variables and events, using fundamental analytical methods, and applying these to real-world issues.
Course Objectives:
Upon successful completion of this course students will be able to demonstrate an understanding of the following outcomes:
1. Given the factor supply and state of technology, discuss the economic choices with the help of the production possibility frontier. 2. Given the continuum of economic systems, list and describe the main characteristics of market orientated economies and centrally planned economies, and discuss their relative merits and limitations. 3. Given the market data for demand and supply of a specified item, determine the equilibrium price and quantities and illustrate them through a complete and properly labeled diagram. 4. Given a demand schedule, classify the different portions of the demand function as price-elastic, price-inelastic, or price-unit-elastic using the total revenue rule. 5. Given the cost curves for a firm and demand curve under (a) perfect competition and (b) monopoly, determine for both conditions if the firm will continue to operate in the short run, and if so, graphically calculate the output and profit or loss of the firm. 6. Given current National Income account data, calculate the Gross Domestic Product using both the income and expenditure methods used by Statistics Canada. 2
7. Given historical data on inflation, compare and contrast the costs of anticipated and unanticipated inflation. 8. Given aggregate demand and supply curves, illustrate the effects of the specified economic shocks on equilibrium levels of national output and price level by complete and separate diagrams. 9. Given the economic data, construct a standard Keynesian model with government, and determine equilibrium values and multipliers. 10. Given the monetary power of the Bank of Canada, formulate the model of equilibrium interest rate and explain why all of the Bank’s goals may not always be achieved simultaneously. 11. Given the country differences in terms of resource availability and technology, describe the gains from international trade and specialization. 12. Given the system of floating exchange rates, describe the model of foreign exchange rate determination and evaluate the problems and policies associated with defending the dollar.
Course Topics: 1. Production possibility frontier 2. Economic systems 3. Demand and supply 4. Elasticity 5. Macroeconomic measurements 6. Unemployment and inflation 7. Aggregate expenditure 8. Aggregate demand and aggregate supply 9. Fiscal policy 10. Monetary policy 11. Exchange rates 12. International economics
CTL420 Industrial Control Systems with Lab
Course Description This course introduces numerous concepts and applications related to industrial control systems with emphasis on robotics applications. It starts with a review of the fundamental concepts of control systems. Then, fuzzy logic controllers and their industrial applications are discussed. The fundamentals of robotics along with application examples are detailed. Computer integrated manufacturing (CIM) and programmable logic controllers (PLCs) are introduced.
Hours Contact: 6 Credit: 5
Prerequisites ESA320 Analog Signal Processing with Lab CTL310 Introduction to Control Systems with Lab
Course Objectives After successful completion of the course students are expected to:
1. Given the desired characteristics of a system and the characteristics of a plant to be controlled, design a control system to meet the given specifications. Then analyze the system to verify its characteristics. 2. Compare and contrast the effect of proportional, integral, and derivative controllers when incorporated individually, or in combination, into an industrial control system. 3. Given the transfer function of an industrial system (including robots), use software such as MATLAB to determine characteristics such as step response, frequency response, pole-zero map, stability, etc. 4. Given a robot structure, determine its kinematic equation and hence a control strategy. 5. Given an industrial system that can be controlled by an expert operator but has no simple mathematical model, design a control strategy using the concepts of fuzzy logic. 6. Given a ladder logic diagram, identify and describe components such as rails, rungs, input/output devices, timers, counters, and latches and analyze its operation. 8. Given the description of an industrial control system or a batch process, design a ladder logic program that will accomplish the desired task.
CTL420 Industrial Control Systems with Lab 2
Course Outline
1. Review of Fundamental Concepts of Control Systems 1.1 An overview of control systems 1.2 Proportional, integral, and derivative controllers and their combinations 1.3 Stability 1.3 Step response and impulse response 1.4 Frequency response 1.5 Phase lead /lag compensation 1.6 Sensors and actuators 1.7 Case studies 1.7.1 PID in aviation 1.7.2 PD and PID controls in satellite altitude control 1.7.3 Graphical and analytical solutions for satellite control
2. Fuzzy Logic Applications 2.1 Fuzzy sets 2.1.1 Classical sets 2.1.2 Set operations 2.1.3 Concepts of fuzzy sets 2.1.4 Determination of membership functions 2.1.5 Operations on fuzzy sets 2.2 Fuzzy relations 2.2.1 Classical relations 2.2.2 Fuzzy relations 2.2.3 Fuzzy reasoning 2.3 Fuzzy logic applications in control systems 2.3.1 Introduction 2.3.2 Fuzzy logic controller 2.3.2.1 Description 2.3.2.2 Design 2.3.2.3 Defuzzification 2.3.2.4 Analysis 2.4 Application examples
3. Robotics Fundamentals 3.1 Introduction 3.2 Definition of terms 3.3 The concept of robotics 3.4 Kinematic Chains: open, closed 3.5 Kinematic and force algorithms 3.6 Control strategies for robots from the kinematic equations 3.7 Robotic control algorithms 3.7.1 Fundamental concepts 3.7.2 Application examples 3.8 Industrial robots 3.9 PID controller applications to robots 3.10 Fuzzy logic applied to robots 3.11 Smart materials 3.11.1 Fundamental concepts 3.11.2 Application in robotics
4. Computer-Integrated Manufacturing (CIM) 4.1 Fundamental concepts 4.2 Manufacturing system classifications 4.3 Robots in CIM 4.4 Artificial intelligence in industrial control systems 4.5 Case studies CTL420 Industrial Control Systems with Lab 3
5. Programmable Logic Controllers (PLCs) 5.1 Introduction 5.2 Ladder diagram fundamentals 5.3 Fundamental PLC programming 5.4 Application examples 5.5 Selecting a PLC
______Laboratory
See Laboratory Document
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Development History
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RCC Institute of Technology 2000 Steeles Avenue West Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
COMM 410 Telecommunication Engineering III
COMM410: Telecommunications Engineering 3 with Lab
This course focuses on microwave communications using waveguide and wireless. It analyzes electromagnetic propagation inside a waveguide, different modes of propagation, waveguide components and systems, microwave oscillators and amplifiers, RF amplifiers and ICs, satellite communications, wireless ICs and spread spectrum generation and detection, digital radio and GPS system will also be included. (5 credit hours)
Prerequisite: COMM 210, COMM320, COMM 330 Course outcome: A student will be able to 0- understand Maxwell equations and their physical meaning. understand Z and S parameters and their applications design an RF amplifier 1. analyze the process of feeding signals into a wave- guide, choose a wave-guide for transmission of a given microwave frequency and a given mode of propagation. 2. analyze the operation of a microwave tube amplifiers and oscillators. 3. explain the operation of microwave oscillators and amplifiers 4. measure microwave frequency, power, wavelength. 5. explain the operation of pulse and Doppler radar
6. explain the operation of a microwave dish antenna. 7. design a PCB etched antenna for a given frequency and pattern. 8. design impedance match between a load and line if they have simple or complex impedance using quarter wave transformer series match and shunt match . design impedance match between two stages using EL circuit. 9. explain satellite communications, calculate the satellite power budget 10. design and build a wireless communication link using RF integrated circuits 11. explain how does GPS work
12. explain MIMO and spread spectrum transmitter and receiver 13. analyze digital radio and compare with analogs systems
Course Objectives:
Section 1: Microwave 1. Review principles and applications of Microwave technology. 1.1. Review application of microwaves. 1.2. Define microwave terms.
2. Analyze theoretical principles and applications for Waveguides. 2.1. Interpret specifications for coaxial cables. 2.2. Calculate losses in a coaxial cable at microwave frequencies 2.3. Determine phase and group velocities in a waveguide. 2.4. Determine wave impedance for a waveguide. 2.5. Analyze the effects of waveguide terminations. 2.6. Analyze the boundary conditions that must be satisfied in the waveguide. 2.7. Analyze characteristics of basic types of electromagnetic waves for TEM, TE and TM modes. 2.8. Analyze and the field patterns in a waveguide. 2.9. Determine the frequency range of a waveguide given its dimensions. 2.10. Calculate the cut off wave length in a rectangular wave guide 2.11. Calculate the characteristic wave impedance in TEmn and TMmn modes. 2.12. Analyze particular characteristics of Circular wave guides such as: 2.12.1. Modes of propagation in the circular wave guides 2.12.2. Advantages and disadvantages of circular wave guides 2.12.3. Calculation of cutoff frequency, characteristic wave impedance and 2.12.4. velocity of the wave in circular wave guides 2.12.5. flexible wave guides 2.13. Analyze methods of launching of modes of propagation in a waveguide.
3. Analyze theoretical principles and applications of Cavity Resonators-Wave Meters. 3.1. Explain the purpose for a Cavity Resonator. 3.2. Explain applications of Cavity Resonators. 3.3. Review types of cavity resonators. 3.4. Analyze excitation principles for Cavity Resonators. 4. Analyze operational principles and applications for the following Microwave Components: 4.1. Connectors flange and choke joint. 4.2. Directional couplers. 4.3. Hybrid Ring 4.4. Hybrid T-junction 4.5. Filters 4.6. Circulators and isolators 4.7. Attenuators 4.8. Switches 5. Carry out Microwave Measurements for the following parameters or applications: 5.1. Frequency 5.2. Wavelength 5.3. Impedance 5.4. Power 5.5. Noise 5.6. Gain and Attenuation
6. Analyze operational principles and applications for Microwave Amplifiers and Oscillators. 6.1. Analyze operational principles, performance and structure of: Klystron oscillator and amplifiers and TWT amplifier. 6.2. explain operational principles, performance and structure for Magnetrons: 6.3. Analyze operational principles and structure of a Traveling wavetube (TWT). 6.4. Explain the Gunn diode oscillator
Section II: RF impedance matching using a smith chart 1.1.1. Analyze construction principles underlying the development of a Smith chart. 1.1.2. Determine normalized admittance using the Smith Chart. 1.1.3. Determine Voltage Standing Wave Ratio (VSWR) using Smith chart. 1.1.4. Determine impedance (Z) and admittance (Y) at any distance from a load. 1.1.5. Implement Quarter wave transformer, and quarter wave transformer impedance matching. 1.1.6. Implement impedance matching for a transmission line and a load using series and shunt match. 1.1.7. Impedance match using ELL circuits to math simple or complex impedances between two stages. 2. Use transformers to provide impedance 3 Implement a Balun for a transmission line. 4. EM compatibility
Section III Microwave solid state devices and RF-ICs, circuits and systems 1. Analyze operational principles and applications of Microwave Solid State Devices and Circuits. 2. Review solid-state theory. 3. Analyze applications of transistor amplifiers for: 4. Small-signal, low noise applications 5. Small-signal, linear power amplifiers 6. Large-signal power amplifiers 7. Identify types of Microwave integrated circuits. 8. Analyze operational principles and applications for Microwave diodes. 9. Analyze operational principles for a Gunn Diode. 10. Mixers 11. RF Transceiver IC implementation 12. RF Amplifier IC implementation
Section V: Analyze operational principles of Radar Systems. 6.5. Derive the basic radar range equation. 6.6. Define capture area and radar cross-section. 6.7. Solve problems involving the application of radar range equation. 6.8. Identify Radar Frequency range. 6.9. Analyze the Pulsed radar block diagram and describe the function of each block. 6.10. Describe factors governing pulse characteristics. 6.11. Explain operational terms and principles for Moving Target Identification (MTI) such as: 6.11.1. Doppler effect 6.11.2. Doppler frequency 6.11.3. Block diagram of a Doppler radar system and function of each block
Section VI: Analyze operational principles and applications for Microwave Antennas. 1. Review and explain EM wave propagation theory. 2. Review and explain basic antenna theory. 3. Analyze operation and applications for the following antennas: 4. Horn antennas 5. Parabolic reflector antennas 6. Lens antennas 7. Phased array antennas 8. Search radar/tracking radar/early warning radar 9. Explain principles of scanning Antenna.
Section VII: Explain Striplines, Microstrip and design of PCB Antenna 1. Review theoretical principles and applications of Stripline and Microstrip Technology and applications 2. Review Stripline structure and materials of construction. 3. Review the construction of a Microstrip line. 4. PCB antenna theory
Section VIII: Satellite Communication 13. Satellite Communications Systems 1.1 Introduction, passive active 1.2 Geosynchronous orbits 1.3 Station keeping 1.4 Satellite altitude 1.5 Transmission path, footprints, radiation patterns 1.6 Path loss 1.7 The satellite system, transponders 1.8 Transponder power budget concept and calculation
Section IX: GPS, Global Positioning System 1. GPS Transmitters and receivers 2. Measurement 3. GPS modulation technique, coding 4. GPS data frame
Section X: Spread Spectrum and MIMO 1. Define spread spectrum 2. Explain the design of a spread spectrum transmitter 3. Explain the design of a spread spectrum receiver 4. Applications for spread spectrum 5. Explain what is MIMO and how it increases the throughput.
Section XI: Digital Radio Explain the structure of digital radio receivers and transmitters and compare the with distal systems.
The order and timing of the main topics. The order of the topics delivered may be different than the course outlines to help the students to do different labs.
1-Introduction to microwave terminology, components and applications. (1W)
2-Introduction to RF amplifier design and analysis and RF ics transceivers (2W)
3-Maxwell equations, Z parameters and S parameters (1W)
4-Impedance matching (3W)
5-Practical microwave components, Waveguides, amplifiers and oscillators. (3W)
6-Radars (1W)
7- Microwave parabolic and SMT antenna (1W)
8-Satellite communications, Digital Radio (1W)
9- GPS, MIMO, spread spectrum (1W)
Revised Aug. 08 The purpose of this revision was to add new topics: introduction to Maxwell equations, Z and S parameters and digital radio. To make this addition possible, time spent on different major topics adjusted and moved the Blue tooth to COMM 320 and 802.11 to NET 230. Probably, 802.11 should also go to COMM 320. Subtracted small topics that normally didn’t get time to do them.
2000 Steeles Avenue West Concord, Ontario L4K 4N1 Course Title: Subject length in hours Technology, Society, and Culture 45 hours Year 3: Semester 2
Calendar Copy: In this capstone course, the relationship between society and technology is investigated through readings, reflection, research, and reports. The course identifies conditions that have promoted technological development and assesses the social, political, environmental, cultural, and economic effects of current technology. Issues of control and ethical considerations in the use of technology are primary. Discussion and oral and written reports draw together students’ prior learning in specialty and general education courses.
Prerequisites: ENGL130; upper-term status
Hours: Contact: 3 Credit: 3
Learning Outcomes: Upon successful completion of this course students will be able to demonstrate an understanding of the following outcomes:
1. Given a video presentation and class discussion of case studies illustrating various levels of technological development since the first tool specializations, develop a working definition of technology in its various aspects. 2. Given a time-line illustrating the history of the Earth in subcomponents of billions of years, relate the development of plants, animals, and humankind to the geological changes of the Earth according to the proportionality and mutual influence of these changes. 3. Given a chronological overview of the history of technology, and using various timelines provided in the class textbook or handouts, establish a list of events that represent the most significant contributors to the development of technology. 4. Given overviews of types of knowledge and thought and a chronology of the development of technology, identify philosophies that accompanied technological growth and analyze the causes/effects of technological growth from cultural, scientific, and humanistic viewpoints. 5. Given examples of various technological breakthroughs, such as the introduction of the cotton gin in the American South, analyze the impact of technological development on marginalized social groups, e.g., minorities, women, elders, etc., by correlating these advancements with social changes.
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6. Given a presentation or set of readings illustrating different attitudes toward technology, evaluate several contrasting viewpoints on the subject in terms of their ability to predict or accurately describe the effects of technology on the quality of life. 7. Given a collection of demographic profiles and resource statistics, analyze the impact of technology on the size, growth, and composition of world population and its effect on available resources. 8. Given an issue associated with the development of technology, evaluate the role of personal responsibility and leadership within that issue, as compared to the responsibility borne by governments, corporations, scientific or professional societies, and society as a whole. 9. Given a process for defining and limiting a topic, participate in a research project as a member of a student team that investigates, formulates, and presents its analysis of (a) an issue associated with a technology, (b) the characteristics of the technology’s development, (c) its present and likely future impact, and including (d) the ethical or moral issues arising from the development or implementation of that technology.
[The following objectives represent options for developing a focus on selected issues; not all of these objectives are expected to be addressed.]
10. Given a dramatization of the exhaustion of world energy resources (e.g., fossil fuels), assess the role technology plays in the depletion of these resources, as well as in finding alternative sources to meet society’s needs. 11. Given a domestic case of environmental pollution, propose a strategy and a specific set of basic steps that could help “heal the hearth.” 12. Given practical examples of the different applications of biotechnology to solve society’s challenges, analyze the positive and negative impacts of these technologies. Given a chronological overview of the development of medical technology, assess the impact of that technology on society using various cultural models, and demographic data already presented in the chapter on population and resources. 13. Given identification and description of the non-industrialized countries comprising 75% of the world’s population, analyze the effects of cultural and social factors on technological development. 14. Given projections for the development and growth of various technologies, draw up a realistic scenario (or write a science fiction story) for the development of a specific technology for 10, 25, and 50 years into the future. 15. Given a set of historical and current paintings on similar themes, or other comparable examples of artistic output showing dramatic differences between current and past styles, develop and defend a thesis on the mutual influence between technology and the arts.
Major Topics Include:
1. An overview of the definitions and meanings of technology that illustrate scientific, engineering, and cultural perspectives on the topic 2. A brief history of technology, tool development and specialization, current technological stages of development, and expectations of future technologies 3
3. Factors affecting the development, transfer, and growth of technology 4. Social, political, environmental, economic, cultural, artistic, and other impacts of technology 5. Specific topic areas, issues, and technologies that involve the above perspectives
Evaluation Strategy: A variety of tools will be used to assess and evaluate student performance. These may include tests, assignments, exams, class attendance and participation, and professionalism.
ETP480L Senior Project Development Lab 2
Course Description This course will guide students to finish final projects from primary prototype, and provide students with the ability to plan, research, develop and implement a complex electronic related project. This will reinforce and enhance the student’s technical abilities, and will strengthen their confidence. It introduces several important topics on developing final project. Topics discussed include: project further research, project coordinating, problem solving skill, project final decision, project scheduling, budget plan and control, circuit designing, circuit testing, circuit troubleshooting, function prototyping, project presentation and show. This will reinforce and enhance the student’s technical abilities, and will strengthen their confidence.
Hours Contact: 4 Credit: 2
Prerequisites DIG220 Digital Systems with Lab EAC140 Electronic Circuit Analysis 2 with Lab COM210 Telecommunication Engineering Systems 1 with Lab DIG230 Introduction to Microcontrollers with Lab ETP470L Senior Project Development Lab 1
Course Objectives After successful completion of the course students are expected to be able to:
1. Have the overall procedure of the project prototyping. 2. Further develop a project after finishing the prototype. 2. Have a strong researching ability in the electronic field. 3. Participate in the project with strong teamwork ability. 4. Have their effective project plan and try to work independently. 5. Demonstrate problem solving ability 6. Design, test, troubleshoot and prototype circuit or design. 7. Use the technology to design a real industrial project. 8. Present their project 9. Promote their project through showcase. 10. Write a final report on their project
Course Outline 1. Project plan and schedule for second assignment or third one Plan and timeline discuss Preliminary Prototype definition Project Journal / log Project meeting
2. Project further research Internet search Manufacturing research and recommendation Marketing research Similar project reference Core technology research
3. Project function test Sub function module assemble Function testing safety Function testing precaution Function testing procedure Function test result analyze Function test makeup after failing
4. Prototyping PCB layout skill PCB tracing and RF interference Make PCB by using chemicals Make PCB by using a milling machine PCB testing
5. Project leading and work load assignment analyze and summarize Project contribution analyze and summarize Project synchronization analyze and summarize Project dynamic coordinating analyze and summarize
6. Core technology development analyze and summarize Analyze and summarize technology level and depth analyze and summarize Analyze and summarize technology revolution comparing with the current related technology Analyze and summarize the ability of independently studying new technology.
7. Develop and deliver an oral presentation of the Technical report. Use appropriate audio-visual presentation aids. Defend the report following the presentation.
8. Final arrangement Return test equipment Restore the status of the switch or value Showcase Budget reimbursement
9. Prepare a draft report (>3000 words) using the format specified in the Technical report course and include sections such as:
See Evaluation Schedule
See Timeline
Development History ______
RCC Institute of Technology 2000 Steeles Avenue West. Concord, Ontario L4K 4N1 [email protected] (905) 669-0544 or 1-800-268-9098
Course Title: Subject length in hours Technical Review 15 hours Year 3: Semester 8
Course Description In this non-credit 1-hour weekly workshop, students review the competencies for the communications sequence as they prepare their formal presentations and formal report for their senior technical projects. They are also introduced to the guidelines for marketing and delivering their projects during RCC’s Technology Showcase that is held at the end of each term.
Prerequisites: Senior Status
Hours: Contact: 1 Credit: 0
Materials Required Textbook: N/A
Hardware: PC Lab Provided or purchased by Student: Software: MS Office, MS Powerpoint Provided Other: N/A
Method of Evaluation Type Number % value Graded Research Assignments N/A 10 Quizzes (Tests) N/A 20 Mid-Term Exam N/A 25 Final Exam N/A 25 Team Project N/A 20 100
Method of Instruction Method Number of hours Lecture N/A Lecture/Lab 15 Supervised Lab N/A Supervised Practical N/A
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Learning Objectives:
1. Given the need to document the completed state of a project, select an appropriate writing format and create the technical and marketing materials required to fully describe the project‘s objectives, scope, and performance outcomes based on the technical writing guidelines provided for senior projects.
2. Given the task to conduct a full technical presentation on a project, select an appropriate presentation tool and develop a set of presentation materials that fully demonstrates the project‘s objectives, scope, and performance outcomes based on the presentation guidelines provided by your instructor for senior projects.
3. Given that an oral presentation (in-class and at showcase) needs to be conducted to highlight the key features and outcomes of a senior project, make a summarized list of all the relevant items that effectively conveys the experience of developing a senior project.
Topic Outline:
Contact Module Topic/Subtopics Relative Hours Value in %
5 Important aspects and experiences of working on a senior project 33.3
5 Guidelines: Writing Styles and Formats 33.3 Guidelines: Making an Effective Presentation - Materials - Presentation Structure 5 - Delivery 33.3 15 100
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Information About Course Designer/Developer: ___ Course designed by faculty eligible to teach this course: (Attach list of names; faculty curriculum vitae in Appendix 8.4.1, 8.4.2, or 8.4.3 as appropriate.)
_X_ Course designed by other: (Attach name[s] and explanation of role in Appendix 8.4.4. The Quality Assessment Panel may request the curriculum vitae or résumé.) • Shri Ramsarran
Faculty qualified to teach the course and/or statement “faculty to be hired”: • Michelle Pretzer • Denise Simanic
If the method of instruction includes on-line delivery (technology-based, computer-based and web-based), what percentage of the course content will be offered on-line? ______%
• N/A
Faculty qualifications required to teach/supervise the course: (Include academic credentials and professional experience.)
• Ph.D or Masters in English, Business or in a related field
2000 Steeles Avenue West Concord, Ontario L4K 4N1 Course Title: Subject length in hours Law and Ethics 45 hours Year 3: Semester 1
Course Description: This course examines the Canadian legal system and the legal and regulatory environment for organizations. Students apply legal theory in a practical manner through case scenarios involving tort, contract, property, employment, environmental, immigration, business, and intellectual property law, as well as current issues in the law.
Prerequisites: None
Hours: Contact: 3 Credit: 3
Course Objectives: Upon successful completion of this course students will be able to demonstrate an understanding of the following outcomes:
1. Given the natural tension between individual rights and freedoms and societal limits, analyze a case such as R. v. Keegstra (1990) 117 NR1 (SCC) 38, to determine if there is a need to legislate fundamental rights and freedoms. 2. Given examples of social issues in the law – such as differences between white and blue collar criminals in a case such as R. v. Eagleson – assess our society's application of law, including an analysis of relative sentencing, fines, and public perceptions of those indicated. 3. Given the tension between society's wish to compensate persons who are wronged, and society's wish to extract compensation only from those who are at fault, assess a case such as Teno et al v. Arnold et al (1978) 83 D.L.R. (3d) 609 (SCC) 315 to characterize the status of tort law in Canada, including an analysis of negligence and the language relating to causation, duty of care, foreseeability, reasonable person, and standard of care. 4. Given a two-page commercial contract, such as a lease, franchise, or partnership agreement, assume the role of offeree and create a memorandum evaluating the relative merits and risk of entering into the agreement, citing particular clauses to support the position taken. 5. Given a list of major legal, social, and economic issues related to protecting the environment, analyze the effectiveness of tort law and the Canadian Environmental Protection Act in dealing with such issues. 6. Given an outline of the history of Canadian immigration law and policy, assess the main provisions of the Immigration Act in terms of balancing the policy of welcoming newcomers with the desire to protect limited resources. 2
7. Given a fact situation (a case) involving the commencement of a new business, analyze the situation to decide whether the business should be incorporated, how it should be financed, and what responsibilities and liabilities should accrue to the principals of the business. 8. Given a fact situation involving the purchase of a home, evaluate the relative advantages of the involvement of a real estate agent, the negotiation of an agreement of purchase and sale, searches, closing, and registration of the deeds and mortgages. 9. Given a case illustrating the need to protect the authorship and ownership of business and creative ideas, evaluate current intellectual property law to assess how effectively it protects ownership of ideas in rapidly evolving technological environments such as the Internet.
Course Topics: 1. Purpose, history, and categories of law 2. The rights and freedoms of Canadians 3. Tort law: civil procedure and compensation; negligence and unintentional torts; intentional torts 4. Contract law: forming a contract; completing and discharging the contract; property law (landlord and tenant); employment law 5. Environmental law: common-law remedies; constitutional jurisdiction; enforcement of regulatory laws; environmental impact assessment; parks and endangered species; the global view 6. Legal and social issues: including the Immigration Act; aboriginal people’s rights; blue collar vs white collar issues 7. Business law: proprietorships; partnership; private and public corporations; responsibilities and liabilities 8. Real property law: purchase and sale; chattels and fixtures; land registration systems; breach of agreement 9. Intellectual property law: copyright; trademarks; patents; trade secrets; unfair competition
PEQAB Application for Consent Renewal/2008 Bachelor of Technology (Electronics Engineering Technology)/Part A
6.5.1 Support for Work Experience
The Bachelor of Technology (Electronics Engineering Technology) program does not have work experience as a graduation requirement.
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6.5.2 Work Experience Outcomes and Evaluation
N/A
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7.1.1 Quality Assurance Policies
Program delivery is one aspect of a comprehensive multi-cycle review methodology that assures the quality of the teaching/learning experience at RCC Institute of Technology. This quality assurance is maintained through a series of policies, practices and guidelines:
The professor assigned to teach a course is responsible for course currency and course delivery. Any recommendations for a change in the course outline must receive support from the sequence leader (if applicable) and the program chair. Any and all changes must be recommended by the program’s curriculum committee and Academic Council.
Any new or modified syllabi must be submitted to the program chair at least 3 weeks prior to the start of the term. Every course syllabus is required to have information regarding the course, calendar description, learning outcomes, required text, and equipment. In addition, all syllabi must contain a weekly topical outline and the methods of evaluation.
To support faculty and the chairs/director/deans, the Institute manages program review and development following a continuous improvement cycle based on term, annual and multi-year timelines. Each cycle includes input from students, faculty, advisory committees and graduates.
Term Cycle Course delivery is reviewed each term. • Electronic instructor surveys are administered in each course in Week 9 of the term. Students are encouraged to complete the survey and to provide comments and suggestions. The results of these surveys are reviewed by the program chair/director/dean and provided to the faculty member at the end of the term.
• Sequence committees comprised of all faculty who teach in a sequence of courses, meet at the end of the term to review course delivery in the context of
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pre and co-requisites. The committee’s mandate is to ensure that the courses sequence effectively. Recommendations about changes in the courses are taken to the program’s Curriculum Committee.
• The program’s Advisory Committee meets at least two times/year. Any changes in a course must receive approval of the advisory committee.
Annual Cycle
Each year, RCC Institute of Technology reviews its degree and accredited diploma programs following this schedule:
Winter Term Activities • Analysis of Program Data (enrolment, attrition and completion, graduation and placement, grades • Review of faculty professional development activities • Administration of Employer Questionnaire • Administration of Student Satisfaction Questionnaire • Interview of graduating students’ focus group • Assessment of student learning o Report on Senior Projects judged, graded and assessed over the past year. o Report on any 3rd party assessments (e.g. OACETT Professional Practices exam which students in the BT(CIS) and BT(EET) write as the final exam for LAW311).
Summer Term Activities • The program’s Curriculum Committee reviews this input and develops a SWOT analysis along with recommendations to the program chair/director/dean. • The program chair/director/dean with input from the Chair of General Education and the Chief Academic Officer, writes a Program Review Report. Here is the structure of the Report:
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Executive Summary, including Recommendations
Findings Program Recruitment Program Delivery Program Outcomes Faculty Professional Development
Conclusions and Recommendations
Action Plan
Fall Term Activities • At its fall meeting, the Program Advisory Committee receives a copy of the Program Review Report. Any changes in the curriculum requiring Advisory Committee support are discussed and recorded in the minutes of the meeting. • Changes requiring Academic Council and Governing Board support are forwarded to those bodies.
Multi-Year Cycle
Each of RCC’s degree and accredited diploma programs is subject to program review requirements based on the specific timelines and standards of the consent/accreditation.
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For example, the degree programs go through an extensive program review following the Post-secondary Education Quality Assessment Board’s standard for program evaluation. This program review procedure includes: • A self study undertaken by faculty members and administration and including extensive input from students, graduates and employers. • The appointment of a Program Evaluation Committee comprised of a majority of external members who review the self-study and conduct site visit(s) • A Report of the Committee. This report assesses the quality of the program and makes recommendations to strengthen the quality of the program.
The Report of the Committee along with an action plan is presented to Academic Council and the RCC Board of Governors.
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Appendix 7.1.2 Policy on Student Feedback
All students are asked to provide feedback on every course, every term.
Composite reports from each course are provided to the faculty member when grades the grades for the course are complete.
Program chairs are responsible for following up with any unacceptable results.
In the Winter Term, all students in the degree programs provide feedback through a Student Satisfaction Questionnaire. The input from this survey is part of the annual program review.
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Appendix 7.1.3 Student Feedback Instruments
Instructor Survey
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Student Satisfaction Questionnaire
Purpose of this Questionnaire RCC Institute of Technology conducts an annual review of your program of study, relying on broad input from employers, alumni, faculty and students.
This Student Satisfaction Questionnaire has been designed to receive your input about the program and the Institute in general. It is not an evaluation of any specific course or professor.
The questionnaire is being administered to students in their 2nd, 5th and 8th semester of studies. The composite data constitutes important input into the annual program review. Please take the time to provide your considered answers to each of the questions.
Section A: Program Identification
Your program of study: Electronics Engineering Technology
Computer Information Systems
Please indicate what program Bachelor of Technology Program you are in
Diploma Program
If you are in the degree program, High School Grades how did you earn admission? Transfer from Diploma Program
What semester are you in? 2nd
5th
8th
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Section B: Please think about how the learning experiences in this program relate to your future, and then rate the importance of and your satisfaction with the following elements of your program of study:
If you choose NOT APPLICABLE, move to the next question; do not complete the IMPORTANCE or SATISFACTION questions.
Importance Satisfaction
This Program NOT APPLICABLE NOT APPLICABLE Not Important Important Very Important Very Dissatisfied Dissatisfied or Satisfied Neither Dissatisfied Satisfied Very Satisfied 1. Provides the skills and abilities specific to your chosen career. 2. Includes topics relevant to your future success. 3. Has professors who help you to understand about your chosen career. 4. Develops your communication skills.
5. Develops your critical thinking skills.
6. Develops your research skills using the methodologies of your future profession. 7. Provides a comprehensive understanding of the principles in your field of study. 8. Provides a depth of study in the field so that you are able to critically evaluate issues and approaches to problems within your field. 9. Provides you with opportunities to further your education after graduation. 10. OVERALL, your program is giving you knowledge and skills that will be useful in your future career.
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Section C: Please think IN GENERAL about ALL your courses and ALL your professors in this program, and then rate the importance of and your satisfaction with the following:
If you choose NOT APPLICABLE, move to the next question; do not complete the IMPORTANCE or SATISFACTION questions.
Importance Satisfaction
NOT APPLICABLE NOT APPLICABLE Not Important Important Very Important Very Dissatisfied Dissatisfied or Satisfied Neither Dissatisfied Satisfied Very Satisfied 11. Professors’ knowledge of their subjects. 12. Professors are up-to-date/current in their fields. 13. Professors’ presentation of the subject matter. 14. Professors’ helpfulness outside of class. 15. Feedback about your progress
16. Quality of the classroom learning.
17. Quality of the lab learning.
18. Course materials (textbooks, handouts, etc…) 19. Lab facilities and equipment
20. The OVERALL quality of the learning experiences in this program.
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Section D: Please indicate YOUR usage of the following facilities/services. Rate how important they are to you and your success in the program. If you used these services, please rate your satisfaction with them.
Usage Importance Satisfaction
Did Not Use Did Not Low use High Use Not Important Important Very Important Very Dissatisfied Dissatisfied or Satisfied Neither Dissatisfied Satisfied Very Satisfied 21. Library/Resource Centre
22. Peer Tutoring
23. Academic Advising
24. Financial Advising
25. Personal Counselling
26. I.T. Services
27. E-lab Extra Labs and Support 28. Student Activities (e.g. IEECC, RCCCS…) 29. Cafeteria
30. Housing Services
31. Career Services, including assistance with PT employment 32. Comfort/cleanliness/accessibility of campus facilities. 33. The OVERALL quality of the facilities and services as they support your success in your program of study.
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Section E: Please state the extent of your agreement with the following statements:
Agree Strongly Agree Strongly Agree Agree or Neither Disagree Disagree Disagree Strongly 34. The professors and administrative staff care about my success at RCC. 35. I would recommend RCC to those who are interested in a career in technology.
Section F: Please provide the following information about yourself.
36. You are Female Male
37. Your age is Under 21 21 to 25 Over 25
38. English is your first language Yes No
39. What was the single most important factor in your decision to attend RCC?
Offered the program I wanted Reputation of the Institute Location Articulation agreements Other
40. Do you have a part-time job Yes No If Yes, how many hours a week do you work? 1 – 10 hours/week 11-20 hours/week More than 20 hours/week
Thank you for taking the time to complete this questionnaire.
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Appendix 7.2.1: On-Line Learning Policies and Practices
RCC Institute of Technology proposes to introduce online delivery into the Bachelor of
Business Information Systems program
This proposed delivery is consistent with the Institute’s mission to build a Canadian national university that provides practitioner-oriented degree and diploma programs, leading to professional careers that are personally rewarding and that contribute to the betterment of society.
Online and hybrid delivery support and complement the Institute’s strategic purposes:
1. To provide a superior educational experience 2. To offer exceptional access not only in terms of ease and convenience but also by providing solutions to students’ life style problems and by addressing students’ sense of connectivity and community1 3. To provide information and support about the Academy, its programs, admissions requirements and student services, using conventional media and including access to knowledgeable staff.
Furthermore, the introduction of online delivery methodologies leverages the expertise developed by the parent organization, Yorkville University (N.B.).
Online delivery across the organization is informed by two sets of benchmarks:
1. Distance Learning Programs, Interregional Guidelines for Electronically Offered Degree and Certificate Programs. Middle States Commission on Higher Education
2. Benchmarks for Success in Internet-Based Distance Education. Institute for Higher Education Policy.
1 Based on F. Crawford, R. Mathews, The Myth of Excellence, New York 2001
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The following are the relevant policies, guidelines and practices pertaining to the provision of online and hybrid2 delivery. They are based on current Yorkville University documentation and are organized under these headings:
1. Student Preparation and Orientation
2. Faculty Preparation and Orientation
3. Course Management System
4. Accessible Technical Assistance for Students and Faculty
5. Hardware, Software and Technological Resources and Media
1. Student Preparation and Orientation
Admissions Policies
For New Students
Applicants for enrolment in an online course must be at least 19 years old and provide official transcripts to demonstrate a GPA of 2.5 (or equivalent) in at least a term of postsecondary studies at a recognized institution.
For Enrolled Students
Only students in good academic standing (GPA of 2.0) are eligible to enrol in online courses.
2 Hybrid delivery is a combination of on-campus and online learning. Students are on-campus to learn applications and complete labs and studio work and ore online to achieve the knowledge and skills that are currently learned in traditional classroom delivery.
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Technology Requirements
It is the policy of the Institute to post and to publish minimum system requirements in all pre-admissions and registration materials associated with online courses and programs of study.
Online Campus
A web-based environment, Online Campus, is available to students and faculty and provides a single point of access to online courses, campus community and other information. It includes the Course Management System, Student Services, Faculty
Services, and specific forms, resources and other information.
The Online Campus provides opportunities for students to interact: Student Lounge Campus Help Textbook Exchange Practicum and Career Information Exchange
Students also have access to these online University services: Bookstore Campus News Library Student Services Student Finance
Alumni Forum
The Online Campus is developed, integrated and maintained by the I.T. and Instructional
Design departments and integrates custom and third-party software and services.
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Student Orientation
All students are enrolled in the Online Learning Orientation course. This course is designed and maintained by the Information Technology and Instructional Design departments (in collaboration).
The purpose of the orientation course is to help students (and faculty) use the online resources effectively, and to guide users through set-up and configuration of their systems to identify and address common issues before they become support issues, and before they impact a learning session.
Topic Outline: Orientation 101
Module 1: Getting Started New Student Checklist System Configuration and Technical Support
Module 2: Successful Online Learners with an emphasis on motivation and time management
Module 3: The MOODLE Learning Environment
Module 4: Using the Online Library; includes information about successful research and enquiry methodologies.
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Access to Course Materials
Once a student enrolls in an online course, s/he gains access to the online course materials. All online and hybrid courses use a standardized course template that provides the following information to enrolled students:
Part 1: The Professor and the Course of Study
Welcome from the Professor Includes contact information (e-mail) and a picture
About your Professor Short bio Academic background Affiliation with other universities/colleges Research interests
Course Description
Course Learning Outcomes
Required Text(s)
Supplementary Resources
Student Evaluation List of all submissions that will be graded, including assignments, tests, quizzes and exams. Provides the due dates and the percentage of final grade
Lab/Studio/Project Assignment Rubric Grading Criteria for all applied assignments
Any other grading criteria Essays, assignments, group projects, etc
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Part 2: Study Plans (based on a modulation of the course of study)
1. Learning objectives (and how what you learn this module relates to the course learning outcomes) Note: These module learning objectives may be enabling objectives and/or learning outcomes
2. Prescribed independent activities; may include, some or all of a. Assigned text and/or journal readings b. Additional learning materials c. Professor notes; learning objects, links, etc. d. Discussion/group learning activity e. Assignments and/or Exercises
3. Pre-lab/studio activities
4. Lab/Studio Assignment (for hybrid online courses)
5. Post-Module Activity The purpose of these activities is to re-enforce what students have learned within the context of the course learning outcomes and their own work situation. This is the chance apply what they have learned, or at the least to understand how to apply what they have learned.
6. Summary
Online Library
All students have access to the Online Library accessible on campus and by way of the Online Campus.
Student Services personnel are available to provide assistance to students who may experience technical problems when accessing the online library. The Institute librarian is available to assist students in locating appropriate reference and resource material.
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2. Faculty Preparation and Orientation
Faculty Hiring Policies and Practices
It is the policy of the Institute to hire faculty who have the requisite credentials and experience in the field in which they teach.
Faculty are appointed/assigned to teach online and hybrid courses based on the following criteria: • Faculty teaching graduate courses must have an earned doctorate degree, from a recognized university in a field related to that in which they teach. • Faculty teaching undergraduate courses should have an earned doctorate degree (preferable), or a master’s degree from a recognized university in a field related to that in which they teach. • Faculty teaching at the undergraduate level must show evidence of successful teaching at the undergraduate level. • Faculty teaching at the graduate level must show evidence of successful teaching at the graduate level. • Preference will be given to applicants who are able to demonstrate experience teaching or studying via online courses. • Preference will be given to applicants who can demonstrate practical work experience in the field in which they teach. • A record of accomplishment of applied research/scholarship and publication is expected. • Membership in appropriate professional societies and organizations is required.
Faculty who teach online and hybrid courses are responsible for becoming familiar with the MOODLE learning platform. In addition, faculty members must make every effort to keep up-to-date with the evolving technology used by the Institute in the delivery of courses. Student Services will provide MOODLE orientation to new faculty members who are unfamiliar with the technology. (From Yorkville University Faculty Handbook/5.1 General Faculty Responsibilities)
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Faculty Orientation
Newly appointed faculty or faculty who are teaching their first online course are provided with a detailed orientation to introduce them to the technology and best practices associated with online and hybrid delivery.
Faculty are also enrolled in our Orientation Course, which provides instruction on how to use the online resources effectively. Faculty are guided through set-up and configuration of their systems and are instructed on how to identify and address common issues before they become support issues, and before they impact a learning session.
Faculty members are provided with a Faculty-only “course” designed to help instructors to better manage an online classroom and achieve the desired learning outcomes. As part of this, all faculty members receive a Faculty Handbook that includes advice on how to redirect technical support issues, and how to encourage students to use the services provided by the Institute.
Faculty Guidelines for Best Practices in Online Instruction
General Faculty Responsibilities
Faculty members are responsible for the following aspects of course delivery: 1. Ensure that all assignments/reports/exams etc. are graded and returned to the student (if appropriate) prior to the due date of the next assignment. 2. Respond to student inquiries within a twenty-four hour period. 3. Facilitate and monitor any scheduled group discussions. Faculty are encouraged to become actively involved in the group discussions by providing feedback and opinions. 4. Provide final letter grades for all students within the posted deadlines. 5. Post a ‘farewell message’ and monitor communications from students for three days following the official submission of marks. The intent of this policy is to insure that students who wish to discuss their mark in a course will have access to the professor. 6. Participate in the end of course review with the program dean/director/chair.
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Responsibilities of Faculty—Before the Course Begins
1. Notify the Director of Student Services should you encounter any errors, unclear text information or dated information in the course. 2. Submit all updates, corrections, or modifications to the syllabus, assignments, quizzes, final paper/exam/project details to the Instructional Design Department. A minimum of four weeks lead time is required.
Note: All changes to course materials are subject to approval by the dean/director/chair of the program.
3. Verify that the required textbook(s) and resources remain relevant and timely. Make recommendations about texts and materials to the dean/director/chair as appropriate. 4. Establish due dates for assignments and discussions, if not previously done.
Responsibilities of Faculty—Once the Course is Underway
1. Check and respond to email at least once a day (within twenty-four hours). 2. Check any discussion forums and respond to questions or comments at least once every day. It is Institute policy to respond to students within one business day. 3. Lead the discussions and encourage equal participation by all students. 4. Monitor the activity of all groups (if any). 5. Intervene occasionally to stimulate discussion or improve class dynamics. 6. Review and return student assignments with feedback, grading them if they are graded activities. Professors are encouraged to use an MS Word feature called “Track Changes” on alternate program to insert their comments into students’ assignments before returning them in MOODLE. (From Yorkville University Faculty Handbook)
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Course Review/Faculty Feedback Students complete Instructor/Course surveys at the end of each online course. The results of these surveys are provided to faculty and the program Dean/Director/Chair may review survey results with individual faculty members.
The Learning Management System makes it possible to actively monitor courses in progress. On an ongoing basis course delivery is monitored to ensure that each faculty member responds to student enquiries in a timely manner and provides adequate feedback to students on assignments. This proactive form of evaluation provides the opportunity for the program Dean/Director/Chair to identify and discuss any issues with a faculty member.
Policy on Professional Development Funding
Faculty and professional staff are encouraged to pursue continuing intellectual development on a consistent basis. As part of the institutional culture, faculty research and scholarship is expected.
The primary role of faculty members is to focus on excellence in teaching, exchange of ideas, and the pursuit of knowledge as it supports development of innovative methods and learning within their field.
Faculty may apply for tuition reimbursement to enrol in courses/programs to develop their expertise in online teaching.
Role of Instructional Design Department
The Instructional Design Department works with faculty to develop new online courses and to post online courses on the Institute’s Online Campus, following the prescribed template.
With the Technical Staff, the IDD provides comprehensive support for faculty as they prepare and deliver their online courses.
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Course Management System
Technical Description
The Institute uses MOODLE (Version 1.8.3) as its Learning Management System. This LMS provides extensive functionality:
Learner Tools Communication Tools - Discussion Forum (includes email notification, RSS feeds) - Discussion Management (includes participation tracking tools for instructors) - Drop Box - Internal email or forwarding - Real-time Chat Productivity Tools - Calendar/Progress Review - Student Gradebook View - Searching Within Course Discussions - Orientation/Help/Tutorials Student Involvement Tools - Groupwork (discussion and chat) - Community Networking system wide - Student home pages, blogs
Support Tools Administration Tools - Authentication (range of options – flexible) - Course Authorization (roles – customizable) - Registration Integration (manual, self-register, batch; SIS integration)
Course Delivery Tools - Test Types (wide range of assessment tools) - Automated Testing Management (randomizing, self test with feedback, etc) - Online Marking Tools - Online Gradebook (assignments, weighting, scales; export) - Course Management - Student Tracking (reports on frequency, duration of student accessing of resources) - Content Development Tools - Accessibility Compliance (claims high level of compliance) - Content Sharing/Reuse (courses may be copied, some potential for content sharing) - Course Templates - Customizable Look and Feel - Sequencing or hierarchical content presentation
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- Instructional Standards Compliance (IMS and SCORM; will allow migration of course content to other systems)
This platform provides a state-of-the-art, web-based learning environment that promotes and/or facilitates these academic and community goals:
• Easy access to the program using standard tools (for example, widely-available web browsers) • High quality, timely and rich communication between students and professors • Direct access to appropriate literature and other resources • Consistent, quality-controlled delivery of course content across courses for a given program • A “nobody gets left behind” approach to course management with high visibility of learner progress to ensure timely intervention by professors and staff • A flexible environment that allows anytime, anywhere access without limitations • Security, privacy and confidentiality, where applicable • Tools and processes for the assessment and assurance of academic integrity
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Accessible Technical Assistance for Students and Faculty
Standards of Quality
Technical support for students and faculty is managed in-house using approaches drawn from current best practices in IT service management, and is available 24/7 by web, email or toll-free telephone. Faculty are trained to properly redirect technical support issues when they arise during course communication so that they can be addressed in a timely
Technology is utilized to ensure that the turn-around time for responding to student technical support issues of an urgent nature is maintained at 90% within one hour, and so documented. This level of student service is achieved despite the fact that the University has students distributed in time zones throughout the world.
Metrics of support activity are used to identify and track the most common support issues and patterns and drive change management on a term basis. I.T. and Instructional Design staff work together to pro-actively reduce the impact of common issues by providing visual tutorials and other resources designed to address and isolate common problems before they occur. In addition, campus-wide news items are highly visible from the home page of the course management system, and this mechanism is used to communicate any timely issues or alerts to students (for instance, scheduled maintenance windows.)
Appropriate Hardware, Software and other Technological Resources and Media
The Institute is guided by the principle that the curriculum and delivery of an online or hybrid course determines the appropriate hardware, software and other media required to deliver that course.
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To that effect the program Dean/Director/Chair, working with the Manager of the Instructional Design Department and faculty course developers, will recommend resource requirements within the academic/business planning timelines and processes.
The regular upgrade and enhancement of hardware, software and other technological resources and media are part of the annual budget development process.
Well-maintained and Current Technology and Equipment
The organization has on file and available upon request copies of current software, hardware, and systems agreements that pertain to the delivery of electronic/on-line learning.
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7.2.2: Academic Community Policies
RCC’s on-campus delivery methodologies are traditional. Professors introduce theories and engage students in active learning methodologies in small class settings. Lab assignments are structured to give students the opportunity to apply new learning and to build on previous learning. Faculty supervise their own labs, ensuring that students are achieving the intended outcomes while building the academic community appropriate in an applications-oriented institution.
Each student is part of a cohort; students take most, if not all courses, together. Members of the cohort are encouraged to work with each other. Again the lab is the locus of much of this community building. Senior students assist junior students in both formal and informal ways. Senior students are employed as lab assistants, Faculty Assistants and tutors, each with responsibilities to support learning and to build the college community.
Faculty take an active role in community building in their out-of-class interactions with students. In faculty policy they are expected to contribute to a positive learning environment, and it is not uncommon to witness faculty lunching with students, and/or providing one-on-one tutorial assistance in labs or in the student commons. Professional activities also play an important role. For example, a faculty member serves as faculty liaison for the campus’s student chapter of the Canadian Information Processing Society (CIPS).
RCC’s outcomes assessment program is another way that community is built and nurtured. Graduating students develop comprehensive projects in a capstone course in their final terms. Working in teams, they are advised by a faculty member, leading up to the Institute’s Showcase. Each term, these Senior Projects are displayed for the entire college community and faculty, employer and alumni serve as assessors, providing feedback to each group based on established criteria. The Showcase also serves as a means for junior students to witness the quality of the work that they are expected to produce.
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Each graduating group makes a formal presentation attended by faculty and administrators from across the campus, many of whom assess the project against established criteria as part of the formal assessment program. In these ways, students are encouraged to work together, to support each other’s learning and to interact with faculty in both formal and informal ways.
Students enrolled in online and hybrid courses will be encouraged to participate in the academic community in the following ways:
1. They use the Online Campus, accessing the same services and online communications forums used by students enrolled in on-campus courses. All of the opportunities stated above are communicated to online students. Bookstore Campus News Library Student Services Student Finance Alumni Forum
2. In addition, specific opportunities are provided for students enrolled in online courses to interact: Student Lounge Campus Help Textbook Exchange
Practicum and Career Information Exchange
3. The Orientation to Online Learning Course emphasizes meaningful participation in both course activities and informal communications through the online forums.
4. Faculty teaching online courses are encouraged to use group projects to foster community. Faculty standards emphasize feedback and intervention when necessary to ensure that all students are participating in class activities. (See Appendix 7.2.1)
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5. Students enrolled in hybrid courses participate in on campus labs and studio sessions and are fully participating students; these students have access to on campus services.
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8.1.1 Library Resources
Library materials are acquired on an ongoing basis. The Institute Librarian requests additional materials based upon needs identified by students or faculty.
The library collection is expanded and upgraded annually. The print holdings currently stand at 16,642 items, of which about 6,695 directly support the Bachelor of Business Information Systems program, 4,458 support the Bachelor of Technology (EET), and 5,642 support both programs. With respect to specific courses outside of the major, the numbers in parentheses represent the local physical holdings that are associated with individual courses: Psychology (104), Sociology (283), Contemporary History (260), Economics (43), and English composition (481).
The library also holds 2 periodical databases from Ebsco. One database is Computers and Applied Sciences Complete that offers full text for more than 660 periodicals in subject areas such as engineering, computer theory & systems, new technologies and social & professional contexts. The other database is the Canadian Reference Center that includes leading Canadian and international (US and UK) periodicals in full text, full text reference books, full text biographies and an image collection of photos, maps and flags.
RCC Institute of Technology participates in the Canadian University Reciprocal Borrowing Agreement covering over 65 Canadian institutions of higher learning.
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8.1.2 Computer Access
Year Number of Number of Number of Location of Computers Students Computers Computers (cumulative) Available to (With Students in Internet On Site Satellite Proposed Access to Program Students in Proposed Program) AY08/09 130 127 127 Yes AY09/10 112 127 127 Yes AY10/11 128 127 127 Yes AY11/12 148 127 127 Yes AY12/13 160 127 127 Yes
These student numbers include students in the Electronics Engineering Technology diploma program.
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8.1.3 Classroom Space
Number of Number of Students Number of Classrooms Location of Classrooms Year (cumulative) Cohorts Required * On Site Other (specify) AY08/09 130 7 4 Yes None AY09/10 112 6 3 Yes None AY10/11 128 6 3 Yes None AY11/12 148 6 3 Yes None AY12/13 160 6 3 Yes None
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8.1.4 Laboratories/Equipment
Year Number of Type and Specifically Equipped Location of Student Number of Workstations and/or Laboratories / (cumulative) Labs Specialized Equipment Equipment Number Ratio of On Site Other Students to (specify) Equipment AY08/09 130 3 (see 135 1:1 Yes below) AY09/10 112 3 (see 135 1:1 Yes below) AY10/11 128 3 (see 135 1:1 Yes below) AY11/12 148 3 (see 135 1.1:1 Yes below) AY12/13 160 3 (see 135 1.2:1 Yes below)
RCC has the following laboratories available to students in the Electronics Engineering Technology programs:
An Electronics Laboratory, subdivided into a junior and senior sections. The E- lab has 114 workstations.
A Networking lab with 21 workstations
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8.2 Resource Renewal
Recommendation #5 from the Evaluation Committee that reviewed the RCC Institute of Technology/programs self study was:
It is recommended that a strategic plan be developed in relationship to the up- dating of laboratory equipment, computers and software with an annual budget allocation being attributed to this modernization.
Note: The acquisition of the International Academy of Design and Technology and the transfer of programs and learning resources from the John Street Campus to the RCC/North Campus in Concord will result in a significant upgrade of the Institute’s hardware and software resources.
The following action plan to address this recommendation was approved by the RCC Governing Board at its October 6, 2008 meeting:
Deliverable/Activities Target Responsible Notes Date 1 Re-design/build out the Concord Campus to April 1, VP Admin/YU optimize the use of labs and software. 2009
2 Introduce a consistent capital planning cycle Nov 1 President with these principles: - Primacy of program and sequence outcomes - Capital allocation methodology based on multiple criteria - Evidence-based rationales for each proposed purchase - 3 Implement a term and annual planning Jan 1 President process
4 Allocate capital on a Faculty basis as part of ASAP the annual budget/planning cycle
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In addition, and as part of the 5-Year Business Plan, the Institute has earmarked a sliding percentage from 1.5% to 1% of tuition revenue to be allocated for annual hardware, software and capital upgrades.
Currently, the RCC library has an adequate and on-going budget in place to support the maintenance and updating of the library collection as it supports student and faculty.
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8.3 Support Services
Support Brief Description of Services (Attach additional information as necessary.) Services Academic When students are faced with difficult academic decisions, counselling is Advising available from Student Services. Students are encouraged to consult first with faculty if they are having problems with coursework and then, if necessary, with the appropriate academic administrator. A Student Service advisor will either endeavour to provide answers to questions or direct students to the appropriate department specialists.
Prior to registration, applicants can seek advice through the Admissions Office or the Campus Administrator.
Through the Institute’s communications, students are advised to see a Student Services advisor if they require help with the following:
• Academic probation or dismissal • Extended absence from school • Study/time management skills • Program withdrawal • Registration
Career RCC’s Career Services helps graduates of full-time programs attain positions in Counselling their fields of specialization. Although RCC cannot guarantee employment, the schools provide career education that meets the needs of business and industry.
The Career Services office has professional staff who maintain ongoing contact with local and national employers to keep abreast of employment needs and opportunities. Career Services staff work with students on career planning, job interviewing and resume preparation.
As graduation approaches, students are advised of career opportunities so employment interviews with various companies can be scheduled. In some cases, company representatives conduct interviews on campus.
Students are encouraged to start their career searches well in advance of graduation. After graduation, those not yet employed are expected to continue an active employment search while continuing to receive career assistance from RCC.
The level of career services offered to international students/graduates varies and depends on employment opportunities permitted by the North American Free Trade Agreement and/or students’/graduates’ visas.
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Career RCC’s Career Services are geared to the needs of students and their prospective Counseling employers. The following supports students’ career efforts:
Employer Database The Career Services Centre has access to an extensive employer database that contains information on companies’ recruiting needs. The office maintains ongoing contact with these companies in order to continuously provide information on current employment opportunities.
Career Research Center The Career Research Centre is located in the Library. It contains current newspapers, job search books and trade magazines. CD-ROM technology with corporate databases enables the student to target fields of interest and serves as a valuable research tool in searches for company information.
Personal Student Services provides RCC’s student body with a seamless, integrated source of Advising information and service – a one-stop experience where students can do everything required from the time they apply to RCC, throughout their time as students and even after graduation.
Student advisors serve students in a manner that results in sustained levels of student satisfaction. RCC is dedicated to a student-centred environment; development of policies and procedures that reflect the best standards of recruitment; and financial, academic and graduate assistance. The student handbook provides a complete list of Student Central services. Student Finance The Student Finance office provides information about available funding (scholarships, bursaries, government and bank loans, student support assistance).
The Financial Aid Administrator also provides advice and support for students who are seeking clarification and counselling with respect to paying for their education.
Placement See Career Counselling
Services for NONDISCRIMINATION POLICY Students with Disabilities RCC is an educational institution that admits academically qualified students without regard to gender, age, race, national origin or disability and affords students all rights, privileges, programs, employment services and opportunities generally available at the schools. RCC Institute of Technology complies with all Canadian and provincial laws and regulations in this area.
Tutoring The Institute provides a peer tutoring assistance and instructional support beyond the classroom. Tutorial assistance is available at no additional charge. Tutors are upper- semester students who have mastered course material and possess exceptional communication skills. Tutoring is offered on a one-on-one basis as well as to groups of students who require assistance in similar subject areas. Faculty assistants provide instructional support and services to students during their dedicated lab times.
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Other(s) (please specify) The Student Activity Fund promotes social and athletic activities as well as clubs and organizations to create an atmosphere conducive to academic and personal achievement. Student activity coordinators are student employees who organize activities and work with various clubs and organizations. Students interested in forming new activities/clubs are encouraged to contact the coordinators to apply for funding and to receive assistance in creating operational procedures.
Students are encouraged to participate in academic and professional organizations to stimulate professional development. Eligible groups can apply for funding from the Student Activity Fund.
Current associations include:
• Institute of Electrical and Electronics Engineers (IEEE), the world’s largest professional engineering society. Founded in 1884, its purpose is to promote the scientific, educational and professional development of its members.
• Computer Gaming Club
President’s The purpose of the President’s Council is to involve students within the ongoing Council process of maintaining academic quality of its programs, and student support services, and ensure the quality of student life. The council is composed of class-selected, student representatives from each semester of our full-time programs. These students are selected from a list of students who have been named to the President’s List for outstanding academic performance. Representatives serve on a voluntary basis.
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8.4 Policies on Faculty
Faculty Appointments To teach in the Bachelor of Technology (Electronics Engineering Technology) program, prospective faculty must possess a masters degree in a related field and have industry experience in the course sequence area of study; e.g. telecommunications, imbedded systems.
Evidence of faculty credentials is on file and includes official transcripts and/or attested copies of the degree certificate. Credentials from foreign universities are checked by the International Credential Assessment Service (ICAS).
Faculty Policy Handbook Since ministerial consent was achieved in October 2004 RCC faculty have been following the policies submitted in the September 2003 application/PART B/Appendix 8.3.
At the same time, two ad hoc committees have been engaged in the review and updating of these policies. One ad hoc committee recommended a policy on Faculty Ranks to address the different nomenclature and expectations of faculty and instructors from the merging institutions (RCC College of Technology and DeVry College of Technology). The RCC Governing Board approved this policy in 2005 and it was implemented in time for the beginning of the AY2005/2006.
A second ad hoc committee reviewed and updated all the RCC faculty policies, producing a draft Faculty Handbook, which has not yet been implemented. This implementation was delayed to account for Yorkville University’s Faculty Policies. More recently, and as described in RCC’s Business Plan, the acquisition of the Academy of Design and the consolidation of the Academy within RCC Institute of Technology requires the rationalization of Faculty Policies across the University, Institute and its Faculties.
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This is a priority activity as described in the Five-Year Business Plan: Develop and implement consistent messaging, procedures and practices across the two campuses (and including Yorkville University, where appropriate.)
1. Develop and implement RCC and Academy branding strategy 2. Develop and implement consistent procedures and policies across the Institute, including academic governance, academic services and student services 3. Plan and implement a consistent academic schedule 4. Develop comprehensive materials, including an Academic Calendar, Faculty Handbook and Employee Handbook.
To demonstrate the scope of Faculty Policies, we include the DRAFT RCC Institute of Technology Faculty Handbook, which demonstrates the capacity to deliver and provides evidence of the Institute’s ability to meet the Board’s standards and benchmarks. This document is provided in Appendix 12.1
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8.5.1 CV Release
RCC Institute of Technology has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their curriculum vitae in any documents/web sites associated with this submission, review and final status of the program application.
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8.5.2 Curriculum Vitae of Current Faculty Assigned to This Degree Program
8.5.2A Curriculum Vitae Exception Statements
Two faculty members who have taught courses in the Bachelor of Technology (Electronics Engineering Technology) program do not have a Masters degree in a related discipline.
Exception statements signed by the President follow.
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Appendix 8.5.2B Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DW Courses
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Curriculum Vitae Terry G. Rameshwar Professor RCC Institute of Technology
Degrees: Master of Science (Telecommunication System Engineering), University of Essex, England,
Bachelor of Engineering (Electrical Engineering), University of Guyana, Diploma in Technology (Electrical Engineering), University of Guyana,
EMPLOYMENT HISTORY Professor at RCC Institute of Technology: 1994 to Present Courses Taught: DC & AC principles, Semiconductor theory, Digital Signal processing (DSP), Physics, Introduction to digital theory to CNET class, Mathematics (at all levels), Lab instructor
Teacher at Thomas Edison Vocational and Technical School, Queens, N.Y 1989- 1994 Licensed by the New York City Board of Education to Teach Electricity, Electronics and computer circuitry Teacher of Electricity, Electronics and computer circuitry to adults
University of Guyana: Assistant Lecturer, 1982-1985 Courses taught: Electronics and Telecommunication principles. Lab instructor
Maintenance Engineer: Timehri Control Tower (summer Job 1981): Repairs and Maintenance to communication equipment
Field service Engineer, Guyana National Service 1979-1980: Service and maintenance of mining community electrical and electronic equipment
Mathematics Teacher: Central High School 1976-1979
Member of Academic Council at RCC
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Appendix 8.5.2C Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DO and DL Courses
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Appendix 8.5.2D Curriculum Vitae for Program Development Consultants
N/A
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Appendix 8.5.2E Curriculum Development for On-Line Learning Professional and Technical Staff
In November 2008, Yorkville University appointed Mr. Ross Bigelow as the Director of Online Education and Learning Technologies. The Position Description and Mr. Bigelow’s CV follow:
Yorkville University Position Description
Title: Director, Online Education and Learning Technologies
Reports to: Vice President Academic, coordinates with other member of Academic Division. Hiring Authority: May recommend, subject to budget. Independent Spending Authority: With limits and subject to budget. Status: Full time with benefits. Date adopted: October 31, 2008
IN GENERAL: This position is responsible for the planning, development and implementation of learning technologies to advance the University’s mission.
Working in collaboration with academic deans/directors/chairs as well as members of the distributed I.T. Team, the incumbent oversees the development and operations of the Yorkville University’s online campuses, provides current information about learning technologies to inform curriculum development and review and is responsible for proposing strategies to integrate information technologies into the learning environment.
SPECIFIC DUTIES AND RESPONSIBILITIES
1. Develops and maintains the University’s Instructional Technology Plan.
2. Manages the development and delivery of the online learning environment(s).
3. Participates in curriculum development and review processes; develops instructional technology strategies for on-campus, online and hybrid delivery.
4. Proposes policies and procedures for the integration of Information Technologies into curriculum; is responsible for remaining current in the development and use of information technologies in postsecondary education.
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5. Manages the University’s orientation and training of current and new faculty on the effective use of learning technologies and online learning.
6. Participates in budget development related to the academic planning/development/staffing/equipping of Information Technology resources.
7. Consults with the IT department to assure that the technology needs of all programs are being met and remain up to date.
8. Is a member of and contributes to the development of the University’s I.T. Team.
9. Teaches and fulfills the responsibilities of a faculty member within her/his department. The incumbent will teach at least half a full-time faculty assignment.
QUALIFICATIONS
Ten years experience teaching in a postsecondary environment with considerable expertise in information technologies and their use in higher education.
This position requires a high level of advocacy skills, project management and team skills. The incumbent must have a Masters degree in Instructional Technologies or a related field.
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The Instructional Design Department provides support for faculty in course development and posting of course materials. All online support is provided through the Institute’s parent organization, Yorkville University (New Brunswick)
Miranda G. Smith, A.I.T. Manager, Instructional Design and Technical Support
Miranda Smith joined the Yorkville University staff in 2005. Prior to that, Mrs. Smith was employed at the College of Extended Learning, University of New Brunswick, and was Project Lead of Instructional Design for another online university.
Mrs. Smith is a graduate of the Information Technology Institute in Applied Information Technology. She is knowledgeable in all aspects of courseware development including: design, copy editing, proofreading, implementation, authoring, and quality assurance and testing. She has consulted on courseware development with corporate clients in Switzerland, Australia, the United Kingdom, the United States and Canada.
Abbreviated CV: Applied Information Technology (A.I.T.) (1998), Information Technology Institute, Toronto.
Manager, Instructional Design Department , Yorkville University (2005 to present)
Web & Multimedia Specialist, Centre for e-Learning Development, College of Extended Learning, University of New Brunswick. (2004)
Project Lead, Instructional Design, Lansbridge University (2000-2004)
Certified Trainer, Train-the-Trainer Program, New Brunswick Community College, Miramichi (2003)
Susan Connell, B.Sc, B.Ed. elearning Specialist
Susan Connell commenced work with Yorkville University in June 2008. Before that, she worked as an independent contractor providing instructional design and template creation services to several companies across Canada and was a Lead Instructional Designer with PusleLearning Inc.
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Mrs. Connell has graduated from two predominant Canadian universities; acquiring a Bachelor of Science from Mount Allison University, followed by a Bachelor of Education from St. Francis Xavier University. She has extensive experience in all aspects of courseware development, including: design, implementation, educational needs analysis, assessment creation, editing, and verification.
Abbreviated CV: Bachelor of Education (2000) St. Francis Xavier University, Antigonish, NS Bachelor of Science (1998) Mount Allison University, Sackville, NB
eLearning Specialist, Yorkville University (June 2008 to present)
Instructional Designer, Independent contractor with AEC, Red Hot Learning, and NI2 (2008)
Lead Instructional Designer/Instructional Designer PulseLearning Inc. (2005- 2008)
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Appendix 8.6 Enrolment Projection and Staffing Implications
Staffing Requirements—Projected ** Teaching Ratio of Cumulative Cumulative Assistants, Full-time Full-time Part-time Technical Students to Faculty Faculty Support, Full-time Cumulative Enrolment Equivalents Equivalents etc. Faculty Full-time Part-time Year 1 130 7 8 2 19:1 Year 2 112 6 8 2 19:1 Year 3 128 5 9 2 26:1 Year 4 148 5 10 2 29:1
Enrolment includes students in the degree and diploma programs.
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Program Design and Credential Recognition
Program Design
RCC’s curriculum is designed to achieve broad-based course learning outcomes that define the competencies students are asked to master, along with the cognitive levels of performance they must achieve. In working with students toward achievement of these course objectives, faculty are supported by an on-line course management system that enables the individual instructor to deliver each course in an effective and flexible manner.
Curriculum course materials are managed on a course-by-course. Each course curriculum provides a rich set of resources that: • Define the scope and level of course coverage • List the course learning outcomes, which include the content and the expected levels of performance • Offer a list of suggested enabling objectives for each learning outcome. • Suggest effective teaching approaches and strategies • Provide a content and topic outline • Recommend textbooks and other learning resources.
Current textbook selections are used by faculty to guide the development of their own teaching plans and to help generate the syllabi they provide to students. Faculty meet as a Curriculum Committee and as Sequence Committees on an ongoing basis to establish strategies and methods and to gather feedback on the courses they are working on and which they will deliver in an upcoming term.
As a result, course outlines provide information for other postsecondary institutions to assess RCC’s courses against their equivalent courses.
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Credential Recognition Prior to RCC receiving ministerial consent to offer degree programs, the College had vibrant articulation agreements with these universities:
1. Lakehead University, Ontario, Electrical Engineering Degree program 2. Saginaw State University, Michigan, Electrical Engineering Degree program, 3. Brock University, Bachelor of Science (Computer Science) program 4. Memorial University, Newfoundland, Bachelor of Technology 5. University College of Cape Breton, Nova Scotia, Bachelor of Technology
As stated in the 2003 Application, the intention was to maintain and to strengthen these agreements. which provide for significant academic credit towards science, technology or engineering degrees.
Since consent, RCC has strengthened the articulation agreements for graduates of the Electronics Engineering degree and diploma programs with Saginaw State University and University Canada West. In addition, RCC graduates have gained acceptance into second degree and masters programs at these universities: Ryerson University University of Guelph Lakehead University Charles Sturt University It is the policy of the Institute to support students in their quest for credit transfer and/or acceptance into second degrees. To that effect RCC administration develops curriculum packages, writes letters of explanation, speaks with Registrars to provide information about the quality and content of the RCC courses and programs of study.
RCC Institute of Technology has gained further recognition among engineering and technology education community through its active and strong involvement in highly- esteemed Canadian and International Conferences including those organized by the IEEE Industrial Electronics Society, the American Association of Engineering Education, and the European Society of Engineering Education.
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10.1 Current Regulatory of Licensing Requirements 10.2. Letters of Support
N/A
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11.1 Periodic Review Policy and Schedule
At its meeting of March 20, 2007, the RCC Governing Board supported a periodic review policy which included an annual program review as described in Appendix 7.1.1 along with the a Self-Study and Evaluation Committee Report every five years and following PEQAB’s Program Evaluation standard, Benchmarks 1 and 2.
These policies have been implemented as evidenced by the Self-Study, Evaluation Report and Plan of Action.
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Appendix 12.1 Draft Faculty Policies Handbook
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Table 1: Student Enrolment Information (No Advanced Standing)
Number of New New Intakes New Intakes New Intakes New Intakes Students Highest into the 1st into the 1st into the 1st into the 1st Certification Year of the 1st Year of the Year of the Year of the 4th Cohort 2nd Cohort 3rd Cohort Cohort Academic Year Academic Academic Academic Year 2005-06 Year 2006-07 Year 2007-08 2008-09 Secondary School 48 28 31 29 Graduates College Graduates 0 0 0 0 University Graduates 0 0 0 0 Mature Students (individuals who do not have an Ontario Grade 12 Diploma or its 0 0 0 0 equivalent)
Total Students 48 28 31 29 Commencing Program Average Secondary G.P.A of students listed 74% 74% 75% 71% above Number of Total Students who are international Students 3 1 0 1 (i.e., on a Student Visa)
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Table 2: Student Enrolment Information (Advanced Standing Only)
1st Cohort 1st Cohort 1st Cohort 1st Cohort Sept 2005 Sept 2006 Sept 2007 Sept 2008 # of students # of students # of students # of students granted granted granted granted advanced advanced advanced advanced standing into standing into standing into standing into
Year 1 9 1 3 3
Year 2 14 6 5
Year 3 - - - -
Year 4 - - - -
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Table 3: Student Retention Information
Row Academic Year Cohort 1 Cohort 2 Cohort 3 Cohort 4 Sept 2005 Sept 2006 Sept 2007 Sept 2008 Total who commenced 1 57 29 34 31 program Total from row 1 who re- 2 41 25 28 - enrolled in year 2 Number of new students 3 joining year 2 with 14 6 5 - advanced standing
4 Total of rows 2 and 3 55 31 33 -
Number from row 4 who 5 50 29 - - re-enrolled in year 3 Number of new students 6 joining year 3 with 0 0 0 0 advanced standing
7 Total of rows 5 and 6 50 29 0 0
Total from row 7 who re- 8 44 28 - - enrolled in year 4 Number of new students 9 joining year 4 with 0 0 0 0 advanced standing
10 Total of rows 8 and 9 44 28 0 0
Number from row 10 who 38 0 0 0 graduated Number from row 10 who 6 28 0 0 are still in the program Number from row 1 who 28 0 0 0 graduated Number from row 1 who 3 22 24 30 are still in the program
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Table 4: Faculty Information—Major Discipline Courses
Faculty holding Academic Degrees higher than a Bachelor in a field of study directly related to the subject to be taught
A B C D Number of Major Number of different Number of Instructors in column C with Discipline courses individuals teaching PhD Masters degree Exceptions (including) offered courses and FT__/PT__ FT__/PT__ FT__/PT__ to all cohorts in sections listed in column B 2008 - May 25 13 FT 4 FT 5 FT 3 PT__ PT_1 PT__ 2008 – January 27 14 FT 4 FT 7 FT 2 PT__ PT 1 PT__ 2007 - September 29 13 FT 4 FT 5 FT 3 PT__ PT 1 PT__ 2007 - May 28 14 FT 4 FT 6 FT 3 PT__ PT 1 PT__
Faculty not holding Academic Degrees higher than a Bachelor (i.e. exceptions) in a field of study directly related to the subject to be taught
2008 - May 2008 – January 2007 - September 2007 – May
Instructor’s Course Instructor’s Course Instructor’s Course Instructor’s Course academic taught academic taught academic taught academic taught credentials credentials credentials credentials 1 B. Sc COMM340 B. Sc Electrical EAC110 B. Sc Electrical EAC110 B. Sc Electrical COMM340 Electrical ETP470L Engineering EAC120 Engineering EAC120 Engineering COMM410 Engineering COMM410 ETP470L COMM210 COMM410 COMM410 2 B. Eng DIG220 B. Eng DIG110 B. Eng DIG220 B. Eng DIG220
3 Post Diploma CMP230 Post Diploma in Post Diploma in CMP230 Post Diploma in CMP230 in Networking Networking Networking Networking
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Table 5: Faculty Information—Breadth Courses
Faculty holding Academic Degrees higher than a Bachelor in a field of study directly related to the subject to be taught A B C D Number of Major Number of different Number of Instructors in column C with Discipline courses individuals teaching courses PhD Masters degree Exceptions (including) offered and sections listed in FT__/PT__ FT__/PT__ FT__/PT__ to all cohorts in column B 2008 - May 8 3 FT FT 3 FT PT__ PT_ PT__ 2008 – 7 5 FT 1 FT 4 FT January PT__ PT PT__ 2007 - 9 5 FT 2 FT 2 FT September PT__ PT 1 PT__ 2007 - May 9 4 FT FT 4 FT PT__ PT PT _
Faculty not holding Academic Degrees higher than a Bachelor (i.e. exceptions) in a field of study directly related to the subject to be taught 2008 - May 2008 – January 2007 - September 2007 – May
Instructor’s Course Instructor’s Course Instructor’s Course Instructor’s Course taught academic taught academic taught academic taught academic credentials credentials credentials credentials 1 2 3
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Table 6: Library Resources (Comparison of Resources reported as ‘will be available’ in application for current consent with actual Current Resources)
Number of Holdings (print) Current Number Number of Holdings Current Number relevant to the field of (electronic) (include study (that will be available program-specific as per original application) databases) (that will be available as per original application) On-site Library 18,200 items: 16,642 items: Canadian Series database 2 Periodical Databases Resources relevant to 3032 support BT (EET) 4458 support BT (EET) from ProQuest from Ebsco: Degree Program Area (for 6311 support BT (CIS) 6695 support BBIS Facts on File - Computers and students/faculty) 5453 support both 5642 support both E-version of Encyclopedia Applied Sciences programs programs Britannica. - Canadian Reference Centre Includes journal holdings: 2 databases of e-books 18 from Books24X7 - IT PRO - Engineering PRO Other Library Access (e.g., Participates in the web-based, inter-library Canadian University arrangements Reciprocal Borrowing Agreement Comment: The Library collection is expanded and upgraded annually. The Academy of Design library holdings will be added to the collection; a satellite library will be established at the RCC/South Campus (1835 Yonge Street).
The main focus has been to increase student access to online resources.
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Table 7: Computer Access (Comparison of Resources reported as ‘will be available’ in application for current consent with actual Current Resources)
Number of Students Number of Computers Number of Computers with Location of Computers (Cumulative) Available to Students in Internet Access Available Proposed Program to Students in Proposed Program On-Campus Final Year of Projections 529 218 218 Yes on Original Application
Current Number 165 127 127 Yes
Comments: The original application counted the entire number of computers on campus. The 127 number includes computers in the Electronics Lab, the general computer lab and the Resource Centre/Library. These computers are available to students enrolled in the Electronics Engineering Technology programs. They do not includes the two computer lecture labs (60 workstations) in which Electronics classes may be scheduled.
Student numbers include students enrolled in both the degree and diploma programs.
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Table 8: Classroom Space (Comparison of Resources reported as ‘will be available’ in application for current consent with actual Current Resources)
Number of Students Number of Classrooms Location of Classrooms (Cumulative) (include seating capacity)
On site Other
Final Year of Projections 529 4 classrooms; each seats Yes on Original Application at least 50 students
Current Number 165 No change
Comments: RCC’s campus at Concord has 7 classrooms; each with a seating capacity of at least 50 students.
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Table 9: Laboratory Equipment (Comparison of Resources reported as ‘will be available’ in application for current consent with actual Current Resources)
Number of Students Type and Specially Equipped Location of (Cumulative) Number of Labs Workstations and/or Laboratories/Equipment Specialized Equipment
Number Ratio of On Site Other Students to Equipment
Final Year of 529 4 Labs 129 4.1:1 Yes Projections on Original Application
Current Number 165 3 Labs 135 1.5:1 Yes
Comments: Student numbers include Electronics Engineering Technology students in both the degree and diploma programs.
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Appendix 1: Program Self-Study
RCC Institute of Technology conducted a Self-Study beginning in September 2007 and delivered the report to the Evaluation Committee on May 1, 2008. The Self Study examined all aspects of the delivery of the degree programs. And in that the Institute received Ministerial Consent before the introduction of the Organization Self-Study, it incorporated organization elements into the Self-Study.
This implementation of an amalgamated program and organization self-study is consistent with the size of the Institute and the fact that the delivery of its degree programs constituted the majority of its programmatic and organization energies.
The Self Study is attached as Appendix 1
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Appendix 2: Report of the Evaluation Committee
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Appendix 3: Plan of Action Responding to the Recommendations of the Evaluation Committee
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Checklist B: Organization
RCC’s complete Organization Review was submitted to and received by the Postsecondary Education Quality Assessment Board secretariat on November 10, 2008.
This Organization Review submission was provided as partial requirements for the Board’s review of the Academy of Design at RCC’s application to provide a Bachelor of Interior Design program.
As approved by the Board, the Organization Review submission also serves as partial requirements for RCC’s Consent Renewal application for the Bachelor of Technology (Electronics Engineering Technology) program.
Checklist B: Organization is provided on the next two pages
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Table 10: Five Year Business Plan
RCC’s Five Year Business Plan (Appendix 15.1/Part A/2003) was overly ambitious, assuming three occurrences that did not happen:
1. That the College would achieve degree consent in time to impact the May 04 starting class with a strong September 04 starting class in the degree programs.
2. That the demand for RCC’s degree programs would surpass the consistent and strong demand for its 6-term/year-and-a-half diploma programs. Furthermore, the assumption was that these application-oriented degrees would perform counter to the prevailing decline in the demand for postsecondary technology and computer programs.
3. That students in the RCC’s and DeVry College’s diploma programs would choose to continue their education and earn a degree. The Business Plan anticipated an early enrolment boost from this market.
Table 10A: Business Plan Assumptions and Realities
Assumptions Realities Consent by February 2004 Consent Date: October 12, 2004 New Student Intake: 400/year The best year was less than 250 Significant number of diploma to degree Thirteen (13) students transferred transfer students 60% completion rate We achieved this benchmark
As a postsecondary institution that depends entirely on tuition revenue to fund operations and capitalization, these under-forecast enrolment numbers forestalled a number of activities that had been built into the business plan.
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Table 10B: Business Plan Forecasts and Actuals
Forecasts Actuals Student Enrolment forecast for September Actual student enrolment/September 2008: 256 2008: 813 Forecast operating expenses FY2008: ~$9M Actual operating expenses FY2008: ~$4M Expansion of campus to second floor Did not happen; 1st floor footprint more than adequate for student population $260K in leasehold improvements ~ $175K was spent on a new Electronics Lab, new library and additional offices for faculty and administrative staff. Teaching costs based on a student: FT faculty Teaching costs as a percentage of tuition ratio of 20:1. Anticipated faculty complement revenue are higher than forecast. Student: FT of 41 FT faculty by AY05/06 faculty ratio is 15:1. Today the Institute has 17 FT faculty.
Commentary Despite the enrolment and revenue shortfalls, RCC was able to provide the resources required to deliver strong degree programs as evidenced by the Self-Study and the Report of the Evaluation Committee.
Of note and as part of the Board-approved Plan of Action are three activities to strengthen RCC’s marketing, financial position and the resourcing of its programs:
It is recommended that the ‘computer information systems’ nomenclature associated with the B. Tech degree be changed to a Bachelor of Business Information Systems degree.
The purpose of this change is to expand the high school market and to increase enrolment in a program with strong employer demand.
It is recommended that the RCC name and identity be enhanced and used in student recruitment and marketing efforts as a means of providing wider knowledge of the RCC Degree Programs availability. The new role of RCC within the Yorkville University context should add to the RCC marketing profile.
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The acquisition of the International Academy of Design and Technology changes the context of the Committee’s recommendation as it provides even more branding and program diversification opportunities.
It is recommended that a strategic plan be developed in relationship to the up- dating of laboratory equipment, computers and software with an annual budget allocation being attributed to this modernization.
Furthermore, the Five Year Business Plan FY2009-2013 positions the Institute as part of Yorkville University and diversifies the Institute’s programming consistent with its missions and purposes. The plan is provided as Appendix 5.3 in the Organization Review submission.
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Table 11: Academic Plan
RCC’s Academic Plan AY04-08 (Appendix 15.1/Part A/2003) anticipated the evolution of the Institute in a more demanding degree- granting environment. It identified six initiatives that would ground RCC’s continuous improvement while benefiting current faculty and students and attracting new students.
The following table summarizes the Institute’s performance with respect to each of these initiatives:
Academic Initiatives Performance Develop and maintain programs that meet the needs of New Degree Programs career-oriented students Bachelor of Technology (Electronics Engineering Technology) Bachelor of Technology (Computer Information Systems) renamed to Bachelor of Business Information Systems (2008) Bachelor of Interior Design (2008) New Diploma Programs Computer Information Systems Network Security Specialist Post-Graduate delivery of Electronics Engineering Technology diploma program for foreign-educated engineers Acquisitions International Academy of Design (17 diploma programs) Implement higher-level courses within the degree Completed in two areas: programs 1. Field of Study: Based on the degree standards for a baccalaureate degree in an applied area of study, courses in the technical sequences introduced more independence, research and enquiry and communications. These expectations of students were substantiated during the Institute’s Self-Study. 2. General Education Courses: RCC Introduced a rigorous general education program that included a communications sequence, general education electives and capstone courses.
The Evaluation Committee that reviewed the Self-Study recommended that the Institute continue to work on defining the role of general education within the degree programs. That work continues.
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Academic Initiatives Performance Offer Evening/Weekend programs RCC received Ministerial Consent to offer its Bachelor of Technology (Computer Information Systems) program at a satellite campus on the Yonge Subway. We subsequently marketed an Evening/Weekend program but have not yet garnered a starting class. Yet another reason to re-position this program as a Bachelor of Business Information Systems. Implement HR policies that fosters growth and The Institute provided tuition re-imbursement for faculty and staff enrolled in higher development education program.
Performance Reviews were conducted on a regular basis and following the recommendations of an ad hoc committee reviewing the Faculty Policies.
Professional Development Days were scheduled and included symposia on: Engaging Students in their Learning (October 2005) Learning Centred Teaching (October 2006) Program Review/Self-Study Priorities (October 2007)
New faculty were given a mentor, an informal orientation to the Institute and an early Instructor Survey was administered and the input provided.
Given the challenging financial situation, the Institute was not able to introduce sabbaticals.
Faculty professional development garnered a recommendation from the Evaluation Committee and a plan of action has been approved to address this important set of activities.
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Academic Initiatives Performance Increase academic and administrative capacity The following governance structures were introduced. The Terms of Reference for each is provided in the Organization Review Appendix 6.2.2: Academic Council Department Curriculum Committees (and Sequence Committees) Program Advisory Committees President’s Council
Key campus administrative staff comprise the Campus Operations Committee, which manages the term/academic calendar, breaks down barriers and focusses on student success and retention.
Ad hoc committees comprised of faculty were struck to make recommendations about the following practices: Examination/Evaluation Practices Faculty Policies Instructor Surveys Integrate online education into program delivery Approximately 40% of RCC’s faculty use the MOODLE system to support course delivery.
Consistent with the mission and expertise of the parent institution, Yorkville University, all three of the 2008 Applications for Consent and Consent Renewal include details about the Institute’s aspirations to deliver courses using online methodologies, whether for online/distance delivery, hybrid* delivery or to supplement on campus delivery (See Part A, Appendices 7.1 and 7.2)
* Hybrid delivery means students are on-campus for their labs.
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Appendix 4: Organization Self Study
RCC Institute of Technology conducted a Self-Study beginning in September 2007 and delivered the report to the Evaluation Committee on May 1, 2008. The Self Study examined all aspects of the delivery of the degree programs. And in that the Institute received Ministerial Consent before the introduction of the Organization Self-Study, it incorporated organization elements into the Self-Study.
This implementation of an amalgamated program and organization self-study is consistent with the size of the Institute and the fact that the delivery of its degree programs constituted the majority of its programmatic and organization energies.
See Appendix A: RCC Self Study
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Appendix 5: See Appendix 2: Report of the Evaluation Committee
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Appendix 6: See Appendix 3: Plan of Action Responding to the Recommendations of the Evaluation Committee
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