Revised Modularized Undergraduate Curriculum

University Of GONDAR
Institute of Technology
School Of Mechanical and Industrial Engineering
DEPARTMENT OF MECHANICAL ENGINEERING
REVISED MODULARIZED UNDERGRADUATE

CURRICULUM
October , 2021
Abbreviation
 University of Gondar (UOG)
 Institute of Technology (IOT)
 School of Mechanical and Industrial Engineering (SMiE)
 Programmable Logic Controller (PLC)
 Engineering Capacity Building Program (ECBP)
 Computer Numerical Control (CNC)
 European Credit Transfer System (ECTS)
 Mechanical Engineering (MEng)
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Table of Contents
Abbreviation............................................................................................................................... i
Table of Contents.......................................................................................................................ii
1. Introduction....................................................................................................................... 1
2. Program Outcomes..........................................................................................................21
3. Modules and Clustered Courses......................................................................................22
4. Course Breakdown by Semester..................................................................................... 26
5. Module Profile and Course Syllabus...............................................................................34
6. Graduation Requirements............................................................................................. 273
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1. Introduction
1.1 BACKGROUND OF THE DEPARTMENT
Mechanical Engineering Department of University of Gondar has been established in 2003 E.C,
with the objective of responding to the need for rapid industrialization and the changing societal
needs of the country for sustainable development. It has graduated seven batches of engineers.
The department believes in cultivating the full potential of students, and the advancement of all
forms of knowledge keeping in pace with international standards of academic quality, including
the high skilled employment needs presented by a growing economy operating in global
environment.
Statistical data obtained from the University of Gondar, shows that the total number of mechanical
engineers that graduated from the University with a B.Sc. degree during the period 2003 E.C
to 2013 E.C is above one thousand and two hundred graduates. Further examination of the data
shows that the number of graduates per year was increasing.
2. OBJECTIVES
The objective of the Mechanical Engineering Undergraduate Program is to provide broad-based
educational training in mechanical engineering and its applications leading to a Bachelor of
Science Degree. Its goal is to enable graduates to meet the challenges of the engineering
profession in a rapidly changing environment that exists in a developing country like
Ethiopia. These challenges require the ability to apply existing knowledge in new ways thereby
creating new systems and opportunities as well as adapting existing technology to local
production conditions. These require the ability to manage service, maintain and improve
upon existing systems.
2.1. Vision
“To impart futuristic technical education and instill high patterns of discipline through
dedicated staff who shall set global standards, making our students technologically superior and
ethically strong, who in turn shall improve the quality of life of human race in general and our
own people in particular.”
2.2. Goals
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To Develop future professionals with problem identification/solving skills and positive
attitudes to serve the society
To produce technically sound and practically competent engineers of global standard.
To train professionals equipped with relevant knowledge and skills, who would
contribute to the development of the country.
To bring out professionals who are not mere government expectants for jobs, but job
creators.
Reorient the education system to be more practical, research oriented and problem
solving.
To address the demands of the new education policy of the country
Rationale for Modularized Curriculum
Mechanical Engineering is the main field that plays leading roles in the technological
development of a country. The objective of Mechanical Engineering Education up to now was to
educate trainable, broad-based mechanical engineers that can fit in the different applications
areas of mechanical engineering after given on-the-job training for about a year.
As a result, the curriculum became broad and solid as far as knowledge transfer is
considered through time. Though there have been several attempts to accommodate the needs of
local industry, it was not done in a strategic way to fill the skill gap ofthe graduates. In fact, it
was supposed that the industries have to streamline graduates to their particular area by giving
them practical on-the-job training for about one year.
However, the School was able to recognize that most of the industries that have been
employing mechanical engineers are small and medium-sized and do not have senior engineers
for coaching the new recruits. As a result, the school is convinced that it is necessary to make the
education more practice-oriented and focused to the different areas of industrial applications in
order to make the engineers more productive. With the increasing number of graduates in
mechanical engineering, it is becoming inevitable that some shall be self-employed. Therefore,
the need for training the graduates in entrepreneurship has become necessary.
On the other hand, the Government of Federal Democratic Republic of Ethiopia has
demanded the improvement of Engineering Education to make it more relevant to local
industries while having internationally acceptable standards.
In general, the curriculum was drafted with the objective of meeting knowledge and skill
requirement of Mechanical Engineers stated in the professional profile.
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Finally, this revision was conducted simply by considering the entire drawback collected from
staffs on the existing curriculum (a curriculum revised in 2013). The major change in this
curriculum revision includes; an improvement of the course content, semester & ECTS
rearrangement and also mapping of the course outcomes with the program outcomes as per the
European accreditation institution format.
But when these changes are compared with the change which had been conducted in 2013,
this revision is a minor revision. As a reference, the major changes which were made in 2013 on
the older curriculum include the following:
a) More practice-oriented courses were added.
b) The practical education aspect of each course, such as laboratory or workshop exercises,
project work and industrial visits, were enhanced and made explicit in the program.
c) A six-month industrial internship was introduced in the 8th semester.
d) A new course on Mechatronics is included in the curriculum to introduce to students PLC

and computer-based automation of machinery.
e) A course on Quality Management is introduced with the objective of training engineers

who will play important role in quality improvement of manufactured products and/or
technical services.
f) A new course in Entrepreneurship with the objective of training engineers for self-
employment was introduced.
g) Courses that deal with technology for rural development were added in the relevant focus
areas in order to promote agriculture-led industrial development policy of the country.
h) Elective groups focused on specialized application areas are introduced in the last four
semesters. The advantages of grouping students in focus areas are:
 The education is streamlined to different areas of employment;
 Small size class facilitates project and laboratory intensive education.
i) Courses are arranged in modules which are envisaged to be helpful in facilitating

organization facilities and planning of staff requirement in more structured way.
j) In order to accredit the program by European accreditation institution, the introduction of
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European Credit Transfer System (ECTS) System was necessary. ECTS credits are a
value allocated to course units to describe the student workload required to complete
them. They reflect the quantity of work each course requires in relation to the total
quantity of work required to complete a full year of academic study at the institution that
is, lectures, practical work, seminars, private work- in the library or at home- and
examinations or other assessment activities. Credits thus express a relative value.
1.1. Professional Profile
Mechanical Engineering is a profession that deals with the design, manufacturing, selection,
installation, commissioning, operation, and maintenance of all forms of machinery, equipment,
and industrial systems. The profession plays a vital role in the establishment and sustainable
operation of a nation's manufacturing industries, transport systems, power generation,
construction, and mining industries.
Though the task which professional mechanical engineers are to undertake are inexhaustible
for this list, some are listed here;
 Product design, development and manufacturing;

 Industrial plant design, equipment selection, plant erection, commissioning, operation and
maintenance;
 Industrial gas- and water-supply system/component design;
 Automotive and construction equipment design and maintenance;
 Energy conversion system/component design, installation, commissioning, operation and
maintenance;
 Heating, refrigeration, air-conditioning system/components design, installation,
commissioning, operation and maintenance;
 Industrial project design and evaluation;
 Project management;
 Factory and technical service management in the capacity of general manager, technical
manager, operation manager, maintenance manager, and sales manager.
Due to the very broad nature of the profession, it has numerous areas of specialization at
global level. In the current Ethiopian context, one could specialize in any one of the following
areas:
 Product Design and/or Applied Mechanics
This area of specialization focuses on the design of a product, starting from the need analysis
through three dimensional modeling, strength and dynamic analysis up to prototype
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manufacturing and testing.
 Engineering Materials
It deals with the study and application of materials.
 Manufacturing Engineering/ Technology
It deals with the design of manufacturing processes (like casting, forming, machining,
joining, assembling, etc.) of an engineering product, starting from its design to planning and
management of the manufacturing operations.
 Thermal and Power Plant Engineering
It deals with the design, selection, installation, commissioning, maintenance and operation of
energy conversion, heating, cooling systems and equipment that utilize thermal primary energy
resources.
 Fluid Machinery
It deals with the design, performance analysis, selection, installation, commissioning,

operation and maintenance of rotating machines such as pumps, blowers, compressors and
various types of turbines.
 Maintenance Engineering
It deals with systematic application of reliability theory, condition monitoring and

reconditioning techniques, and preventive maintenance programs to increase plant or equipment
availability.
 Automotive Engineering
It deals with the design and maintenance of a motor vehicle and its accessories.
 Aeronautic Engineering
It deals with design and maintenance of an aircraft and its accessories.
 Mechatronics and/or Robotics
It deals with control of mechanical systems and interfacing of mechanical system with
electronic controllers and computer.
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 Industrial Engineering
It deals with optimal design of manufacturing plant and optimal management of material,
human and machine resources in manufacturing operations to minimize production costs and
maximize product quality.
 Railway Engineering
It deals with design, manufacture, operation, management, control and maintenance of all
forms of railway and related equipment and industrial systems. The profession plays a vital role
in the establishment and sustainable operation of railway transport systems to boost the economy
of the country in all aspects.
Depending on the engineering tasks one is undertaking or the position one is holding, a
professional mechanical engineer working in an industrial facility can have professional titles
and/or job specifications like Design Engineer, Manufacturing Engineer, Maintenance Engineer,
Installation Engineer, Utilities Engineer, or management title/job like General Manager,
Technical Manager, Operation Manager, Maintenance Manager, Sales Engineer, and rendering
consultancy services in the field.
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1.2. Staff Profile
The School has seventy six (76) permanent staff members with 14 PhD‘s, 46 MSc‘s out of
which 25 are on PhD study 10 locally and 15 abroad. Also there are 16 Assistant lecturers where
currently 7 are studying MSc locally 2 abroad in various specializations.
Table 1-1: Mechanical Engineering Permanent Academic Staff
S. No. Academic Staff Name Academic Rank Chair, Remark

Research Group
1 Dr. Samuel Tesfaye Lecturer Material science PhD-Abroad
2 Solomon mesfin Lecturer Manufacturing MSc
3 Mentesnot Getu Lecturer Design MSc
4 Kirubile Awoke Lecturer Design MSc
5 Ebrahim Nurhusin Lecturer Manufacturing MSc
6 Anteneh Belay Lecturer Thermal MSc
7 Marta Zeleke Lecturer Automotive MSc
8 Sora Kenenisa Lecturer Design MSc
9 Beketu Gezachew Lecturer Design MSc
10 Ayele Haile Lecturer Design MSc
11 Yewondwosen Gzate Lecturer Thermal MSc
12. Aychew Asratie Lecturer Manufacturing MSc
13. Aynabeba Melkamu Asst. Lecturer Design Bsc.
14 Tegegne Yilak Asst. Lecturer Thermal MSc
15. Abate Getu Lecturer Design MSc
16. Enyew Eskezie Lecturer Design MSc
17. Alemnew Ebabu Assistance Professor Thermal/Energy MSc
18. Tayachew Nega Lecturer Design MSc
19. Yihun Tefera Lecturer Thermal MSc
20. Workneh Gerbeyehu Lecturer Manufacturing MSc
21. Marshet Mulat Lecturer Manufacturing MSc
22. Misganaw Abebaw Lecturer Design MSc
23. Fasil Kelemwork Lecturer Thermal MSc
24. Kibret Yilak Lecturer Automotive PHD-abroad
(Candidate)
25. Esubalew Walelgn Lecturer Thermal MSc
26. Tetaraw Muchye Lecturer Manufacturing MSc
27. G/mariyam Alemu Lecturer Thermal MSc
28. Gashaw Arga Lecturer Thermal MSc
29. Andebet Tilahun Lecturer Design MSc
30. Belete Ambachew Lecturer Manufacturing MSc
31. Ashenafie Tesfaye Lecturer Thermal/Energy MSc
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32. Abate Getu Lecturer Design MSc.
33. Melese Sheferaw Lecturer Manufacturing PhD – Local
(candidate)
34. Yeshambel Derb Lecturer Manufacturing MSc.
35. Tsigi Getu Lecturer Material Science MSc.
36. Fasikaw Kibret Lecturer Design MSc.
37. Agernew Melkamu Lecturer Design MSc.
38. Kalkidan Abebe Assi. Lecturer Thermal BSc.
39. Biniyam Tofa Lecturer Design BSc.
40. Biniyam Getasetegne Asst. Lecturer Thermal BSc.
41. Dasash Dejen Asst. Lecturer Manufacturing BSc.
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42. Arbegnaw Ararso Lecturer Design MSc.
43. Kine Tibeb Lecturer Manufacturing BSc.
44. Mequanint Yilak Asst. Lecturer Manufacturing BSc.
45. Nakachew Genete Lecturer Industrial MSc.
46. Samuel Bayelegn Asst. Lecturer design BSc.
47. Endale Getu Lecturer Manufacturing BSc.
48. Mengestie Abate Lecturer Design BSc.
49. Sophiya Simachew Lecturer Thermal BSc.
50. Gashaw Dessie Lecturer Manufacturing PhD – Local
(candidate)
51. Birhanu Mulat Lecturer Manufacturing PhD – Abroad
(candidate)
52. Tesfahun Tegegne Assistance Automotive MSc.
Professor
Table 1-2: Technical and support staffs
Chair,
S. No. Name of Staff Academic Rank Remark
Research Group
1. Muluken Bitew Chief Technical Assistant - I SMiE
2. Muluken Anteneh Lab Technical Assistant SMiE
3. Agraw Husien Chief Technical SMiE
4. Salamlak Yilma Chief Technical - I SMiE
5. Abdukadre Ayenew Senior Technical SMiE
6. Meteku Asrade Lab Technical Assistant SMiE
7. Daniel Negash Chief Technical -I SMiE
8. Dejen syum Lab Technical Assistant SMiE
9. Kelemwork Abebe Chief Technical -I SMiE
10. Temesgen Fekadie Chief Technical -I SMiE
11. G/Hiwot Azanaw Chief Technical -I SMiE
Table 1-4: Administrative and support staffs
S. No. Name of Staff Administrative Role Mechanical Remark

engineering staff
1 Mulu Amlak Executive Secretary MEng
2 Azanu Demise Store MEng
4. Eden Tamalew MEng
5. Zemene Akanie MEng
The staff of the School also serves in some Institute and School committees. The highest
body in the School is the School Academic Commission.
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1.3. Infrastructure
1.3.1. Laboratories
The School of Mechanical and Industrial Engineering has the following laboratories to
support the education and research activities that it undertakes. Additional facilities require are
planned to be purchased.
a) Fluid Machine and Thermal Laboratory
The list of facilities available for the education is given below .
 Reciprocating compressor performance for demonstration

 Diesel and Petrol Engine Test setup with Dynamometer and fuel cons
 Combustion chamber
 Air conditioning test stet-up for demonstration
 Variable Speed and torque drive for testing power requirement of small machines
 open wind tunnel
 heat transfer test set-up
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 Combustion gas analyzer
 Smoke meter
 Light meters
 Turbine flow meters
b) Hydraulic Machines Laboratory
 Flow measurement with nozzles and orifice

 Pelton Turbine Test bench
 Francis Turbine Test bench
 Centrifugal pump Test bench
1.3.2. Manufacturing Workshop
The workshop consists of with nearly all general purpose machinery necessary for
manufacturing of small machinery and equipment. , 6 lathe machines, 2 milling machines, 4 arc
welders, 2 flame welders and additional tools and equipment will be purchased as part of
improvement plan of facilities in the next three years.
 Small CNC lathe

 Medium Size CNC lathe
 4x Training lathe machine
 2x Lathe machine for production2
 3x Vertical drill
 Radial drill
 CNC Milling
 2x Milling machine
 Surface grinders
 Cylindrical grinder
 Tool grinders
 Bench work 20 workplaces with all hand tools
 Hydraulic Guillotine shear 2000 x8 mm
 Hydraulic bending machine 2000 x8 mm
 Hydraulic rolling machine 2000x 8 m
 Guillotine shear 1000m x4 mm
 Manual bending machine 1000 m x 4mm
 Rolling machine 1000 m x 4mm
 2x Heat treatment furnace
 3x Electric arc welding
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 MIG welding machine
 TIG Welding Machine
 Flame welding machine
 Casting furnace
 Forging furnace
 Complete set of machines and tools for wood work
 Hand power tools
 Complete set of hand tools
1.3.3. Computer Rooms
The computer facility includes ICT infrastructure with enough computers both for
undergraduate and graduate students which can be accessible for any software including the
following few application software.
 PRO Engineer
 Visual Studio
 Matlab
 Thermocalc
 Flex, Flint and LPA prolog expert system development tools.
1.3.4. Classrooms
The School has dedicated class rooms for lectures and conferences. There are lecture rooms
with a capacity of more than 40 to 50 students. Among these, two rooms are equipped with
drawing tables for courses related to Engineering Drawing and Machine Design.
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1.4. Graduate Profile
Due to his/her strong background, a B.Sc. mechanical engineering graduate can accomplish
the following tasks after a brief period of on-job training:
 Represent machine and parts drawing manually and/or with CAD software
 Understand operating principles of machinery and systems and prepare specification
 Design small machinery, piping and other systems
 Conduct strength analysis of machine components
 Plan production process and assembly of parts
 Determine and optimize production costs
 Determine lay-out of machinery and supervise machinery installation.
 Manage maintenance of equipment
 Control quality of products
 Optimize energy utilization in plants
 Manage operation of thermal power plants, renewable energy conversion systems and HVAC
systems
 Design, develop, operate, and maintain rolling stocks.
1.5. Admission Requirements to the School
a) Regular/extension students who fulfill the following criteria are eligible for admission to
the School:
 Preparatory complete with minimum points for engineering education in the national
examination (extension).
 Students shall complete pre-engineering program successfully
 Good performance in the assessment semester.
b) Students who have completed 10+3 TVET programs related to mechanical engineering
with very good performance, have CoC level 4 certificate and who have attended a bridging
program in physical sciences can also be considered for admission, although their acceptance
will depend on availability of space.
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1.6. Internship (Industry Placement)
The new Bachelor of Science (B.Sc.) curriculum in Mechanical Engineering program requires a
one-semester internship (industry placement) after the successful completion of the ‗holistic
examination‘ given at the end of the 6th semester of the program. During the internship, the daily
and monthly working times follow the systems practiced in the respective industry for the upper
middle-level management. Specifically, they follow the system practiced in the respective
company that hosts the student. As a rule, the entire internship period has to be spent in a single
company; a change of company during the internship period will only be permitted under
extraordinary circumstances. In such a case, the decision is with the Faculty Internship
Coordinator.
A seminar program, organized by the Faculty Internship Coordinator will accompany the
internship semester. Participation in the seminar program is compulsory (mandatory).
At the end of the internship, the student submits to the mentor assigned by the School a
comprehensive report, duly endorsed by the student‘s host company. The report is assigned 30
ECTS. The required format and assessment of the report is detailed in the Mechanical
Engineering students‘handbook. The report will be assessed by specifically assigned internship
program evaluator (or university professors/lecturers).
In addition, the practice of internship for the extension program was different; as such the
extension students were used to bring a letter from their employee considering that they are on
job training and this has been used for the Internship course evaluation. However such practices
are not found to be effective to engage the student in the real engineering problem based
questions. Apparently, the chance that the student might work on a different sector than an
engineering discipline requires is a concern too, which has enforced the amendment of the
previous practice. Hence, like the regular students, all extension students will register for the
internship course attached to a company with mentors assigned from the school. The students are
expected to write a report and compile it for their evaluation. Unlike regular students the
extension student who is working in a company/organization whose prime activity is related to
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the teaching can be placed in the same company/organization provided he/she fulfill the
followings:
 A supporting letter from the company/organization indicating the willingness to host the
student,
 Assign supervisor from the hosting company/organization and send monthly evaluations
The Extension Program Office shall aware newly arriving students (before registration) on this
requirement and device a follow-up mechanism.
1.6.1. Objectives
The internship program has the following objectives:
 Expansion of knowledge and acquaintance with industry in the field of mechanical

Engineering.
 Consolidation and deepening of existing knowledge in the mechanical engineering design
and construction industry.
 Participation in the development, manufacture and assembly of products typical for the
industry.
 Involvement in the planning, steering and management of the design & construction
processes.
 Hands-on training in practical skills typical for the industry. Typically, this would be
participation –individually or within a (task) group– in real assignments/projects, which
entail the application of knowledge and skills attained so far during the studies at University
–and aiming at developing special skills related to the industrial practice– in one or several of
the following fields (depending on the type of industry and company profile):
 Design and construction.

 Laboratory (quality monitoring) work.
 Task management (labor management, logistics).
 Business management, Marketing.
1.6.2. Cost
All matters related to the cost of the internship process will follow government legislations.
The following items should be included in the budget preparation:
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 Insurance (accident during work & trips to/from work)
 Long-distance travel cost (if company is far from University, e.g. another region)
 Daily travel to/from work
 Travel to/from University (e.g. from location of company) to attend the mandatory seminar
 Program organized by the University (if any)
 Accommodation, if the workplace is far from the University
 Cost for printing the comprehensive report
 Remuneration for the internship from the company, if any.
1.7. Grading System (course and project works) and ECTS grade transfer
Table 1-6 Grading System and ECTS grade transfer
Raw Mark Corresponding Corresponding

Interval fixed number grade letter grade Status description Class description
Exam Score Grade
[90, 100] 4 A+
First class with
[85,90) 4 A Excellent
Great distinction
[80,85) 3.75 A-
[75,80) 3.50 B+ First class with
Very Good
[68,75) 3.00 B distinction
[65,68) 2.75 B- First class
Good
[60,65) 2.50 C+
Second class
[50,60) 2.00 C Satisfactory
[45,50) 1.75 C- Unsatisfactory Lower Class
[40,45) 1.00 D Very poor Lower Class
0 Fail (to take re-
[30,40) Fx exam) Lowest Class
[<30) 0 F Fail Lowest Class
Table 1-7 Industrial internship grading scale/system:
Marks out of 100% Letter grade Description Academic Remedial Action

standing
More than 95% A Excellent Pass
90-95% B Very Good Pass
80-89% C Good Pass
70-79% D Satisfactory Pass
60-69% E Sufficient Pass
Less than 60% F Unsatisfactorily Fail Repeat internship
Explanations:
1) A student who passed (i.e. ECTS grades A–D) cannot re-take an examination in order to
improve his/her grade.
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2) A student who failed with grade ‗FX‘ can re-take the examination once in a specially
organized re-sit examination. A re-sit examination has to be offered by the instructor in charge of
the course during the semester directly following the course, if at least one student obtained
grade FX. If the student fails the re-sit examination with grade ‗FX‘, he/she will be treated as if
the course was failed with grade ‗F‘.
3) A student who failed with grade ‗F‘ needs to re-take the entire course at the next
opportunity it is offered. If, in the following examination he/she fails again with grade ‗F‘ he/she
will not be awarded any ECTS credits for that course. Special cases will be decided upon by he
School Academic Commission (SAC). The SAC can make exceptions to this rule, taking into
consideration individual circumstances and merits of the student. The decision of the SAC must
be unanimous. If a unanimous decision cannot be reached after two consecutive board meetings
in which the case was discussed, the chairperson of the board makes the final and binding
decision.
If the grade of a single course is a product of several parts (e.g. written exam, assignment
reports, presentation) that are evaluated individually (refer to respective course description), the
entire course is considered failed if the student fails any of the individually assessed parts, even
if the overall average of all parts would result into a pass mark. In such a case, only the part of
the examination which was failed needs to be repeated according to the rules and procedures for
repeating failed examinations.
For examinations evaluated by an examination committee, the arithmetic mean of the

percentage points awarded by each examination committee member, rounded to the nearest
higher number, will be used as the basis of determining the grade.
1.7.1. Examination Pass-Fail Pathways
Table 1-8 Grading System for Pass and Fail
Pass Grade → OK
Fail Grade → Immediate repeat of
FX exam or part failed (re-
sit exam)
Pass Grade → OK
Fail Grade FX → Resultant Fail Grade F
Fail Grade F → Re-take course or failed

part of course
Pass Grade → OK
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Fail Grade FX Immediate repeat of
exam or part failed (re-
sit exam)
Pass Grade → OK
Fail Grade FX → Resultant Fail
Grade F
Fail Grade F → End of study
Fail Grade F → End of study
1.7.2. Examination System
Most courses will be assessed by a combination of written and oral examinations. Reports on
project work should also be part and parcel of the assessment metrics. The design activities shall
be assessed entirely by course work and this often shall include assessment of oral presentations.
According to the revised curriculum, in addition to regular quizzes, home works, and
assignments, the students will undertake two major exams for most courses, the first at the
middle (Mid-term Exam) and the second at the end of each semester (Final Exam). Some senior
courses may not have Mid-term Exams; instead students will be evaluated based on project
work. In addition, the students will take a holistic examination covering all basic study modules
before they leave for their internship.
In the final year, students should be required to present and defend their B.Sc. thesis work in
front of examining professors and interested audience.
1.8. Degree Nomenclature
The degree awarded to students who successfully complete the minimum requirements is the
labeled in English & Amharic.
“Bachelor of Science Degree in Mechanical Engineering”
“የሳይንስ ባችለር ዲግሪ በሜካኒካል ምህንድስ ና ”
1.9. Teaching-Learning Methods and Materials
The teaching-learning method adopted for the transfer and/or acquisition of knowledge
includes
 Classroom lectures backed by course-work projects, tutorials and assignments;

 Design projects
 Workshop practice and laboratory works
 Presentations;
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 Industrial visits.
Most of the lectures shall be conducted using LCD projectors. Few courses have textbooks
and bound teaching materials. Additional books for references are available in the Institute‘s
library. The Institute‘s ICT center having a modest number of computers is available for any
problem solving that requires computers. A design room with 40 computers shall be established
during implementation.
2. Program Outcomes
Mechanical Engineering profession can be acquired and mastered by graduates who are well
educated to enter into, and dedicate to continue growing in the profession. An undergraduate
Mechanical Engineering program meant to produce such graduates must be designed to provide
to the students a sufficiently broad and deep base of the following requirements:
1. Engineering Knowledge
2. Problem Analysis
3. Design/Development of Solutions
4. Investigation
5. Modern Tool Usage
6. The Engineer and Society
7. Environment and Sustainability
8. Ethics
9. Communication
10. Individual and Team Work
11. Life-long Learning
In short, the program should give due emphasis to the integration of knowledge and skill to
enable its graduates enter the profession. As a summary, the main program outcomes of this
B.Sc. degree in mechanical engineering are the following:
Table 2-1 Program outcomes
S. No. Program Outcomes Requirements

1 A sound working knowledge of the fundamental principles that underpin 1, 10, 11
Mechanical Engineering
2 Design and conduct experiments, as well as analyze and interpret data 2, 3, 4, 5, 10,
11
3 Design a system, component, or process to meet desired needs within All
realistic constraints such as economic, environmental, social, political,
ethical, health and safety, manufacturability, and sustainability.
4 Ability to function in multidisciplinary team 10
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5 Ability to identify, formulate and solve engineering problems 1, 2, 3
6 Ability to communicate effectively 9
7 The broad education necessary to understand the impact of engineering 6,7,
solutions in a global, economic, environmental, and societal context
8 Engage in life-long learning and knowledge of contemporary issues 11
9 An ability to use the techniques, skills, and modern engineering tools 4, 5, 6, 10,
necessary for engineering practice.
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3. Modules and Clustered Courses
Table 3-1: General Education, General Engineering and major Courses
Category Module Module name Module code Module Course code Module courses (clustered under the ECTS
No. ECTS module)
3 1 Basic English Skills FLEn-M1013 10 EnLa101 Communicative English Language Skill I 5
EnLa102 Communicative English Language Skill II 5
3 2 Civics and Ethical CESt-M1023 3 MCiE1012 Moral and Civic Education 3
Education
3 3 Reasoning Skill PHIL-M1033 5 Phil101 Critical Thinking 5
3 Applied Mathematics GEng-M1043 12 Math1041 Applied Mathematics I 5
4
Math2041 Applied Mathematics II 7
3 Engineering GEng-M1053 10 CEng2051 Engineering Mechanics I-Statics 5
5 Mechanics MEng2052 Engineering Mechanics II-Dynamics 5
3 Basic Engineering GEng-M1063 5 MEng2061 Engineering Drawing 5
6
Skills
1 Advanced Eng‘g MEng_M2071 17 Maths2042 Applied Mathematics III 7
7 Mathematics and Stat2171 Probability and Statistics for Engineers 5
Computations
MEng3072 Numerical Methods 5
3 8 Introduction to Econ_M1083 5 Econ1011 Economics 5
Economics
3 9 Computing and MEng_M2093 5 SECT1082 Computer Programming 5
Programming
1 10 Machine Drawing MEng_M2101 8 MEng3101 Machine Drawing I 5
MEng3102 Machine Drawing II with CAD 3
1 11 Mechanics of MEng_M2111 10 MEng2112 Strength of Materials I 5
Materials MEng3111 Strength of Materials II 5
1 12 Engineering Materials MEng_M2121 10 MEng2122 Engineering Materials I 5
23
MEng3121 Engineering Materials II 5
1 13 Eng‘g MEng_M2131 17 MEng2132 Engineering Thermodynamics I 5
Thermodynamics MEng3131 Engineering Thermodynamics II 5
1 14 General Workshop MEng_M3141 6 MEng2142 Workshop Practice - I 3
Practice MEng3141 Workshop Practice - II 3
1 15 Machine Elements MEng_M3151 10 MEng3152 Machine Elements I 5
MEng4151 Machine Elements II 5
1 16 Advanced Eng‘g MEng_M3161 10 MEng3162 Mechanisms of Machinery 5
Mechanics MEng4161 Mechanical Vibration 5
1 17 Eng‘g Thermo-fluids MEng_M3171 12 MEng3171 Fluid Mechanics 7
MEng3172 Heat Transfer 5
1 18 Integrated Machine MEng_M4181 10 MEng4181 Machine Design Project I 5
Design Project MEng5181 Machine Design Project II 5
1 19 Manufacturing MEng_M3191 10 MEng3192 Manufacturing Engineering I 5
Engineering MEng4191 Manufacturing Engineering II 5
3 20 Electrical Engineering ECEng_M3203 10 ECEng2202 Basic Electricity and Electronics 5
ECEng3201 Electrical Machines and Drives 5
1 21 Control Engineering MEng_M4211 11 MEng4211 Instrumentation and Measurement 5
MEng3212 Introduction to Mechatronics 3
MEng5212 Regulation and Control 3
1 22 Energy Conversion MEng_M4221 10 MEng4221 Turbo Machinery 5
Machines MEng5221 IC Engines & Reciprocating Machines 5
1 23 Research MEng_M3233 3 MEng3232 Technical Writing and Research 3
Methodology Methodology
1 24 Materials Handling MEng_M4241 5 MEng5241 Materials Handling Equipment 5
Equipment
1 25 Maintenance of MEng_M4251 5 MEng5251 Maintenance of Machinery 5
Machinery
24
1 26 Industrial Internship MEng_M4261 25 MEng4262 Industrial Internship 25
1 27 Fluid Power System MEng_M5271 5 MEng5271 Pneumatics and Hydraulics 5
1 28 Thermal Systems MEng_M5281 10 MEng5282 Power Plant Engineering 5
Engineering MEng5281 Refrigeration and Air Conditioning 5
1 29 Industrial MEng_M5291 3 MEng5292 Industrial Management and Engineering 3
Management Economy
1 30 Metrology MEng_M5301 3 MEng4301 Metrology Lab Exercise 3
1 31 Quality Management MEng_M5311 3 MEng5312 Quality Management 3
2 32 Bachelor Thesis MEng_M5321 12 MEng5322 B.Sc. Thesis 12
Table 3-2 New Courses
Category Module Module name Module code Module Course code Module courses (clustered under the ECTS
No. ECTS module)
49 Psch1011 General Psychology 5
Phys1011 General Physics 5
SpSc1011 Physical fitness P/F
GeES1011 Geography of Ethiopia and the Horn 5
Math1011 Mathematics for Natural Sciences 5
Anth1012 Social Anthropology 3
MGMT1012 Entrepreneurship 5
EmTe1012 Introduction to Emerging Technologies 5
Phil3011 Philosophy of Science and Ethics 5
GlTr-1012 Global Trends 3
SNIE-1012 Inclusiveness 3
25
Table 3-3 Electives
Category Module Module name Module code Module Course code Module courses (clustered under ECTS
No. ECTS the module)
2 33 Mechanical Design Electives I MEng_M5332 8 MEng4331 Introduction to Tribology 5
2 34 Mechanical Design Electives II MEng_M5342 10 MEng5341 Product Design and Development 5
MEng5342 Agricultural Machinery Design 5
2 35 Thermal Eng‘g Elective I MEng_M5352 10 MEng5351 Design of Renewable Energy 5
System
MEng5352 Thermo-fluid System Design 5
2 36 Manufacturing Eng‘g Elective I MEng_M4362 5 MEng5372 Computer Integrated 5
Manufacturing
2 37 Manufacturing Eng‘g Elective II MEng_M5372 10 MEng5371 Design of Manufacturing Tools 5
and Dies
MEng4361 Plant Layout and Design 5
2 Manufacturing Eng‘g Elective III MEng_M5382 5 MEng5381 Process Planning and Product 5
38
Costing
2 39 Industrial Eng‘g Elective I MEng_M5392 5 MEng4391 Plant Layout and Design 5
2 40 Industrial Eng‘g Electives II MEng_M5402 8 MEng5401 Operation Planning and Control 5
MEng5312 Quality management 3
MEng5402 Operations Research 3
2 41 Motor Vehicle Eng‘g Elective II MEng_M5412 8 MEng5411 Heavy Duty and Construction 3
Equipment
MEng5412 Motor Vehicle Engineering 5
2 42 Motor Vehicle Eng‘g Elective III MEng_M5422 5 MEng5421 Automotive Maintenance 5
2 43 Railway Eng‘g Electives I MEng_M5432 5 MEng4431 Fundamentals of Railway Systems 5
Engineering
2 44 Railway Eng‘g Electives II MEng_M5442 5 MEng5442 Rail Vehicle Design 5
26
4. Course Breakdown by Semester
4.1. Regular Program

YEAR I
Semester I
Course Code Course Title Cr. hr ECTS Lec. Tut. Lab P. H.S
Communicative English Language
FLEn1011 Skill l 3 5 2 3 0 2
Math 1011 Mathematics for Natural Sciences 3 5 2 3 0 5
LoCT 1011 Critical thinking 3 5 3 0 0 3
Psch 1011 General Psychology 3 5 3 0 0 3
Phys 1011 General Physics 3 5 2 3 0 5
SpSc 1011 Physical fitness P/F P/F - - - -
Geography of Ethiopia and the
GeES 1011 3 5 3 0 0 3
Horn
Total Semester Cr. 18 30 15 9 0 21
Semester II
Communicative English Language
FLEn 1012 3 5 2 3 0 2
Skills II
Anth 1012 Social Anthropology 2 3 3 0 0 2
Math 1041 Applied Mathematics I 3 5 3 4 0 5
MGMT1012 Entrepreneurship 3 5 3 0 0 3
Introduction to Emerging
EmTe 1012 Technologies 3 5 3 0 0 3
MCiE 1012 Moral and Civic Education 2 3 3 0 0 2
SECT 1082 Computer Programming 3 5 1 0 4 5
27
Year II
Semester I
MEng2061 Engineering Drawing 3 5 2 3 0 8
CEng2051 Engineering Mechanics I (Statics) 3 5 2 3 0 5
Math2041 Applied Mathematics II 4 7 3 4 0 5
Stat2171 Probability and Statistics 3 5 2 2 1 5
Econ1011 Economics 3 5 5 0 0 2
SNIE-1012 Inclusiveness 2 3 3 0 0 2
GlTr 1012 Global Trends 2 3
Semester II
Engineering Mechanics II-
MEng2052 Dynamics 3 5 2 3 0 5
Math2042 Applied Mathematics III 4 5 2 3 0 5
MEng2112 Strength of Materials I 3 5 2 2 1 5
MEng2132 Engineering Thermodynamics I 3 5 2 2 1 5
MEng2122 Engineering Materials I 3 5 2 2 1 4
ECEng2202 Basic Electricity and Electronics 3 5 2 1 2 5
MEng2142 Workshop Practice - I 2 3 1 0 3 1
28
Year III
Semester I
Lab
Course Code Course Title Cr. hr ECTS Lec. Tut. H.S
P.
MEng3121 Engineering Materials II 3 5 2 2 1 4
MEng3131 Engineering Thermodynamics II 3 5 2 2 1 5
ECEng3201 Electrical Machines and Drives 3 5 2 2 1 5
MEng3111 Strength of Materials II 3 5 2 2 1 5
MEng3171 Fluid Mechanics 4 7 2 4 1 5
MEng3101 Machine Drawing I 3 5 1 0 4 3
MEng3192 Manufacturing Engineering I 3 5 2 3 0 3
Semester II
Lab
P.
MEng3162 Mechanisms of Machinery 3 5 2 2 1 5
MEng3172 Heat transfer 3 5 2 3 1 5
MEng3152 Machine Elements I 3 5 2 3 0 5
MEng3141 Workshop Practice-II 2 3 0 0 3 0
MEng3072 Numerical Methods 3 5 2 0 3 5
MEng3102 Machine Drawing II with CAD 2 3 1 0 2 3
Technical writing and research
MEng3232 Methodology 2 3 3 0 0 8
MEng3212 Introduction to Mechatronics 2 3 1 1 1 3
29
Year IV
Semester I
MEng4151 Machine Elements II 3 5 2 3 0 5
MEng4211 Instrumentation and Measurement 3 5 2 2 1 2
MEng4181 Machine Design Project I 3 5 1 4 0 3
MEng4191 Manufacturing Engineering II 3 5 2 3 0 3
MEng4221 Turbo machinery 3 5 3 2 1 6
MEng4301 Metrology Lab Exercise 2 3 1 0 2 2
MEng4131 Mechanical Vibration 3 5 2 3 0 5
Semester II
Phil 3011 Philosophy of Science and Ethics 3 5 3 0 2 2
MEng 4262 Internship - 25 - - - -
Total Semester Cr. 30 3 0 2 2
30
YEAR V
Semester I
Thermal and Energy system Eng'g
MEng5271 Pneumatics and Hydraulics 3 5 2 2 1 5
MEng5221 IC Engines and Reciprocating Machines 3 5 2 2 1 5
MEng5241 Material Handling Equipment 3 5 2 3 0 5
MEng5181 Machine Design Project II 3 5 1 4 0 5
MEng5251 Maintenance of Machinery 3 5 2 2 1 5
MEng5281 Refrigeration and air conditioning 3 5 2 2 1 5
MEng5351 Design of Renewable Energy Systems 3 5 2 3 0 5
Motor Eng'g
MEng5411 Heavy Duty and Construction Equipment 2 3 1 2 0 5
Mechanical Design
MEng5341 Product design and Development 3 5 2 3 0 5
31
Manufacturing Eng'g
Cr. Lab
Course Code Course Title ECTS Lec. Tut. H.S
hr P.
MEng5381 Process Planning and Product Costing 3 5 2 3 0 5
Industrial Eng’g
Cr. Lab
hr P.
MEng4391 Plant layout and Design 3 5 2 3 0 5
Railway Eng'g
Cr. Lab
hr P.
Fundamentals of Railway systems
MEng4431 3 5 3 2 0 4
Engineering
32
Year V
Semester II
Thermal and Energy system Eng'g
Lab
P.
MEng5282 Power Plant Engineering 3 5 2 3 0 5
MEng5212 Regulation and Control 2 3 2 1 0 3
Industrial Management & Engineering
MEng5292 3 5 2 3 0 5
Economy
MEng5352 Thermo-Fluid System Design 3 5 2 2 1 5
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
Motor Eng'g
Lab
P.
MEng5292 3 5 2 3 0 5
Economy
MEng 5412 Motor Vehicle Engineering 3 5 2 0 3 5
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
Mechanical Design
Lab
P.
MEng5292 3 5 2 3 0 5
Economy
MEng5342 Agricultural Machinery Design 3 5 2 3 0 5
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
Manufacturing Eng'g
Lab
P.
MEng5292 3 5 2 3 0 5
Economy
MEng5371 Design of manufacturing tools and dies 3 5 2 0 3 5
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
Industrial Eng’g
Lab
P.
33
MEng5292 Economy 3 5 2 3 0 5
MEng5401 Operation Planning and Control 3 5 2 3 0 5
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
Railway Eng'g
Lab
P.
MEng 5291 Power Plant Engineering 3 5 2 3 0 5
MEng 5302 3 5 2 3 0 5
Economy
MEng5442 Rail Vehicle Design 3 5 2 3 0 4
MEng5322 B.Sc. Thesis 5 12 0 1 10 30
34
5. Module Profile and Course Syllabus
5.1. Module 01: Basic English Skill

Module Name Basic English Skills
Module Category Basic (03)
Module Code FLEn-M1013
Module Number 01
Module Weight (ECTS) 10
Module Description
Objective/Learning Outcome of the Module
Module Mode of Delivery Semester basis /Parallel
Module Teaching-Learning Method Lecture, Tutorial
Module Assessment Assignment, Quiz, Final exam
Courses of the Module
Course Number Course Name ECTS
EnLa101 Communicative English Language Skills I 5
EnLa102 Communicative English Language Skills II 5
35
5.1.1. Courses Syllabus: Communicative English Language Skills I (Enla101)
Course Title: Communicative English Skills I

Course Code: EnLa 101
Credit Hours: 3
Semester: I
Course objectives
At the end of this course, students will be able to:
 Express themselves in social and academic events in English--Use English intelligibly with reasonable level of curacy and fluency
 Listen and comprehend to talks related to social and academic events given in English
 Read and understand texts written in English –texts on academic and social matters
 Write in English as academically and socially desirable.
 Learn and develop their English on their own—learning to learn: the language and the skills
Course Description
Communicative English Skills I is a course designed to enable students to communicate in English intelligibly with acceptable accuracy, fluency
and ability to use English appropriately in different contexts. The course exposes students to English language learning activities designed to help
students use English for their academic and social needs. Students would be engaged in language learning development activities through doing and
reflection on action. This includes grammar and vocabulary as used in communicative events and all skills and their sub-kills: speaking, listening,
reading and writing. The language and skills are integrated where one becomes a resource to the other. There are six units covering topics related to the
life world of students as well as of societal relevance.
Prerequisite: None
36
Course Contents
Expected
Week Study Hours Units Sections/Sub-sections Role of Students and Teachers Learning
Outcomes
-Students listen and take notes; use notes for class

discussion.
Unite1: Introducing Oneself -Teacher introduces himself/herself.
Section1: Listening -Teacher facilitates that all students introduce -using English to introduce
Activity one themselves and engages students in group oneself
-Introducing oneself (who you discussion where they ask more questions to their -taking notes in English from
3
are, where you came from, friends using the notes they took (speaking). the introductions listened to
Hours
where you finished your -Teacher gives more input on introductions—use -interacting in English by asking
primary and secondary of language and style of introducing oneself. more questions using the notes
school), what you intend to He/She explains the grammar and vocabulary already taken
study and why used in introductions mainly the simple present
and simple past (Grammar), and lexical items that
express actions can be given focus.
Section 2: Reading -Teacher introduces the story and arouses -reading and understanding
Activity one students‘ interest. He/She asks pre-reading texts
-Reading a short biography questions and pre-teaches key vocabulary. of simple stories
written in -Students answer pre-reading questions and -learning the structure of
simple English: using discuss their answers. composing a biography
5
background -Teacher instructs students to read the text in -learning the language used in
Hours
knowledge, reading with detail and answer comprehension questions. writing biography
comprehension, making notes -Students read the story, write notes as they read; -guessing meanings from context
while guess meanings of new words, attend to reference - taking notes while reading
reading, guessing meanings, words (e.g. pronouns), discuss notes & answer a -reading with comprehension
attending few comprehension questions. -identifying text relationships
37
to reference words & -Teacher introduces the essay and asks students to while reading
discussing read it quickly. -interacting in English using the
notes, -Students read the essay, notice words written in notes made while reading
Activity two bold, write notes as they read and discuss their -learning descriptive vocabulary
-Reading a short deductive notes. -using notes to interact in
essay: -Teacher, after a brief lecture on descriptive words, English
taking notes while reading, instructs students to focus identify the descriptive -writing short descriptive
discussing words written in bold in the essay. sentences
notes, guessing meaning -Students read specific parts in the essay; notice -exchanging feedback and
while descriptive words; learn what the words are used correcting sentences
reading, identifying to describe (physical appearance, personal values, -interacting in English while
descriptive etc). comparing own sentences.
words, using descriptive -Teacher, after giving example sentences,
words in encourages students to write short sentences
sentence writing describing a person/an object/a place, etc using
selected words; discuss their sentences and correct
them.
-Students write sentences & discuss them.
Unit 2: Study Skills -Teacher introduces the activity &encourages -Students

-interacting in English while
Section 1: Listening students to reflect on their own study skills. notice the
reflecting on one‘s study skills
Activity one -Students talk about their study skills in small language of
-taking notes while listening
-listening to a talk on habits of groups. giving advice
-interacting in English using
successful students: reflecting -Teacher reads out a short expository text on in
notes taken while listening and
on one‘s study skills, taking habits of successful students. the example
2:30 answers to listening comp.
notes while listening, -Students listen to the teacher and take notes; sentences.
Hours questions
discussing notes, answering discuss their notes. -Teacher
-noticing grammar pattern (the
listening comprehension -Teacher reads out the text again to facilitate gives brief a
language of giving advice)
questions, discussing answers comprehension; instructs students to answer lecture on the
-attending to form, function and
Activity two comprehension questions & discuss their answers. language of
meaning of grammar (the
-Giving advice using tips Teacher finally discusses answers to the questions the language
language of giving advice)
from the with students. of giving
38
listening text: using the -Teacher reads out the text on habits of successful -improving notes and using them advice.
language of students once more & encourages students to to interact in English -Students
giving advice improve the notes they made in Activity one. - giving advice in English listen to the
-Students listen to the teacher again and improve lecture and
their notes. take notes at
-Teacher writes example sentences, which give the
advice through ‗should‘, ‗had better‘ and ‗ought same time;
to‘ using tips from students notes; draws discuss their
students‘attention to the language of giving notes.
advice in the example sentences. -Teacher
engages
students in
interaction by
asking
for and
giving advice
(orally) on
personal
issues.
-Students ask
for and give
advice about
personal
issues.
Section 2: Reading -Teacher introduces the activity; pre-teaches -using prior knowledge in text
Activity one vocabulary and asks a few pre-reading questions. comprehension
-Reading an expository essay -Students the text quickly and answer pre-reading -skimming for main ideas and
4:30
on questions; discuss their answers. scanning for specific facts
Hours
study skills: reading with -Teacher asks skimming and scanning questions. -reading for detailed
comprehension, attending to -Students skim-read and scan the text to answer comprehension
new the questions. -guessing meaning of words
39
vocabulary, writing notes -Teacher encourages students to read the text in based on context
while detail, guessing meanings of new words (written -writing notes while reading
reading, writing brief in bold) and making notes while reading. -interacting in English using
summaries from -Teacher discusses meanings of some new words notes and answers to reading
notes as they are used in the text, and orders them to do comprehension questions.
Activity two comprehensions questions. -Writing short one-paragraph
-Students answer comprehension questions; then summaries based on notes made
-Studying the present discuss their answers in small groups before they while reading
perfect tense receive feedback from the teacher. -learning from peer feedback
and the past perfect tense: -Teacher encourages students to improve their -noticing grammar pattern (the
form, use notes (by referring to the text), discuss them and present perfect and the past
and meaning of conditionals write summaries based on them. perfect tenses)
-Students develop their notes into one-paragraph -attending to form, function and
summaries; discuss and improve them. meaning of grammar (the present
-Teacher asks students to list the main things done perfect and the past perfect
in activity one. tenses)
-Students list what have been done and quickly -using the present perfect tense
discuss them. and the past perfect tense
-Teacher asks individual students to tell their correctly especially in writing
answers and writes sentences in the present
perfect tense (e.g. We have done…) based on the
responses.
-Students notice the form of the present perfect
tense in the example sentences.
-Teacher gives a short lecture on the simple
present tense and the past perfect tense.
-Students listen to the lecture and write down
notes; then discuss the notes.
-Teacher gives context-based exercise which
students do as home-take assignment.
40
Unit 3: Sports and -Teacher introduces the activity, pre-teaches
Health vocabulary (e.g. professional career) and asks few
Section 1: Listening pre-listening questions.
Activity one -Students answer pre-listening questions.
-Listening about Zinedine -Teacher reads out a brief story about Zinedine -talking about a famous person
Zidan (who he is, his Zidan. -understanding the structure of a
childhood, his professional -Students listen to the story, write notes as they story
3 career): using prior listen and complete a table (exercise) as they -interacting in English using
Hours knowledge (talking about a listen. notes and answers to exercise
famous football player), -Teacher encourages students to interact in -presenting oral summary
predicting what comes next English using their notes and answers to the -asking and answering Wh
and checking prediction, exercise. questions
taking notes while listening, -Students discuss their notes and answers; present
discussing notes, presenting oral summary of the story about Zinedine Zidan.
oral summary), asking and -Teacher engages students in conversation-asking
answering Wh-questions and answering Wh-questions about Zinnedine
Zidan (e.g. When was Zinedine Zidane born?).

-Teacher redirects students to the txt about
Zinedine Zidan; asks them to tell what they will
do if they meet Zinedine Zidan (using the clue: If
-learning the forms, uses and
I meet Zinedine Zidan, I will…).
meanings of conditional Types I,
Activity two -Students follow the clue and write complete
II and II
-Studying conditionals (form, sentences.
- using conditionals correctly
use and -Teacher asks students to discuss answers, and
especially in writing
meaning) later on, feedbacks on their answers.
-interacting in English using
-Students discuss their answers.
notes and answers to exercise
-Teacher gives a brief lecture on conditionals.
-Students listen to the lecture and take notes as
they listen; discuss their answers.
-Teacher gives a short context-based exercise.
41
-Students do the exercise in writing and then
discuss answers in groups.
-Teacher asks pre-reading question: How do

sports help you to improve your health?
-Students discuss their answers to the question.
-Teacher instructs students to read the passage for
main idea, making notes as they read.
Section 2: Reading
-Students discuss their notes of the main ideas of
Activity one
paragraphs. -discussing a familiar issue in
-Reading a short expository
-Teacher encourages students to discuss their English
passage on sports and health:
notes and develop their notes into short -reading a text to grasp main -using
discussing how sports
summaries. ideas prefixes and
improve health, reading for
-Students write summaries; discuss the summaries. -writing notes while reading suffixes to
4 main ideas, making notes
-Teacher instructs students to work out meanings -developing notes into short workout
Hours while reading, developing
of words written in bold in the passage on sports summaries meanings of
notes into short
and health (using context and word formation -interacting in English while new
summaries, comparing
clues). comparing summaries words.
summaries
-Students notice the words and work out their
Activity two
meanings; discuss their answers in groups and
-Working on vocabulary:
then with the teacher.
using word formation
-After a brief lecture, teacher gives exercise that
involves working out meanings of words using
prefixes and suffixes.
-Students do the exercise; discuss their answers in
pairs and then with the teacher.
Unit 4: Cultural Values -Teacher introduces the activity and asks pre -interacting in English based on
Section 1: Listening listening question: How can culture attract background knowledge
3:30
Activity one tourists? -interacting in English using
Hours
-Listening about cultural -Students discuss the question and write agreed written answers
tourism: upon answers which they will share to the whole -listening with comprehension
42
discussing how culture class, orally. -taking notes while listening &
attracts -Teacher reads out the text. discussing notes in English
tourists, listening with -Students listen to the teacher and take notes as -writing short summaries from
comprehension, taking notes they listen; then discuss the notes. notes taken while listening
while -Teacher draws the students‘ attention to -learning from peer feedback
listening, discussing notes, comprehension questions (Students answer the
developing notes into one- questions and discuss their answers).
paragraph -Teacher encourages students to develop their
summaries notes into one-paragraph summaries.
-Students write summaries and then exchange
them for peer feedback.
Section 2: Reading
Activity one
-Teacher introduces the activity and asks few pre -interacting in English by
-Reading an expository text
reading questions. answering pre-reading questions
on
cultural values: reading with
comprehension, writing notes -Students skim-read & scan the text and answer -reading a leveled-text for
while the questions orally. detailed comprehension
reading, answering -Teacher orders students to read the text for -working out meanings of words
comprehension detailed comprehension, writing notes as they from context
questions, summarizing the read, guessing meanings of new words based on -identifying reference-referent
text based context and identifying reference-referent relationships in a text
5:30 on notes made while reading, relationships. -writing notes while listening
Hours discussing summaries -Students read the text in detail and answer -interacting in English using
Activity 2 comprehension questions. notes made while listening
-Revision simple present, -Teacher encourages students to discuss the notes -summarizing text based on
simple past, they made while listening. notes
present perfect and past -Students discuss the notes in small groups -learning from peer feedback
perfect -Teacher encourages students to summarize the -learning how to use simple
tenses: revising form, use and text using their notes. present, simple past, present
43
meanings of these tenses, -Students summarize the text & discuss their notes perfect and past perfect tenses
writing -Teacher selects few sentences from the text on -writing sentences using simple
short meaningful sentences cultural values and changes the verbs into different present, simple past, present
using tenses. perfect and past perfect forms of
simple present, simple past, -Students read the sentences and revise verb forms verbs.
present and tense meanings. -discussing answers in English
perfect and past perfect forms -Teacher selects more sentences from the passage -learning grammar
of and asks students to change the verbs into independently
verbs different tenses.
-Students do the exercise in writing and discuss
their answers.
-Teacher gives students few verbs and asks them
to construct short meaningful sentences using the
tenses in focus.
-Students do the exercise individually and discuss
their answers in small groups before they show
them to the teacher.
-Finally, teacher assigns self-study and portfolio
compilation task on present, past and perfect
tenses.
Unit 5: Tourism and

-Teacher introduces the activity, pre-teaches few
Wildlife -interacting in English using
words and asks few pre-listening questions.
Section 1: Listening background knowledge
-Students discuss the questions and then answer
-Listening about human- -listening with comprehension
them orally.
wildlife -writing notes while listening
3 -Teacher reads out the text.
conflict (argumentative text): -developing notes into
Hours -Students listen to the teacher and take notes as
using paragraph-level summaries
they listen.
prior knowledge, listening -discussing summaries in
-Teacher discusses answers to comprehension
with English
questions and orders students to develop their
comprehension, making notes -learning from peer feedback
notes into one-paragraph summaries.
while
44
reading, writing summaries -Students write one-paragraph summaries using
using the the notes they made while listening.
notes, discussing the -Teacher encourages students to discuss their
summaries summaries in English, talking about errors and
correcting them together.
Section 2: Reading
Activity one
-Reading a text on tourism -Teacher introduces the activity and distributes
and copies of a map.
-interacting in English while
wildlife: using visual, reading -Students study the map in groups.
interpreting map
with -Teacher discusses the map with students and
-reading with comprehension
comprehension, guessing instructs students to read the text for detailed
-working out meanings of words
meanings of information.
from context
words based on context, -Students read the text silently, guessing meanings
-discussing notes and answers to
writing brief of words and writing notes as they read; answer
exercise in English
notes while reading, comp. questions.
-writing notes while reading
discussing notes -Teacher encourages students to compare answers
and developing them into and interact in English in doing so.
summaries,
discussing summaries
-Teacher discusses students‘ answers; encourages -developing notes into

Activity two
students to discuss their notes and develop them paragraph
-Working on denotative and
into short summaries. summaries
connotative meanings
-Students discuss their notes and develop them -learning from peer feedback
Activity three
6 into two-paragraph summaries. -taking and discussing notes
-Revising conditionals:
Hours -Teacher encourages students to give feedback on while learning vocabulary
constructing
their partners‘ summaries. -attending to connotative and
meaningful sentences based
-Students give feedback. denotative meanings while
on
-Teacher draws students‘ attention to some words studying vocabulary.
pictures -interacting in English using
written in bold in the text on tourism and wildlife.
45
-Students notice the words. pictures.
-Teacher writes a few sentences showing -interacting in English while
denotative and connotative meanings; explains learning grammar
denotative and connotative meanings of the words -using grammar
as used in the example sentences. communicatively.
-Students read the example sentences and write -learning grammar
brief notes from the teacher‘s explanation; then independently
discuss the notes quickly.
-Teacher encourages students to learn denotative
and connotative meanings of few words from
dictionaries.
-Teacher introduces the activity and gives out
pictures of tourist sites with their resources (e.g.
the Walia Ibex at the Semen Mountains) in
Ethiopia.
-Students discuss the pictures.
-Teacher constructs sentences (e.g. If I go to the
Semen Mountains, I will see the Walia Ibex,)
based on the pictures.
-Students discuss the grammar in the sentence.
-Teacher asks students to construct similar
sentences based on the rest of the pictures.
-Students write short sentences and discuss them
before they show them to the teacher.
-Teacher finally assigns self-study and portfolio
compilation task on conditional sentences.
Unit 6: Population -Teacher introduces the activity and pre-teaches -learning vocabulary while
Section 1: Listening vocabulary: population, density, population listening to a talk.
3
Activity one density. -listening with comprehension.
Hours
-Listening about population -Students write and discuss meanings of the -interacting in English using
density: words. notes and answers to the
46
learning the meanings of -Teacher reads out a short text on population questions.
‗population‘, density. -developing notes into
‗density‘ and ‗population -Students listen to the teacher, take notes as they summaries; discussing
density‘, listen & answer comprehensions questions. summaries
predicting what comes in the -Teacher encourages students to discuss their -learning from peer feedback
talk and notes and answers.
checking prediction, listening -Students discuss their notes and answers.
with comprehension, taking
notes while
listening, discussing notes,
writing
short paragraphs using the
notes and
discussing them
Section 2: Reading -Teacher distributes copies of a table, a graph

Activity one and a pie chart that display the 5 most
-Reading a text on population populated cities in the world.
pyramid: interpreting tables, -Students write short paragraphs interpreting -writing interpretative
graphs the table, the graph and the pie chart (based a paragraphs
and pie charts, reading with model provided by the teacher). -interacting in English while
comprehension, making notes -Teacher encourages students to discuss their reading
while paragraphs, and improve them later on. -reading with comprehension
7
reading, discussing notes, -Teacher orders students to read the text on -writing improved versions of
Hours
developing population pyramid, make notes as they read, paragraphs based on peer feedback
notes into paragraphs, discuss notes and answer questions; then -learning the meaning of
discussing and discuss them. ‗collocation‘
improving paragraphs -Students read the text silently, make notes -using collocation in vocabulary
Activity two while reading, discuss their notes, answer study
-Studying collocation: comprehension questions and discuss them
learning the -Teacher encourages students to write
definition of collocation, paragraphs based on their notes, discuss the
47
identifying paragraphs and improve them.
words that collocate with -Teacher writes the word ‗population‘ in a
‗population‘, doing exercise circle with lines branching out from the border.
on -Students view the word in the circle.
collection, using collection in -Teacher writes words that collocate with
vocabulary study ‗population‘ at the endings of two lines (e.g.
population----density).
-Students notice the examples and discuss them
in pairs.
-Teacher asks students to find, from their
dictionaries, words that collocate with
‗population‘ and complete the exercise (based
on the circle).
Activity three -Students use dictionaries to identify words that

-Working on active and go in company with ‗population‘, and complete
passive the exercise.
constructions (form, use, -Teacher makes students discuss their answers.
meaning): -Students discuss their answers.
noticing grammar pattern in -Teacher writes one active and one passive
example sentence taken from the passage on population -attending to form, use and
sentences, listening to a brief density. meaning in studying active and
lecture, -Students notice the grammar patterns in the constructions.
writing lectures notes, example sentences. -discussing notes and answers to
discussing -Teacher gives a short lecture on active and questions in English
notes, identifying active and passive constructions (taking examples from -learning grammar independently
passive the text on population density.
constructions, completing -Students listen to the teacher and take notes.
contextualized exercise, -Teacher encourages students to discuss their
reading notes and answer context-based exercise.
independently and compiling -Students discuss their notes, do exercise and
portfolio on passive discuss in answers.
48
constructions -Teacher finally assigns self-study and portfolio
compilation task.
Independent Work
 present tenses
 Self-Study and
 perfect tenses
portfolio compilation on:
 conditionals
 active and passive constructions
 Short lectures
 Pair and group work
7. Teaching Methods  Discussions
 Presentations
 Independent learning (e.g. independent
reading)
 Active Participation =5%
 Individual Assignment (portfolio)= 10%
Assessment  Group Assignment = 15%
 Written test = 10%
 Oral presentation = 10%
 Final Examination = 50%
 Regular attendance
Grading  Punctuality
 Active participation
Course Policy
 Feedback provision
 Support and cooperation
49
 Fair judgment
 Transparency
 Mutual respect
 Tolerance
 Alfassi, M. 2004. Reading to learn: Effects of combined strategy instruction on high school students.
Journal of Educational Research, 97(4):171-184.
 Anderson, N. 1999. Exploring second language reading: Issues and strategies. Toronto:
Heinle&Heinle Publisher.
 Bade, M. 2008. Grammar and good language learners. In C. Griffiths (Eds.). Lessons from good
language learners (pp. 174-184). Cambridge University Press.
https//doi.org/10.107/CBO9780511497667.016
 Bouchard, M. 2005. Reading comprehension strategies for English language learners: 30research-
based reading strategies that help students read, understand and really learn content from their
textbooks and other nonfiction materials. New York: Scholastic.
11. References  Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge University Press.
 Chamot, A.U. 1987. The learning strategies of ESL students. In A. Wenden & J. Rubin (Eds.).
Learner strategies in language learning (PP 71-85). Prentice-Hall: Hemel Hempstead. Gairns, R. &
Redman, S. 1986. Working with words: A guide to teaching and learning vocabulary. Cambridge
University Press.
 Department of Foreign Language and Literature. 1996. College English (Volume I and Volume II).
Addis Ababa University Press.
McNamara, D.S. (Ed.). 2007. Reading comprehension strategies: Theories, interventions, and
technologies. New York: Erlbaum.
 Tilfarlioğlu, Y. 2005. An Analysis of the relationship between the use of grammar learning strategies
and student achievement at English preparatory classes. Journal of Language and Linguistic Studies
50
1: 155-169.
 Murphy R.. Essentials of English grammar in use: A self-study reference and practice book for
intermediate students of English (2nd Ed.). Cambridge University Press.
 Murphy R. 2004. English grammar in use: A self-study reference and practice book for intermediate
students of English (3rd Ed.). Cambridge University Press.
 Zhang, L. J. 2008.Constructivist pedagogy in strategic reading instruction: Exploring pathways to
learner development in the English as a second language (ESL) classroom. Instructional Science,
36(2): 89-116.https://doi.org/10.1007/s11251-007-9025-6.

51
5.1.1. Courses Syllabus: Communicative English Language Skills II
Communicative English Language Skills II Module is a continuation of Communicative
English I Module, and it mainly aims to provide first year University students proficiency with
reading, speaking and writing skills. It also aims to help students learn vocabularies that are
assumed unfamiliar to them. In the grammar part, with the intention of providing explanations,
brief notes are given in each unit. The module consists of five units with three supplementary
reading at the end of the Module. The supplementary readings are included to support ideas
included in the reading passages in units 1-3. Students are advised to read the references put in
the box for further learn the grammar points included in the Module.
Unit I: Life Skills

Part I Reading passage: The concept of life skills
Part II Grammar: Active and passive voices
Part III Speaking
Part IV Writing
Unit II: Speculations about the future of Science
Part I Reading passage: Grassroots attack in bilharzia
Part II Grammar: Future Tense
Part III Speaking 3
Part IV Writing
Unit III: Environmental protection
Part I Reading: Environmental Challenges: A river run through it
Part II Grammar: Modal verbs
Part III Speaking
Part IV Writing
Unit IV: Indigenous Knowledge
Part I Reading: A local Pathway to Global Development
Part II Grammar: Reported Speech
Part III Speaking
Part IV Writing
Unit V: Cultural Heritage
Part I Reading: Cultural Heritage
What is it? Why is it important
Part II Grammar: Relative Clauses
Part III Speaking
Part IV Writing
Supplementary Readings
A. Environmental Problems
B. The Origin of Humans: The Record from the Afar of Ethiopia
52
C. Tourism Can be used to Preserve Ethiopia‘s Cultural and Historic Wealth
References
 Azar, B. S. (2003). Fundamentals of English grammar. Longman.

 Eggenschwiler, J.,& Biggs, E.D. (2001). Writing: Grammar, Usage, and Style. New
York. Hungry Minds. Inc
 Lucy, J. A., & Lucy, L. A. (Eds.). (1993). Reflexive Language: Reported Speech
and
 Meta pragmatics. Cambridge University Press.
 Murphy, R. (2012). English Grammar in Use. Ernst Klett Sprachen.
 Naylor, H., & Murphy, R. (2007). Essential Grammar in Use. Supplementary
Exercises. With Answers. Ernst Klett Sprachen
53
5.2. Module 02: Civics and Ethical Education
Module Name Civics and Ethical Education
Module Code CESt-M1023
Module Number 02
Module Description
MCiE1012 Moral and Civic Education 3
5.2.1. Courses Syllabus: Moral and Civic Education (MCiE1012)
Instructor’s
Contact
Information
Academic
Position
Cell-phone
Email
Course Title Moral and Civil Education
Course Code MCiE1012
Credit Hours 2 Cr. Hrs (3 ECTS)
Academic Year
Status of Course Compulsory Common Course
Library and
Student Work Assign Home Total
Lectures Tutorial Group
Load Report Study W. L.
Work
48hrs. -- 20hrs. 17hrs. 50 hrs. 135hrs
This course is designed for undergraduate students with the aim of producing
good citizens. It emphasizes on equipping learners with the necessary civic
competence and active participation in public life. It will also help them to
exercise their democratic rights and discharging their responsibilities
effectively by familiarizing them with necessary civic knowledge and skills.
In countries such as ours, where the process of cultivating modern
constitutional and democratic values in the minds of citizens is experiencing
Course
serious challenges, largely because the country had no established civic
Description
culture and partly because these values and principles are not yet well-
institutionalized, civics and ethical education remains to be imperative. To
this end, the course introduces learners to the basics of civics and ethics,
citizenship, morality and the goals of studying civics and ethics. It exposes
students to the meanings, foundations, approaches, values and principles of
ethics and civic virtue that learners must be equipped with both as citizens and
professionals in their encounter with real life situations both to be morally
54
matured and responsible while making decisions and taking actions. The
course also elucidate the nature, purpose and forms of state and government,
constitution, democracy and human rights, the nature of democratic
citizenship, modes of cultivating civic-virtues in our citizens mainly within
the context of Ethiopia.
Ethiopia is currently going through a twin process of hope and despair. On the
one hand there are tremendous social, economic and political changes. On the
other hand, significant challenges are affecting the process, the pace and
magnitude of this change. For such changes to be successful however, it is
imperative that citizens develop rational thinking, critical support and
reasonable opposition to the growing culture of mob mentality. Moreover,
citizens also need to go beyond their narrow individual interests and prioritize
broad national interests. The prevalence of corruption, which has been
spreading like a wild fire is also frustrating the productive capacities of
Course Purpose citizens that could positively contribute to the development of the country. All
the aforementioned national concerns have largely been overlooked by the
common course syllabi currently under construction. Such glaring absence of
citizenship and moral education from the curriculum could be considered as
one of the gaps that need to be urgently addressed. In this regard, by
encouraging civil discourse on contending national issues, prioritizing peace
and inculcating honorable disposition, the course civic and ethical studies
would prepare students to contribute to the overall peace, stability and
prosperity of the nation at large, hence magnifying the relevance and urgency
of this course.
Upon a successful completion of this course, students will be able to:
 Understand the subject matter of Civics and Ethics;
 Cultivate certain moral values and civic virtues that enable them to be
morally matured and competent in their professional and citizenry lives by
practically exposing them to moral and civic debates/discussions and
engagements.
 Develop such values/ virtues as recognition, appreciation and tolerance
towards diversity and also build culture of peace
 Gain knowledge about the theoretical discourses and practices of state,
government and citizenship, and their mutual interplay especially in the
Course
context of Ethiopia;
Objectives
 Develop individual and/or collective potential of becoming self-confident
citizens who can effectively participate in their legal-political, socio-economic
and cultural lives;
 Understand the essences of such values and principles as democracy and
human rights, multiculturalism and constitution and constitutionalism with
especial reference to Ethiopia;
 Develop analytical and reflective skill of identifying global or national level
development, democracy/governance and peace related issues of civics and
ethics and then be able to produce or evaluate policies and practices in a
civically and ethically responsible manner.
COURSE CONTENTS AND SCHEDULES
Contact
Chapters, Sections and Sub-sections
Hours
Chapter One: Understanding Civics and Ethics
06 hours 1.1 Defining Civics, Ethics, Morality and amorality
55
1.2 The Origin and Development of Civics and ethical education
1.3 The purpose of civics and ethical education
1.4 Citizen: Rights and responsibilities
1.5 Competences of good citizen
Chapter Two: Approaches to Ethics
2.1 Normative ethics
2.1.1 Teleological Ethics (Consequentialist)
 Hedonism
 Ethical and psychological Egoism: Epicureanism and Cyrenaicism
 Social Hedonism: Utilitarianism
2.1.2 Deontological Ethics (Non- Consequentialist)
 Performance of One‘s own Duty
 Devine-based Morality
 Kant‘s Categorical Imperative
 W.D. Ross‘s Prima Facie duty
2.1.3 Virtue Ethics and Civic Virtues
 Basic Principles of Civic Virtues
 How to be virtuous person?
2.2 Non-Normative Ethics
12 hours  Meta Ethics
 Absolutism/Objectivism
 Relativism/Subjectivism and Conventionalism
 Naturalism and Non-naturalism
2.3 Issues in Applied Ethics
2.3.1 Development Ethics
 How should a society Develop?
 Who is morally responsible for Underdevelopment?
 A ‗Just‘ Development
2.3.2 Environmental Ethics
 Ecosystem and the environmental pollutions
 Principles of Environmental Ethics
2.3.3 Professional Ethics
 Profession and Professionalism
 The scope of Professional Ethics
 Common Principles of Professional Ethics
Chapter Three: Ethical Decision Making and Moral
Judgments
3.1 Ethical Principles and Values of Moral Judgments
06 hours  The principle of equal consideration of interest
 Conflicting goals and ethical Justifications
 Ethical values and Justifiable exceptions
3.2 Why Should I act ethically?
Chapter Four: State, Government and Citizenship
4.1 Understanding State
 What is a state?
 Attributes of State
12 hrs
 State Structures
4.2 Understanding Government
 Major Function and Purpose of Government
 Types of Government: Limited and Unlimited
56
 Systems of Government
4.3 Understanding Citizenship
 What is Citizenship
 Inclusion and exclusion in Citizenship
 Ways of Acquiring Citizenship
 Ways of Losing Citizenship
 Citizenship in Ethiopian Context: Past and Present
4.4 State Formation and Nation-building in Ethiopian Context
Chapter Five: Constitution, Democracy and Human Rights
5.1 Constitution and Constitutionalism
 Peculiar features of Constitution
 Major Purpose and Functions of Constitution
 Classification of Constitutions
 The Constitutional Experience of Ethiopia: pre and post 1931
5.2 Democracy and Democratization
 Definitions and Forms of Democracy
 Views on Democracy: Substantive and Procedural Views
 Fundamental Values and Principles of Democracy
12 hrs  Democratization and Its Waves
 Major actors in Democratization Process
 Democracy and Good Governance in Ethiopia
5.3 Human Rights
 Definitions and Nature of Human Rights
 Basic Characteristics of Human Rights
 Dimensions of Human Rights
 The Protection and Promotion of Human Rights
- Human Rights Instruments: Documents
- Oversight Mechanisms: Institutions
Teaching methodology :
Lectures, Group
discussions, debates
&Reflections
Quiz (5%)
Tests (15%)
Recommended Assignments (15%)
Mode of assessment Mid-Exam (25%)
Final Examination (40%)
Total: 100%
Instructor’s Commitment: The course instructor is expected to provide timely lectures,
demonstrate students to understand and practice the issues pertaining to central theme of the course,
suggest available reading materials, and evaluate students‘ performance regularly.
57
Course Policy: The policy, which administer this course, is in line with University‘s legislation
(no? year?) available at (website). Meaningful participation during class, group work and
presentation is important for the success of this course. Since each class builds on the one before it,
attendance is mandatory. Concerning to academic integrity, learners are expected to exert high
level of commitment, responsibility and academic honesty. Because the value of an academic
degree depends upon the absolute integrity of the work done by the student for that degree, it is
imperative that a student demonstrate a high standard of individual honor in his or her scholastic
work. If you cheat on an exam you will receive a failing grade, and most likely will be dropped
from the class. Academic dishonesty of any type by a student provides grounds for disciplinary
action by the instructor or department. In written works, no material may be copied from another.
The work that you submit must be your own, for both moral and legal reasons.
Recommended Reading Materials

Alexander, Larry (eds.). (1998). Constitutionalism: Philosophical Foundations. Cambridge:
Cambridge University Press.
Assefa Fisseha. (2006). Federalism and Accommodation of Ethnic Diversity in Ethiopia:
Comparative Study. Utrecht: Wolf Legal Publishers.
Charles F. Kettering Foundation. & Harwood Group.1991. Citizens and politics: a view from Main
Street America. Dayton, Ohio: The Foundation.
David S. Oderberg and Timothy Chapel. (2004).
Human values, new essays on ethics and natural law palgravemacmillan, Great Britain.
Fasil Nahum. 1997.
Constitution for a Nation of Nations: The Ethiopian Prospect. Lawrenceville,NJ: Red Sea
Publishers. FDRE. (1995).
The Constitution of the Federal Democratic of Ethiopia. Federal Negarrit Gazeta: Addis Abeba.
Francis Snare (1992). The Nature of Moral Thinking. Rutledge, U.S.A and Canada
Frechette,S. (1981). Environmental Ethics. U.S.A.: The Boxwood Press.
Goodin, Robert E. 2005. Reflective Democracy. Oxford University Press: New York.
James Paul and Clapham .1972. Ethiopian Constitutional Development: A source book.
Haile Selassie I university: Addis Ababa.
Jeavons, T. (1991).
Learning for the common good: liberal education, civic education, and teaching about philanthropy.
Washington, DC: Association of American Colleges.
John M.Rist Real Ethics. (2004).
Reconsidering the Foundations of Morality Cambridge university press U.K and U.S.A
Macedo, S. (2000).
Diversity and distrust: civic education in a multicultural democracy. Cambridge, Mass: Harvard
University Press.
Melzer, A. M., Weinberger, J., &Zinman, M. R. (1998). Multiculturalism and American
Democracy.
Lawrence, Kansas: University Press of Kansas.
Munitz, Milton K., (ed.) (1961).
A Modern Introduction to Ethics, The Free Press of Clencoe
Navia, Luis E. and Kelly, Eugene. (1980).
Ethics and the Search for Values, Prometheus Books.
Niemi, R. G., &Junn, J. (1998).
Civic education: what makes students learn. New Haven: Yale
University Press. Norman, Richard. (1985).
58
The Moral Photospheres: An introduction to Ethics, Oxford, Clarendon Press.
Nzongola, Ntalajia and Margaret C. 1998. The State and Democracy in Africa. Asmara: Africa
World Press.
Oppenheim, A. N. (1977). Civic education and participation in democracy: the German case.
London; Beverly Hills: Sage.
Penrose, W. O. (1952).
Freedom is ourselves: Legal rights and duties of the citizen as a basis for civic education. Newark:
University of Delaware Press.
59
5.3. Module 03: Reasoning Skills
Module Name Introduction to Logic
Module Code PHIL-M1033
Module Number 03
Module Description
Phil101 Critical Thinking 5
5.3.1. Courses Syllabus: Critical Thinking (Phil101)

Course Title: Critical Thinking
Course Code: Phil101
Course Cr. Hr: Three (3)
Course ECTS: Five (5)
Contact Hour: 3 Hours
Course Description
Logic and Critical Thinking is an inquiry that takes arguments as its basic objects of
investigation. Logic is concerned with the study of arguments, and it seeks to establish the
conditions under which an argument may be considered acceptable or good. Critical thinking is
an exercise, a habit, a manner of perception and reasoning that has principles of logic as its
fulcrum, and dynamically involves various reasoning skills that ought to be human approach to
issues and events of life. To think critically is to examine ideas, evaluate them against what you
already know and make decisions about their merit. The aim of logic and critical thinking
course is to maintaining an ‗objective‘ position. When you think critically, you weigh up all
sides of an argument and evaluate its validity, strengths and weaknesses. Thus, critical thinking
skills entail actively seeking all sides of an argument evaluating the soundness of the claims
asserted and the evidence used to support the claims. This course attempts to introduce the
fundamental concepts of logic and methods of logical reasoning. The primary aim of this course
is to teach students essential skills of analyzing, evaluating, and constructing arguments, and to
sharpen their ability to execute the skills in thinking and writing.
Course Objectives
Ethiopian is striving to guarantee sustainable development and good living condition, where
constant and consistent critical thinking plays an irreplaceable role.
At the end of the course, students should be able to:
 Understand the relationship of logic and philosophy,
 Recognize the core areas of philosophy,
 Appreciate the necessity learning logic and philosophy,
60
 Understand basic logical concepts, arguments,
 Understand deductiveness, inductiveness, validity, strength, soundness, and cogency,
 Develop the skill to construct sound argument and evaluate arguments;
 Cultivate the habits of critical thinking and develop sensitivity to clear and accurate usage
of language;
 Differentiate cognitive meanings from emotive meanings of words,
 Differentiate standard forms of categorical propositions from other types of sentences used
in any language,
 Apply symbols to denote standard forms of categorical propositions to form further logical
assertions among them.
 Develop logical and open-mind that weighs ideas and people rationally;
 Develop confidence when arguing with others,
 Demonstrate logical argumentative ability,
 Develop logical reasoning skill in their day to day life, and
 Appreciate logical reasoning, disproving mob-mentality and avoid social prejudice.
 Understand the basic concepts and principles of critical thinking.
 Understand the criterion of good argument.
 Identify the factors that affect critical thinking.
 Apply critical thinking principles to real life situation.
IV. Course Learning Outcomes

At the completion of the course, the student will have developed an understanding of the
role logic plays in the reasoning process. Specifically, the students are expected to achieve:
 The ability to recognize and analyze arguments in everyday language, to detect hidden
or implicit premises, and to extract the logical form of an argument;
 The ability to show the deductive validity or invalidity of an argument, to recognize
and criticize the flaws of a weak argument, and to develop counterarguments;
 The ability to evaluate the strength of evidential support for scientific hypotheses,
especially causal hypotheses, in relatively simple cases; and
 The ability to present arguments cogently in speech and in writing
V. Units and Contents

Chapter One: Logic and Philosophy (8 Hrs: Week 1 & 2)
1.1 Introduction
1.2 Meaning and Definition of philosophy
1.3 Core Branches of Philosophy
1.4 Importance of Learning Logic and Philosophy
Chapter Two: Basic Concepts of Logic (12 Hrs: Week 3, 4 & 5)
2.1 Introduction
2.2 Basic Concepts of Logic
2.3 Techniques of recognizing arguments
2.4 Types of Arguments
2.4.1 Deductive Arguments
2.4.2 Inductive Arguments
2.5 Evaluation of Arguments
2.5.1 Evaluating Deductive Argument
61
2.5.2 Evaluating Inductive Arguments
Chapter Three: Logic and Language (8 Hrs: Week 6 & 7)
3.1 Introduction
3.2 Logic and Meaning
3.2.1 Cognitive and Emotive Meaning of Words
3.2.2 Intensional and Extensional Meaning of Terms
3.3 Logic and Definition
3.3.1 Types and Purposes of Definition
3.3.2 Techniques of Definition
3.3.2.1 Extensional Techniques of Definition
3.3.2.2 Intensional Techniques of Definition
3.4 Criteria for Lexical Definitions
Chapter Four: Basic Concepts of Critical Thinking (8 Hrs: Week 8& 9)
4.1. Introduction
4.2. Meaning and Definition of Critical Thinking.
4.3. Principles of Critical Thinking.
4.4. Criterion/Standard of Argument Good Argument.
4.5. Factors Affecting Critical Thinking.
4.5. Relevance of Critical Thinking.
Chapter Five: Logical Reasoning and Fallacies (16 Hrs: Week 10, 11, 12, & 13)
4.1 Introduction
4.2 Types of Fallacies: Formal and Informal
4.3 Categories of Informal Fallacies
4.3.1 Fallacies of Relevance
4.3.2 Fallacies of Weak Induction
4.3.3 Fallacies of Presumption
4.3.4 Fallacies of Ambiguity
4.3.5 Fallacies of Grammatical Analogy
Chapter Six: Categorical Propositions (8 Hrs: Week 14 & 15)
5.1 Introduction
5.2 Categorical Propositions
5.2.1 The Components of Categorical Propositions
5.2.2 Attributes of Categorical Propositions: Quality, Quantity, and Distribution
5.2.3 Representing Categorical Propositions
5.2.3.1 Venn Diagrams
5.2.3.2 Boolean and Aristotelian Square of Oppositions
5.2.4 Evaluating Immediate Inferences: Venn Diagrams and Square of Oppositions
5.2.5 Logical Operations: Conversion, Obversion, and Contraposition
VI. Teaching Methodologies For the successful completion of this course,

different Student-Centered teaching methodologies
will be applied. These include:
 Semi-Lecture,
 Class Discussion,
 Group Discussion,
 Pair Discussion,
62
 Peer-Learning,
 Video/Audio Visual, and
 Self-Reading.
 Debate
VII. Assessment Methodologies The MoSHE Proclamation and the Senate

Legislation of a given University shall determine the
assessment methodologies. Therefore, a Continuous
Assessment Method will be applied to evaluate the
competence of students acquired from the course.
And the Continuous Assessment will incorporate:
 Test........................................................15%
 Mid Exam..............................................20%
 Assignment...........................................15%
 Final Exam...........................................50%
 Setting issues for discussion and critical

VIII. Instructor Commitments thinking;
 Organizing and facilitating discussions;
 Presenting to students different Textbooks,
Newspapers, Magazines, Videos, etc.
that encourage critical thinking and reflection; and
 Giving semi-lecture to integrate and sum up
the points of discussions.
IX. Academic Honesty and
Integrity In this course,
the principle of academic integrity will
be taken very seriously
and violations are treated gravely.
Academic misconduct statement:
You are expected to adhere to the highest academic standards of behavior and personal
conduct in this course and all other courses. Students who engage in academic misconduct are
subject to university disciplinary procedures. Make sure you are familiar with your Student
Handbook, especially the section on academic misconduct, which discusses conduct
expectations and academic dishonesty rules.
Forms of academic dishonesty:
1) Cheating: Using unauthorized notes or study aids, allowing another party to do one‘s
work/exam and turning in that work/exam as one‘s own; submitting the same or similar work in
more than one course without permission from the course instructors; deception in which a
63
student misrepresents that he/she has mastered information on an academic exercise that he/she
has not mastered; giving or receiving aid unauthorized by the instructor on assignments or
examinations.
2) Aid of academic dishonesty: Intentionally facilitating any act of academic dishonesty.

Tampering with grades or taking part in obtaining or distributing any part of a scheduled test.
3) Fabrication: Falsification or creation of data, research or resources, or altering a graded

work without the prior consent of the course instructor.
4) Plagiarism: Portrayal of another‘s work or ideas as one‘s own. Examples include

unacknowledged quotation and/or paraphrase of someone else‘s words, ideas, or data as one‘s
own in work submitted for credit. Failure to identify information or essays from the Internet and
submitting them as one‘s own work also constitutes plagiarism.
5) Lying: Deliberate falsification with the intent to deceive in written or verbal form as it
applies to an academic submission.
6) Bribery: Providing, offering or taking rewards in exchange for a grade, an assignment, or

the aid of academic dishonesty.
7) Threat: An attempt to intimidate a student, staff or faculty member for the purpose of
receiving an unearned grade or in an effort to prevent reporting of an Honor Code violation.
X. Readings and Texts
Textbook
Hurley, Patrick J. (2014) A Concise Introduction to Logic, 12th Edition, Wadsworth,
Cengage Learning.
Hurley, Patrick J. (2012) A Concise Introduction to Logic, 11th Edition, Wadsworth,
Cengage Learning.
Reference Books
Copi, Irving M.and Carl Cohen, (1990) Introduction to Logic, New York: Macmillan
Publishing Company.
Damer, Edward. (2005). Attacking faulty reasoning. A practical guide to fallacy free
argument. Wadsworth Cengage learning, USA.
Fogelin, Robert, J, (1987) Understanding Arguments: An Introduction to Informal Logic,
New York: Harcourt Brace Jvanovich Publisher.
Guttenplan, Samuel: (1991) The Language of Logic. Oxford: Blackwell Publishers Stephen,
C. (200) The Power of Logic. London and Toronto: Mayfield Publishing Company.
Simico, N.D and G.G James. (1983) Elementary Logic, Belmont, Ca: Wadsworth
Publishing Company.
Walelign, Emuru, (2009) Freshman Logic, Addis Ababa.
64
5.4. Module 04: Basic Eng’g Mathematics
Module Name Basic Eng‘g Mathematics
Module Code GEng-M1043
Module Number 04
Module Description
Math1041 Applied Mathematics I 5
Math2041 Applied Mathematics II 7
5.4.1. Courses Syllabus: Applied Mathematics I (Math1041)
Syllabus to be offered by other schools/departments
5.4.2. Course Syllabus: Applied Mathematics II (Math2041)

MODULE NAME Applied Mathematics II
Module CODE Math 2041
Total ECTS of 7
the module
Module Category Service
Rationale of the module
The module is designed for engineering students. It equips
students with basic concepts and techniques of linear algebra,
differential and integral calculus that are useful for solving
engineering problems.
ODULE DISCRIPTION This module covers basic elements of vectors, vector spaces,
matrices, determinants, solving systems of linear equations, concepts
and applications of differential and integral calculus of one variable,
sequences, series, power series, differential and integrals calculus of
functions of several variables and their applications, introduction to
differential equations. It also extends the knowledge and skills gained
from differential and integral calculus of functions of one variable to
multi-dimensional problems. It introduces students to differential
equations.
65
Learning Outcomes On completion of the module successful students will be able to:
 understand the basic ideas of vector algebra,
 understand matrix algebra,
 determine the determinants,
 determine linear independence of vectors,
 apply scalar and vector products,
 write equations of lines and planes,
 determine direction angles and direction cosines of a vector,
 apply the basic techniques of matrix algebra,
 determine inverse of a matrix,
 apply elementary row operations,
 solve systems of linear equations,
 understand the concepts of limit and continuity
 evaluate derivatives,
 apply derivatives,
 understand the concepts of integration,
 evaluate integrals,
o apply integrals,
o find limit of a wide class of sequences,
o decide on convergence or divergence of a wide class of
series,
o find radius of convergence of a power series,
o find the limit of convergent power series,
o represent a wide class of functions by a Taylor‘s series,
o apply Taylor‘s polynomial,
o understand the underlying theory of Fourier transformations
o find domain and range of a function of several variables,
o understand functions of several variables,
o find partial derivatives,
o apply partial derivatives,
o find directional derivatives and gradients,
o use tangent plane approximation,
o evaluate double and triple integrals,
o change rectangular coordinate systems to polar, cylindrical
and spherical coordinate systems,
o apply different coordinate systems to evaluate multiple
integrals.
Students’ College/Faculty: AAiT and EIBC
66
Departments: Civil Engineering, Mechanical Engineering, Electrical Engineering, Chemical
Engineering and related others
Program: Undergraduate
Student’s Work Load
Lab Practical Group Home

Lecture Tutorial Assessment Total
works assessment works Study
64 hrs 32 hrs 9 hrs 0 hrs 0 hrs 0 hrs 84 hrs 189 hrs
Course Contents (Lecture Hours)

Chapter 1: Sequence and Series (12hrs)
1.1 Definition of sequence
1.2 Convergence and divergence of a sequence, types of sequences
1.3 Subsequence and limit points
1.4 Definition of infinite series
1.5 Convergence and divergence of a series, properties of convergent series
1.6 Nonnegative terms and series
1.7 Tests of convergence: Integral test, Comparison test, Ratio and Root tests
1.8 Alternating series and alternating series test
1.9 Absolute and conditional convergence
1.10 Generalized convergence tests
Chapter 2: Power Series (8hrs)
4.1 Definition of power series at any x0 and x0=0
4.2 Convergence and divergence of power series, radius and interval of convergence
4.3 Algebraic operations in convergent power series
4.4 Differentiation and integration of power series
4.5 Taylor and Maculaurian series
4.6 Binomial series
Chapter 3: Fourier Series (10 hrs)
5.1 Periodic Functions
5.2 Trigonometric series
5.3 Fourier series representation; Dirichlet‘s Theorem
5.4 Fourier series of even and odd functions
5.5 Half-range expansion
Chapter 4: Differential Calculus of function of several variables (18hrs)
67
4.1 Definition of function of several (two or more) variables, examples, level curves and
graphs of function of two variables, level surfaces
4.2 Limit and continuity
4.3 Partial derivatives, higher order partial derivatives
4.4 Directional derivatives and gradients
4.5 Total differentials, tangent planes and tangent plane approximation
4.6 The chain rule, implicit differentiation
4.7 Relative extrema of functions of two variables
4.8 Extreme values of a function on a given set
4.9 Extreme under constraints, Lagrange multipliers
Chapter 5: Multiple integral (16hrs)
5.1 Double integral and their evaluation by iterated integrals
5.2 Double integral in polar coordinates
53 Application: Area, Surface area, center of mass of plane region
5.4 Triple integrals and their evaluation by iterated integrals
5.5 Triple integrals in cylindrical and spherical coordinates
5.6 Application: Volume, center of mass of solid region
5.7 Change of variables in multiple integrals
Assessment methods of the course
 Assignments (at least two)......................20%
 Quizzes (at least four)..............................40%
 Written Examination (3 hours)...............40%
Text Books of the module:

1. Robert Ellis and Denny Gulick, Calculus with analytic geometry, 6th ed, Harcourt
Brace Jovanovich, Publishers, 5th ed, 1993.
2. Demissu Gemeda: An Introduction to Linear Algebra, 2000, Department of
Mathematics, AAU.
3. Serge Lang: Linear Algebra, 1974, Springer Science + Business Media Inc.
References:
1. Johnson and Kiokemister: Calculus with Analytic Geometry
2. Howard Anton: Calculus with Analytic Geometry, 2000, Anton Text Books, Inc.
3. James Stewart: Calculus, 2009, Thomson Brooks/Cole.
4. H. Anton and C Rorres, Elementary linear algebra, 1994, John Wiley & Sons, Inc.
Erwin Kreyszing: Advanced Engineering Mathematics.
68
5.5. Module 05: Basic Engineering Mechanics
Module Name Basic Engineering Mechanics
Module Number 05
Module Description
CEng2051 Engineering Mechanics I-Statics 5
MEng2052 Engineering Mechanics II-Dynamics 5
5.5.1. Courses Syllabus: Engineering Mechanics I-Statics (CEng2051)

Civil & Environmental Engineering
Course Number CEng 2051
Course Title Engineering Mechanics I: Statics
Module Basic Engineering Mechanics
Module Coordinator TBA
Lecturer TBA
ECTS 5
Study Hours Lecture Tutorial Practice or Laboratory Home study Total Hour
2 3 - 3 8
Up on successful completion of the course, students will be able to:
introduce the dot product in order to determine the angle between two
vectors
Understand and be able to apply Newton‘s laws of motion
Distinguish between concurrent, coplanar and space force systems
Compute the resultant of coplanar and space force systems
Course Objectives Present methods for determining the resultants of non-concurrent force
systems.
Indicate how to reduce a simple distributed loading to a resultant force
having a specified location.
Draw free body diagrams, analyze reactions and pin forces induced in
coplanar and space systems using equilibrium equations and free body
diagrams
Determine the centroid and center of mass of plane areas & volumes
Determine friction forces and their influence up on equilibrium of systems
Apply sound analytical techniques and logical procedure in the solution of
engineering problems
69
Student gets basic knowledge to
Ability to define and apply the concepts of equilibrium;
Competences to beDemonstrate familiarity with structural analysis of trusses, frames and
acquired/course levelbeams and application of mechanics to engineering problems.
competences Show how to determine the forces in the members of a truss using the
method of joints and the method of sections.
Analyze the forces acting on the members of frames and machines
composed of pin- connected members.
Course Description This course presents: Scalars and Vectors, Resultants of coplanar and
none-coplanar force systems, Equitation of equilibrium for coplanar and
none-coplanar force systems, Analysis of simple Structures, Centroid &
center of gravity, Area moment of inertial and Friction.
Chapter 1: Scalars and Vectors
Introduction
Scalars and Vectors
Operation with Vectors
Vector Addition or Composition
Course Outline Vector Multiplication: Dot & Cross
Chapter 2: Force Systems
Introduction
Two-Dimensional Force Systems
Rectangular components of Forces
Moment and Couple
Resultants of general coplanar force systems
Three-Dimensional Force Systems
Rectangular Components
Moment and Couple
Resultants
Chapter 3: Equilibrium
Introduction
Equilibrium in Two Dimensions
System Isolation
Equilibrium Conditions
Equilibrium in Three Dimensions
System Isolation
Equilibrium Conditions
Chapter 4: Analysis of simple Structures
Introduction
Analysis of Plane Trusses
Method of Joints
Method of Sections
Analysis of Frames and Simple Machines
Chapter 5: Centroids
Introduction
Center of gravity
Centroids of lines, Areas, and Volumes
Centroids of composite bodies
Determination of centroid by integrations
Chapter 6: Area Moments of Inertia
Introduction
70
Moment of inertia of plane areas and curves
Moments of inertia of Composite areas
Products of Inertia and Rotation of Axes
Chapter 7: Friction
Introduction
Types of Friction
Characteristics of dry friction
Application of Friction in Machines
Pre-requisites Phys 1011
Semester Year II, Semester I
Status of Course Compulsory
Mode of delivery Lecture, tutorials, assignments and project
Mode of assessment Quizzes (25%), assignments (10%), Team project (15%) and Final Exam
(50%)
Attendance Requirements A student must attend minimum of 85% attendance
Andrew Pytel, Jaan Kiusalaas, Engineering Mechanics: Statics (SI
Edition), 3rd Edition, CEngage Learning, 2010
Anthony M. Bedford, Wallace Fowler, Engineering Mechanics: Statics &
Literature Dynamics, 5th Edition, Prentice Hall Inc.,2007
Francesco Costanzo and Michael E. Plesha, Engineering mechanics:
Statics; 1st Edition, McGraw-Hill Higher Education, 2010
J. L. Meriam and L.G. Kraige., Engineering mechanics: Statics (SI
version), 8th Edition, John Wiley & Sons Ltd., 2016
R. C. Hibbeler, Engineering Mechanics: Statics, 14th Edition, Prentice
Hall; 2016
5.5.2. Course Syllabus: Engineering Mechanics II (MEng_2052)

1 School School of Mechanical & Industrial Engineering
2 Program B.Sc. in Mechanical Engineering
3 Course Title Engineering Mechanics II (Dynamics)
4 Course Number MEng 2052
5 ECTS 5
6 Contact Hrs 2 lecture, 3 tutorial, 0 lab, 5 Home study (HS)
7 Duration 1 Semester
8 Number of Students Taking the Module 45-50 Students
9 Course Owner(s) School of Mechanical and Industrial Engineering
10 Module Engineering Mechanics II (Dynamics): Includes Kinematics and kinetics of particles in
Description rectangular, normal-tangential, and polar coordinates. Relative motion, Dynamic
Equilibrium. Work and Energy. Linear and Angular Impulse and momentum, Impact,
motion of constrained particles, Kinematics and Kinetics of rigid bodies.
11 Prerequisite Engineering Mechanics I – (CEng1051), Applied Maths131.
12 Learning Students will be able to give analysis on kinematics and kinetics of particle and rigid
Outcome bodies‘ dynamics.
The course enables the students to see and visualize the action and effect of externally
applied force on particles and rigid bodies.
At the end of the course the concepts of conservation of energy and conservation of
linear and angular momentum, plus their application will be experienced by the
71
students.
13 Module Content
Academic content of the module Time allotted (Hr.)
Lecture Tutorial Laboratory Self-Study
Introduction to basic concepts. 2 - - 1
Kinematics of Particles 7 10 - 5
Kinetics of particles 5 8 - 3
Kinematics of Rigid bodies 4 3 - 2
Kinetics of Rigid bodies 6 8 - 4
14 Learning activity and teaching methods Lecture and Tutorial
15 Learning resources / inputs and use of Books, power points and videos.
instructional technology
16 Role of Instructor and Students
Instructor Gives lecture, guides and moderates the students.
He / She will help the students to clearly visualize problems and show methods to
tackle them.
Students Students will participate in lecture, but the students are expected to participate
actively in the class during tutorial hours by asking and solving problems.
17 Assessment criteria and grading system Assessment Type Weight
Assignments 10%
Quizzes 10%
Intermediate exams(IM) 30%
Final Examination 50%
Grading System
As per the working senate legislation of AAU
18 Modular Minimum of 75% attendance during both tutorial and lecture hours.
requirement 100 % Attendance during final examinations.
72
19 Mapping of the No Course Learning Outcomes Programs Outcomes (POs)
course/module (CLO)
Outcome to the
program 1 2 3 4 5 6 7 8 9
Learning 1 Apply the fundamental principles,
Outcomes
theories, and laws particularly
Newton's laws of motion to solve
simple engineering problems.
2 Develop scientific solutions and

give interpretation to the result
for simple engineering dynamic
systems.
3 Analyze and select the best
techniques among the various
problem solving methods for a
given engineering problem.
4 Examine different engineering
dynamic systems related to
kinetics and kinematics analysis
of particles and rigid bodies.
20 Reading Materials
Text Book J.L. Meriam, Engineering Mechanics: Dynamics, John Wiley & sons, Inc
References David J., Engineering Mechanics: An Introduction of Dynamics, McGill
and Wilton.
F.P. Beer and E.R. Johanson, Vector Mechanics of Engineering.
Engineering Mechanics By R.C.Hibbeler
5.6. Module 06: Basic Engineering Skills

Module Name Basic Engineering Skills
Module Number 06
Module Description
Phil3011 Phil 3011 5
MEng1042 Engineering Drawing 5
5.6.1. Courses Syllabus: Philosophy of Science and Ethics (Phil3011)

Course Name, Code, Weight
73
Module Name Module Code Course Name Course Code Course Weight
Philosophy of Phil M3021 Philosophy of Phil 3011 5 ECTS
Science Science and Ethics
Course Description:
This is a course dealing with core issues in philosophy of science and ethics. The first part will
focus on themes such as Hume‘s problem of induction and responses to it, Popper‘s theory of
falsification, Kuhn‘s scientific revolution, Feyerabend‘s scientific anarchism, attempts to
question the rationality of science, and the ontological significance of scientific knowledge. The
second part will cover the debate between scientific realism and anti-realism. The third part will
discuss with the role of scientists in society as well as how to critically assess the ethical
consequences of science for humankind. In the effort to explore issues in philosophy of science
and ethics, we shall be dealing with questions such as: How do scientific and technological
artifacts affect or mediate our relation with the world? How do cultures appropriate science,
technologies and ethics? Perspectives ranging from classical philosophy of science to post-
modernity will be discussed.
Course Objectives:
The major objective of the course is to introduce students to the major debates and perspectives
in philosophy of science and ethics. Familiarizing students with problems such as ―What is the
scientific method?‖, ―Is there any rational basis for theory choice in science,‖ etc. will also help
students to introduce themselves with major epistemological and methodological issues. This
course will also provide a foundation for thinking about and recognizing the ethical dimensions
of a variety of issues.
After a completed course, the student is expected to be able to:
- describe theories and concepts of philosophy of science

- describe ethical theories, principles and situations in relation to philosophy of science
- identify, analyze and discuss scientific theory issues and ethical issues
Student Workload: The workload of each student is 135 hours.

Mode of Delivery: Lectures and review of major texts and students‘ presentations in block.
Learning outcome:
Students are expected to be familiar with key topics and debates in philosophy of science and
philosophy of technology, and attain an understanding of the moral and professional
ramifications of the issues discussed in class and the texts. Students are also expected to be well
acquainted with professionalism and engineering ethics.
Outline of Contents:
Introduction
74
What is philosophy of science?
Major turning points in the history of science
Part I – The Scientific Method
Chapter 1: Induction and Inductivism
Chapter 2: Falsificationism
Chapter 3: Scientific Revolution
Chapter 4: Methodic Anarchism
Part II – Realism, Antirealism
Chapter 5: Scientific realism and Anti-Realism
Chapter 6: Underdetermination
Part III – Philosophy of technology and ethics
Chapter 7: Philosophy and Technology
7.1 What is technology? (Technology as artifacts, Technology as systems,
Technology as knowledge)
7.2 Philosophy of science and philosophy of technology
7.3 Technology and Ethics
Chapter 8: Ethical Theories and Principles (Basics of Professional Ethics and
technological rationality, Professional ethics, Engineering ethics)
Chapter 9: Science, Society and Social Responsibility
Assessment Techniques
Students will be required to compose more than two review essays and class presentations,
which will cover 50% of the total. The remaining 50% will be covered by quizzes and final
exam.
References
- Alex Rosenberg, Philosophy of Science: A Contemporary Introduction, Third Edition.

Routledge, 2012.
- Garrard, Eve and Angus Dawson. ―What is the role of the research ethics committee?
Paternalism, inducements, and harm in research ethics‖, Journal of Medical Ethics 31 (2005):
419-23.
- Gillies, D. 1993. Philosophy of Science in the Twenty Century: Four Central Themes.
Blackwell.
- Okasha, S. 2002. Philosophy of science: A Very Short Introduction. Routledge.
- Rosenberg, A. 2000. Philosophy of Science: A Contemporary Introduction.
Routledge.
- Bacon, F. 1926. Novum Organum.
- Kuhn, T.S. 1970. The Structure of Scientific Revolutions. The University of Chicago
Press.
- Popper, K. 1989. Conjectures and Refutations: The Growth of Scientific Knowledge.
Routledge.
75
- Rotblat, J. 1999. Science and Human Values. Proceedings of the World Conference
on Science in Budapest, pp. 45–49. http://www.unesco.org/science/wcs/index.htm
- Feyerabend, P. 1978. Against method: An outline of an anarchistic theory of
knowledge. Routledge & Kegan Paul.
- Resnik, David B. ―The Scientist in Society.‖ In Resnik, The Ethics of Science: An
Introduction. (New York: Routledge, 1998), 147 – 172.
5.6.2. Courses Syllabus: Engineering Drawing (MEng 2061)

3 Course Title Engineering Drawing
5 ECTS 5
6 Contact hours 2 lecture, 3 tutorial, 1 lab, 6 Home study (HS)
8 Number of Students Taking the Module 45 Students
9 Course owner (s) Mechanical Design Chair
10 Module Module description
description Introduction to engineering drawing concepts. Types and systems of projection.
Axonometric, oblique and central projection. One-view, two-view and three-view
drawings. Projection of planar, non-planar and irregular surfaces. Projections of fillets,
rounds, run-outs and solids. Isometric and pictorial drawing. Primary, secondary, partial
and complete auxiliary views. Sectional drawing. Development of prism, cylinder,
pyramid, cone and sphere. Lines of Intersection between different geometries.
11 Prerequisite None
12 Learning Understand the different types of projection techniques.
Outcome Sketching multi-view drawings of any given pictorial drawings.
Sketching pictorial drawings of any given multi-view drawings
Sketching auxiliary as a supplement of multi-view drawings.
Sketching sectional views as a supplement of multi-view drawings.
Finding intersection lines of different geometries and development of surfaces.
13 Module Content
Academic content of the module Allotted time (hours)
Introduction to Engineering Drawing 2 3 - 6
Theory of Projections 3 5 - 9
Multi-View Drawing 6 9 - 16
Pictorial Drawing 6 9 - 16
Auxiliary Views 3 5 - 9
Sectional Views 3 5 - 9
Development and Intersections 2 3 4 9
14 Learning activity and teaching methods Lecture, tutorial, laboratory.
15 Tools and resources Books, power points, prepared models and videos.
He/she will help the students to clearly visualize problems and show methods to tackle
76
them.
Students Students will participate in lecture, but the students are expected to participate actively in
the class during tutorial and lab hours by asking and solving problems.
Assessment criteria and grading system Assessment type Weight
Assignments 30
Quizzes 20
17 Project Work 10
Final Examination 40
Grading system
18 Modular requirement Minimum of 75% overall class attendance.
100% attendance during laboratory & practical activities
19 Mapping of the
course/module
No Course Learning Outcome (CLO) Program Outcomes (POs)
to the Program
1 2 3 4 5 6 7 8 9
Learning
Outcomes 1 Understand different types of
projection techniques.
1
2 Sketch/Develop multi-view
drawings of any given pictorial
3 2 3
drawings.
3 Sketch/Develop pictorial
drawings of any given multi-view 2
drawings
4 Sketch/Develop auxiliary
drawings as a supplement of 2
multi-view drawings.
5 Sketch/Develop sectional views
as a supplement of multi-view
2
drawings.
6 Finding intersection lines of
different geometries and 1 2 1
development of surfaces
Text Book
References Engineering Drawing and Graphic technology by Franch.
Engineering Drawing by Luzadder.
Engineering Drawing and Graphic by R.S. Vaishwanar.
Modern Engineering Drawing and Design by G.S Volad.
Machine Drawing by K.L Narayana, P. Kannaiah, Venkata Reddy.
4.7 Module 07: Advanced Eng’g Mathematics and Computations

Module Name Advanced Eng‘g Mathematics and
Computations
Module Category Core (01)
Module Code MEng_M2071
Module Number 07
77
Module Description
Maths2071 Applied Mathematics III 7
MEng2072 Probability and Statistics for Engineers 3
MEng2073 Numerical Methods 5
Courses Syllabus: Applied Mathematics III (Math2071)

MODULE NAME Applied Mathematics III
Module CODE Math 2071
Total ECTS of 7
the module
Module Category Service
Rationale of the The module is designed for engineering students. It introduces
module students with the basic theory of linear ODEs and systems of
linear ODEs together with various techniques of solution
methods. Moreover the module builds on the previous applied
mathematics courses to develop more advanced ideas in
differential and integral calculus.
MODULE This module covers first order ordinary differential equations,
DESCRIPTION ordinary linear differential equation of the second order, Non-
homogeneous equations with constant coefficients, Cauchy
Equation, Vector Differential Calculus , Line and Surface
Integral, Complex Analytic Functions, Complex Integral Taylor
and Laurent series, Integration by the Method of Residue.
Learning Outcomes of On completion of the module successful students will be able
the module to:
 distinguish various classes of differential equations,
 understand the underlying theory of linear ODEs,
 understand various techniques of solving ODEs,
 apply the techniques to solve ODEs problems,
 find gradient of a Scalar Field
 find the divergence and Curl of a Vector Field
 find the derivatives of functions of complex variables
 evaluate line Integrals by Indefinite Integrals
 represent Elementary Functions by Taylor Series
 integrate by the Method of Residue
Students’ College/Faculty: AAiT and EIBC
78
Departments: Civil Engineering, Mechanical Engineering, Electrical Engineering, Chemical
Engineering and related others
Program: Undergraduate
Student’s Work Load
Lab Practical Group Home
Lecture Tutorial Assessment Total
works assessment works Study
64 hrs 32 hrs 9 hrs 0 hrs 0 hrs 0 hrs 84 hrs 189 hrs
Course Contents (Lecture Hours)

PART I. ORDINARY DIFFERENTIAL EQUATIONS (ODE)
1. First Order Ordinary Differential Equations
1.1 Basic concepts and ideas
1.2 Separable Equations
1.3 Equations Reducible to Separable Form
1.4 Exact Differential Equation
1.5 Integrating Factors
1.6 Linear First Order Differential Equations [Reading Assignment:- Bernoulli‘s
Equation]
2. Ordinary Linear Differential Equation of The second Order
2.1 Homogeneous Equations With constant Coefficients
2.1.1 General Solution, Basis, Initial Value Problem
2.1.2 Real Roots, Complex Roots, Double Root of the Characteristic
Equation.
2.2 Non-homogeneous Equations with Constant Coefficients
2.2.1 The Method of Undetermined Coefficients
2.2.2 Variation of Parameters
[Reading Assignment: Linear ODE of a higher order]
2.3 Cauchy Equation
System of Ordinary Differential Equation of The First Order [Reading Assignment:-
System of ODE of a higher Order]
79
PART II. VECTOR ANALYSIS
3. Vector Differential Calculus
3.1 Vector Calculus (Limit Derivative and Integral of Vector Valued Functions)
3.2 Curves and Their Length
3.3 Tangent, Curvature and Torsion
3.4 Scalar Fields and Vector Fields
3.5 Gradient of a Scalar Field
3.6 Divergence and Curl of a Vector Field
4 Line and Surface Integral
4.1 Line Integral
4.2 The fundamental Theorem of Line Integrals and Independent of Path
4.3 Green‘s Theorem
4.4 Surface Integral
4.5 Divergence‘s Theorem and Stoke‘s Theorem
PART III. COMPLEX ANALYSIS
5 Complex Analytic Functions
5.1 Complex Numbers; Complex Plane
5.2 Functions of Complex Variables: Limits, Derivatives and Analytic Functions
5.3 Cauchy – Riemann Equations; Laplace Equation
5.4 Elementary Functions: Exponential, Trigonometric, Hyperbolic, and
Logarithmic Functions; Power Functions
6 Complex Integrals
6.1 Line Integral in the Complex Plane; Basic Properties
6.2 Cauchy Integral Theorem
6.3 Evaluation of Line Integrals by Indefinite Integrals
6.4 Cauchy‘s Integral Formula
6.5 The Derivative of Analytic Functions
7 Taylor and Laurent series
7.1 Sequence and Series; Tests of Convergence
7.2 Power Series
7.3 Taylor Series of Elementary Functions
7.4 Laurent‘s Series
8 Integration by the Method of Residue
8.1 Zeros and Singularities
8.2 Residues
8.3 The Residue Theorem
8.4 Evaluation of Real Integrals
Assessment methods of the course
 Assignments (at least two)….................20%
 Quizzes (at least four)..............................40%
 Written Examination (3 hours)...............40%
Text book of the Module:

. Erwin Kreyszig, Advanced Engineering Mathematics
80
REFERENCES:
1. Howard Anton: Calculus with Analytic Geometry, 2000, Anton Text Books, Inc.
2. James Stewart: Calculus, 2009, Thomson Brooks/Cole.
3. R. Ellis, Calculus with Analytic Geometry
R.V. Churchill, Complex Variables and Application
5.6.3. Course Syllabus: Probability and Statistics (Stat 2171)

Module Name Probability and Statistics for Engineers
Module Code Stat-M2173
Total ECTS of 5
the module
Total study Home Lecture Tutorial Lab Assessment Total
hours in the study
module 48 48 32 - 7 135
Module Service
category
Rationale of the Although in areas like engineering the thinking and arguments rely
module heavily on deterministic models engineering students must acquire basic
knowledge and skills about probability models by way of introductory
statistics and probability theory so that they will be able to statistical
inference..
Module The module is designed for non-statistics major students. and covers the
description topics:
Meaning of statistics; methods of data collection; methods of data
presentation; measures of central tendency; measures of variation;
elementary probability; random variables; probability distributions,
cumulative distribution function; common discrete probability
distributions: Binomial, Poisson and Geometric; common continuous
distributions: uniform, Normal and exponential; one and two dimensional
random variables and their distributions, expectation, covariance and
correlation; moments and moment generating functions: simple linear
regression and correlation.
Learning Upon completion of the module, students will be able to:
outcomes of the  demonstrate statistical techniques through principles of data
module collection, descriptive statistics, present data and give interpretations;
 make statistical inferences using the knowledge they have acquired
about probability and distributions.
Clustered courses in the module

Course number Course name ECTS
Stat2171 Probability and Statistics for Engineers 5
81
Course Title/Code: Probability and Statistics for Engineers (Stat2171)
Credit: 5 ECTS
Old Code: Stat 276
Module title/code: Probability and Statistics for Engineers (Stat-M2173)
Course Type: Service
Prerequisite(s): None
Academic Year: Semester:
Student’s College/Faculty:
Department: Program: Undergraduate
Enrollment:
Module Team Leader’s Name: Address:
Instructor’s Name: Address:
Class Hours:
Length of time to complete the course: 16 Weeks
Student’s work Load
Lecture Tutorial Assessment Lab Home Total
study
48 32 7 - 48 135
Course Outline
1. Basic Concepts, methods of data collection and presentation
1.1 Introduction
1.1.1 Definition and classification of Statistics
1.1.2 Stages in statistical investigation
1.1.3 Definition of Some Basic terms
1.1.4 Applications, uses and limitations of statistics
1.1.5 Types of variables and measurement scales
1.2 Methods of data collection and presentation
1.2.1 Methods of data collection
1.2.2 Sources and types of data
1.2.3 Methods of data presentation
1.2.3.1 Frequency distributions
1.2.3.2 Diagrammatic and/or graphical presentation of data:
bar charts, pie-chart, pictogram, histogram, frequency
polygon, ogive, Stem and leaf plot
2. Summarizing of Data
2.1 Measures of central tendency: objectives of measuring central tendency
2.2 Types of measures of central tendency
2.2.1 Mean (arithmetic, weighted, geometric and harmonic), mode,
median
2.3 Measures of location: quantiles (quartiles, deciles and percentiles)
2.4 Measures of dispersion/variation
2.4.1 Range, variance, standard deviation and coefficient of variation
2.5 Standard scores
3. Elementary Probability
3.1 Deterministic and non-deterministic models
3.2 Review of set theory: sets, union, intersection, complementation, De
Morgan‘s rules
3.3 Random experiments, sample space and events
82
3.4 Finite sample spaces and equally likely outcomes
3.5 Counting techniques
3.6 Definitions of probability
3.7 Derived theorems of probability
4. Conditional Probability and Independence
4.1 Conditional probability
4.2 Multiplication theorem, Bayes‘ Theorem, total probability theorem
4.3 Independent events
5. One-dimensional Random Variables
3.1 Random variable: definition and distribution function
3.2 Discrete random variables
3.3 Continuous random variables
3.4 Cumulative distribution function and its properties
6. Functions of Random Variables
6.1 Equivalent events
6.2 Functions of discrete random variables and their distributions
6.3 Functions of continuous random variables and their distributions
7. Two dimensional Random Variables
7.1 Two dimensional random variables
7.2 Joint distributions for discrete and continuous random variables
7.3 Marginal and conditional distributions
7.4 Independent random variables
7.5 Distributions of functions of two dimensional random variables
8. Expectation
8.1 Expectation of a random variable
8.2 Expectation of a function of a random variable
8.3 Properties of expectation
8.4 Variance of a random variable and its properties
8.5 Moments and moment generating function
8.6 Chebychev‘s Inequality
8.7 Covariance, correlation Coefficient
9. Common Probability distributions
9.1 Common Discrete Distributions and their Properties
9.1.1 Binomial distribution
9.1.2 Poisson distribution
9.1.3 Geometric distribution
9.2 Common Continuous Distributions and their Properties
9.2.1 Uniform distribution
9.2.2 Normal distribution
9.2.3 Exponential distribution
10. Simple Linear Regression and Correlation
9.5 Introduction
9.6 Fitting simple linear regression
9.7 Covariance and the correlation coefficient
9.8 Rank correlation coefficient
Suggested textbooks
Ross, S. (2006). A First Course in Probability (7th Ed.). Prentice-Hall, New
83
Jersey.
Meyer L. P. (1970). Introductory Probability and Statistical Applications (2nd
Ed.). Addison-Wesley Publ. Co., Massachusetts.
References
Cheaffer, R.L. and McClave, J.T (1994). Probability and Statistics for
Engineers (4th Ed.). Duxbury Press, New York.
Lipschutz, S. and Schiller, J. (1998). Introduction to Probability and
Statistics.
Mendenhall, W., Beaver, R.J. and Bearer, B.M. (2008). Introduction to
Probability and Statistics (13th Ed.). Duxbury Press, New York.
Walpole, R. E., Myers, S.L. and Ye, K. (2006). Probability and Statistics for
Engineers and Scientists (6th Ed.). Prentice-Hall, New Jersey.
Suhov, Y. and Kelbert, M. (2005). Probability and Statistics by Examples.
Cambridge University Press.
Teaching and learning methods
Lectures, tutorials and assignments
Mode of Assessment
Tests and/or assignments 50%
Total 100%
5.6.4. Course Syllabus: Numerical Methods

1 Department/School School of Mechanical & Industrial Engineering
3 Course Title Numerical Methods
5 ECTS 5
8 Number of Students Taking the Module For lecture 60,for tutorial 40,for computer lab 25
students
9 Module description
Numerical Methods for Engineers: Includes Mathematical modeling and engineering
problem solving; The number system errors; Solutions of systems of linear algebraic
equations; Solution of non-linear equations; Curve fitting; Numerical differentiation &
integration; Solution of ODEs; Solution of PDEs.
10 Prerequisite Introduction to computers & Programming and
Applied Math‘s 331.
11 Learning objectives
Understand the method of numerical methods and mathematical modelling for engineering
problem solving
Utilize the computer to solve engineering problems
Utilize programming logic, structure and syntax to develop multifunctional algorithms to
solve
engineering problems
Implement the designed algorithms using MATLAB, C++, VB…
Determine errors present in numerical solutions to engineering problems
Integrate programming and numerical methods to solve complex engineering problems
Learning Outcome
84
Upon completion of this course, students will be able to solve engineering problems using
numerical technique and Programming techniques (algorithm development and
implementation). Students are expected to formulate and solve specific problems.
12 Module Content
Academic content of the module Time allotted
Lecture Mathematical modeling and 3 Lecture hours
engineering problem solving.
Roots of Equations 5 Lecture hours
Solutions of systems of linear 5 Lecture hours
algebraic equations
Curve fitting 6 Lecture hours
Numerical differentiation & 6 Lecture hours
integration 5 Lecture hours
Solution of ODEs 5 Lecture hours
Solution of PDEs
Tutorial The number system errors 2 Tutor hours
Roots of Equations 3 Tutor hours
Solutions of systems of linear 3 Tutor hours
algebraic 3Tutor hours
Curve fitting 3 Tutor hours
Numerical differentiation & 3 Tutor hours
integration 3 Tutor hours
Solution of ODEs
Solution of PDEs
Computer lab The number system errors 2 laboratory hours
Roots of Equations 4 laboratory hours
Solutions of systems of linear 4 laboratory hours
equations
Curve fitting 4 laboratory hours
Numerical differentiation & 4 laboratory hours
integration 4 laboratory hours
Solution of ODEs 4 laboratory hours
Solution of PDEs
13 Learning activity and teaching methods Lecture , Tutorial, and Lab

14 Learning resources / inputs and use of instructional Books, power points and
technology videos.
Instructor and Student Activities
Instructor Gives lecture, guides and
moderates the students.
He/She will help the students to
clearly visualize problems and
show methods to tackle them.
Students Students will participate in
lecture, but the students are
expected to participate actively
in the class during tutorial and
lab hours by asking and solving
problems.
16 Assessment criteria and grading system
85
Assessment criteria 5 Assignments(2mark
each):10%
3 Quizzes (5 mark each):
15%
2 Intermediate exams(IM):
30 %
Final Examination:
40%
Grading system Refer to section 4-7 Grading
system and ECTS Grading
system of the document
‗REVISED PROGRAMS IN
MECHANICAL
ENGINEERING‘
17 Modular requirement Minimum of 75% attendance
during tutorial, lecture hours
and 100% in Lab hours.
Presence during examinations.
18 Modular Calendar
Activities Weeks per semester

1 2 3 4 5 6 7 8 9 10 11 1 13 14 15 16
2
Lecture hours 3 2 2 2 3 2 2 2 2 2 2 2 3 2
Final Exam
Tutor hours 2 3 3 2 2 3 2 3 3 1 3 3 2 3
Period
Text Book Chapra and Canale, Numerical Methods for
Engineers, McGraw Hill,NY, 2009.
References Curtis F. Gerald and Patrick O. Wheatley,
Applied Numerical Analysis, Jul 31, 2003.
Ralston, Antony, A first course in numerical
analysis (2nd Edition), Feb 6, 2001
Yogesh Jaluria, Computer Methods For
Engineering (Series in Computional and Physical
Processes in Mechanics and Thermal Sciences),
Dec 1, 1995.
86
5.7. Module 08: Introduction to Economics
Module Name Introduction to Economics
Module Code GEng_M1083
Module Number 08
Module Description
Econ1103 Introduction to Economics 5
5.7.1. Courses Syllabus: Economics (Econ1103)

Course Description
This course provides a general introduction to economics combining elements of micro and
macro fundamentals. The first part of the course focuses on theories of consumers‘ and
producers‘ behavior. Besides the course will also cover the neoclassical theory of product
and/or service pricing for perfectly competitive market and provide brief introduction to
monopoly, monopolistic competition, and oligopoly market structures. The second major part
of the course will discuss elements of macroeconomics such as macroeconomic goals, national
income account and its measurement, macroeconomic problems and policy instruments. In
offering the course, the real contexts Ethiopia will be thoroughly considered.
Discussion Total
Group & Home
I. Course with Peers number
Lecture Individual Study/Self Assessment
Information & of hours per
Assignment study/
instructor semester
48 30 15 40 25 158
Course is
offered to
All first year Students
Department of
Management)
Degree
B.A./BSc./BED/LLB/MD/DVM
Program
Course Title Economics
Course status Common Course
Course is
By Economics Department/School
coordinated
Course code Econ-1103
ECTS /Credit
5/3
Hours
Academic Year:
Semester: I/II
II. General objective
87
The course will introduce students to the fundamental economic concepts and principles.
III. Specific objectives of the course
This course is aimed at:

 Describing the major economic agents and their respective roles and objectives,
 Introducing the concepts of demand and supply and their interactions.
 Introducing students to the neoclassical theory of consumer preferences and utility
maximization approaches,
 Discuss short- run behavior of production and the related cost structure,
 Introduce the different market structures and their real world applications, and
 Equipping students with macroeconomic goals, national income accounting,
economic problems and policy instruments in light Ethiopian context.
IV. Expected learning outcomes
After completing introduction to economics, students will be able to:

 Describe the major economic agents and their corresponding roles and objectives;
 Understand the concepts of demand and supply and their interactions;
 Explain the objective functions of consumers and producers‘ behavior in the short
run, .
 Differentiate the various types of market structures,
Understand the fundamental macroeconomic concepts, problems and policy instruments in the
context of Ethiopia.
V. Units and contents

Lecture Topic & Sub Topics of the Course
Chapter One:
Introduction
1. Introduction
1.1. Definition and Meaning of Economics
1.2. Rationale of Economics
1.3. Scope and methods of economic analysis
1.3.1. Micro and macroeconomics
1.3.2. Positive and normative economics
6 hours
1.3.3. Inductive and deductive reasoning in economics.
1.4. Scarcity, choice, opportunity cost and production
possibilities frontier
1.5. Basic economic questions,
1.6. Economic systems
1.7. Decision making units and the circular flow model
Chapter Two: Theory of Demand and Supply
2. Theory of Demand and Supply
2.1. Theory of Demand
8 hours 2.1.1. Demand function, demand schedule and demand
curve
2.1.2. Determinants of Demand
88
2.1.3. Elasticity of Demand
2.2. Theory of Supply
2.2.1. Supply function, supply schedule and supply curve
2.2.2. Determinants of supply
2.2.3. Elasticity of supply
2.3. Market equilibrium
Chapter Three: Theory of Consumers’ Behavior
3. Theory of Consumers‘ Behavior
3.1. Consumer preferences

3.2. The concept of utility
3.3. Approaches of measuring Utility
3.3.1. The cardinal utility approach
3.3.1.1. Assumptions of cardinal utility theory
3.3.1.2. Total and marginal utility
9 hours 3.3.1.3. Law of diminishing marginal utility (LDMU)
3.3.1.4. Equilibrium of the consumer
3.3.2. The ordinal utility approach
3.3.2.1. Assumptions of ordinal utility approach
3.3.2.2. Indifference curve and map
3.3.2.3. Properties of indifference curves
3.3.2.4. The marginal rate of substitution (MRS)
3.3.2.5. The budget line or the price line
3.3.2.6. Equilibrium of the consumer
Chapter Four : The Theory of Production and Costs
8 hours 4. Theory of Production and Costs
4.1. Theory of production in the short run

4.1.1. Definition of production
4.1.2. Production function
4.1.3. Total, average, marginal product
4.1.4. The law of variable proportions
4.1.5. Stages of production
4.2. Theory of costs in the short run
4.2.1. Definition and types of costs
4.2.2. Total, average, marginal costs in the short run
4.2.3. Relationship between short-run production and cost
curves
Chapter Five: Market structure
5. Market structure
5.1. The concept of market in physical and digital space
5.2. Perfectly Competitive market
5.2.1. Assumptions
6 hours 5.2.2. Short run equilibrium of the firm
5.2.3. Short run equilibrium of the industry
5.3. Monopoly market
5.3.1. Definition and Characteristics
5.3.2. Sources of Monopoly
89
5.4. Monopolistically competitive market
5.4.1. Definition and characteristics
5.5. Oligopolistic market
5.5.1. Definition and characteristics
Chapter Six: Fundamentals of macroeconomics (with stylized facts from Ethiopia)
6. Fundamentals of macroeconomics
6.1. Goals of Macroeconomics
6.2. The National Income Accounting
6.2.1. Approaches to measure national income (GDP)
6.2.2. Other income accounts (GNP, NNP, NI, PI and DI)
6.3. Nominal versus Real GDP
6.4. The GDP deflator and the Consumer Price Index (CPI)
11 hours 6.5. The Business Cycle
6.6. Macroeconomic Problems
6.6.1. Unemployment
6.6.2. Inflation
6.6.3. Trade deficit and budget deficit
6.7. Macroeconomic Policy Instruments
6.7.1. Monetary policy
6.7.2. Fiscal policy
VI. Course teaching methodology
The course will involve deploying different teaching methods that attempt to make the
teaching learning process as effective as possible. For most part of the course, delivery method
will be arranged as to make the process student-centered. There shall be full and active
participation from students and they are strongly encouraged to ask questions, to reflect on
brain-storming queries, and be involved actively and attentively in take-home assignments and
peer discussions that appear during the semester both within and outside class-room sessions.
While there is no limit to the imagination and flexibility of the instructor, the course delivery
techniques will generally involve the following items:
 Lecture
 Brain-storming sessions
 Group discussions
 Individual and group assignments
VII. Assessment Methodology
Students will be evaluated using different mechanisms and their weights as indicated in the
table below.
Table1. General assessment profile

Assessment method Weight
Assignment (individual
20%
and/or group)
Tests/ quizzes 30%
Final Exam 50 %
Total 100%
90
VIII. Course policy
o Attendance: it is compulsory to come to class on time and every time. If students are
going to miss 85% of the class during the term, they shall not be allowed to sit the final
exam,
o Assignments: students must do their individual and group assignments and submit on
time. Assignments shall be submitted on or before the due date as specified by the
instructor,
o Tests/Quizzes: instructors should give short quizzes and tests as appropriate.
o Cheating: students must do their own work and should not copy answers from someone
else.
o Acts and mannerisms: When students are in class, they are strictly forbidden from
chewing gum, consuming any addictive substances, listening to recorders or CD players,
or being involved in acts that interrupt the normal teaching-learning process. Besides,
students are required to switch off their cell phones before class and exam sessions.
Students who attempt to disobey these rules and regulations will be subject to
disciplinary measures accordingly to the Senate Legislations of the University.
IX. Commitments of instructor & students
o Preparedness: students must come to class prepared by bringing the appropriate
materials like handouts, worksheets, exercises given, text books and assignments. Students must
plan their own learning through reading various course related materials and chapters in books.
They are expected to work a lot individually to meet the requirement of the course. They
have to use their time for group work and home study effectively.
o Participation: students are expected make active participation during class sessions.
o Coordination: instructors shall play a pivotal role in facilitating the teaching and
learning processes both in the class room and outside the class rooms.
X. Readings and texts
1. A. Koutsoyiannis, Modern Microeconomics
2. D.N.Dwivedi, 1997, Micro Economic Theory, 3rd edition., Vikas Publishing
3. R.S. Pindyck& D.L. Rubinfeld, Microeconomics.
4. Hal R. Varian, Intermediate Microeconomics: A Modern Approach, 6th edition.
5. C.L.Cole, Micro Economics: A Contemporary Approach.
6. Ferguson & Gould‘s, 1989, Microeconomic Theory, 6th edition.
7. N. Gregory Mankiw, 2007, Macroeconomics, 4th edition.
8. P. Aghion and P. Howitt ,2009, The Economics of Growth, The MIT Press.
9. A. B. Abel and B.S. Bernanke, 2017, Macroeconomics, 9th edition, Pearson.
10. Ayele Kuris, Introduction to Economics, 2001.
11. Begg, Fisher &Dornbusch, 2005, Macroeconomics, 8th Ed.
12. Liberman, Marc and Hill, Robert E, 2005, Introduction to Economics 2nd Ed.
13. Richard E. Carmichael, 2006, Economics for Everyone: An introduction to Economics
91
5.8. Module 09: Computing and Programming
Module Name Computing and Programming
Module Code SECT-M1081
Module Number 09
Module Description
SECT-M1081 Computer Computing and Programming 5
5.8.1. Courses Syllabus: Computer Programming (ECEng2052)

Course Description
This course is an introduction to the computer programming, which is the foundation of Software
Engineering. Students design, write, and debug computer programs. No prior knowledge of
programming is assumed.
Programming concepts such as flow, logic, data structures, and modularity will be covered. The core
emphasis of the course:
1) Programming Concepts – recognizing and understanding the fundamental constructs present in all
programming languages;
2) Design Methodology – Using abstraction to simplify complex problems into concrete subtasks;
3) Algorithmic Thinking – Defining the process used to glean information from data, and being able to
convince oneself of its correctness;
4) Literate Programming – Writing programs which are clearly structured and can be read by a human
as well as a machine;
5) Methodical and efficient development of computer programs using step-wise refinement and
incremental testing and debugging
Course Objectives
By the end of the semester, you will be:
 Familiar with programming in an IDE
 Familiar with program readability/understanding including program style/formatting and self-
documenting code
 Familiar with debugging process
 Able to design and implement basic programming solutions including statements, control
structures, and methods
 Learning about the process of moving from a problem statement to a computational
formulation of a method for solving the problem
 Learning a basic set of "recipes"—algorithms
 Learning how to use simulations to shed light on problems that don't easily succumb to closed
form solutions
 Learning about how to use computational tools to help model and understand data
 Develop computational problem-solving skills using C++.
Learning Outcomes
92
Upon successful completion of this course, the student will be able to:
1. Describe major components of programming
2. Explain the basic primitive data types
3. Analyze and demonstrate conversion of data encoding techniques
4. Explain the concept of data storage and named memory locations.
5. Apply decision and repetition structures in program design.
6. Implement methods and functions to improve readability of programs
7. Demonstrate the use of structures and files
8. 8. Write C++ programs to illustrate concise and efficient algorithms.
Contents
C++ Basics
 Structure of C++ Program
 C++ IDE
 Showing Sample program
 Keywords, Identifiers, Inputs, Outputs, Comments, Parts of a program
 Data Types, Variables, and Constants
 Operators
 Assignment Operators
 Compound Assignment Operators
 Arithmetic Operators
 Relational Operators
 Increment and Decrement Operators
 Infix and postfix types
 Precedence of Operators
Control Statements
 If statements: If…else, nested if
 Switch Statements: Multiple cases, break, Default
 Looping: for, while, do, break, continue
 Nested Loops
Arrays and String Manipulation
 Array Definition
 Array referencing
 One dimensional and multidimensional arrays
 Strings: Definition, accessing Strings
Pointers
 Definition of Pointers
 Pointers and address operator
Functions
 Introduction to Modular Programming (Functions)
 Declaration of function
 Definition of functions
 Calling functions
 Scope of Variables
 Function Arguments
 Return Values
 Default Parameters
 Parameters passing
 Call by value
 Call by reference
 Function Overloading
93
 Recursive function
 Inline function
Structures
 Introduction
 Overview of Structure
 Declaring structure
 Defining structure in structure
 Initializing structure
 Manipulating structure
 Array of structure
 Nested structure
 Structure, Reference and Pointer
 Passing structure to function
 Passing value of structure to a function
 Passing address of a structure to a function
File Management
 Streams and Files
 Text and Binary Files
 Text File processing
 Binary File processing
 Random Access Files
 Buffers and Synchronization
Annex : Prototypes of C++ File I/O methods
Prerequisites:
Student Workload
Lecture: 32 Hrs. Tutorial: 16 Hrs Home Study: 61 hrs. Laboratory:48 Hrs
Teaching Methods
The teaching methods that shall be employed for this course are lecturing, demonstration, Lab
exercises, classroom discussion and assignments and homework.
Assessment Method
Assessment
Lab: 20%
Projects: 15%
Assessments: 20%
Assignments and Quiz: 15%
Final Exam: 30%
Course Policies
 Attendance: It is compulsory to attend class in time and every time. Missing more than three classes
during the term causes readmission for that course.
 Assignments: No Late Assignment will be accepted
 Test/Quizzes: Rarely reexamination schedules will be arranged for those who missed the exam by
accidental or uncontrollable situation.
 Cheating/Plagiarism: No second Chance or excuses.
References
Walter Savitch, ―Problem solving with C++ - The Object of programming‖, Menlo Park: Addison-
Wesley, 1996.
Starting Out with C++, From Control Structures through Objects, Brief, 8ed, Tony Gaddis, Addison
94
Wesley, 2016.
Dietel & Dietel, ―C How To Program‖, Third Edition, Prentice – Hall, 2003
Robert Lafore, ―The Waite Group‘s programming Using Turbo C++‖ Techmedia, 1993
John R. Hubrard, ―Fundamentals of Computing with C++,‖ Shuam‘s Outline, 1997
Jess Liberry, ―An Introduction to C++‖ 1995
Robert Lafore, ―The Wait Group Object Oriented programming With C++‖ 1994
95
5.9. Module 10: Machine Drawing
Module Name Machine Drawing
Module Number 10
Module Description
MEng2101 Machine Drawing I 5
MEng2102 Machine Drawing II with CAD 5
5.9.1. Courses Syllabus: Machine Drawing I (MEng 3101)

3 Course Title Machine Drawing
5 ECTS 5
6 Contact hours 1 lecture, 6 tutorial
description The module is intended to give the students; the basic principles and standards in
assembly and production drawing: standardization, title block, bill of material, scale,
paper size, numbering; Dimensioning, Limit System; fits and tolerance; surface texture,
geometric tolerance; Description and conventional representation of fasteners, bearings,
seals, Circlips, key, pin and cotter pins, gears, springs, shafts; welding representations;
Exercise in dimensioning, limit system, assembly drawing of different parts; valves, fuel
injector, Machine vice, couplings, jigs, plumber block, clamps, and so forth. Project
Work; detail assembly and part drawing of machine components.
11 Prerequisite Engineering Drawing
12 Learning Read and prepare machine drawing.
Outcome To describe fits and tolerance, surface texture and geometric tolerance.
To know functions and conventional representation of machine elements.
13 Module Content
Introduction 1 -
Basic principles and standards 1 -
Dimensioning 2 6
Limit systems 5 3
Geometric tolerance 2 -
Surface Texture 3 -
Description and conventional 7 7
representation of machine elements.
Exercise and project work 56
96
14 Learning activity and teaching methods Lecture, tutorial, laboratory etc.
15 Tools and resources Books, power points and videos.
them.
Project 30
Quizzes 10
17 Exercises 15
Grading system
18 Modular requirement Minimum of 75% overall class attendance
19 Mapping of the No Course Learning Outcome (CLO) Program Outcomes (POs)

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Read and prepare machine
Learning drawing 3
Outcomes 2 Describe fits and tolerance,
surface texture and geometric
3 3
tolerance
3 Know functions and conventional
representation of machine 1 3 2
elements.
Text Book
References Machine Drawing By Gill
Engineering Graphics by Luzader
5.9.2. Courses Syllabus: Machine Drawing II with CAD (MEng 3102)

3 Course Title Machine Drawing II with CAD
5 ECTS 5
6 Contact hours 2 lecture, 6 lab 0 tutorial, 3 Home study (HS)
7 Duration II Semester
8 Number of Students Taking the Module 50 in lecture and 25 in lab
10 Module Introduction to representing of drawing primitives on a computer; CAD hardware and
description software; Basic commands of drawing and drawing settings, editing, dimensioning, text
annotations of a CAD software; Project work of two-dimensional mechanical drawing
with latest CAD software; Introduction to three dimensional drawing and parametric
design.
11 Prerequisite Machine drawing
12 Learning A concrete knowledge on how to draw two dimensional mechanical drawing
97
Outcome Draw three dimensional mechanical drawings using CAD software. Especially Auto Cad,
Solid Works, CATIA
13 Module Content
AutoCAD Interface Programming 2 2
Drawing Objects and its Aids 4 8 6
Dimensioning and Layers 3 8 3
Libraries and Standards 3 8 5
Modifying Objects 6 - 12 10
Drawing Layouts and Plotting 3 - 4 4
Introduction to 3D Modeling and 7 14 10
parametric design using either Solid
Works or CATIA
14 Learning activity and teaching methods Lecture and Lab
them.
Projects 30
Quizzes 10
17 Exercises 10
Grading system
19 Mapping of the
course/module Program Outcomes (POs)
No Course Learning Outcome (CLO)
to the Program
1 2 3 4 5 6 7 8 9
Learning
1 A concrete knowledge on how to
Outcomes
draw two dimensional 3 3
mechanical drawing
2 Draw three dimensional
mechanical drawings using CAD
software. Especially Auto Cad, 3 3
Solid Works, CATIA
Text Book Auto CAD 2010 and AutoCAD LT 2011, David Frey, 2010.and Solid Work Bible
2011.
References Engineering drawing and design, Jensen Helsel, 5th Edition, 1996
98
5.10. Module 11: Mechanics of Materials
Module Name Mechanics of Materials
Module Number 11
Module Description
MEng1111 Strength of Materials I 5
MEng2112 Strength of Materials II 5
5.10.1. Courses Syllabus: Strength of Materials I (MEng1111)

3 Course Title Strength of Materials I
4 Course Number MEng2112
5 ECTS 5
6 Contact hours 2 lecture, 2 tutorial, 1 lab, 5 self-study (Home study)
7 Duration 1st Semester
10 Module Method of Sections, Stress, Axially Loaded Members, Shear Force and Shear Stress,
description Bearing Stress, Deformation and Strain, Stress-Strain Diagram, Hooke‘s Law and
Deformation, Ultimate and Allowable Stress, Factor of Safety , Shearing Force and
Bending Moment in Beams, Flexural Stress in Beams, Composite Beams, Shearing
Stress in Beams , Deflection of Beams, Torsion, Struts and/or Column.
11 Prerequisite Engineering Mechanics I – (CEng1051)
12 Learning Analyze the stress-strain relationship in various structural members subjected to
Outcome single loadings; axial load, torsion, bending and shear load.
Solve the problems in various structural members subjected to combined loadings; a
combination of axial load, torsion, bending and shear load.
Design for dimension and strength of structural members subjected to various external
loads, determine their deformation, and select the suitable material for a specific
engineering application.
13 Module Content
Stress and Strain 6 9 2 15
Shearing Force and Bending Moment in 4 6 0 10
Beams
Stress in Beams 6 9 2 15
Torsion 4 6 2 10
Deflection of Beams 4 4 2 10
Columns /Struts 6 9 0 10
14 Learning activity and teaching methods Lecture, tutorial, laboratory, etc.
99
them.
Students Students will participate in lecture, but the students are expected to participate actively
in the class during tutorial and lab hours by asking and solving problems.
Assignments 15
Quizzes 15
Intermediate exam 1 20
17
Grading system
100% attendance during laboratory demonstration
19 Mapping of the
to the Program
1 2 3 4 5 6 7 8 9
Learning
1 Analyze the stress-strain
Outcomes
relationship in various structural
members subjected to single 3 1
loadings; axial load, torsion,
bending and shear load.
2 Solve the problems in various
structural members subjected to
combined loadings; a 3 1
combination of axial load, 3
torsion, bending and shear load.
3 Design for dimension and
strength of structural members
subjected to various external
loads, determine their 1 2
deformation, and select the
suitable material for a specific
engineering application.
1-Very little emphasis 2-Moderate emphasis 3-Strong emphasis
Text Book James M. Gere, Mechanics of Materials, 6th Edition
References Beer, Johnston, De. Wolf, Mechanics Of Materials, 4th Edition
E.J. Hearn, Mechanics of Materials Volume I, 3rd Edition
Egor P. Popov, Mechanics of Materials , 2nd Edition
100
5.10.2. Courses Syllabus: Strength of Materials II (MEng3111)
3 Course Title Strength of Materials II
5 ECTS 5
7 Duration 2nd Semester
10 Module Complex stress, Stresses on Oblique Planes, Material Subjected to Pure Shear, Principal
description Plane Inclination in terms of the Associated Principal Stresses, Mohr‘s Stress Circle,
Strain Energy (by Tension or Compression, Shear, Bending, and Torsion loads), Work
Done due to Suddenly Applied Load, Castigliano‘s Theorem for Deflection , Unit – Load
Method, Statically Indeterminate Structures, Curved Beams, Inclined Bending of Beams
Having Symmetrical Cross Sections, Beams Having Non – Symmetrical Cross Sections,
Mohr‘s Circle of Inertia, Thin and Thick Cylinders, Difference in Treatment between
Thin and Thick Cylinders, Development of the Lame Theory, Torsion of Non – Circular
and Thin – Walled Section.
11 Prerequisite Strength of Materials II - (MEng2112)
12 Learning Analyze the stress and strain transformation at a point in two dimensions and determine
Outcome the principal stresses/strains and their orientation.
Understanding the different method of energy method and its application on
deflection solving
Apply different methods to solve for the deflection of statically indeterminate beam and
the reactions, shear force and bending moment of statically indeterminate beams.
Analyzing a beam of different shape (curved) and a beam with symmetric and non –
symmetrical cross sections
Apply different theories and technics to analyze the effect of torsion on Non-circular and
thin-walled section.
Design some structural member with different loading condition
13 Module Content
Tutoria Self-
Lecture Laboratory
l Study
Complex Stresses 8 12 0 15
Curved Beams 4 4 0 5
Thin and Thick Cylinders 4 4 2 10
Energy Methods 6 9 0 10
Statically Indeterminate Structures 4 6 0 5
Unsymmetrical Bending 6 9 0 10
Torsion of Non – Circular and Thin – Walled 6 9 0 10
Section
14 Learning activity and teaching methods Lecture, tutorial, laboratory demonstration , etc.
them.
101
Assignments 15
Quizzes 15
17
Grading system
19 Mapping of the 1-Very little emphasis 2-Moderate emphasis 3-Strong emphasis

course/module No Course Learning Outcome (CLO) Program Outcomes (POs)
to the Program 1 2 3 4 5 6 7 8 9
Learning
Analyzing thin and thick cylinder
Outcomes
with different loading and 3 1 2
applying lame‘s theory
Analyze the stress and strain
transformation at a point in two
dimensions and determine the 3 1
principal stresses/strains and their 2
orientation.
Understanding the different
method of energy method and
its application on deflection 3 1 3
solving
Apply different methods to solve
for the deflection of statically
indeterminate beam and the
reactions, shear force and 3 2
bending moment of statically
indeterminate beams.
Analyzing a beam of different
shape (curved) and a beam with
symmetric and non – symmetrical 3 2
cross sections
Apply different theories and
technics to analyze the effect of
torsion on Non-circular and thin- 3 2
walled section.
Design some simple structural
member with different loading
1 2
condition
Text Book James M. Gere, Mechanics of Materials, 6th Edition
References Beer, Johnston, De. Wolf, Mechanics Of Materials, 4th Edition
E.J. Hearn, Mechanics of Materials Volume I, 3rd Edition
Egor P. Popov, Mechanics of Materials , 2nd Edition
102
5.11. Module 12: Engineering Materials
Module Name Engineering Materials
Module Number 12
Module Description
MEng2121 Engineering Materials I 5
MEng2122 Engineering Materials II 5
5.11.1. Courses Syllabus: Engineering Materials I (MEng 2122)

3 Course Title Engineering Materials I
5 ECTS 5
6 Contact hours 2 lecture, 2 tutorial, 1 lab, 5 home study (HS)
9 Course owner (s) Manufacturing Chair
10 Module description: Classification of engineering materials; Fundamental theory of engineering
materials: atomic structure, bonds, crystalline structure; Defects in crystalline
structures and dislocation theory; Deformation in solids; Mechanical properties
and testing of metals; Phases and phase transformations; Failure and
mechanisms of fracture.
11 Prerequisite General physics and chemistry, calculus, statics.
12 Learning Outcome: Understand the main concepts of engineering materials,
Explain the influence of crystalline structure on the properties of metal,
Understand type of defects and explain their influences on the properties of
crystals,
Apply Fick‘s first and second laws for diffusion and explain application of
diffusion in engineering materials
Explain the causes and main types of plastic deformation, mechanical properties
and testing of metals,
Explain Failure and mechanism of fracture,
Explain main concepts of phase diagram for different alloys
Explain phase transformation and kinetics of phase transformation
12 Module Content
Allotted time (hours)
Academic content of the module Lecture Tutorial Laboratory Self-Study
Introduction to basic concepts. 2 -
Fundamental theory of engineering materials. 4 5
Defects in crystal structures 4 6
Diffusion in materials and its applications 3 4
Mechanical properties and testing of 6 9
103
materials.
Failure and mechanism of fracture. 4 6
Introduction to Phase diagrams 3 6
Phase transformations 2 3
Mechanical testing of metals
Tensile test.
Hardness test. 2 10
Impact test.
Torsion test and Fatigue test.
13 Learning activity and teaching Lecture, tutorial and laboratory
methods
14 Learning resources / inputs and use of Books, Power points and videos.
Instructor and Activities
Student
Instructor Gives lecture, guides and moderates the students. He/She will help the students to
clearly visualize problems and show methods to tackle them.
Students Students will participate in lecture, but the students are expected to participate
actively in the class during tutorial and lab hours by asking and solving problems.
Assessment type Weight
Assignments: 10
Quizzes: 10
Laboratory activity report (LR): 10
Assessment criteria and Grading system 2 Intermediate exams (IM): 30
Final Examination: 40
Grading system
17 Modular requirement Minimum of 75% attendance during both tutorial and
lecture hours.
100% presence during laboratory activities.
Presence during final examinations.
104
Mapping of
the No Program Outcomes (POs)
course/modul Course Learning Outcome (CLO) 1 2 3 4 5 6 7 8 9
e to the 1 Understand main concepts of 3 1
Program engineering materials
Learning 2 Apply Fick‘s first and second laws for 2 2
Outcomes diffusion and explain application of
diffusion in engineering materials
3 Analyze effect of crystal 2 1 1
structure/defects in crystalline on
mechanical properties of engineering
materials
4 Explain the causes and main types of 2 1
plastic deformation, mechanical
properties
5 Explain Failure and mechanism of 3 1 1
fracture
6 Explain main concepts of phase 3 1
diagram for different alloys
7 Explain phase transformation and 3
kinetics of phase transformation
8 prepare testing procedures, evaluate 2 1 1
testing results,
Reading Materials
19 Text Book William D. Callister, ―Material Science and Engineering‖ – An introduction,
7th edition, John Wiley & Sons, 2007
References Brain S. Mitchell, ―An introduction to materials engineering and science for
chemical and materials engineers‖, 2004, Wiley Interscience.
Veron John, ―Introduction to Engineering Materials,‖ Macmillan Education
UK, May 9, 2003
Michael F. Ashby, Hugh Shercliff, David Cebon, Materials: Engineering,
Science, Processing and Design, 3rd edition, Elsevier Ltd, 2014
5.11.2. Courses Syllabus: Engineering Materials II (MEng 3121)

3 Course Title Engineering Materials I
5 ECTS 5
6 Contact hours 2 lecture, 2 tutorial, 1 lab, 5 home study (HS)
10 Course Revision on phase diagrams,
Description Concepts in phase transformations and Heat treatment,
: Introduction to ferrous metals, non-ferrous metals, organic and inorganic materials, corrosion and
degradation of materials
11 Prerequisite Engineering Materials I
12 Learning Understand the main concepts and kinetics of phase transformation, microstructural and property
Outcome: change in iron carbon alloy.
105
Understand basic methods of iron and steel production, types of ferrous metals and effects of
alloying elements.
Explain Heat treatment, analyze applications of heat treatment
Understand Non-ferrous metals, their engineering application, extraction and processing
methods,
Explain Ceramics materials, classification, properties and processing methods
Explain polymer materials, classification, properties and processing methods
Explain Composite materials, classification, properties and processing methods
Explain corrosion and degradation in metals/materials
12 Module Content
Academic content of the module Lecture Tutorial Laboratory Self-
Study
Revision on Iron carbon Phase diagram 2 -
phase transformation and microstructural and property 4 6
changes in iron–carbon alloys
Iron and steel production, Applications and Processing 6 12
of Metal Alloys; Heat treatments.
Structures , Properties , Applications and Processing of 4 6
Ceramics
Structures, Characteristics, Applications, and 4 6
Processing of Polymers
Composites: Particle-Reinforced, Fiber-Reinforced, and 4 6
Structural Composites
Corrosion and Degradation of Materials: Corrosion of 2 3
Metals and Ceramics, Degradation of Polymers
Laboratory:
Part 1: Heat treatment of metals.
Annealing
Normalizing 2 10
Quenching
Part 2 : Microstructure, spark test and composition
analysis of metals
13 Learning activity and teaching methods Lecture, tutorial and laboratory
14 Learning resources / inputs and use of instructional technology Books, Power points and videos.
Instructor Gives lecture, guides and moderates the students. He/She will help the students to
clearly visualize problems and show methods to tackle them.
Assignments: 10
Quizzes: 10
Laboratory activity report (LR): 10
Assessment criteria and Grading system 2 Intermediate exams (IM): 30
Final Examination: 40
Grading system
17 Modular requirement Minimum of 75% attendance during both tutorial and
106
lecture hours.
100% presence during laboratory activities.
Mapping of the No Program Outcomes (POs)
course/module to Course Learning Outcome (CLO) 1 2 3 4 5 6 7
the Program 1 Revision on Iron carbon Phase diagram 3
Learning 2 Understand the main concepts and kinetics of phase 3
Outcomes transformation, microstructural and property change in
iron carbon alloy
3 Analyze effect of effect of alloying elements in
ferrous/nonferrous metals, extraction and processing 3
methods for metals
4 Analyze Heat treatment, effect of microstructure change 1 2 1
on mechanical properties
5 Explain polymers, Structures , Properties , Applications 3 1
and Processing
6 Explain ceramics Structures , Properties , Applications 3
and Processing
7 Explain composite Structures , Properties , Applications 3
and Processing
Analyze Corrosion and Degradation of Materials: 2 1
8 prepare Heat treatment procedures, evaluate results 2
Reading Materials
19 Text Book William D. Callister, ―Material Science and Engineering‖ – An introduction, 7th edition, John
Wiley & Sons, 2007
References Brain S. Mitchell, ―An introduction to materials engineering and science for chemical and
materials engineers‖, 2004, Wiley Interscience.
Veron John, ―Introduction to Engineering Materials,‖ Macmillan Education UK, May 9, 2003
Michael F. Ashby, Hugh Shercliff, David Cebon, Materials: Engineering, Science, Processing and
Design, 3rd edition, Elsevier Ltd, 2014
107
5.12. Module 13: Eng’g Thermodynamics
Module Name Eng‘g Thermodynamics
Module Number 13
Module Description
MEng2131 Engineering Thermodynamics I 5
MEng2132 Engineering Thermodynamics II 5
5.12.1. Courses Syllabus: Engineering Thermodynamics I (MEng2132)

3 Course Title Engineering Thermodynamics I
5 ECTS 5
9 Course owner (s) Thermal Chair
10 Module Thermodynamics I): Introductory concepts and definitions. Properties of pure substances.
description Energy transport by work, heat and mass. The first law of thermodynamics and energy.
The second law of thermodynamics. Entropy. Availability and Irreversibility.
12 Learning Understand the relationship between internal energy, heat and work as expressed by the
Outcome First Law of Thermodynamics.
Apply the conservation of energy to thermodynamic systems
State and explain the Second Law of Thermodynamics
Explain how the Carnot cycle applies to heat engines and refrigeration cycles
Explain the concept of entropy.
Apply the concept of availability, irreversibility and the second law in defining the
efficiency of a system
13 Module Content
Introductory concepts and definitions 2 -
Properties of pure substances 2 3
Energy transport by work, heat and 3 6
mass
The first law of thermodynamics and 8 6
energy
The second law of thermodynamics 8 6
Entropy 3 5
Availability and Irreversibility 4 5
14 Learning activity and teaching methods Lecture, tutorial, laboratory, industry visit, etc.
108
them.
Assignments 15
Quizzes 15
Intermediate exams 30
17
Laboratory report -
Grading system

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Apply the fundamental principles
Learning and laws of thermodynamics to
Outcomes solve simple engineering 3
problems.
2 Apply problem solving technique
in the analysis of various
engineering devices involving 3
closed and open systems
3 Analyze engineering systems
related to heat transfer, work and 2
change in entropy.
4 Evaluate thermodynamics cycles
efficiencies of simple thermal
1
systems 1
Text Book Cengel Y.A, Bole M.A., Thermodynamics –An Engineering Approach, McGraw Hill.
References Dr.Tesfaye Dama, Thermodynamics I, Addis Ababa University press, 2000.
Michael J.Moran, H.N.Shapiro, Fundamental of Engineering Thermodynamics, John
Wiley and Sons.Inc.
Sonntage R.E., Fundamental of thermodynamics, McGraw-Hill.
109
5.12.2. Course Syllabus: Engineering Thermodynamics II (Meng3132)
3 Course Title Engineering Thermodynamics II
5 ECTS 5
8 Number of Students Taking the Module
9 Course Owners
10 Module description
Ideal gases and their mixtures, gas-steam mixtures, wet air, psychometric charts and air conditioning
process. Vapor power and refrigeration cycles. Air standard cycles. Thermodynamic relations.
Combustion. Phase equilibrium. Introduction to refrigeration processes.
11 Prerequisite Thermodynamics I
12 Learning The module enables students to understand:
Outcome The basic principles involved in mixture of ideal gases and gas-vapor mixtures.
The combustion analysis, Adiabatic flame Temperature, LHV and HHV of fuels.
The thermodynamic concepts to describe the performance of the individual
components of an engineering system, e.g. a power plant, and then relate that
information to the overall performance of the entire system.
The basic principle of refrigeration.
12 Module Content
Academic content of the module Allotted Time (hours)
Mixture of Ideal Gases 3 3 8
Gas-Vapor Mixtures 3 4 6 10
Combustion 2 4 2 10
Vapor-Power Cycles 3 4 15
Air standard Power Cycles 3 5 2 15
Introduction to Refrigeration 2 3 2 8
Thermodynamic Property Relations 3 3 8
13 Learning activity and teaching methods Lecture , Tutorial and Lab.
He/She will help the students to clearly visualize problems
and show methods to tackle them.
Students Students will participate in lecture, but the students are
expected to participate actively in the class during tutorial
and lab hours by asking and solving problems.
16 Assessment criteria and grading system Assessment type Weight
Assessment criteria Assignments 10%
Quizzes 10%
Lab Report: 10%
Intermediate exams(IM) 30%
Final Examination: 40%
110
Grading system As per the working of senate legislation of AAU
17 Modular requirement Minimum of 75% attendance during both tutorial, lab and
lecture hours.
100% attendance during laboratory & practical activities.
18 Mapping of
the No Course Learning Outcome (CLO) Program Outcomes (POs)
course/mod 1 2 3 4 5 6 7 8 9
ule to the 1 Define the fundamental principles
Program
and laws of thermodynamics to
Learning 2
engineering systems involving air
Outcomes mixtures.
2 Define the fundamental principles
and laws of thermodynamics to
engineering systems involving air
and vapor and Apply the principle 2
for air conditioning processes. 2
3 Analyze reacting systems and
combustion process from the second
aw perspective. 2
3
4 Analyze vapor power cycles in
which the working fluid is
alternately vaporized and condensed. 2 1
2
5 Develop simplifying assumptions
and Evaluate the performance of gas
power cycles for which the working 2 1
fluid remains a gas throughout the 2
entire cycle.
6 Evaluate the performance of vapor-
compression refrigeration systems
and Analyze gas refrigeration
systems. 3 1
7 Develop fundamental relations
between commonly encountered
thermodynamic properties and
express the properties that cannot be 3
measured directly in terms of easily
measurable properties.
Text Book Thermodynamics II, Abebayehu Assefa, 2000
References Boles C., Thermodynamics: An Engineering Approach, McGraw Hill.
Eastop & McConkey, Applied Thermodynamics for Engineering
Technologists, McGraw Hill.
Wark K. Jr, Advanced Thermodynamics for Engineers, McGraw
M.J.Moran & H.N. Shapiro, Fundamentals of Engineering Thermodynamics.
5.13. Module 14: General Workshop Practice

Module Name General Workshop Practice
Module Number 14
111
Module Description
MEng3141 Workshop Practice - I 3
MEng3142 Workshop Practice - II 3
5.13.1. Courses Syllabus: Basic Workshop Practice –I (MEng2142)

3 Course Title Basic Workshop Practice I
4 Course Code MEng2141
5 ECTS 3
6 Contact Hrs 1 lecture, 0 tutorial, 4 lab 1 Home Study (HS)
9 Corse owner (s) Mechanical Workshop Technical Staffs
10 Module Basic Workshop Practice I): Practical training on basic workshop technology on bench
description work, sheet metal fabrication. Practical training on metal joining like welding, brazing
and spot welding. Advanced practical training to the student by requiring the production
of simple parts and unit assembly using conventional machines.
11 Prerequisite Manufacturing Engineering II
12 Learning Know safety precautions and follow preliminary safety rules in the workshop.
Outcome Select appropriate tools for the required application.
Hands-on experience on bench work. Prepare the simple job as per specification using
bench work tools.
Hands-on experience on metal joining. Select appropriate equipment and consumables
for the required application and prepare the simple jobs as per specification using proper
metal joining and cutting methods.
Hands-on experience on basic conventional machining. Manufacture simple parts using
conventional machines.
13 Module Content
Introduction to Mechanical workshops
and safety precautions and project 2 0 18
work with manufacturing method on
bench work for sheet metal/ plate
fabrication
Introduction to conventional machine
tools and project work on basic 2 0 18
conventional machining process with
lathe shaper and milling machine
Introduction to metal welding like Arc
and oxy-acetylene welding and project 2 0 18
work on metal joining processes like
welding, brazing and spot welding
14 Learning activity and teaching methods Lecture and Tutorial and consultation with group discussion
112
15 Tools and resources Books, Design Handbooks and Power points
Gives lecture, supervise lab session, guides and moderates the students. He /She will help
Instructor the students to clearly visualize problems and show methods to tackle them. Both lecturer
and technical staffs at workshop also give individual advising for each student.
Students will participate in lecture, but the students are expected to participate actively in
Students the workshop during laboratory sessions by asking for guidance from both the lecturer and
technical assistance.
Project works 90
Attendance 10
Assessment criteria and grading system Intermediate exams
17
Laboratory report
Final Examination
Grading system
18 Minimum of 75% overall class attendance
Modular requirement 100% attendance during laboratory & practical activities
Program Outcomes (POs)

19 Mapping of the No Course Learning Outcome (CLO) 1 2 3 4 5 6 7 8 9
course/module 1 Comply with workshop safety 3
to the Program regulations.
Learning 2 Acquire skills in basic
Outcomes engineering practice, i.e. identify
and use marking out tools, hand 3
tools, measuring equipment, and
perform a range of machine
operations to produce a given
project to specific tolerances.
3 Apply knowledge of welding 3
process selection and capabilities
to produce a given project.
5 Obtain practical skills in the 2
trades.
6 Enhance psychomotor skills and 1 1
attitude.
Text Book
References Singh R. Introduction to basic manufacturing process and workshop technology. New
Age International; 2006.
Garg, S. K. Comprehensive Workshop Technology (Manufacturing Processes). Laxmi
Publications, 2009.
113
5.13.2. Courses Syllabus: Workshop Practice - II (MEng3141)
3 Course Title Basic Workshop Practice II
4 Course Code MEng3141
5 ECTS 5
6 Contact Hrs 1 lecture, 0 tutorial, 6 lab 0 Home Study (HS)
9 Corse owner (s) Manufacturing Chair
10 Module Basic Workshop Practice II: Introduction to manufacturing process, machines &
description machine tools. Advanced practical training by the production of parts by bench work and
machines. Production of assembled parts by conventional machines.
11 Prerequisite Workshop practice - I
12 Learning Understand basic practice in the field of manufacturing Technology.
Outcome Have an advanced practice of applying conventional machines and tools.
Understand measuring and testing of assembled units.
13 Module Content
Introduction to welding, as TIG and
MIG welding, and project work on 2 0 14
metal joining processes using TIG and
MIG welding.
Advanced description of conventional
machine and tools, and project work on 2 0 14
basic conventional machining process
with shaper, lathe and milling machine.
Introduction to Casting processes:
pattern design & making, mold 2 0 14
making, melting, finishing of cast
parts,
Basic metal forming processes 2 0
including sheet metal bending, 12
drawing, punching, piercing, shearing,
forging, etc
Gives lecture, supervise lab sessions and guides and moderates the students. He / She will
Instructor help the students to clearly visualize problems and show methods to tackle them. Both
lecturers and technical staffs at workshop also give individual advising for each student.
Students the workshop during laboratory sessions by asking for guidance from both the lecturer and
technical assistance
Project works 90
17
Attendance 10
Assessment criteria and grading system Intermediate exams
114
Laboratory report
Final Examination
Grading system

course/module 1 Develop the practical workshop 3
to the Program skills by converting technical
Learning drawing into practical workshop
Outcomes models and hands-on practice on
production of small machine
components.
2 Carry out machining and 2 2
fabrication operations.
3 Apply knowledge of welding 1 1
process selection and capabilities
to produce a given project.
Text Book
References Singh R. Introduction to basic manufacturing process and workshop technology. New
Age International; 2006.
Garg, S. K. Comprehensive Workshop Technology (Manufacturing Processes). Laxmi
Publications, 2009.
5.14. Module 15: Machine Elements

Module Name Machine Elements
Module Number 15
Module Description
MEng2151 Machine Elements I 5
MEng3152 Machine Elements II 5
5.14.1. Courses Syllabus: Machine Elements I (MEng 3152)

3 Course Title Machine Elements I
115
5 ECTS 5
10 Module Machine Elements I: Includes introduction to mechanical design, allowable stresses,
description engineering materials, safety factors, mechanical models and machine elements. Stress
analysis for static, dynamic and varying loads and the corresponding failure
characterizations. Joints: strength calculations and dimensioning of bolted joint, riveted
joints, welded and glued joints, torque transmission joints: keys, spline joint, pin joint,
and interference fits. Pressure vessels, pipes, pipe connections (joints), valves. Gaskets
and sealing. Springs.
11 Prerequisite Machine Drawing, Engineering Mechanics II (Dynamics), Strength of Materials II
12 Learning Introduction of basic terms and definitions in mechanical design.
Outcome Explain the stress-strain characteristics of different materials.
Understand stress concentration and failure causes and types.
Comprehend and compare the various failure theories that suit the failure conditions.
Clarify the basic parameters and designing procedures for permanent and non-permanent
joints.
Understand the major principles behind the function of mechanical springs and design
different types of springs.
Make dimensional and material decisions for pressure vessels.
Interpret numerical figures into realistic parameters
13 Module Content
Introductory concepts and definitions 4 2 - 4
Failure Prevention and Stress 12 15 - 16
Concentrations
Design of Joints and Torque transmitting 6 10 - 12
elements
Mechanical Springs 4 6 - 8
Pressure vessels, valves and pipes 4 6 - 8
14 Learning activity and teaching methods Lecture, tutorial etc.
He/she will help the students to clearly visualize problems and show methods to tackle them.
Students Students will participate in lecture, but the students are expected to participate actively in the
class during tutorial and lab hours by asking and solving problems.
Assignments 10
Quizzes 10
Project 10
17
Grading system
116
19 Mapping of the
course/module to No Course Learning Outcome (CLO) Program Outcomes (POs)
the Program 1 2 3 4 5 6 7 8 9
Learning 1 Introduction of basic terms and
Outcomes definitions in mechanical design. 3
2 Explain the stress-strain
characteristics of different 2
materials.
3 Understand stress concentration
and failure causes and types. 3
4 Comprehend and compare the
various failure theories that suit 3
failure conditions.
5 Clarify the basic parameters and
designing procedures for
permanent and non-permanent 2
joints.
6 Understand the major principles
behind the function of
mechanical springs and design 3
different types of springs.
7 Make dimensional and material
decisions for pressure vessels. 3
8 Interpret numerical figures into
realistic parameters 2
Text Book Richard G., Budynas and J. Keith Nisbett, Shigley‘s Mechanical Engineering Design,
McGraw Hill, Ninth edition
References R. S. Khurmi and J. K. Gupta, A Textbook of Machine Design, Eurasia Publishing
House
Spotts, M.F. T.E. Shoup and L.E. Hornberger, Design of Machine Elements, eighth
edition, Pearson Prentice Hall
Shigley & Mischke, Mechanical Engineering Design, Seventh edition.
Robert C. Juvinall and Kurt M. Marshek, Fundamentals of Machine Component
Design
Joseph Shigley, Charles Mischke, and Thomas H. Brown, Standard Handbook of
Machine Design
Robert L. Norton, Machine Design: An Integrated Approach, Third Edition
5.14.2. Courses Syllabus: Machine Elements II (MEng4151)

3 Course Title Machine Elements II
5 ECTS 5
10 Module Shaft and gear design, Belt and bearing selection and life calculation, Introduction to the
description working principles and important relationships in brakes, clutches and flywheels.
117
11 Prerequisite Machine Elements-I
12 Learning Understanding typical characteristics of principal machine elements (Shafts, gears, belts,
Outcome bearings, and friction elements.)
Critically reflecting the major mechanical design procedures for respective machine
elements.
Making material/dimensional decisions for shafts from layout, stress analysis, deflection
considerations and critical speed calculations.
Making material/dimensional decisions for spur and helical gears from force and stress
analyses.
Selecting the right belt for a given transmission and calculating life.
Selecting the right bearing from the loading condition and calculating life.
Introducing the working mechanisms and principal relationships in brakes, clutches and
flywheels.
Interpret numerical figures into realistic parameters.
13 Module Content
Shaft and its components 6 10 1 12
Gears 8 12 1 15
Belt Drives 4 8 - 8
Bearings 4 6 - 8
Clutches, couplings, brakes and flywheels 4 8 - 10
14 Learning activity and teaching methods Lecture, tutorial, laboratory, Project etc.
them.
Assignments 5
Lab Report 5
Quizzes 10
17 Project 10
Grading system
118
19 Mapping of the
to the Program 1 2 3 4 5 6 7 8 9
Learning 1 Understanding typical characteristics
Outcomes of principal machine elements
(Shafts, gears, belts, bearings, and 3
friction elements.)
2 Making material/dimensional
decisions for shafts from layout,
stress analysis, deflection
considerations and critical speed 3
calculations.
3 Making material/dimensional
decisions for spur and helical gears
from force and stress analyses. 3
4 Selecting the right belt for a given
transmission and calculating life. 2
5 Selecting the right bearing from the
loading condition and calculating life. 2
6 Introducing the working mechanisms

and principal relationships in brakes,
clutches and flywheels. 3
7 Interpret numerical figures into
realistic parameters. 2
Text Book Richard G., Budynas and J. Keith Nisbett, Shigley‘s Mechanical Engineering Design,
McGraw Hill, Ninth edition
References R. S. Khurmi and J. K. Gupta, A Textbook of Machine Design, Eurasia Publishing
House.
Robert C. Juvinall and Kurt M. Marshek, Fundamentals of Machine Component
Design.
Machine Design.
Robert L. Norton, Machine Design: An Integrated Approach, Third Edition
Arthur H. Burr & John B. Cheatham, Mechanical Analysis and Design, Second
Edition.
Coulson and Richardson‘s, Chemical Engineering Design, Volume 6, Second Edition,
Butterworth Heinemann.
119
5.15. Module 16: Advanced Eng’g Mechanics
Module Name Advanced Eng‘g Mechanics
Module Number 16
Module Description
MEng3161 Mechanisms of Machinery 5
MEng3162 Mechanical Vibration 5
5.15.1. Course Syllabus: Mechanisms of Machinery (MEng_3162)

3 Course Title Mechanisms of Machinery
5 ECTS 7
6 Contact Hrs. 3 lecture, 3 tutorial, 1lab, 5 Home study (HS)
9 Course Owner(s) School of Mechanical and Industrial Engineering
10 Module Introduction; Transmission of motion; Linkages; Kinematics analysis of linkages;
Description Introduction to computer methods for kinematic analysis of linkages; cam design;
Joints; Governors; Gear Trains; Introduction to synthesis; Force analysis of
machinery; Engine torque fluctuation; Balancing of rotating and reciprocating masses;
Gyroscopes.
11 Prerequisite Engineering Mechanics II (Dynamics)
12 Learning The Course enable the students to understand:
Outcome The different types of linkage mechanisms used in mechanical design;
The kinematic and kinetic analysis and design of machinery;
Computer method for kinematic and kinetic analysis of mechanisms;
Design and analysis of cams, universal joints, governors, gear trains, flywheels and
gyroscopes; and
Balancing of rotating and reciprocating machines.
13 Module Content
Academic content of the module Time allotted (Hr.)
Introduction to basic concepts 4 - - 3
Position Kinematic analysis of 1 2 - 3
Linkages (1 weeks)
Velocity analysis of linkages (1 1 5 - 4
weeks)
Acceleration analysis of linkages (1 1 5 - 4
weeks)
Introduction to Computer Methods 3 6 1 3
120
for Kinematics Analysis of Linkages
(2 weeks)
Force Analysis of Machinery (2 3 9 1 4
weeks)
Flywheels (1 weeks) 2 4 - 2
Cam Design (1 weeks) 4 5 1 5
Introduction to Synthesis of 4 4 - 5
Machinery (1weeks)
Universal Joints (1weeks) 1 2 1 2
Gear Trains (1 weeks) 1 5 1 4
Governors (1 weeks) 2 4 - 4
Balancing of Rotating and 3 6 1 5
Reciprocating masses (1 weeks)
Gyroscopes (1 weeks) 1 5 1 4
14 Learning activity and teaching Lecture , Demonstration and Tutorial
methods
He/She will help the students to clearly visualize problems and show methods to tackle
them.
17 Assessment criteria and grading system Assessment Type Weight
Assignments 5%
Quizzes 10%
Project 15%
Intermediate exam I 15 %
Intermediate exam II 15 %
Grading System
18 Modular Minimum of 75% attendance during both tutorial and lecture hours.
requirement 100 % Attendance during Laboratory and final examinations.
121
19 Mapping of No Course Learning Outcomes (CLO) Programs Outcomes (POs)
the
course/modu 1 2 3 4 5 6 7 8 9
le Outcome 1 Analyzing engineering systems related to
to the displacement, velocity, acceleration, and
program force in a mechanism using commercially 3 3
Learning available software like Working Model
Outcomes 2D, MSC ADAMS.
2 Design simple engineering systems using
fundamental Principles, theories, and laws 3
of engineering dynamic systems.
3
3 Investigating various techniques of
designing simple mechanisms to solve a
given engineering problems. 3
4 Develop scientific solutions and give

interpretation to the result for simple 2
engineering mechanisms.
1-Very little emphasis 2-Moderate emphasis 3-Strong emphasis
Text Book Alem Bazezew (PhD), Mechanism of Machinery, Addis Ababa University
Press, 2001
References Norton, Robert L.,‖Design of Machinery‖, WCB/McGraw-Hill, 1999.
Meriam, J.L. and Kraige, L.G., ―Engineering Mechanics- Dynamics‖, John
Wiley and Sons, 1992.
Shigley, J.E. and Uicker, J.J., ―Theory of Machines and Mechanisms‖,
McGraw-Hill Book Company, Inc., 1995.
Khurmi, R.S and Gupta, J.K., ―Theory of Machines‖, Eurasia Publishing
House ltd., 1983.
Arthur G. Erdman, George N. Sandor, Sridhar Kota, and Arthur G Erdman,
Mechanism Design: Analysis and Synthesis (4th Edition), May 15, 2001.
Erdman, Arthur G. and Sandor, George N., ―Mechanism Design: Analysis
and Synthesis‖, Prentice Hall International, Inc., 1997.
122
5.15.2. Course Syllabus: Mechanical Vibration (MEng4161)
3 Course Title Mechanical Vibration
5 ECTS 5
description Introduction to mechanical vibration; Modeling of dynamic systems; Single-degree of
freedom system; Two-degree of freedom system; Multi-degree of freedom system;
Whirling of shafts; Torsional vibrations; Causes of vibrations; Introduction to vibration
control and measurements.
11 Prerequisite Mechanism of Machinery , Applied Mathematics III
12 Learning Know the three types of vibrations (transversal, axial and torsional)
Outcome Know the different causes of vibration,
Develop a model for vibration analysis,
Make transient and steady state vibration analysis of single ,two and multi degree of
freedom systems, and
Develop the necessary skills required to control vibrations.
13 Module Content
Introduction to mechanical vibration 2 4
Modeling of dynamic systems 3 4
Free Vibration of single degree of 4 7
freedom systems
Forced vibration of Single-degree of 6 6
freedom system;
Free vibration of two degree of freedom 4 6
systems
Forced vibration of two degree of 6 7
freedom systems
Vibration of multi-degree of freedom 4 4
system;
Introduction to vibration control and 3
measurements
14 Learning activity and teaching methods Lecture, tutorial, demonstration etc.
them.
Assignments 15
17
Quizzes 15
123
Grading system

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Know the three types of
Learning vibrations (transversal, axial and
Outcomes 3
torsional)
2 Know the different causes of
vibration, 3
3 Develop a model for vibration
analysis, 2
4 Make transient and steady state
vibration analysis of single, two
and multi degree of freedom 1 1
systems, and
5 Develop the necessary skills
required to control vibrations. 1
Text Book Leul, F., Introduction to Mechanical Vibrations, Addis Ababa University Press
References Thomson, E.S., Theory of Vibrations with Applications, Mar 18, 2004
Singiresu S. Rao, Mechanical Vibration ,Feb 17, 2000
Haym Benaroya, Mechanical Vibration: Analysis, Uncertainties and Control, Second
Edition (Mechanical Engineering (Marcell Dekker)), Oct 13, 2004
G.K. Grover, Mechanical Vibrations, Nem Chand andBros., Roorkee, 2003
S. Graham Kelly, Fundamentals of Mechanical Vibrations,Jun 1, 2000.
Dimoragonas, A.D., Vibration for Engineers, Jan 10, 1996
S. Graham Kelly, Mechanical Vibrations, Schaum‘s Outline Series, McGraw-Hill Book
Company, April 1, 1996
124
5.16. Module 17: Heat Transfer
Module Name Heat Transfer
Module Number 17
Module Description
MEng3171 Fluid Mechanics 7
MEng3172 Heat Transfer 5
5.16.1. Course Syllabus: Fluid Mechanics I & II (MEng3171)

3 Course Title Fluid Mechanics I
5 ECTS 5
6 Contact hours 2 lecture, 2 tutorial, 1 lab 5 HS
9 Course owner (s) Thermal chair
10 Module Introduction to Fluid Mechanics; Hydrostatics pressure in Fluids; Flow Classification;
description Properties of fluids; Viscous fluid flows; Turbulent flow in pipes; Gas dynamics (optional).
11 Prerequisite Engineering Mechanics II (Dynamics), Applied Mathematics - III
12 Learning Enables students to understand concepts, principles, laws, observations, and models of
Outcome fluids at rest and in motion,
Provides basis for understanding fluid behavior for engineering design and control of fluid
systems,
Helps students develop competence with mass, energy and momentum balances for
determining resultant interactions of flows and engineered and natural systems,
Enables students develop bases for correlating experimental data, designing procedures,
and using scale models of fluid flows,
Enables students to learn the nature of rotation, circulation, resistance (viscous, turbulent),
boundary layers, and separation with applications to drag and lift on objects, and
Enables students learn methods for computing head losses and flows in simple pipes and
channels.
Enable students understand the concept of potential flow theory
13 Module Content
Introduction and Basic Concepts 2 3
Properties of Fluids 2 6
Pressure and Fluid Statics 4 3
Fluid Kinematics 3 6
Bernoulli Equation and Control Volume 6 3 3
Analysis
125
Flow in Pipes 3 3
Dimensional Analysis and Similitude 3 3
Two dimensional potential flow theory 3 3
Compressible flow 3 3
14 Learning activity and teaching methods Lecture, tutorial, laboratory
them.
Assignments 15
Quizzes 15
17
Laboratory report 10
Grading system
19 Mapping of the
course/module
N Course Learning Outcome (CLO) Program Outcomes (POs)
to the Program
o 1 2 3 4 5 6 7 8 9
Learning
1 Understanding concepts,
Outcomes
principles, laws, observations and
3
models of fluids at rest and in
motion
2 Understanding fluid behavior for
engineering design and control of 2
fluid systems
3 Develop competence with mass,
energy and momentum balances
for determining resultant 3
interactions of flows and
engineered and natural systems
4 Developing bases for correlating
experimental data, designing
1 1
procedures and using scale
models of fluid flows
5 Learning nature of rotation,
circulation, resistance (viscous,
turbulent), boundary layers and 1
separation with applications to
drag and lift on objects
6 Learning methods for computing
head losses and flows in simple 3 3
pipes and channels
126
Text Book Cengel and Cimbala, Fluid Mechanics. Fundamentals and Applications, Second Ed.,
McGraw-Hill, New York, 2010
References Fox, R.W.; McDonald, A.T. (2011), Introduction to Fluid Mechanics, 8th edition,
Wiley.
Munson, B.R.; Young, D.F.; Okiishi, T.H. (1998) Fundamentals of Fluid Mechanics,
3rd edition update, Wiley. (Note: current version is 6th (2009))
Roberson, J.A.; Crowe, C.T. (1993) Engineering fluid mechanics, 5th edition,
Houghton Mifflin. Note: current version is 7th (2001).
Streeter, V.L; Wylie, E.B.; Bedford, K.W. (1998) Fluid Mechanics, 9th edition,
McGraw-Hill.
Vennard, J.K.; Street, R.L. (1982) Elementary Fluid Mechanics, 6th edition, Wiley.
(Note: current version is 7th (1996))
Pijush K Kundu and Ira M Cohen, Fluid Mechanics, Elsevier Academic Press, 2004.
Frank M White, Fluid Mechanics, McGraw-Hill, 1999
5.16.2. Course Syllabus: Heat Transfer (MEng3172)

3 Course Title Heat Transfer
5 ECTS 5
8 Number of Students Taking the Module All Year III Students of every batch
10 Module The course is designed to familiarize the students with the basic principles of
description heat and mass transfer mechanisms and applications. Students will learn in
detail
(i) the basic concepts of heat transfer, conduction, convection and
radiation,
(ii) how their combinations contribute in any heat transfer process, and how
a heat transfer process can be made more efficient and how to reduce heat losses.
It would also address various types of heat exchangers, their analysis, selection
and sizing; basics of natural and forced convection, black body radiation,
estimation of radiative heat exchange between two hot black and gray bodies. The
mass transfer mechanism which, from analysis point of view is very similar to heat
transfer mechanism but very different applications has also been included in the
paper discussed. Basic concepts related to mass transfer through diffusion and mass
127
convection have been dealt in details. Application of mass transfer simultaneously
along with heat transfer in various unit processes of evaporation, distillation,
absorption, adsorption, humidification, dehumidification, drying etc. has also been
described.
11 Prerequisite Applied Mathematics III, Engineering Thermodynamics I and II
12 Learning Solve steady and Transient, one-dimensional conduction heat transfer problems
Outcome analytically
Use Numerical/finite difference approaches to numerically solve two dimensional,
conduction and transient heat transfer problems
Understand fins and analyze heat transfer from extended surfaces
Use methods available for analysis of transient heat transfer problems
Understand the important of dimensionless parameters to convection heat transfer
and basic principles underlying convection heat transfer
Understand thermal and viscous boundary layer heat transfer phenomena for laminar
and turbulent flows
Analyzing heat transfer in various flow conditions (internal and external flows) by
determining convention coefficient for a flow in/on a particular geometry.
Understand, select, size and analyze the performance of various types of heat
exchangers
13 Module Content
Introductory concepts 2 -
Governing Equations of Heat Conduction 2 3
One Dimensional Steady State Conduction 6 6
Two Dimensional Steady State Conduction 4 3
Transient Conduction 4 3
Introduction to Convection 2 2
Forced Convection – External Flow 3 2
Forced Convection – Internal Flow 3 2
Heat Transfer with Phase Change 0 0 6
Heat Exchangers 4 6 3
Introduction to Radiation 0 0 6
15 Tools and resources Books, power points, engineering software
packages and videos.
them.
in the class during tutorial and lab hours by asking and solving problems, performing
well on self-study portions and sharing of ideas and concepts.
Assignments 10
Lab. Activity + Report 10
Intermediate exam I 20
17 Intermediate exam II 20
Total 100
Grading system
128
100% attendance during laboratory & practical
activities

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Understand modes of heat transfer
Learning and governing laws for each.
Outcomes 3
2 Formulate the general heat
conduction rate equation and model
simplified heat transfer problems, 3
making use of boundary and initial
conditions in the modeling.
3 Use analytical and numerical (Finite
difference/element) approaches to
solve 1D, 2D, steady state and
transient conduction heat transfer 2
problems, heat transfer from
extended surfaces (fin heat rates).
4 Understand convection, convection
boundary layers and determination
of convection coefficient for simple
2
geometries exposed to external and
internal flows.
5 Understand and interpret
dimensionless parameters
associated with convection heat 2
transfer.
6 Understand the principles, types
and applications of heat exchangers,
Use methods available for sizing of
new heat exchanger and/or 3 1
analyzing the performance of
existing heat exchanger.
Text Book Fundamentals of Heat and Mass Transfer Incropera/ DeWitt/ Bergman/ Lavine,
6th Edition.
References Heat Transfer - Cengel
Heat Transfer - J. P. Holman
Heat Transfer - A. J. Chapman
Heat Transfer - Eckert and Drake
Engineering Heat Transfer - C. P. Gupta
129
5.17. Module 18: Integrated Machine Design Project
Module Name Integrated Machine Design Project
Module Number 18
Module Description
MEng3181 Machine Design Project I 5
MEng4182 Machine Design Project II 5
5.17.1. Courses Syllabus: Machine Design Project I (MEng 4181)

3 Course Title Machine Design Project I
5 ECTS 5
description Conceptual Design; Embodiment Design. Design procedures and special calculation
methods related to the design projects; Practical design of typical machine assemblies;
Simple machine units and elements; Design project: Unfired pressure vessels and jacks
(Bottle, Scissor, Fiat Type, Service, etc.)
11 Prerequisite Machine Elements II, Mechanisms of Machinery
12 Learning be familiar with machine design process and their concepts
Outcome be familiar with technical design concept regards to synthesizing and analyzing different
mechanical element to practical machine component design.
be familiar with guide line design for manufacturing and assembly
acquire a technical and practical experience in applying machine design process
concepts ;
acquire knowledge and skill on how to prepare a machine design project report
13 Module Content
Introduction to machine design 3
Conceptual design 2
Embodiment design 2
Practical design of typical machine 3
assemblies
Simple machine units and elements 4
Design procedures and special 5
calculation methods for design project I
130
calculation methods for design project I
Design project I (Bottle, Scissor, Fiat 48
Type, Service, etc.)
Design project II (Unfired pressure 24
vessels)
14 Learning activity and teaching methods Lecture and Project exercises with individual advising.
15 Tools and resources Books, standards, power points and lab visits.
He/She will help the students to clearly visualize their project and show methods to tackle
them.
Students Students will participate in lecture and tutorial hours by presenting their progress and
solving their project.
Project-I 60%
Progress report-1
Progress report-2
Progress report-3
Final report with presentation
17 Project-II 40%
Progress report-1
Progress report-2
Progress report-3
Final report with presentation
Grading system
18 Modular requirement Minimum of 75% attendance during lecture hours; and
100% attendance during project work sessions, except for
some unprecedented mishaps.

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 be familiar with machine design
Learning process and their concepts 3
Outcomes 2 be familiar with technical design
concept regards to synthesizing
and analyzing different 3
mechanical element to practical
machine component design.
3 be familiar with guide line design
for manufacturing and assembly 2
4 acquire a technical and practical
experience in applying machine
1 1
design process concepts ;
5 acquire knowledge and skill on
how to prepare a machine design
1
project report
131
Text Book Joseph Shigley, Charles Mischke, and Thomas H. Brown, Standard Handbook of
Machine Design, Jun 25, 2004.
References Robert C. Juvinall and Kurt M. Marshek, Fundamentals of Machine Component
Design, Aug 2, 2005
Robert L. Norton, Machine Design: An Integrated Approach (3rd Edition), May 10,
2005.
Arthur H. Burr & John B. Cheatham, Mechanical Analysis and Design (2nd Edition),
Mar 2, 1995
Coulson and Richardson‘s , Chemical Engineering Design, Volume 6, Second
Edition, Butterworth Heinemann, 1996
Avallon, E.A., Marks‘ Standard Handbook for Mechanical Engineers, Tenth Edition,
MacGraw-Hill, 1997
Coulson and Richardson‘s , Chemical Engineering Design, Volume 6, Second
Edition, Butterworth Heinemann, 1996
Gill, S.S., The Stress Analysis of Pressure Vessels and Pressure Vessel Components,
Pergamon Press, 1970
Harvey, J.F., Theory and Design of Pressure Vessel, Second Edition, 1991
Hessen, H.C. and Rushton, J.H., Process Equipment Design, D. Van Nostrand
Company, Inc., 1945
Joshi, M.V., and Mahajiani, V.V., Process Equipment Design, Third Edition,
Macmillan, 2004
Juvinal, R.C., Fundamentals of Machine Component Design
Perry, R.H., Chemical Engineering Hand Book, Six Edition, 1984
Philips, A.L., Welding Handbook
Spence, J., and Tooth, A.S, Pressure Vessel Design Concepts and Principles
Smithells, Metals Reference Book, Seventh Edition, 1992
5.17.2. Courses Syllabus: Machine Design Project II (MEng5181)

3 Course Title Machine Design Project II
5 ECTS 5
10 Module This course focuses on a study of operational characteristics of power transmission drives
description (mainly gear box), and its design process. Consequently, owing to the same behavioral
design process applied for most power transmission drives, student will be able to design
other power transmission by knowledge and skill that will be acquired by this course.
Therefore, students will be handover a specification of an automobile transmission, which
incorporates gear train and clutching system, and they are expected to work as a project
work. This project based course will be supported with a workshop practice on assembly
and disassembly of power transmission conventional gearbox model and demonstration
for automobile gear transmission.
11 Prerequisite Machine Design Project I
12 Learning practice the application of conceptualization, synthesis, analysis, and evaluation steps of
Outcome the design process,
be familiar with the functional advantage for the main power transmission system parts,
be able to synthesis and design different components of power transmission parts,
132
be familiar with techniques for machine element or product design concepts, and;
be familiar with design project report writing.
13 Module Content
Machine and transmission design 3
processes
Conceptual design of power 2
transmission drives
Embodiment design of power 2
transmission
Practical design of vehicle transmission 3
system
calculation methods for vehicle power
transmission system
calculation methods for clutch and
couplers
Demonstration of vehicle transmission 5
drives using lab-model
Practice on identification on 6
conventional gear box
Concept generation for given 9
specifications and concept screening
and selection
Geometry analysis 9
Material Selection, Force analysis and 12
Strength analysis
Design and/or selection for standard 9
machine elements
Design for lubrication and/or cooling 6
system
Design for manufacturing(DFM) 9
concept , and stipulation of geometrical
and dimensional tolerance
final project document which 12
incorporate report, part and assembly
drawing
14 Learning activity and teaching methods Lecture and Project exercises with individual advising
15 Tools and resources Books, standards, power points and lab visits.
He/She will help the students to clearly visualize their project and show methods to tackle
them.
Students Students will participate in lecture and tutorial hours by presenting their progress and
solving their project.
Assessment criteria and grading Assessment type Weight
system Individual Assignment: 10 %
17 Assembly and disassembly exercise 5%
Progress report 20%
Final report 30 %
133
Part and assembly drawing 20%
Presentation 15%
Grading system
18 Modular requirement Minimum of 75% attendance during lecture hours; and
100% attendance during project work sessions, except for some
unprecedented mishaps.

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Practice the application of
Learning conceptualization, synthesis,
Outcomes analysis, and evaluation steps of 3 3 3
the design process,
2 Understand with the functional
advantage for the main power 3
transmission system parts,
3 synthesize and design different
components of power
2 2
transmission parts,
4 Be familiar with techniques for
machine element or product 2
design concepts, and; 2
5 be familiar with design project
report writing. 1 1
Text Book
References Robert C. Juvinall and Kurt M. Marshek, Fundamentals of Machine Component
Design, Aug 2, 2005
Machine Design, Jun 25, 2004.
Robert L. Norton, Machine Design: An Integrated Approach (3rd Edition), May 10,
2005.
Arthur H. Burr & John B. Cheatham, Mechanical Analysis and Design (2nd Edition),
Mar 2, 1995
Avallon, E.A., Marks‘ Standard Handbook for Mechanical Engineers, Tenth Edition,
MacGraw-Hill, 1997
134
5.18. Module 19: Manufacturing Engineering
Module Name Manufacturing Engineering
Module Number 19
Module Description
MEng3191 Manufacturing Engineering I 5
MEng3192 Manufacturing Engineering II 5
5.18.1. Courses Syllabus: Manufacturing Engineering I (MEng3192)

3 Course Title Manufacturing Engineering I
5 ECTS 5
10 Module Production Engineering I: Includes basic concepts of manufacturing process, casting
description process, casting design, casting defect and their remedies. Fundamental of shearing and
metal forming process. Principles of plastic, rubber, composite, ceramics and glass
manufacturing process. Fundamentals of powder metallurgy.
11 Prerequisite Engineering Materials – II
12 Learning Basic concept of casting process, design of cast, casting defect and their remedies.
Outcome Basic principles and mechanisms of shearing and metal-forming process of selected
processes;
Material consumption, forces and work done on selected machines and die design;
Basic principles and mechanisms of (plastics, rubbers, polymer matrix composite,
ceramic and glass forming) processing.
Basic principles of powder metallurgy,
13 Module Content
Introduction to Manufacturing 5 - 3
Introduction to basic casting process 5 - 3
Design of cast 5 6 6
Casting defect and their remedies 5 0 5
Bulk deformation processes: 3 0 3
Rolling 3 2 4
Forging 3 2 4
Extrusion 3 2 3
Drawing 3 2 3
Miscellaneous forming 3 3
135
Sheet metal forming and shearing 5 3 2 3
Fabrication of Plastics, Ceramics, 8 4 9
and Composites
Powder metallurgy; powder 8 4 9
manufacturing, mixing, blending,
compacting and sintering.
Design Considerations in Powder
Metallurgy
Instructor Gives lecture, guides and moderates the students and helps the students to clearly visualize
problems and show methods to tackle them.
Assignments 15%
Quizzes 15%
Assessment criteria and grading system Intermediate exams 30%
17
Laboratory report -
Grading system
Minimum of 75% overall class attendance
18 Modular requirement 100% attendance during laboratory & practical activities
No Program Outcomes (POs)

Course Learning Outcome (CLO) 1 2 3 4 5 6 7 8 9
19 Mapping of the
course/module 1 Understand the basic engineering
to the Program concepts of various casting
processes 3
Learning
Outcomes 2 Design a pattern, mold, gating
system and riser of the castings
process for economic production 3
of engineering parts
3 Apply engineering problem
solving tools and techniques in
identification of causes for
casting defects and develop 3
solutions to minimize or
eliminate defects
4 Apply the fundamental
principles and mechanisms of
shearing and metal-forming
process in fabrication of 1
engineering products for societal
use
7 Apply the fundamental principles
of organic and inorganic 3 1
136
processing methods.
Describe principle of powder
metallurgy, powder 2
1 1
8 manufacturing, mixing, blending,
compacting and sintering.
Text Book ―Manufacturing Engineering Reference book‖ edited by D. Koshal
References Mikell P. Groover, ―Fundamentals of modern manufacturing‖, John Wiley & Sons,
Inc, 4th ed.
Beddoes J., Principles of Metal Manufacturing processes, John Wiles & Sons Inc .
New York , 1999
Lawrence E .Doyle , Manufacturing Process and Materials for Engineering , Prince
Hall , Inc . , 1969
Myron L. Begeman , Manufacturing Processes , John wileyans Sons, Inc. new York ,
1969
Rao P. N., Manufacturing Technology , second edition , Tata McGraw Hill Publishing
Company Limited , New Delhi , 1998
Richard W. Heine , Prinicples of Metal Casting , McGraw –Hill Book Company ,
USA , 1967
5.18.2. Courses Syllabus: Manufacturing Engineering II (MEng4191)

3 Course Title Manufacturing Engineering II
5 ECTS 5
8 Number of Students Taking the 50 Students
Module
10 Module Production Engineering II: Includes basic concepts of conventional and non-
description conventional machining processes, kinematics of machine tools, material and geometry
of tools, chip formation, tool wear and life, economics of metal cutting. Principles of
Selected Joining and Assembly Process in welding.
11 Prerequisite Manufacturing Engineering I
12 Learning Understand basic traditional machining processes; describe their principles and tool
Outcome geometry; evaluate tools wear/life, enumerate cutting force and power on traditional
machine tools and measures to achieve optimization.
Understand advanced ( i.e. subtractive and additive) manufacturing methods
Principles of assembly and joining process in assembly;
Principles and operation of arc, gas, resistance, and other welding and joining
processes.
13 Module Content
Traditional machining process 5 - 5

Kinematics of machine tools 7 0 2 5
Material and geometry of tools 4 4 2 4
Chip formation 4 4 2 5
137
Merchants Theory 6 3 8
Tool wear and life 5 3 5
Temperature in cutting & cutting fluids 3 3 5
Economics of metal cutting 5 3 5
Nontraditional machining processes 5 3 5
Principles and operations of arc, gas,
resistance, and other welding and 10 4 8
joining processes.
Gives lecture, guides and moderates the students and helps the students to clearly visualize
Instructor problems and show methods to tackle them.
Students the class during tutorial and lab hours by asking and solving problems.
Assignments 15%
Quizzes 15%
Assessment criteria and grading system Intermediate exams 30%
17
Laboratory report -
Grading system
19 Mapping of the Program Outcomes (POs)

course/module No Course Learning Outcome (CLO) 1 2 3 4 5 6 7 8 9
to the Program 1 Apply the basic engineering
Learning working principles of machine
Outcomes tools and devices in
manufacturing various 3
engineering machined parts for
societal needs
2 Differentiate between traditional
and nontraditional machining
processes based on basic 1
engineering concepts
3 Describe with illustration the
mechanism of chip formation in
machining & design simple chip 3
breakers
4 Apply problem solving
techniques in the design,
selection & analysis of various 3
machine tools and devices for
effective machining process
5 Analyze and determine metal
cutting force, power, 2
138
temperature, tool life and other
machine tool dynamics
6 Evaluate the effect of process
variables on the economics of
1
metal cutting
7 State the working principles and
operations of different
nontraditional machining 3
processes
8 Determine the tools and
equipment needed for
manufacturing of welded or 1
joined parts for engineering
applications
9 Develop the processes plan for
producing part, assembled parts 1
and welded joints
Text Book Schey, John H., Introduction to Manufacturing Processes, 3rd ed. 1999
References Mikell P. Groover, ―Fundamentals of modern manufacturing‖, John Wiley & Sons,
Inc, 4th ed.
Beddoes J., Principles of Metal Manufacturing processes, John Wiles & Sons Inc .
New York , 1999
Lawrence E .Doyle , Manufacturing Process and Materials for Engineering , Prince
Hall , Inc . , 1969
Myron L. Begeman , Manufacturing Processes , John wileyans Sons, Inc. new York ,
1969
Rao P. N., Manufacturing Technology , second edition , Tata McGraw Hill Publishing
Company Limited , New Delhi , 1998
Richard W. Heine , Prinicples of Metal Casting , McGraw –Hill Book Company ,
USA , 1967
139
5.19. Module 20: Electrical Engineering
Module Name Electrical Engineering
Module Number 20
Module Description
MEng3201 Basic Electricity and Electronics 5
MEng3202 Electrical Machines and Drives 5
5.19.1. Courses Syllabus: Basic Electricity and Electronics
[Syllabus offered by other schools/departments]
5.19.2. Course Syllabus: Electrical Machines and Drives
Course Number ECEG-4241

Course Title Electrical Machines: 5 (2,3,0)
Degree Program ―Electrical Engineering (Electrical Power)‖, Bachelor of
Science
Module Machines and Drives
Module Coordinator N.N.
Lecturer N.N.
ECTS Credits 5
Contact Hours (per week) 5
Course Objectives & On completion of this course the students are able to:
Competences to be ▪ Explain the different types of transformers with their
Acquired connection.
▪ Develop D.C. armature winding & A.C. windings with
their design aspect.
▪ Explain dynamic equations and control aspect of D.C
machines.
▪ Explain salient pole synchronous machine features,
reference frame transformation, d-q axis theory,
power/load angle relationship and carry out transient
analysis.
▪ Explain the principle of operation and construction of
fractional horsepower motors.
Course Description/Course ▪ Transformers
Contents Parallel operation of single-phase transformers, Three
phase transformers and their connections,
Autotransformers, Multi-winding transformers,
140
Instrument transformers, Voltage and current
transformers, Design aspects of transformers..
▪ D.C Machines
DC Generator Methods of Excitation, General features
and types of D.C. armature windings, Dynamics,
Control aspect, armature reaction and commutation,
Methods of improving Commutation, Dc motors,
Speed Control of D.C. Motors, parallel operation of DC
machines, Design aspects of DC machines.
▪ Synchronous Machines
Introduction to Poly-phase synchronous machines,
Reference frame transformation, Salient-pole machine
analysis using direct – quadrature axis, Power- load
angle relationships for the salient pole machines,
Transients in synchronous machine, Parallel operation
of alternators, Transient Analysis.
▪ Single phase Motors
▪ Single-phase induction motor, AC Series motor,
universal motor, Repulsion motors, Synchronous
motors, Brushed and Brushless DC motor, Stepper
motors, Hysteresis motors.
Pre-requisite Introduction to Electrical Machines
Semester VII/7
Status of Course Compulsory
Teaching & Learning Lectures, tutorials, lab demonstration seminar/ project &
Methods assignments
Assessment/Evaluation & Assignments (10 %), Tests (20%), Final examination (50%),
Grading System Seminar/project presentation (20%)
Attendance Requirements 75% lecture attendance.
Literature Textbook:
▪ G. Mullisa: Introduction to Electrical Machines
References:
▪ Kosow: Electric Machinery and Control, Prentice-Hall
▪ Siskind: Electrical Machines, McGraw-Hill
▪ Chapman: Electric Machinery Fundamentals, McGraw-
Hill
▪ Fitzgerald, C. Kingsley, & S. D. Umans: Electric
Machinery
▪ M.G. Say: Alternating Current machines
▪ J. Hindmarsh: Electrical Machines and their Applications
141
5.20. Module 21: Control Engineering
Module Name Control Engineering
Module Number 21
Module Description
MEng3211 Instrumentation and Measurement 5
MEng4212 Introduction to Mechatronics 3
MEng4213 Regulation and Control 3
5.20.1. Courses Syllabus: Instrumentation and Measurement (MEng4211)

3 Course Title Instrumentation and measurement
5 ECTS 5
This course acquaints the student with operating principles and function of measuring
Module
10 instruments, principle of transducers, signal conditioning, transmission and display used
description
in Mechanical Engineering and their industrial application.
11 Prerequisite
To understand instrumentation and measurement in mechanical engineering field
specifically electrical transducers for measuring force, displacement, velocity,
Learning temperature…
12 Outcome To use temperature, velocity, flow, force, acceleration, current, voltage measuring
instruments
To calibrate instruments
To conduct simple experiments
Module Content
Academic content of the module Self-
Lecture Tutorial Laboratory
Study
Basic Concept Of Measurements And
4 2 4
Instrumentation
13
Measurement Error Analysis 4 6 4
Transducers And Their Response 6 2 8 3
Signal Conditioning 6 2 8 3
Transducers And Measurement Systems 6 2 8 3
Data Transmission, Processing, Display And
6 2 8 3
Recording
14 Learning activity and teaching methods Lecture, tutorial, laboratory, project work etc.
142
Tools and resources Books, power points, videos and laboratory
15
equipment.
Role of Instructor and Students
Gives lecture, guides and moderates the students.
Instructor He/she will help the students to clearly visualize problems and show methods to tackle
16
them.
Students the class during tutorial and lab hours by asking and solving problems.
Assignments 5
Quizzes 5
Laboratory Exercise 10
17 Assessment criteria and grading system Semester Project ( 20 )
Workshop Project 10
Case Study ( Industry ) 10
Grading system
Minimum of 75% overall class attendance
18 Modular requirement
Course Learning Outcome Program Outcomes (POs)

No
(CLO) 1 2 3 4 5 6 7 8 9
To understand instrumentation
and measurement in mechanical
engineering field specifically 1
1
electrical transducers for
measuring force, displacement,
Mapping of the velocity, temperature…
course/module To use temperature, velocity,
19 to the Program flow, force, acceleration,
Learning 2 4,
current, voltage measuring 5
Outcomes instruments
2,
3 To calibrate instruments 2,
3,
3
10
4 To conduct simple experiments 2, 2, 4,

11
10 3 5
Reading Materials
Text Book Anthony Esposito, Fluid Power with Applications, 4th edition, Prentice-Hall USA,
1997
References Eaton Fluid Power Training and Eaton Fluid Training, Industrial Hydraulics Manual,
20 Jan 1, 2007
Ian Turner and Institution of Plant Engineers, Engineering Applications of Pneumatics
and Hydraulics, Dec 22, 1995
James I.Johnson, Introduction to Fluid Power.
Pippenger, J.J., Industrial Hydraulics, McGraw-Hill, Tokyo, 1979.
143
Andrew Parr Hydraulics and Pneumatics
5.20.2. Courses Syllabus: Introduction to Mechatronics (MEng3212)

3 Course Title Introduction to Mechatronics
5 ECTS 5
6 Contact hours 3 lecture, 2 lab 0 tutorial, 3 Home study (HS)
8 Number of Students Taking the Module 50 in lecture and 25 in lab
10 Module The integration of electronic engineering, electrical engineering, computer technology
description and control engineering with mechanical engineering are increasingly forming a crucial
part in design, manufacturing and maintenance of wide range of engineering products
and processes. In order to help for the proper functioning of a mechanical system,
electrical systems are usually incorporated in mechanical systems, especially to control
the system. The consequence of this interaction of disciplines is the need for mechanical
engineers and technicians to adopt inter-disciplinary and integrative approach. The term
electromechanical systems are used to describe this integrated approach for engineers.
11 Prerequisite Mechanisms of Machinery, Applied Mathematics III
12 Learning Modeling common systems and identifying their responses to various inputs
Outcome Sensing (using sensors), Conditioning (using op-amps, transistors, …), and Acquiring
(using ADC, filters, …)signals
Actuating (moving, pressurizing, …) common systems
Controlling electromechanical systems using PLC or simple passive circuits
13 Module Content
Introduction to Mechatronics 2
System modeling 3 3
Electronics 6 6
Sensors and signal conditioning 4 6 4
Actuators 7 - 7 6
Introduction to Control 3 - 3
Microprocessors and microcontrollers 9 7 8
Programming logic control 8 8 8
14 Learning activity and teaching methods Lecture and Lab
them.
project works 20
17
Laboratory reports 10
Grading system
144
19 Mapping of the
to the Program 1 2 3 4 5 6 7 8 9
Learning
1 Modeling common systems and
Outcomes
identifying their responses to
various inputs 1 2
2 Sensing(using sensors),
Conditioning (using op-amps,
transistors, …), and Acquiring 3
(using ADC, filters, …)signals
3 Actuating (moving, pressurizing,

…) common systems 3 3
4 Controlling electromechanical
systems using PLC or simple
3
passive circuits
Text Book
References K.K. Appukuttan, Introduction to Mechatronics, Jun 30, 2007.
Edward J. Carryer, Thomas W Kenny, and Matt Ohline, Introduction to Mechatronics,
Jul 1, 2007.
Bolton, W.: Mechatronics: Electronic Control Systems in Mechanical and Electrical
Engineering (3rd Edition), Mar 19, 2004
Frank D. Petruzella, Programmable Logic Controllers, Mar 2, 2004
E. A. Parr, Programmable Controllers: An Engineer's Guide, Third Edition
(Programmable Controllers), Jul 2003.
145
5.20.3. Courses Syllabus: Regulation and Control (MEng5212)
3 Course Title Regulation and Control
5 ECTS 3
10 Module Modeling Linear Systems, Time and Frequency Domain Characteristics, Stability, Control
description Systems, and additional topics like simulation and PLC
Laboratory Exercises: Demonstration of First and Second Order Systems using Control
Teaching Mechanism (phase shift, time constant, effects of different inputs, magnification),
Linear System and Compensation Experiments using DC Servo System
11 Prerequisite Applied Mathematics III
12 Learning Model common physical systems such as spring-mass-damper systems, resistor-inductor-
Outcome capacitor networks, first and second order fluid systems, and first and second order thermal
systems
Represent different control systems (CSs) using TFs, block diagrams and state space
functions (using both time variable and Laplace variable)
Analyze common control systems in time domain and frequency domain
Identify important characteristics like settling time, rise time, maximum overshoot, phase
shift, peak resonance, resonance frequency and bandwidth
Determine the accuracy of a control system
Analyze the stability/instability of a control systems using different criteria such as Routh-
Hurwitz, Root-Locus, Nyquist, Bode Plot, and Nichols Charts
Evaluate the relative stability (gain margin and phase margin) of CS
Evaluate the sensitivity of a CS to disturbance
Design simple controllers like PID and lead-lag networks, and improving the stability,
accuracy, etc of a control system
Overview advanced control topics: model predictive control, fuzzy control, neural
networks, feedforward, observability, controllability, robustness
13 Module Content
Introduction to control systems 2 2
Modeling of common physical systems 3 1 4
Block diagram and Signal flow graph analysis 4 4 8
Time domain analysis 4 6 5 10
Frequency domain analysis 4 6 5 10
Analysis of the stability/instability/relative 5 7 3 12
stability of a control system
Control system design 6 6 3 14
He/she will help the students to clearly visualize problems and show methods to tackle them.
Students Students will participate in lecture, but the students are expected to participate actively in the
class during tutorial and lab hours by asking and solving problems.
146
Assignments and Lab reports 10
Quizzes and Class activities 10
17
Project 20
Grading system
19 Mapping of the
to the Program 1 2 3 4 5 6 7 8 9
Learning 1 Model common physical systems such as
Outcomes
spring-mass-damper systems, resistor-
inductor-capacitor networks, first and 3
second order fluid systems, and first and 2
second order thermal systems
2 Represent different control systems (CSs)
using TFs, block diagrams and state space
functions (using both time variable and 3
Laplace variable)
3 Analyze common control systems in time
domain and frequency domain
2 3
4 Identify important characteristics like
settling time, rise time, maximum
overshoot, phase shift, peak resonance, 3
resonance frequency and bandwidth
5 Determine the accuracy of a control system
3
6 Analyze the stability/instability of a control
systems using different criteria such as
Routh-Hurwitz, Root-Locus, Nyquist, Bode 3
3 1
Plot, and Nichols Charts
7 Evaluate the relative stability (gain margin
and phase margin) of CS
3
8 Evaluate the sensitivity of a CS to
disturbance
3 1
9 Design simple controllers like PID and
lead-lag networks, and improving the
stability, accuracy, etc of a control system 2 3 3 1
10 Overview advanced control topics: model
predictive control, fuzzy control, neural
networks, feedforward, observability, 3 1
2 3
controllability, robustness
Text Book
147
References Batson, Introduction to Control Systems Technology
Benjamin C.Kuo and Farid Golnaraghi, Automatic Control Systems, 8th ed., 2003.
Derek Atherton, Control engineering an introduction with the use of MATLAB, 2009.
James R.Carstens, Automatic Control Systems and Components, 1989.
Katsuhiko Ogata, Modern Control Engineering, 5th ed., 2010.
Norman S. Nise, Control Systems Engineering, 8th ed., 2007.
Norman S. Nise, MATLAB 6.1 Supplied to accompany Control Systems Engineering,
3rd ed., 2002.
Richard C. Dorf & Robert H. Bishop, Modern Control Systems, 11th, 2010.
Roland S. Burns, Advanced Control Engineering, 2001.
Sivanandam, S.N., Control Systems Engineering using MATLAB, 2nd ed., 2006.
148
5.21. Module 22: Energy Conversion Machines
Module Name Energy Conversion Machines
Module Number 22
Module Description
MEng3221 Turbomachinery 5
MEng4222 IC Engines & Reciprocating Machines 5
5.21.1. Courses Syllabus: Turbo Machinery (MEng4221)

3 Course Title Turbo machinery
5 ECTS 5
10 Module Principle of operation of turbomachines; Losses in turbomachines; Performance
description characteristics of turbomachines; Regulation of turbomachines; Preliminary design of
the rotor and housing of a turbomachine;
11 Prerequisite Fluid Mechanics I and Thermodynamics I
12 Learning After completion of the course, the students will acquire basic knowledge on:
Outcome Classification of turbo machines,
Principles of operation of turbo machines,
Energy losses and efficiencies of turbomachines,
Performance characteristics of turbomachines, and its applications to determine their
operating points,
Dimensionless parameters of turbomachines and their significances/applications,
Design guidelines of the rotors and housings of turbomachines
13 Module Content
Lecture Tutorial Laborat Self-
ory Study
1: Theory, Basic Concept of Design Behavior During 2 -
Operation
Different Types of Turbomachines, Classification of
Turbomachines, The Specific Work Y, Determination of
The Specific Work Y , Determination of The Pressure
Energy Ypr, The Representation of Ypr In The T,S – And
I,S Diagram, The Mass-Flow M, The Volume V, The
Power N
2: The Losses Of Turbomachines: Internal Losses, 2 3
149
External Losses, The Efficiency of The Turbomachine
3: The Flow Mechanism In The Rotor Of A Turbomachine 6 6
The Vane-Congruent Flow, The Actual Flow Pattern,
Fundamental Equation of Turbomachinery, The Velocity
Triangle, Determination of The Van Angle Β1 And Β2,
Influence of The Definite Thickness of The Vanes, The
Slip-Power, Velocity Triangles In Axial Flow Machines.
4: The Specific Static Rotor Work Yp 8 6
-Bernoulli Equation of The Relative Flow, Impulse And
Reaction Type of Turbomachines, Equal Pressure or
Impulse Type of Turbomachines, Over-Pressure or
Reaction Type of Turbomachine, Blade Speed Ratio, The
Energy Coefficient Ψ, The Vane Angle Β2, Ranges of Β2
With Different Types of Turbomachines, Shape Number,
Specific Speed
5: Cavitation in Pumps: Avoiding of Cavitation in Pumps, 8 6
Suction Number, Suction Specific Speed nqs; Net Positive
Suction Head NPSH, Measures to Avoid Cavitation
6: Water Turbines 3 5
Impulse Water Turbine (Pelton Turbine), Main Parts of
Radial Reaction Turbomachine, Velocity Triangles and
Work Done, Radial Flow Turbine Losses
7: Gas/Steam Medium 4 3
Compressors, Sonic Number, Gas and Steam Turbines
8: Design of the Rotor of a Turbo machine
9: The Guide Mechanism of Pumps and Blowers
Guide Ring without Vanes, Guide Ring with Guide Vanes
Spiral Casing, Guide Vanes at the Suction End of Pumps
and Blowers
10: Performance of Turbo machines
-Variation of the Losses with Variation of the point of
Operation Performance Characteristic of pump and
Blowers, Performance Characteristic of Turbines
4 3
14 Learning activity and teaching methods Lecture, tutorial, laboratory, industry visit,
etc.
them.
Assignments 15
Quizzes 15
17
Laboratory report -
Grading system
150
19 Mapping of the
course/module N Course Learning Outcome (CLO) Program Outcomes (POs)
to the Program o 1 2 3 4 5 6 7 8 9
Learning 1 Apply the fundamental principles and laws
Outcomes of Turbo machinery to solve engineering 1 2
3
problems.
2 Identify various types of pumps and
turbines, and understand how they work 3 1
3 Perform basic vector analysis of the flow
into and out of pumps and turbines 2
4 Use specific speed for preliminary design
and selection 2
of pumps and turbines 1
5 Identify the cause and effects of cavitation
and method of mitigating cavitation in
Pump
7 Understand Performance characteristics of
Turbo machinery 1 2 3
Text Book Turbomachinery by Dr. Ing. Wolfgang scheer
References Fluid Mechanics, Thermodynamics of Turbomachinery : S.L. Dixon,
Principles of Turbomachinery: R.K. TURTON
Handbook of Turbomachinery: edited by Earl Logan, Jr. & Ramendra Roy
The Design of High-Efficiency Turbomachinery and Gas Turbines – David G Wilson
& T Korakianitis.
Principles of Turbomachinery in Air Breathing Engines – E A Baskharone.
Steam Turbines for Modern Fossil-Fuel Power Plants; Alexander S Leyzerovich
5.21.2. Courses Syllabus: IC Engines & Reciprocating Machines

(MEng5221)
3 Course Title IC Engines & Reciprocating Machines
5 ECTS 5
6 Contact Hrs 3 lecture, 2 tutorial, 1 lab demos, 4 Home study (HS)
8 Number of Students Taking the 50 Students
Module
9 Course owners Thermal Chair
151
10 Module Engine types and classification; Valve timing; Engine Construction and Major
description Components, Performance characteristics Equation & Curves; Thermodynamic
Cycles; Types of Fuels & their characteristics; Combustion characteristics & Types
of Combustion chamber; Reactant Mixture formation; Thermo-chemistry of
mixtures, Turbocharger, Engine Management Systems; Engine Trouble-shooting,
Engine Cooling system; Friction, wear and lubrication.
Project Work 1: Design of heavy duty diesel engine with EGR and particulate trap
(analytical). Scope for this project is limited to design of geometric parameters,
performance parameters, turbocharging systems
Project Work 2 (optional): Design and describe the kinematics and kinetics of the
crank mechanism and compute inertia forces, balancing of inertia forces and
moments, angular speed variation in single-and multi-cylinder engines.
Laboratory demonstration and study

1. Various engine models study.
2. Injection systems study
3. Starting & Ignition system study
4. Engine testing demonstration
11 Prerequisite Thermodynamics II, Fluid Mechanics I
12 Learning Upon completion of the course, students would have:
Outcome Sufficient knowledge on IC Engines characteristics and selection.
Understand processes and performance w.r.t power, efficiency and emission by
application of first principles in thermodynamics, chemistry, heat transfer, fluid
flow, and mechanical dynamics.
Describe and explain engine heat transfer and its relation to thermal loading of
engine components and cooling.
Describe and explain engine friction, wear and lubrication
Sufficient knowledge on Engine management systems,
Describe methods for reduction of exhaust emissions, and their relations to fuel
quality and engine performance
Sufficient knowledge on engine Trouble-shooting
Working knowledge in engine design w.r.t geometric parameters, performance
parameters & pollutant emissions; Mechanical Design
13 Module Content
Academic content of the module Time allotted (hours)
lecture Tutorial Lab Self-study
Introduction to IC Engines and IC Engines 6 - 3
Fundamentals
Operating Characteristics and Engine Performance 4 5
Thermodynamic cycle analysis of IC engines 4 5
Fuels 4 -
Mixture Formation and combustion characteristics 8 -
Thermo-chemistry of mixtures 3 4
Turbocharger 2 2
Engine management systems 6 -
Cooling, friction wear and Lubrication 5 -
Engine trouble shooting 4 -
14 Learning activity and teaching methods Lecture, Tutorial, Lab demos, Videos & Ind.
visits
152
15 Learning resources / inputs and use of instructional Books, power points and videos.
technology
He/She will help the students to clearly visualize problems,
understand concepts and show methods to tackle them.
Students Students will participate in lecture, but the students are expected
to participate actively in the class during tutorial and lab hours by
asking and solving problems.
17 Assessment criteria and grading Assessments Type Weight (%)
system
Two assignments 10
Project work 15
Two intermediate exams 30
Report on Lab demos 5
Report on motor Industry visit 5
Surprise Quiz: 5
Grading System
18 Modular requirement Minimum of 75% attendance during both tutorial and lecture
hours.
19 Mapping of N Course Learning Outcome (CLO) Program Outcomes (POs)
the o 1 2 3 4 5 6 7 8 9
course/module 1 Sufficient knowledge on IC
to the Program Engines characteristics and 2
Learning selection
Outcomes 2 Understand processes and
performance by application of
first principles in
3
thermodynamics, chemistry, heat
transfer, fluid flow, and
mechanical dynamics
3 Describe and explain engine heat
transfer and its relation to thermal
2
loading of engine components
and cooling
4 Describe and explain engine
2
friction, wear and lubrication
5 Sufficient knowledge on Engine
3
management systems
6 Sufficient knowledge on engine
1
Trouble-shooting
7 Working knowledge in engine
design w.r.t geometric
2 2
parameters, performance
parameters & pollutant emissions
8 Describe methods for reduction
of exhaust emissions, and their 1
relations to fuel quality and
153
engine performance
Text Books Engineering Fundamentals of IC Engines Willard W. Pulkrabek
References C. R. Ferguson and A. T. Kirkpatrick, ―Internal Combustion Engines,
Applied Thermo science‖, 2nd Edition, John Wiley & Sons,
Singapore,2001
J. B. Heywood, ―Internal Combustion Engine Fundamentals‖, international
Edition, McGraw-Hill, Singapore, 1988
Richard Stone, ―Introduction to Internal Combustion Engines‖, 2nd Edition,
Macmillan, Honk Kong, 1992
Barry Wellington & Alan Asmus, ―Diesel Engines and Fuel System‖, 4th
Edition, longman, Melbourne, 1995
T.K. GARRETT, K. NEWTON, W. STEEDS; The Motor Vehicle,
Thirteenth Edition; Reed Educational and Professional Publishing Ltd 2001
Richard van Basshuysen and Fred Schäfer; Internal Combustion Engine
Handbook: Basics, Components, Systems, and Perspectives; 2004 SAE
International
Internal combustion Engine parts, chapter 32, author unknown;
1478965436987456.yolasite.com/resources/machine_design/CHP-32.pdf
H. F. Atkinson, ―Mechanics of small Engines‖, McGraw-Hill, New York,
1999
154
5.22. Module 23: Research Methodology
Module Name Research Methodology
Module Number 23
Module Description
MEng3231 Technical Writing and Research 3
Methodology
5.22.1. Courses Syllabus: Technical Writing and Research Methodology

(MEng3232)
Objectives: The objective of the course is to equip students with effective report writing
skills and research methodologies. Students shall develop solid technical report and
paper/thesis writing skills, analysis and data interpretation techniques, and research
Competencies methodologies. Students shall develop good technical report and
paper/thesis writing skills, analysis Course Description/ and data interpretation techniques,
and research methodologies.
Course Contents
1. Report overview: features, functions, and classification of reports.

2. Communication: definition, processes, barriers, and communication channels.
3. Distinguishing features of a technical report.
4. A technical report: rational of a research report.
5. Guidelines on identification of semester project.
6. The research process: data sources, data collection, text organization, the write-up.
7. Preparation of bibliography.
Learning Teaching Methods Lectures, class works, assignments, group discussions,

presentations Assessment Techniques Continuous assessment and final exam.
155
5.23. Module 24: Materials Handling Equipment
Module Name Materials Handling Equipment
Module Number 24
Module Description
MEng4241 Materials Handling Equipment 5
5.23.1. Courses Syllabus: Materials Handling Equipment (MEng5241)

3 Course Title Material Handling Equipment
5 ECTS 5
6 Contact hours 3 lecture, 2 tutorial
9 Course owner (s) Industrial Chair
10 Module Introduction: Basics of Materials Handling Equipment
description Hoisting Equipment: Theory of Hoisting Equipment; Flexible Hoisting Appliances;
Pulleys, Sprockets, Drums, and Load Handling Attachments; Arresting Gears and
Brakes; Hoisting and Traveling Gear
Conveyors: Belt Conveyor; Oscillating Conveyors; Chain Conveyors and Bucket
Elevators; Screw Conveyors; Pneumatic Conveyors
Industrial Vehicles: Forklifts; Automated Guided Vehicles; Automated
storage/Retrieval system
11 Prerequisite Machine Elements II, Machine Design Project I
12 Learning Know the different kinds of materials handling equipment,
Outcome Know the procedures for selection of material handling equipment suitable for a specific
purpose, and
Know the steps in the design of hoisting and conveying equipment.
13 Module Content Time Allotted
Lecture Introduction 2 Lecture hours
Theory of Hoisting 2 Lecture hours
Equipment 2 Lecture hours
Flexible Hoisting 2 Lecture hours
Appliances 2 Lecture hours
Arresting Gears and Brakes 2 Lecture hours
Belt Conveyor 2 Lecture hours
Oscillating Conveyors 2 Lecture hours
Chain Conveyors and 2 Lecture hours
Bucket Elevator 4 Lecture hours
Screw Conveyor
Pneumatic Conveyor
156
Industrial Vehicles
Tutorial Hoisting equipment 2 Tutor hours
Flexible Hoisting Appliance 2 Tutor hours
Arresting Gears and Brakes 2 Tutor hours
Conveyor 4 Tutor hour
14 Learning activity and Lecture, Tutorial, Project and Industrial Visit
teaching methods
15 Tools and resources Books, power points, videos
them.

Assignments 10
Quizzes 10
17
Industrial Visits report 10
Grading system
Presence during all examinations
19 Mapping of the Course Learning Outcome (CLO) Program Outcomes (POs)

course/module to No 1 2 3 4 5 6 7 8 9
the Program 1 Apply the fundamental principles
Learning and procedures for the proper
Outcomes selection of material handling.
3
materials handling equipment 3
suitable for specific purpose.
3 Know the steps in the design and
analysis of hoisting and
conveying equipment. 3
Text Book Daniel Kitaw, Materials Handling Equipment, Addis Ababa University Press, AAU,
2013
References Michael T. Myers, Bulk Material Handling by Conveyor Belt 6, Mar 5, 2006.
Rudenko, N., Materials Handling Equipment, Peace Publishers, Moscow
Spivakovisky, A., & Dyachkov, V., Conveyors and Related Equipment, Peace
Publishers, Moscow,
Plant Layout and Material Handling, Third Edition, James M. Apple
Plant Layout and Materials Handling, Second Edition. R.B. Choudary, G.R.N. Tagore
157
5.24. Module 25: Maintenance of Machinery
Module Name Maintenance of Machinery
Module Number 25
Module Description
MEng4251 Maintenance of Machinery 5
5.24.1. Courses Syllabus: Maintenance of Machinery (MEng5251)

3 Course Title Maintenance of Machinery
5 ECTS 5
7 Duration 1st Semester
10 Module Types & objectives of Maintenance, Theories of Damages, Damages of Machine parts,
description Determination of State of Damage, Decision Making, Maintenance Documentations,
Reliability & Maintainability, and Maintenance Planning.
11 Prerequisite Machine Elements II, Engineering Materials II, Machine Design II
12 Learning Understand theoretical and practical aspects of maintenance practice in industrial setup;
Outcome Understand basics of damages of typical components of machinery and thereby help the
student realize the state of damage of machinery;
Realize the use of the concepts of reliability, maintainability and availability in
maintenance technology which are helpful in the prediction of plant performance;
Understand the organization of a maintenance department, maintenance planning and
decision making processes;
Develop practical skill by providing some practical work of maintenance.
13 Module Content
Laboratory Self-
Lecture Tutorial
Demonstration Study
Introduction 2 0 0 5
Fundamentals of the Theory of Damages 4 3 0 10
Typical Damages of Machine parts 8 3 6 10
Determination of State of Damage 4 6 0 10
Elements of Maintenance 2 3 0 5
Decision Making 2 3 0 5
Reliability & Maintainability 2 3 0 5
Reliability & Maintainability Prediction 4 6 0 10
Maintenance Planning 2 3 0 5
Reliability, maintainability and Availability 4 6 0 10
158
Organization of Maintenance Resources 2 3 0 5
Spare Inventory Control 2 3 0 5
Reconditioning of Equipment 2 3 0 5
14 Learning activity and teaching methods Lecture, tutorial, project, laboratory demonstration
, etc.
Instructor Gives lecture, guides, project advising and moderates the students.
them.
Assignments 10
Quizzes 10
17 Intermediate exam 2 15
Project 20
Grading system
19 Mapping of the
to the Program
1 2 3 4 5 6 7 8 9
Learning
1 Understand theoretical and
Outcomes
practical aspects of maintenance 3 2 1 1 2
practice in industrial setup
2 Understand basics of damages of
typical components of machinery
and thereby help the student 3 1 1
realize the state of damage of
machinery
3 Realize the use of the concepts of
reliability, maintainability and
availability in maintenance
technology which are helpful in 3 1
the prediction of plant
performance
4 Understand the organization of a
maintenance department,
maintenance planning and 2 2 1 1 2
decision making processes
5 Develop practical skill by
providing some practical work of 1 1 1 1 1
maintenance
1-Very little emphasis 2-Moderate emphasis
3-Strong emphasis
Text Book Alem Bazezew, Maintenance of Machinery, AAU Press, 2003
159
References Gopalakkrishinan, P., Banerji, A.K., Maintenance and Spare Parts Management,
Prentice Hall of India Private Limited, New Delhi - 110001, 2002.
Steven Borris, Total Productive Maintenance, McGraw-Hill
B.S. Dhillon, Engineering maintenance : a modern approach, 2002, CRC Press LLC
Robert M. Gresham, George E. Totten, Lubrication and Maintenance of Industrial
Machinery: Best Practices and Reliability, 2008, CRC Press
Rusiński, E., Czmochowski, J., Moczko, P., Pietrusiak, Surface Mining Machines:
Problems of Maintenance and Modernization, Springer International Publishing
Salih O. Duffuaa , A. Raouf, Planning and Control of Maintenance Systems :
Modeling and Analysis, Second Edition, Springer International Publishing
160
5.25. Module 26: Industrial Internship
Module Name Industrial Internship
Module Number MEng4261
Module Description
MEng4262 Internship 25
5.25.1. Courses Syllabus: Industrial Internship (MEng4262)
161
5.26. Module 27: Fluid Power System
Module Name Fluid Power System
Module Number 27
Module Description
MEng5271 Pneumatics and Hydraulics 5
5.26.1. Courses Syllabus: Pneumatics and Hydraulics (MEng5271)

3 Course Title Pneumatics and Hydraulics
4 Course Number (MEng-5271)
5 ECTS 5
Module Module description
description Introduction to Principles of Hydraulics and Pneumatics; Components and Design of
10
Hydraulic and Pneumatic Systems; Design of Electro-hydraulics and Electro-pneumatics
systems.
11 Prerequisite Fluid Mechanics I
Learning Understand the fundamental concepts of hydraulics and pneumatics system;
Outcome Identify and select various components, symbols, construction, functioning and
12 applications;
Ability to design of Hydraulic and Pneumatics circuits for Industrial application.
Trace and analyze circuit diagrams of hydraulic and pneumatic systems.
Module Content
Academic content of the module
Introduction to Hydraulics and Pneumatics
Introduction to Hydraulics and Pneumatics, their
structure, advantage and limitations, Properties of
4 4 2 4
fluids, oil for hydraulic system, governing laws, ISO
symbols, energy losses in hydraulic systems and
13
Industrial prime movers.
Hydraulic and Pneumatic Pressurization and
Regulation
Hydraulic Pumps
Hydraulic Pump Types and working Principle. 2 6 2 2
Hydraulic Pressure Regulation.
Pneumatic Compressors
Pneumatic Compressor Types and working
162
Principle.
Pneumatics Pressure Regulation.
Compressor Control.
Hydraulic and Pneumatic Control Valves.
Types of Control Valves.
2 4 2 2
Types of Logic Valves.
Operation of Control Valves.
Hydraulic and Pneumatic Actuators
Classification of Actuators.
2 4 2 2
Actuator cushioning device.
Actuator Synchronization.
Hydraulic and Pneumatic Accessories
Hydraulics Accessories
Hydraulic Reservoir
Hydraulic Filters
Hydraulic Accumulators
Hydraulic Coolers and Heat Exchangers
2 2 2 2
Hydraulic Piping, Hosing and Connections
Pneumatic Accessories
Pneumatic Bottles
Pneumatic Air Treatment Elements
Pneumatic Piping, Hosing and Connections
Seals and Packing Rings
Design of Hydraulic and Pneumatic Systems
Design of common Hydraulic and Pneumatic
systems 2 6 10 2
Tracing and analyze Hydraulic and Pneumatic
system circuits
Design of Electro-hydraulic and Electro-pneumatic
Systems
Design of common Electro-hydraulic and Electro-
2 6 12 2
pneumatic Systems
Tracing and analyze Electro-hydraulic and Electro-
pneumatic Systems.
14 Learning activity and teaching methods Lecture, tutorial, laboratory, project work etc.
Tools and resources Books, power points, videos and laboratory
15
equipment.
Role of Instructor and Students
16
them.
Assignments 5
Quizzes 10
17 Laboratory Exercise
Semester Project ( 20 )
Workshop Project 10
Case Study ( Industry ) 15
163
Grading system
Modular requirement Minimum of 75% overall class attendance
18
No Course Learning Outcome Program Outcomes (POs)

(CLO) 1 2 3 4 5 6 7 8 9
Understand the fundamental
1 concepts of hydraulics and
pneumatics system; 1
Identify and select various
Mapping of the components, symbols,
course/module 2
construction, functioning and 1,5
19 to the Program applications;
Learning Ability to design of Hydraulic
Outcomes and Pneumatics circuits for
3 Industrial application. 1,2
2,3
,3,
10
Trace and analyze circuit
diagrams of hydraulic and 1
4 1 4,
pneumatic systems. 2,1 2,3
5
0
Reading Materials
Text Book Anthony Esposito, Fluid Power with Applications, 4th edition, Prentice-Hall USA,
1997
References Eaton Fluid Power Training and Eaton Fluid Training, Industrial Hydraulics Manual,
20 Jan 1, 2007
Ian Turner and Institution of Plant Engineers, Engineering Applications of Pneumatics
and Hydraulics, Dec 22, 1995
James I.Johnson, Introduction to Fluid Power.
Pippenger, J.J., Industrial Hydraulics, McGraw-Hill, Tokyo, 1979.
Andrew Parr Hydraulics and Pneumatics
164
5.27. Module 28: Thermal Systems Eng’g
Module Name Thermal Systems Eng‘g
Module Number 28
Module Description
MEng5291 Power Plant Engineering 5
MEng5292 Refrigeration and Air Conditioning 5
5.27.1. Courses Syllabus: Power Plant Engineering (MEng5282)

3 Course Title Power Plant Engineering
5 ECTS 5
8 Number of Students Taking the Module 50 Students per section
10 Module Analysis of steam cycles; Fuels and combustion; Steam generators (Boilers);
description Combustion mechanisms, Combustion equipment and Firing methods; Steam turbines;
Steam condensers, Condensate-feed-water and circulating water systems; Internal
combustion power plants; Miscellaneous topics; Engineering economy.
11 Prerequisite Thermodynamics II, Fluid Mechanics and Heat Transfer
12 Learning The course enables students to understand:
Outcome The basic principles involved in steam power cycles.
The types of fuels and their combustion attributes.
The various types of steam generators (boilers) and methods used in the determination
of the performance of boilers.
The combustion mechanisms of different fuels, combustion equipment and firing
methods.
The types and performance evaluation methods of steam turbines.
Internal combustion power generators.
The types of renewable energy resources, the greenhouse effect and pollution and its
control.
Indicators of financial performance and economics of power generators.
13 Module Content
Introduction to Power Plant Engineering 2 -
Analysis of steam Power Plant cycle 5 3
Fuel and combustions 5 3
Steam generators(Boilers) 6 3
165
Combustion mechanisms, combustion 2 -
Equipment and Firing Methods
Steam Turbines 4 3
Steam condensers and Circulating water 4 3
systems
Internal combustion power plants 5 3
Miscellaneous topics; Engineering 2 3
economy
them.
Assignments 10
Quizzes 5
7
Projects 20
Grading system

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Understand and discuss the
Learning energy resources and energy
Outcomes systems available for the 2
production of power 1
2 Analyze the efficiency and output
of modern Rankine cycle steam
power plants with superheat, 1
reheat, regeneration, and 1
irreversibilities.
3 List and discuss types, principles
of operations, components and
applications of steam turbines, 3 3 3
steam generators, condensers,
feed water and circulating water
systems.
4 Discuss on the Indicators of
financial performance and
economics of power generators 3 3
References Abebayehu Assefa: Power Plant Engineering, Addis Ababa University, April 2004.
P.K.Nag, Tata McGrawhill, Power Plant Engineering, 2nd edition, 2006.
166
R.K. Rajput, Power Plant Engineering (3rd Edition), 2005
Larry Drbal, Kayla Westra, and Pat Boston, Power Plant Engineering, Dec 31, 1995.
Power Plant Engineering – Black and Veatch, ITP-Thomson Science, 1996.
Power Plant Engineering – Wolfgang Scheer, AAU, 1989
Power Plant Technology – M.M.Wakil, McGraw Hill, 1985
Modern Power Plant Engineering – J.Weisman & R.Eckert, 1985.
5.27.2. Courses Syllabus: Refrigeration and Air Conditioning

(MEng5281)
3 Course Title Refrigeration and air conditioning
5 ECTS 5
10 Module Refrigeration: Basic Concepts in Refrigeration, Applications of Refrigeration & Air
description Conditioning, Refrigerants, Methods of producing Low Temperatures, Air Cycle
refrigeration Systems, Vapor Compression Refrigeration systems, Vapor Absorption
system, Refrigeration system components (Compressor, Condenser and Evaporator)
Air Conditioning: Basic concepts in Air conditioning, Application of Air Conditioning,
Requirements of Comfort Air- Conditioning and Psychrometric, Air conditioning
Systems and Equipment‘s; Central station Air Conditioning systems, Unitary Air
Conditioning system, Inside and Outside Design condition, Cooling and Heating load
calculation, Duct Design and Air Distribution systems
11 Prerequisite Thermodynamics II, Fluid Mechanics and Heat Transfer
12 Learning The course enables students to understand:
Outcome The basic concepts in refrigeration.
The working principles of vapor-compression, vapor-absorption, air and steam-jet
refrigeration cycles.
The major equipment and the operations of vapor-compression, vapor-absorption, air
and steam-jet refrigeration systems.
The basic concepts in air-conditioning.
The principles involved in the determination of cooling-load calculations and design of
air-conditioning systems
Air-Conditioning equipment and Air Distribution system
13 Module Content
Basic Concepts in Refrigeration, 4 -
Applications of Refrigeration & Air
Conditioning
Refrigerants, Methods of producing 2 3
Low Temperatures
Air Cycle refrigeration Systems 3 3
Vapor Compression Refrigeration 6 9
systems
Vapor Absorption system, 2 3
Refrigeration system components 2 3
167
(Compressor, Condenser and
Evaporator)
Basic concepts in Air conditioning, 3 6
Application of Air Conditioning,
Requirements of Comfort Air- 2 3
Conditioning and Psychometry
Air conditioning Systems and 2 3
Equipment‘s; Central station Air
Conditioning systems, Unitary Air
Conditioning system
, Inside and Outside Design condition 2 3
Cooling and Heating load calculation 2 6
Duct Design and Air Distribution 2 6
systems
them.
Assignments 10
Quizzes 5
17
Projects 20
Grading system

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Apply the basic concepts of
Learning Refrigeration to analyze and
Outcomes design the major equipment and
the operations of vapor-
compression, vapor-absorption,
air and steam-jet refrigeration 2
systems. 1
Understanding contemporary
issues of ozone depletion and
global warming potential with
respect to refrigeration system
2 Understanding basic concepts in
air-conditioning and thermal 1
comfort. 1
3 Develop generalized
psychometrics of moist air and
168
apply to HVAC processes 3 3 3
4 Familiarize with the basic of air
conditioning equipment
3 3
5 Able to design an air
conditioning system with cooling
load calculation method 1
6 Able to design ducting system for
an air conditioning air 1
distribution system
References Reference:
Lecture Material
Shan K. Wang HANDBOOK OF AIR CONDITIONING AND REFRIGERATION
G. F. Hundy > A. R. Trott . Refrigeration and air Conditioning
W P JONES, Air conditioning Engineering
Handbook, Fundamentals (2001), Systems & Equipment (2000), Applications (1999),
Refrigeration (1998).
169
5.28. Module 29: Industrial Management
Module Name Industrial Management
Module Category Core ( )
Module Number 30
Module Description
MEng5302 Industrial Management and Engineering 5
Economy
5.28.1. Courses Syllabus: Industrial Management and Engineering

Economics (MEng5292)
3 Course Title Industrial Management and Engineering Economics
5 ECTS 5
10 Module Industrial Management and Engineering Economics focuses on Basic Management
description Concepts and Industrial Organization; plant layout design and ergonomics, forecasting
models, material management, Project Management and Resource Allocation and
investment evaluation.
12 Learning The course enables students to understand basic principles/concepts of:
Outcome Industrial management and organization;
Industrial plant design;
Effective material management;
Management and resource allocation; and Engineering economy
13 Module Content
Basic Management Concepts and 6 -
Industrial Organization
Plant layout design and ergonomics 3 3
Forecasting models 4 5
Material management 6 5
Project Management and Resource 6 6
Allocation
Investment evaluation 4 6
Basic Accounting Principles & 3 3
170
Budgeting Fundamentals
14 Learning activity and teaching methods Lecture, tutorial, industry visit, project work, assignment, etc.
15 Tools and resources Books, power points, websites and videos.
Instructor Gives lecture, assignments, quiz, projects, and guides, moderates the students and correct
their work.
them.
Students Students will participate in lecture class, but the students are expected to participate actively
in the class during tutorial hours by asking and solving problems. They are also obliged to
deliver their assignment, projects and home take works on time as per the dead line.
Assignments 15
Quizzes 15
17 Intermediate exams 25
Grading system
As per the working senate legislation of AAU criteria
18 Modular requirement Minimum of 75% overall class attendance is mandatory
100% attendance during practical activities

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Understand the fundamental
Learning principles of management, and
Outcomes productivity to solve simple 4
engineering and industrial
problems.
engineering devices involving
plant layout and design 5
considering ergonomics
principles to the industries.
3 Predict future demands, and
technologies using forecasting
techniques to various engineering 3
problems to solve the industrial
sectors problems.
4 Apply the fundamentals
mathematical models to
determine the inventory problems 3 2
of organizations
5 Apply project management
principles to determine the
projects duration, scope,
resources allocation and 5 3
optimization of the project
overall process.
6 Evaluate the investment process
and feasibility of project based on 3 2
the given models.
171
Text Book Prof. Daniel Kitaw, Industrial Management and Engineering Economy: an
Introduction to Industrial Engineering, AAU Press, 2009
References Riggs James L., Production Systems: Planning, Analysis & Control, New York, John
Wiley & Sons Inc. 1970.
Mikell P. Groover, Automation, Production systems, and Computer-Integrated
Manufacturing , 2nd Edition, Asia, Pearson Education, 2001
Moore, James M. Plant Layout and Design, New York ; Macmillan Company, 1962
Muther, Richard, Systematic Layout Planning, London, Industrial International
Limited, 1962
Turner, Joe H. Mize, Kenneth E. Case, Introduction to Industrial and System
Engineering, Prentice Hall Inc., Englewood Cliffs, New Jersey,1978
Kurtz, Max P.E., Hand Book of Industrial Management, New York: McGraw Hill
Inc., 1984, 19
Peter Atrill & Eddie McLaney, Accounting and Finance for Non –specialist, New
Delhi:, Prentice Hall of India, 2000.
172
5.29. Module 30: Metrology
Module Name Metrology
Module Code MEng_5301
Module Number 30
Module Description
Module Mode of Delivery Semester basis/Parallel
MEng5311 Metrology Lab Exercise 3
5.29.1. Courses Syllabus: Metrology Lab Exercise (MEng5301)

3 Course Title Metrology Lab Exercise
4 Course Number MEng_5301
5 ECTS 3
9 Course owner (s) The School
10 Module Metrology: Upon completion of the module students will acquire the necessary
description practical knowledge at some depth which will enable them to fit in the work place
relatively easily.
Know how to take linear measurement for different components/parts.
11 Prerequisite Strength of Materials II [MEng 2112], Machine Elements II [MEng 3121]
12 Learning To be familiar with the use of different types of metrology instruments.
Outcome Understand statistical analysis of error measurements.
Make calibration of metrology instruments.
Measure linear quantities, angular quantities, tolerance
Understand advanced measurement techniques
13 Module Content
Introduction 4 - - 2
Measurement of width and depth 1 - 3 2
Measurement of symmetry 1 - 3 2
Measurement parallelism 1 - 4 3
Angle Measurement 1 - 3 2
Arc Measurement 1 - 3 2
Microscopic gear measurement 1 - 6 4
Gear thickness Measurement 1 - 3 3
Surface roughness measurement 1 - 6 5
14 Learning activity and teaching methods Lecture, laboratory
15 Tools and resources Books, power points, videos, measuring instruments
173
them.
Laboratory Activity 10
Quizzes 10
17 Laboratory reports 50
Final Exam 30
Grading system
18 Modular requirement 100% attendance during laboratory & practical
activities
19 Mapping of the
course/module
to the Program 1 2 3 4 5 6 7 8 9
Learning
1 To be familiar with the use of
Outcomes
different types of metrology
2 3
instruments.
2 Understand statistical analysis of
error measurements. 1 3
3 Make calibration of metrology
instruments 3
4 Measure linear quantities,
angular quantities, tolerances 3 3 1
5 Understand advanced
measurement techniques 2 1 3
Text Book Roger H. Harlow, Connie Dotson & Richard Thompson, Fundamentals of
dimensional metrology, Thomas Delmar Learning 4th edition, August 2002
References Jay L. Bucher, the metrology handbook, AQS Quality Press, April 2004
T.J. Quinn, S. Leschutta & P. Tavella, Recent advances in metrology & fundamental
constants, January 2001
174
5.30. Module 31: Quality Management
Module Name Quality Management
Module Number 32
Module Description
MEng5321 Quality Management 5
5.30.1. Courses Syllabus: Quality Management (MEng5312)

3 Course Title Quality Management
5 ECTS 3
6 Contact hours 2 lecture, 3 tutorial, 4 Home study (HS)
7 Duration 2nd Semester
10 Module Quality management is vital for engineering as it underpins understanding what
description customers/users of the product demand that engineers produce. To apply quality
concepts in engineering, this course defines and clarifies the understanding of quality
and the various philosophies accompanied. Also, the course introduces statistical
approaches to understanding, quantifying, measuring and solving quality related
problems.
11 Prerequisite Senior Course
12 Learning After completing this course, the students will have a thorough understanding of:
Outcome The basic concept of quality
The basics of quality control concept, philosophies and techniques
The basics of TQM and ISO 9000:2015QMS
The procedures for implementing quality engineering tools
The basics of TQM implementation processes
13 Module Content
Introductory of quality concepts and definitions 2 -
Dimensions and Philosophies in Quality 4 -
management
Understanding ISO 9000:2015 QMS 3 4
Concept of TQM 3 2
Statistical Approach to Quality Management 6 4
Quality management implementation 5 3
14 Learning activity and teaching methods Lecture, tutorial, class experimentation etc.
175
15 Tools and resources Books, power points and student presentations
He/she will help the students to clearly quality concept and show methods enhance quality
in products and services to be designed/produced
the class during tutorial and class activities by asking and solving problems.
Assignments and Quizzes 20
17 Project Work 20
Grading system
19 Mapping of the
course/module
No Course Learning Outcome Program Outcomes (POs)
to the Program
(CLO) 1 2 3 4 5 6 7 8 9
Learning
1 Understand basic concept 1 3
Outcomes
of quality
2 Understanding basics of
quality control concept, 3
philosophies and
techniques
3 Understanding TQM and 2 3
ISO 9000:2015QMS
4 Ability to use basic
statistical tools for 1 1
improving quality
5 Understanding Quality
Management 2 1
implementation process
Zairi. M. , Total Quality Management for Engineers, Woodhead Publishing, 1991
References David L. Goetsch and Stanley B. Davis, Quality Management: Introduction to Total
Quality Management for Production, Processing, and Services (4th Edition), April 17,
2002.
Montgomery, D.C, 2001, Introduction to Statistical Quality Control, 4th edition, John
Wiley and Sons
Daniel Kitaw, Introduction management and engineering economy- An introduction
to industrial engineering, AAU press, 2009.
James R. Evans, Total Quality: Management, Organization and Strategy, Nov 1, 2004
Vincent K. Omachonu and Joel E. Ross, Principles of Total Quality, Third Edition,
May 27, 2004.
Stephen George and Arnold Weimerskirch, Total Quality Management: Strategies and
Techniques Proven at Today's Most Successful Companies (Portable Mba Series),
Feb 1998
Farnum, Nicholas R., Modern Statistical Quality Control and Improvement.
Feigenbaum A., Total quality control, Mc GrawHill Inc., Singapore
Juran J M, Quality control Hand Book, McGraw Hill company, London
176
5.31. Module 32: Bachelor Thesis
Module Name Bachelor Thesis
Module Number 51
Module Description
Module Teaching-Learning Method Project work
Module Assessment Progress/final report/presentation
MEng5321 B.Sc. Thesis 12
5.31.1. Courses Syllabus: B.Sc. Thesis (MEng5321)
177
5.32. Module 33: Mechanical Design Electives I
Module Name Mechanical Design Electives I
Module Category Electives (02)
Module Number 33
Module Description
MEng4331 Introduction to Tribology 5
5.32.1. Courses Syllabus: Introduction to Tribology (MEng4331)

3 Course Title Introduction to Tribology
4 Course Number (MEng4331)
5 ECTS 5
description Introduction to Tribology; Solid Surface Characterization; Friction; Introduction to
Wear; Lubrication; Friction and Wear of Polymers and Composites.
11 Prerequisite Senior Standing Courses
12 Learning Students will be able to do the following:
Outcome Know the concept of interfaces between two or more bodies in relative motion
Understand how engineers have approached problems of a tribological nature
Know the geometric, Chemical and Physical Characterization of Surfaces,
Know the concept of friction, wear and lubrication
Speak knowledgeably about tribological systems and current issues in the field
Apply concepts of tribology for the performance analysis and design of components
experiencing relative motion
13 Module Content
Introduction to Tribology 4 3
Solid Surface Characterization 4 6 2
Friction 4 4
Introduction to Wear 3 6
Lubrication 12 6
Friction and Wear of Polymers and 4 6
Composites
178
them.
Assignments 20
17
Grading system

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Introduction to Tribology,
Learning Surface Layers, Surface
Outcomes Characterization, Surface
Texturing, Roughness
Parameters, Contact Mechanics, 3
Friction, Empirical Laws of
Friction, Friction Mechanisms,
Sliding and Rolling Friction,
Factors Affecting Friction,
2 Lubrication, Additives,
Lubrication Regimes, Stribeck
Curve, Film Thickness
Calculations, Viscosity, 3
Temperature Characteristics of
Lubricants,
3 Wear, Types of Wear, Wear
Mechanisms, Role of Subsurface
Zones, Deformation Modes,
Factor Affecting Wear, Wear
2
Debris, Wear Regime Maps,
Correlation between Friction and
Wear,
4 Coatings Tribology, Tribology
of Solid Lubrication, Tribology
of Self-Lubrication, Green
Tribology, Bio-Tribology, Nano
Tribology, Tribology in 1 1
Manufacturing, Applications in
Tribology, Computational
Tribology,
Text Book Wen Huang, Principles of Tribology, Tsinghua University Press, 2011
References K.C Ludema, A text book in tribology, CRC press, 1996.
Gwidon W. Stachowiak & Andrew W. Batchelor, Engineering Tribology
Jamal Takadoum, Materials and Surface Engineering in Tribology
179
5.33. Module 34: Mechanical Design Electives II
Module Name Mechanical Design Electives II
Module Number 34
Module Description
MEng5341 Product Design Development 5
MEng5342 Agricultural Machinery Design 5
5.33.1. Courses Syllabus: Product Design Development (MEng5351)

3 Course Title Product Design Development
5 ECTS 5
6 Contact hours 2 lecture, 3 tutorial, 0 lab, 5Home study (HS)
10 Module Product design and development is a project-based course that covers modern tools
description and methods for product design and development. The cornerstone is a project in
which students in team conceive, design and prototype a physical product in
guidance to generic product design and development processes. Topics include
product planning, identifying customer needs, concept development, product
architecture, industrial design, and design-for-manufacturing..
11 Prerequisite Machine Design Project II, Manufacturing Technology II
12 Learning Awareness of the role of multiple functions like marketing, finance, industrial
Outcome design, engineering and production in creating a new product;
Competence with a set of tools and methods for product design and development;
Confidence in abilities to create a new product;
Ability to coordinate multiple, interdisciplinary tasks in order to achieve a common
objective.
Reinforcement of specific knowledge from other courses through practice and
reflection in an action-oriented setting.
13 Module Content
Lecture Project Progress Self-
/tutorial report Study
Introduction to product design and development 5 0 5
Product Development Process 2 3 6
Product Planning 2 3 8
Identifying Customer Needs 4 6 3 8
180
Developing Product Specifications 4 6 6
Concept Generation 4 6 6
Product Architecture 2 3 3 6
Industrial Design 2 3 8
Design for Manufacturing 4 6 6
Prototyping 2 3 12 10
14 Learning activity and teaching methods Lecture, Project work workshop etc.
them.
Assessment criteria and grading Assessment type Weight
system Progress assessment: 40 %,
Final project : 30%,
17
Final Examination: 30 %
Grading system

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Awareness of the role of multiple 3 3
Learning functions like marketing, finance,
Outcomes industrial design, engineering and
1
production in creating a new
product;
2 Competence with a set of tools 2 1

and methods for product design
3
and development;
3 Confidence in abilities to create a 2

new product; 3 1
4 Ability to coordinate multiple, 1

interdisciplinary tasks in order to 3
2
achieve a common objective.
5 Reinforcement of specific 2
knowledge from other courses
1 3
through practice and reflection in
an action-oriented setting.
Text Book Karl T. Ulrich, Steven D. Eppinger, Product Design and Development, McGraw
– Hill Inc., 2004.
References George, E. Dieter, Engineering Design, a Material and Processing Approach,
McGraw – Hill Inc., 2000.
181
G. Phal and W.Beitz, Engineering Design, a Systematic Approach, 2nd Edition,
Springer, London, England, 1996.
5.33.2. Courses Syllabus: Agricultural Machinery Design (MEng5342)

1 School School of Mechanical and Industrial Engineering
3 Course Title Advanced Machine Design
4 Course Number MEng_5342
5 ECTS 34
6 Contact hours 5
7 Duration 2 lecture, 3 tutorial, 0 lab, 5Home study (HS)
8 Number of Students Taking the Module
10 Module Introduction to Agricultural Machines; Ploughing /Soil-Cultivating Machines;
description seeding and planting Machines; spraying and dusting machinery, Harvesting
Machines; Threshing Machines; Forage harvesting and processing Machinery,
Animal feeding and milking machines, Design of a Particular Agricultural
Machine
11 Prerequisite Machine Design Project II (MEng 4131)
12 Learning Understanding of engineering properties of agricultural products
Outcome Design for various types of agricultural processes and machines.
Understanding assembly and part drawings of Agricultural machine components
Develop different agricultural machines to mechanize the different plant and animal
production operations
Understanding of Agricultural Product handlings
13 Module Content
Lecture Project Industrial Self-Study
work Visit
Introduction to engineering properties 4 6 10
of agricultural products
Introduction to Agricultural operations 6 6 10
and Machinery
Revision on Basic Engineering Design 8 12 8 20
and other Required Information
Exercise on Design of selected 8 9 25
Agricultural Machinery
Agricultural products Handling 4 9 10
14 Learning activity and teaching methods Lecture, Project/ Industrial Visit
them.
Individual Assignment 10%
17 Report on industrial and Agricultural Visit 10%,
Individual Design Project 30 %
182
Project report and presentation 10%
Grading system
19 Mapping of the
to the Program 1 2 3 4 5 6 7 8 9
Learning 1 Understand engineering 3 2 3
Outcomes properties of agricultural
products
2 Design various types of 3 2

agricultural processes and
3 1 3
machines.
3 Understand assembly and part 1 3

drawings of Agricultural
3
machine components
4 Develop different agricultural 3

machines to mechanize the
2 3
different plant and animal
production operations
5 Understand Agricultural Product 3
handlings 3 2
Text Book Sharma and Mukesh (2010) Farm Machinery Design: Principles and
problems.2ndedn, Jain Brothers, New Delhi
Stout, B.A. 1999 Plant production engineering,
CIGR Hand book of Agricultural Engineering Vol 3
References Peter Whiley, Farm Machinery Maintenance PB, Jan 1, 1997.
Kutz, M 2007. Handbook of food, Dairy and Farm machinery, Springer New
York
Goering, C.E., and AC Hansen, 2006. Engine and Tractor power, 4thedn, ASAE,
St. Joseph, Michigan
Engineering. Principles of. Agricultural. Machines. 2nd Edition. Ajit K.
Srivastava. Michigan State University. Carroll E. Goering. University of Illinois.
Roger P. Rohrbach. North Carolina State University. Dennis R. Buckmaster. The
Pennsylvania State University ...
183
5.34. Module 35: Thermal Eng’g Elective II
Module Name Thermal Eng‘g Elective II
Module Number 37
Module Description
MEng5351 Design of Renewable Energy System 5
MEng5352 Thermo-fluid System Design 5
5.34.1. Courses Syllabus: Design of Renewable Energy System

(MEng5351)
3 Course Title Design of Renewable Energy System
5 ECTS 5
6 Contact hours 2 lecture, 2 lab, 0 tutorial, 5 Home study (HS)
10 Module Design projects on any two of the following equipment/machines – cooking stove, solar
description water heater, hand pump, windmill, cross flow turbine, micro – Pelton turbine and other
appropriate technologies.
12 Learning Upon completion of the module student will acquire the necessary practical knowledge at
Outcome some depth which will enable them to fit in the work place relatively easy.
Students will be able to select appropriate technologies for rural areas.
Students will be able to design suitable technology (small pumps and turbines) to solve
problems encountered in real world.
13 Module Content
Introduction to Appropriate Energy 2 - - 4
Technology
Energy from Biomass 6 - - 4
Power from Solar Energy 2 - - 4
Heat from Solar Energy 3 - - 4
Wind Power 3 - - 4
Power from Water 4 - - 4
Lab/Workshop : Manufacturing and testing - - 40 -
of selected appropriate energy technology
15 Tools and resources Books, power points, videos and workshop tools
184
them.
the class during lab hours by designing and manufacturing of the equipment.
Assignments -
Quizzes -
Progress 20
17
Laboratory report and Prototype 60
Written Examination 20
Grading system

course/module 1 2 3 4 5 6 7 8 9
to the Program 1 Understand the concepts and
Learning application of various appropriate 2 2 3
Outcomes energy technologies 3 2
2 Apply engineering fundamentals
in calculation related to energy 2 2 3
systems 3 2
3 Design, manufacture and test
appropriate energy technology 2 2 3
3 2
4 Evaluate the performance of the
designed appropriate energy 2 2
technologies 3 2 3
Text Book
References Barrett Hazeltine & Christopher Bull, Field Guide of Appropriate Technology, 1st
Edition, Academic Press, 2002.
Rex, A Ewing, Power the Nature (Alternative Energy Solutions for Homeowners) 2nd
Edition
Ken Darrow and Mike Saxenian, Appropriate Technology Source Book, Revised
Edition.
Volunteers in Technical Assistance (VITA), Village Technology Handbook, 3rd
Edition, 1988, Vita Publication
Paul Gipe, Wind Power (Renewable Energy from Home, Farm & Business), Chelsea
Green Publisher.
5.34.2. Courses Syllabus: Thermo-Fluid Systems Design (MEng5352)

3 Course Title Thermo–Fluid Systems Design
5 ECTS 5
185
8 Number of Students Taking the Module Year V – Thermal Stream Students
10 Module This course is a newly designed two-course sequence on thermal and fluid sciences.
description These new courses combine the traditional thermal disciplines in Thermodynamics, heat
transfer and fluid mechanics into one integrated subject: Design and analysis of thermal +
fluid systems. Case studies based on real-world thermal systems will be used throughout
the class to illustrate the connection between these interdisciplinary subjects. The lecture
materials cover: Air duct systems, liquid pumping, heat exchangers and their applications,
solar water heating systems using system - oriented design methods.
11 Prerequisite Thermodynamics I & II, Heat Transfer, Fluid Mechanics I & II
12 Learning Choose a pump/fan, fluid mover to perform adequate fluid flow rate.
Outcome Design a series piping/duct system network, design and analyze a parallel piping/duct
system network.
Develop a realistic thermal-fluid design of heating/cooling system including heat
exchangers, solar water heating systems and work on individual components of a
composite system.
To learn techniques for formulating and solving thermal and fluid problems with
emphasis on using an integrated and just-in-time teaching strategy.
To prepare students for competence in the workplace through cooperative group works
and extensive computer-based teaching and learning.
To prepare students for advanced courses in thermal and fluid sciences.
13 Module Content
Introduction to Thermo-Fluid Systems 3 -
Air Duct Systems 4 2
Liquid Pumping Systems 6 3 2
Heat Exchanger Design 6 3 2
Application of Heat Exchangers 4 2
Solar – Water Heating Systems 4 3
15 Tools and resources Books, power points, engineering software packages and
videos.
them.
Assignments 10
Project 20
Intermediate exam 30
17
Total 100
Grading system
186
19 Mapping of the
to the Program 1 2 3 4 5 6 7 8 9
Learning 1 Choose a pump/fan, fluid mover
Outcomes to perform adequate fluid flow
3
rate.
2 Design a series piping/duct
system network, design and
analyze a parallel piping/duct 3 3
system network.
3 Develop a realistic thermal-fluid
design of heating/cooling system
including heat exchangers, solar
water heating systems and work 2 3 2
on individual components of a
composite system.
4 To learn techniques for
formulating and solving thermal
and fluid problems with emphasis 3
on using an integrated and just-
in-time teaching strategy.
5 To prepare students for
competence in the workplace
through cooperative group works 2
and extensive computer-based 2
teaching and learning.
6 To prepare students for advanced
courses in thermal and fluid 3
sciences.
Text Book Yunus Çengel, Heat and Mass Transfer: A Practical Approach, 3rd Edition, McGraw-
Hill, Co., 2007 and White, Fluid Mechanics, 6th Edition, McGraw-Hill, Co., 2008
References Yunus Çengel and John Cimbala, Fluid Mechanics: Fundamentals and Applications,
McGraw-Hill, Co., 2006
Frank Incropera, David Dewitt, Theodore Bergman, Adrienne Lavine, Introduction to
Heat Transfer, 5th Edition, John Wiley & Sons, 2007
Stephen Turns, Thermal-Fluid Sciences: An Integrated Approach, Cambridge
University Press, 2006
187
5.35. Module 36: Manufacturing Eng’g Elective I
Module Name Manufacturing Eng‘g Elective I
Module Number 36
Module Description
MEng4361 Plant Layout and Design 5
5.35.1. Courses Syllabus: Plant Layout and Design (MEng4361)

3 Course Title Plant Layout Design
5 ECTS 5
10 Module The course covers strategic facilities planning through detailed facilities layout design
description for manufacturing and service. Considerations include system requirements analysis,
design procedures, evaluation and computer aided plant layout based on product flow,
space and activity relationships, personnel requirements, material handling, and layout.
Traditional and contemporary issues in manufacturing and their impact on facilities
design including receiving, shipping, warehousing, and integration with manufacturing
and supporting operations are explored.
12 Learning Determine product, process, and schedule design interactions
Outcome Analyze flow, space, and activity relationships with impact to material handling and
layout alternatives
Integrate receiving, shipping, warehousing with manufacturing and supporting
operations
Apply standards of professional and ethical responsibility
Apply quantitative facilities planning models
Prepare and present detailed facilities planning project report and layout documenting all
steps taken (Define problem, Generate alternatives, Analyze, Select) and Justification of
final recommendations.
13 Module Content
Basic Principles 2 -
188
Plant Location 3 -
Layout Design Procedure 2 3
Systematic Layout Planning (SLP) 6 6
Space Planning and Area Allocation 2 5
Layout Planning Models, Algorithms and 6 6
Computerized Layout Planning
Ergonomics in Plant Design 2 2
Warehousing 3 5
Picking and Packaging 2 2
Industrial Buildings and Utilities 2 2
Supporting Functions 2 2
Constructing and Implementing the Layout Plan 2 -
14 Learning activity and teaching methods Lecture, tutorial, industry visit, etc.
them.
He/She will follow and advise students on the semester long project.
Students Students will participate in lecture and should participate at each stages of the project.
Assignments 10
Quizzes 10
Project work 40
17
Laboratory report -
Grading system
90% attendance during project advising & practical activities
19 Mapping of the
to the Program
1 2 3 4 5 6 7 8 9
Learning
Outcomes 1 Analyze the interaction of
product, process, and schedule on 2
plant design
2 Analyze flow, space, and activity
relationships in relation to
material handling and layout 4
alternatives
3 Integrate receiving, shipping,
warehousing with manufacturing 2
and supporting operations
4 Apply standards of professional
and ethical responsibility 1
1
5 Apply quantitative facilities
planning models 1 2 2
6 Prepare and present a detailed
facilities planning report and 2
189
layout documenting all steps
taken and Justification of final
recommendations.
Text Book
References Richard L. Francis, Facility Layout and Location, Prentice-Hall of India, New Delhi,
2002.
S.C. Sharma, Plant Layout and Material Handling, Khanna Publishers, New Delhi,
2003
Moor, James M. Plant Layout and Planning, New York, Macmillan Company, 1962.
Muther, Richard, Systematic Layout Planning, London, Industrial International
Limited, 1962
Daniel Kitaw, Industrial Management and Engineering Economy: an introduction to
industrial Engineering, AAU press 2009
190
5.36. Module 37: Manufacturing Eng’g Elective II
Module Name Manufacturing Eng‘g Elective II
Module Number 37
Module Description
MEng 5371 Design of Manufacturing Tools and Dies 5
MEng 5372 Computer Integrated Manufacturing 5
5.36.1. Courses Syllabus: Design of Manufacturing Tools and Dies (MEng

5371)
3 Course Title Design of manufacturing tools and dies
5 ECTS 5
6 Contact hours 2 lecture, 0 lab, 3 tutorial, 1Home study (HS)
10 Module Upon completion of the module students will acquire the necessary practical knowledge
description to identify types of jigs and fixtures, locators and supports, and various work holders;
understand the procedure of Tool Design; to bring together the skills learned in above
objectives and design jigs and fixtures for specific tasks; to understand the procedure
and purposes of Die Making and Die Design; to design simple dies.
11 Prerequisite Manufacturing Engineering II
12 Learning This course enables the students:
Outcome To identify types of jigs and fixtures, locators and supports, and various work holders
Understand the procedure of Tool Design;
To bring together the skills learned in above objectives and design jigs and fixtures for
specific tasks;
To understand the procedure and purposes of Die Making and Die Design.
To design simple dies.
13 Module Content
Jigs and Fixtures types and design 6 4 5
Tools classification and design 12 8 16
Die Design: 3 - 2
Sheet Metal Dies: 2 4 3
Punching Dies, 3 2 4
Bending Dies, 3 2 4
Drawing Dies; 2 2 4
Forging Die 3 2 4
191
Injection molding die design 10 5 12
Gives lecture, guides and moderates the students. He/She will help the students to clearly
Instructor visualize theories, principles of design and considerations, problems and show methods to
tackle them
Students the class during lecture and Group discussion/ consultation hours by asking and solving
problems.
1 reports delivered by students on each of the 60%
Assignments: 60%
Assessment criteria and grading system Attendance during lecture and consultation hours: 10%
17 Intermediate exams 30%
Laboratory report -
Grading system

course/module to 1 Analyze types of jigs and
the Program fixtures, locators and supports,
Learning and various work holders, and 3 1 1 1
Outcomes design the components.
2 Understand the procedure of Tool
Design 3 1 2 1
3 understand the procedure and
purposes of Die Making and Die 3
1 1
Design
Text Book David Spitler, Fundamental of Tool Design, fifth Edition, 2003, ISBN 987654321
References Suchy, Ivana, Handbook of Die Design, McGraw-Hill Professional,

Hoffman, Edward G. , Jig and Fixture Design (4th Ed.)
Gene R. Cogorno; Geometric Dimensioning and Tolerancing for Mechanical
Design,
5.36.2. Course Syllabus: Computer Integrated Manufacturing (MEng

5372)
192
3 Course Title Computer Integrated Manufacturing (MEng 5372)
4 Course module 37
5 ECTS 5
10 Module Upon completion of the module students understand: CIM overview; CAD/CAM &
description CAE; Model construction and product design; Data exchange and protocols; CIM
models and architecture; Fundamentals of robotics, control of actuators, robotic sensory
devices; Function programming philosophies, computer vision, control methods;
Dynamic modeling of electromechanical systems; Data communication and networking;
Data base management systems; Artificial intelligence in CIM.
11 Prerequisite Senior Standing
12 Learning This course enables the students:
Outcome - Understand the link between individual manufacturing processes;
- Understand the automation and integration of manufacturing processes to achieve the
ultimate efficiency of an organization's manufacturing resources;
- Grasp issues of precision in CAD/CAM systems.
13 Module Content
Introduction to manufacturing systems 3 -
Fundamentals of CAD/CAM 9
CIM Models and architecture 12
Robotic Technology 12
Control Systems 12
Data communication and networking 9
Database management systems 9
Dynamic modeling of 9
electromechanical systems
14 Learning activity and teaching methods Lecture and Tutorial and consultation
15 Tools and resources Books, Manufacturing Handbooks and Power points
Instructor Gives lecture, guides and moderates the students. He/She will help the students to clearly
visualize theories, principles of CIM technology.
the class during lecture and Group discussion/ consultation hours by asking and solving
problems.
Assignments 15
Quizzes 15
Laboratory report -
17
Grading system
Refer to section 4-7 Grading system and ECTS Grading
system of the document ‗REVISED PROGRAMS IN
MECHANICAL ENGINEERING‘
18 Modular requirement Minimum of 75% attendance during both tutorial and lecture
193
hours.
100% presence during project work and group discussion
activities.
19 Mapping of the
to the Program 1 2 3 4 5 6 7 8 9
Learning
1 Understand the link between
Outcomes
individual manufacturing
3
processes;
2 Understand the automation and
integration of manufacturing
processes to achieve the ultimate 3
efficiency of an organization's
manufacturing resources;
3 Grasp issues of precision in
CAD/CAM systems. 2
Text Book Groove, Mikell P., Automation, Production Systems, and Computer-Integrated
Manufacturing (2nd Edition) 2004.
References Rehg, James A., and Kraebber, Henry W., Computer Integrated Manufacturing (3rd
Edition).
Rush D. Robinett, Flexible Robot Dynamics and Controls, Springer; 2001
Nanua Singh, Systems Approach to Computer-Integrated Design and Manufacturing,
Wiley, 1 edition, 1995
Mikell P. Groover, Automation, Production Systems, and Computer-Integrated
Manufacturing, Prentice Hall, 3 edition, 2007
Roger Hannam, Computer Integrated Manufacturing: From Concepts to Realization,
Prentice Hall, 1st edition, 1997
Ulrich Rembold, Bartholomew O. Nnaji and A. Storr, Computer Integrated
Manufacturing and Engineering, Addison Wesley Longman, 1st edition, 1993
James A. Rehg and Henry W. Kraebber, Computer Integrated Manufacturing,
Prentice Hall, 3 edition, 2004
194
5.37. Module 37: Manufacturing Eng’g Elective III
Module Name Manufacturing Eng‘g Elective III
Module Number 38
Module Description
MEng5381 Process Planning and Product costing 5
5.37.1. Courses Syllabus: Process Planning and Product costing

(MEng5381)
195
5.38. Module 39: Industrial Eng’g Elective II
Module Name Industrial Eng‘g Elective II
Module Number 39
Module Description
MEng5391 Operation Planning and Control 5
MEng5392 Operations Research 3
5.38.1. Courses Syllabus: Operation Planning and Control (MEng5391)

3 Course Title Operation Planning and Control
5 ECTS 5
10 Module Operations Planning Control (OPC): Includes Basics of Manufacturing, Production
description Planning Forecasting Demand, Inventory Management , Material Requirement
Planning (MRP) and Just in Time (JIT)
12 Learning Gain an understanding and appreciation of the fundamental principles and
Outcome methodologies relevant to planning, design, operation, and control of production
systems;
Gain an understanding of the role and importance of productivity in the welfare of
society, and learn how to increase productivity and quality for competing in today's
global marketplace;
Gain ability to recognize situations in a production system environment that suggest
the use of certain quantitative methods to assist in decision making;
Learn how to think about, approach, analyze, and solve production system problems
using both technology and people skills.
Know the application of production planning techniques, forecasting methods,
inventory management and MRP in real industries
13 Module Content
Basics of Manufacturing 2 -
Production Planning 4 6
Forecasting Demand 4 6
Inventory Management 8 6
196
Material Requirement Planning (MRP) 8 6
Just In Time (JIT) and Theory of Constraint 3 5
them.
Assignments 10
Term Paper 20
17 Intermediate exams 30
Grading system
19 Mapping of the
to the Program 1 2 3 4 5 6 7 8 9
Learning 1 Understand and appreciation of
Outcomes
the fundamental principles and
methodologies relevant to 3 3
planning, design, operation, and
control of production systems;
2 Understand the role and
importance of productivity in the
welfare of society, and learn how
to increase productivity and 1 1
quality for competing in today's
global marketplace;
3 Gain ability to recognize
situations in a production system
environment that suggest the use 3
of certain quantitative methods to 3
assist in decision making;
4 Learn how to think about,
approach, analyze, and solve
production system problems 1
using both technology and people
skills.
5 Know the application of
production planning techniques,
forecasting methods, inventory
management and MRP in real 1 1
industries
197
Text Book Daniel Kitaw, Industrial Management and Engineering Economy: an introduction to
Industrial Engineering, AAU press 2009.
References Heizer, Jay. Operations Management, 11/e. Pearson Education India, 2016.
James B. Dilworth, operation management, McGraw-Hill Companies,1996
Waters, C. Donald J., and Donald Waters. Operations management: producing goods
and services. Pearson Education, 2002.
A.K.Datta, Material Management, procedures, Text and Cases, Prentice-Hall of India,
2003
Elwood S.Buffa, Modern Production/Operation management, Wily Eastern Limited,
New Delhi,1985
5.38.2. Courses Syllabus: Operations Research (MEng 5392)

3 Course Title Operations Research
5 ECTS 3
10 Module Operations Research: Basics and advanced topics in linear programming. Monte Carlo
description and discrete event simulation. Queuing systems modeling and analysis. Decision
theory. Game programming. Goal programming for multi-criteria decision making.
Transportation and assignment models. Non-linear programming applications.
12 Learning Understand the major steps and application area of Operations Research
Outcome Use the linear programming methodology to solve industrial problems
Model, Simulate and interpreted various systems
Apply the concepts of queuing theory, decision theory, and game theory
Use the concept of goal programming to solve multi-criteria decision problems.
Solve problems through the application of transportation and assignment models
Apply non-linear programming concepts to solve various problems
13 Module Content
Introduction to Operations Research 2 -
Linear Programming 2 3
Advanced Topics in Linear Programming 3 5
Dynamic Programming 3 5
Simulation 3 5
Queuing and Decision Theory 3 5
Game Theory 2 3
Goal Programming 3 5
Transportation and Assignment Problems 4 6
Non-linear Programming 3 5
14 Learning activity and teaching methods Lecture, tutorial, assignments
198
them.
the class during tutorial hours by asking and solving problems.
Assignments 15
Quizzes 15
17
Laboratory report -
Grading system
19 Mapping of the
to the Program 1 2 3 4 5 6 7 8 9
Learning 1 Understand the major steps and
Outcomes 1 2
application area of Operations 4 3
Research
2 Use the linear programming
methodology to solve industrial 1 3
2
problems
3 Model, Simulate and interpreted
various systems 1 2 3
4 Apply the concepts of queuing
theory, decision theory, and game 1
2 3
theory
5 Use the concept of goal
programming to solve multi- 1 3
2
criteria decision problems.
6 Solve problems through the
application of transportation and 1 3
2
assignment models
7 Apply Non-linear programming
concepts to solve various 1 3
2
problems
Text Book S Kalavathy. Operations Research. Fourth Edition. Vikas Publishing House, PVT
LTD, India,2013
References Hamdy A. TAHA. Operations Research: An Introduction. Eighth Edition. University
of Arkansas, Fayetteville. Pearson Prentice Hall, 2007.
Hiller/Liberman. Introduction to Operations Research. Seventh Edition. MC Graw
Hill. Stamford University, London, 2001.
199
5.39. Module 40: Industrial Eng’g Elective III
Module Name Industrial Eng‘g Elective III
Module Number 40
Module Description
MEng5401 Supply Chain Management and Logistics 5
5.39.1. Courses Syllabus: Supply Chain Management and Logistics

(MEng5431)
3 Course Title Supply Chain Management and Logistics
5 ECTS 5
10 Module Students develop the ability to conceptualize, design, and implement supply chains aligned
description with product, market, and customer characteristics. Business competition is now between
supply networks rather than individual corporations. Managing the flow of products,
information, and revenue across supply chains differentiates the ability of supply networks
to fulfill customer needs. Students develop the ability to evaluate how information flows
can substitute for the stock of physical resources, such as inventory, and why such systems
succeed or fail. They assess how internet technologies, dynamic markets, and globalization
are impacting supply chain strategies and practices, including logistics, digital coordination
of decisions and resources, inventory and risk management, procurement and supply
contracting, product and process design, and revenue management.
12 Learning Apply supply chain concepts to map and design network which are aligned with business
Outcome models for manufacturing and service companies
Identify the performance measures that are relevant to a supply chain
Configure logistics networks and assess their performance impacts on efficiency and
service levels
Apply quantitative models to manage and control inventory efficiently
Evaluate distribution strategies to balance responsiveness and efficiency.
Apply and examine the role of forecasting as a basis for supply chain planning through the
use of qualitative and quantitative models
13 Module Content
Introduction: Understanding the Supply 4 2
Chain
200
Supply Chain Drivers and Metrics 3 -
Designing the Distribution Network in a 3 2
Supply Chain
Planning Demand and Supply 3 2
Planning and Managing Inventories in a 6 3
Supply Chain
Developing Supply Chain System (case 5 7
study on beer game and supply chain
simulation)
Managing Cross-functional Drivers 5 3
Logistics and its Processes 3 3
Designing and Planning Transportation 4 2
Network
them.
Students Students will participate in lecture and should participate in class activities.
Assignments 10
Quizzes 15
Group exercise on supply chain mapping and 25
17 simulation
Laboratory report -
Grading system
90% attendance during practical activities
19 Mapping of the
to the Program
1 2 3 4 5 6 7 8 9
Learning
1 Apply supply chain concepts to
Outcomes
map and design network which
are aligned with business models 4
for manufacturing and service
companies
2 Identify the performance
measures that are relevant to a
supply chain 2
3 Configure logistics networks and
assess their performance impacts
2
on efficiency and service levels
4 Apply quantitative models to
manage and control inventory 3
efficiently
5 Evaluate distribution strategies to
balance responsiveness and 1 1
201
efficiency.
6 Apply and examine the role of
forecasting as a basis for supply
chain planning through the use of 2
qualitative and quantitative
models
7
Text Book Sunil Chopra, Peter Meindl; Supply Chain Management: strategy, planning, and
operation– Third Edition, Pearson Education Publishing, ISBN-10: 0136094511.
References Charu Chandra and Janis Grabis, Supply Chain Configuration: Concepts, Solutions,
and Application, Springer Science, NY: USA, 2007.
Donald Walters, Logistics: An Introduction to Supply Chain Management, Ashford
Color Press: Great Britain, 2003.
Michael Hugos, Essentials of Supply Chain Management, John Wiley& Sons Inc, NJ:
USA, 2003.
David Blanchard, Supply Chain Management Best Practices, John Wiley &Sons Inc,
NJ: USA, 2007.
202
5.40. Module 41: Motor Vehicle Eng’g Elective II
Module Name Motor Vehicle Eng‘g Elective II
Module Number 41
Module Description
MEng5411 Heavy Duty and Construction Equipment 5
MEng5412 Motor Vehicle Eng‘g 5
5.40.1. Courses Syllabus: Heavy Duty and Construction Equipment

(MEng5441)
3 Course Title Heavy Duty and Construction Equipment
5 ECTS 3
10 Module Construction Equipment Category & Product Lines. Earthmoving principles, jobs &
description Applications. Technologies employed in Construction Equipment. Construction
Equipment System Operation & Specification Overview. Guidelines to Maintenance
Management of Construction Equipment
12 Learning Identify Construction Equipment Classification according to Types, Application,
Outcome Industry and Technical Features.
Understand Basic Earthmoving principles, jobs & Applications to be used as an input in
the Selection, Acquisition and Operation Phases of Construction Equipment
Management.
Understand Technologies employed in Construction Equipment; such as Engines, Drive
trains, Hydraulics, Undercarriage, G.E.T, Work Tools, etc. to be used as an input in the
Selection, Operation, Maintenance and Replacement Phases of Construction
Equipment Management.
Understand System Operations of different Construction Equipment such as Loaders,
Motor Graders, Dozers, Excavators, Scrapers, Trucks, etc. to be used as an input in the
Selection and mainly Maintenance Phases of Construction Equipment Management.
Recognize Guidelines to Maintenance Management of Construction Equipment to be
used as an input in the Selection and mainly Maintenance & Replacement Phases of
Construction Equipment Management.
13 Module Content
203
Lecture Tutorial Laborator Self-Study
y
Introduction to Construction Equipment & Course 4 2 3
Overview
Major Construction Equipment Classification and 4 2 4
Product line.
Basic Construction Work – Earthmoving 6 2 5
Earthmoving Jobs, Principles & Applications
Technologies in Construction Equipment: Engines, 10 5 5
Drive Train, Hydraulics, G.E.T, Undercarriage & Work
Tools
Construction Equipment Major Systems Operations & 10 5 5
Specifications Overview: Loaders – Wheel & Track
Types, Motor Graders, Track Type Tractors
(Bulldozers), Excavators, Trucks, Scrapers, Paving
Products, Material Handlers – Lift Trucks & Tele
handlers, Others: Crushers, Mixers, Compressors,
Generators, Water Pumps, etc. (Auxiliary Equip.)
Guidelines to Maintenance of Construction Equipment. 4 2 2
14 Learning activity and teaching methods Lecture, tutorial, laboratory, industry visit,
etc.
He will help the students to clearly visualize problems and show methods to tackle them.
Students Students will participate in lecture by asking and answering questions, however they are
expected to participate actively in the tutorial /lab/Visit hours by solving problems/ Gaining
Relevant Experiences, delivering Reports and also asking/ answering questions.
Assignments 10
Quizzes 10
17
Laboratory report 10
Grading system
19 Mapping of the
course/module
to the Program
1 2 3 4 5 6 7 8 9
Learning
1 Identify Construction Equipment
Outcomes
Classification according to
Types, Application, Industry and 3
Technical Features
2 Understand Basic Earthmoving
principles, jobs & Applications to
be used as an input in the 3
Selection, Acquisition and
204
Operation Phases of Construction
Equipment Management
3 Understand Technologies
employed in Construction
Equipment; such as Engines,
Drive trains, Hydraulics,
Undercarriage, G.E.T, Work
Tools, etc. to be used as an input 3
in the Selection, Operation,
Maintenance and Replacement
Phases of Construction
Equipment Management
4 Understand System Operations of
different Construction Equipment
such as Loaders, Motor Graders,
Dozers, Excavators, Scrapers,
Trucks, etc. to be used as an input 3
in the Selection and mainly
Maintenance Phases of
Construction Equipment
Management
5 Recognize Guidelines to
Maintenance Management of
Construction Equipment to be
used as an input in the Selection
and mainly Maintenance & 3
Replacement Phases of
Construction Equipment
Management
Text Book Scharama, S.C.: Construction Equipment & Management
References Courtesy of Caterpillar Media Logistics
Nichols, Herbert. L: Moving the Earth
Gransberg, Douglas. D: Construction Equipment Management
5.40.2. Courses Syllabus: Motor Vehicle Engineering (MEng 5412)

3 Course Title Motor Vehicle Engineering
5 ECTS 5
10 Module Introduction; Pneumatic tires and wheel; tire dynamics; Vehicle stability; Vehicle road
description performance; Power train; Braking system; Steering system; Suspension systems .
11 Prerequisite IC Engines and Reciprocating Machines
12 Learning Upon completion of the course, students will:
Outcome Understand the operating principles, theory and construction of motor vehicles and their
systems.
Determine vehicle static and dynamic loads
205
Analyze vehicle dynamics
Determine the power and torque need of the vehicle
Analyze vehicle‘s acceleration and braking performance
Have sufficient knowledge on current trends on vehicle power sources
Design main vehicles systems and subsystems.
13 Module Content
Lecture Tutorial Laboratory Self-
Study
Introduction to Motor Vehicles 2 - - -
Vehicle static and dynamic loads 4 - - 1
Vehicle aerodynamics 4 - - 2
Tire dynamics 4 - - 2
Vehicle Vertical, Longitudinal, and Lateral 6 2 - 2
dynamics
Acceleration and Braking Performance 3 1 - 1
Current alternate power sources for motor vehicles 2 1 - 1
Vehicle Power train system 8 4 1 2
Vehicle Steering system 4 2 1 1
Vehicle Brake system 6 2 1 2
Vehicle Suspension system 4 2 1 1
15 Tools and resources Books, power points, videos, real objects, models.
Instructor Gives lecture, guides and moderates the students in visualizing the components and system
operations by the help of models and real objects.
Students Students will participate in lecture and participate actively in the class by asking and
answering questions. During lab hours, students are expected to demonstrate the operation
and construction of vehicle systems on real objects and models.
Assignments 15
Quizzes 10
17
Laboratory report 5
Grading system
206
19 Mapping of the
to the Program 1 2 3 4 5 6 7 8 9
Learning
1 Understand the operating principles,
Outcome
theory and construction of motor 3
vehicles and their systems.
2 Determine vehicle static and
dynamic loads 3
3 Analyze vehicle dynamics
3
4 Determine the power and torque
need of the vehicle 3
5 Analyze vehicle‘s acceleration and
braking performance 3
6 Have sufficient knowledge on
current trends on vehicle power
2
sources
7 Design main vehicles systems and
subsystems 2 3
Text Book
References Wong, J.Y., ―Theory of Ground Vehicles,‖ 3rd Edition John Wiley and Sons, Inc.,
New York 2001.
Kirpal Singh, Dr., ―Automobile Engineering,‖ 9th Edition Standard Publishers
Distributors, Delhi, 2003
H. Heisler, ―Advanced Vehicle Technology‖, 2nd Edition, Oxford, UK, 2002
Julian Happian-Smith, ―An Introduction to Modern Vehicle Design‘, Butterworth-
Heinemann, Oxford UK, 2002
T.K. GARRETT, K. NEWTON, W. STEEDS ―The Motor Vehicle‖, 13th Edition,
Oxford UK, 2001
Richard Stone and Jeffrey K. Ball, ―Automotive Engineering Fundamentals‖, SAE
International, Warrendale, PA,USA, 2004
Giancarlo Genta and Lorenzo Morello, ―The Automotive Chassis‖ Vol. 1:
Components Design, Springer Science + Business Media B.V., 2009
BOSCH ―Automotive Handbook‖, BOSCH GmbH, 2002.
Jack Erjavec, ―AUTOMOTIVE TECHNOLOGY: A Systems Approach‖, 5th
Edition, Delmar, New York, USA, 2009
207
5.41. Module 42: Motor Vehicle Eng’g Elective III
Module Name Motor Vehicle Eng‘g Elective III
Module Number 42
Module Description
MEng5421 Automotive Maintenance 5
5.41.1. Courses Syllabus: Automotive Maintenance (MEng5451)

3 Course Title Automotive Maintenance
5 ECTS 5
6 Contact hours 2 lecture, 3 lab, 5 Home study (HS)
10 Module Preventive maintenance program and cycle of light duty, heavy duty vehicles and heavy
description equipment; Inspection instruction of each PM programs; PM planning of vehicle fleet;
Condition monitoring instruments and equipment; Parts and lubricant requirement
planning; Motor vehicle; Practice on inspection and adjustment.
11 Prerequisite Motor Vehicle Engineering
12 Learning Upon completion of the course, students will be able to:
Outcome Determine Preventive maintenance program and cycle vehicles
Plan Preventive Maintenance of vehicle fleet
Use Condition monitoring instruments and equipment
Determine Parts and lubricant requirement of fleet
Understand how the vehicle maintenance can be supported by current technology
(software)
Understand vehicle On Board Diagnostic (OBD) systems
Acquainted with maintenance of motor vehicles having the necessary skill and
knowledge.
13 Module Content
Preventive maintenance program and 2 - - 2
cycle of light duty, heavy duty vehicles
and heavy equipment;
Inspection instruction of Preventive 2 4 - 3
Maintenance programs
Preventive Maintenance planning of 2 6 - 4
vehicle fleet
208
Condition monitoring instruments and 2 - 2 -
equipment
Parts and lubricant requirement 2 - 2 -
planning
IT supported vehicle Maintenance 2 - 4 6
Vehicle trouble shooting stages 2 - 2 -
Vehicle‘s systems Inspection 2 - 2 -
On Board Diagnostic (OBD) system 2 2 2 1
Practice on inspection and adjustment 2 - 18 -
of vehicle systems
15 Tools and resources Books, power points, videos, real objects, models.
Instructor Gives lecture, guides and moderates the students in visualizing the components, system
operation by the help of models and real objects, show how to inspect and repair systems
and components of automobiles.
Students Students will participate in lecture and participate actively in the class by asking and
answering questions. During lab hours, students are expected to actively participate in
maintenance activities in the workshops.
Assignments 10
Quizzes 10
17
Laboratory report and practical Exam 20
Grading system
19 Mapping of the
course/module
to the Program
1 2 3 4 5 6 7 8 9
Learning
Outcomes 1 Preventive maintenance program
and cycle of light duty, heavy
duty vehicles and heavy 3
equipment;
2 Inspection instruction of
Preventive Maintenance
programs 3
3 Preventive Maintenance planning
of vehicle fleet 2
4 Condition monitoring
instruments and equipment
2
5 Parts and lubricant requirement
planning
2
209
6 IT supported vehicle
Maintenance
2
7 Vehicle trouble shooting stages
2
8 Vehicle‘s systems Inspection
2
9 On Board Diagnostic (OBD)
system
3
10 Practice on inspection and
adjustment of vehicle systems
2
Text Book
References P.P.J. Read and V.C. Reid ―Motor Vehicle Technology for Mechanics‖, Macmillan
Education Ltd., 2000, Malaysia.
Kirpal Singh, Dr., ―Automobile Engineering,‖ Standard Publishers Distributors,
Delhi, 2003 9th Edition
H. Heisler, ―Advanced Vehicle Technology‖, 2nd Edition, Oxford, UK, 2002
Allan Bonnick and Derek Newbold, ‗A Practical Approach to Motor Vehicle
Engineering and Maintenance‖ , Third Edition, Elsevier Ltd. 2011
Tom Denton, ―Advanced Automotive Fault Diagnosis‖, 2nd edition, Elsevier Ltd,
Oxford, UK, 2006
210
5.42. Module 43: Railway Eng’g Electives I
Module Name Railway Eng‘g Electives I
Module Number 43
Module Description
MEng5431 Fundamentals of Railway Systems Eng‘g 5
5.42.1. Courses Syllabus: Fundamentals of Railway Systems Eng’g

(MEng5431)
211
5.43. Module 44: Railway Eng’g Electives II
Module Name Railway Eng‘g Electives II
Module Number 44
Module Description
MEng5442 Rail Vehicle Design 5
5.43.1. Course Syllabus: Rail Vehicle Design (MEng5442)

Course Title: Rail Vehicle Design
Course Number: MEng 5472
Instructors: Ato Tollossa D.
Course Objectives:
The aim of this subject is to give the students wide knowledge about design and
principles of operating and maintenance of the rolling stock, which is useful to the engineer
experience.
Course Outline:
1. Introduction
2. Running gear (bogie) design
3. Buffer and couplers design
4. Brake design
5. Pantograph design
6. Railway dynamics
7. Passenger rolling stock design
8. Freight wagon design
9. Rail vehicle maintenance and manufacturing considerations
Evaluation:
 Assignments 15%,
 Mid 35%,
 Examination 50%.
References:
1. Trevor J.Booth , Locomotive and Rolling Stock Construction, Silver link, 1995
2. Cecil B.smith, Railway Engineering, Nabu Press, 2010
3. ASME-Rail Transport Division, Railway Mechanical Engineering: a century of
progress: car and locomotive design, ASME 1979
4. Steve Barry, Railroad Rolling Stock, Voyageur Press, 2006
5. Paul V. Ambrose, Motive Power and Rolling Stock, Greenberg publishing 1996
212
5.44. Modules: New Courses
5.44.1. Course Syllabus: Social Anthropology (Anth101)

Course Information
Course Name: Anthropology of Ethiopian Societies and Cultures
Course Code: Anth101
Credit Hours: 2Cr. Hrs. (3 ECTS)
I. Course Description:
This course is designed to introduce the anthropology of Ethiopian societies and
cultures to first year students' of Higher Learning Institutions (HLIs). It covers basic
concepts of anthropology such as culture, society and humanity. It also discusses themes
including unity and diversity; kinship, marriage and family; indigenous knowledge systems
and local governance, identity, multiculturalism, conflict, conflict resolution and
peacemaking system; intra and inter-ethnic relations of Ethiopian peoples. In addition, the
course explores culture areas of Ethiopia such as plough culture, enset culture and
pastoralism. The course further covers marginalized minority and vulnerable groups in
terms of age, gender, occupation and ethnicity by taking ethnographic case studies into
account and discuss ways of inclusive growth.
II. Course Objectives
Intended Learning Outcome:
Up on the successful completion of the course, students will be able to:
 Develop an understanding of the nature of anthropology and its broader scope in
making sense of humanity in a global perspective;
 Understand the cultural and biological diversity of humanity and unity in diversity
across
the world and in Ethiopia;
 Analyze the problems of ethnocentrism against the backdrop of cultural relativism;
 Realize the socially constructed nature of identities & social categories such as
gender,
ethnicity, race and sexuality;
 Explore the various peoples and cultures of Ethiopia;
 Understand the social, cultural, political, religious& economic life of different
ethnolinguistic & cultural groups of Ethiopia;
 Understand different forms marginalization and develop skills inclusiveness;
 Appreciate the customary systems of governance and conflict resolution institutions
of
the various peoples of Ethiopia;
 Know about values, norms and cultural practices that maintain society together;
 Recognize the culture area of peoples of Ethiopia and the forms of interaction
213
developed over time among themselves; and
 Develop broader views and skills to deal with people from a wide variety of
socioeconomic and cultural backgrounds.
III. Course Contents:
Chapter One
1. Introducing Anthropology and its Subjects
1.1. What is anthropology – a Mirror for Humanity?
 Sketching the subject matter, scope and concerns of anthropology

 Anthropological imagination: asking questions and seeing the world
anthropologically.
o Q - What does it mean by using the anthropological lens when looking
at
the world?
 Defining Features of Anthropology- holism, relativism & comparative
perspectives
 Methods of Research in anthropology: ethnography & ethnographic methods
1.2. Sub-fields of Anthropology: Four Mirrors for Understanding Humanity

1.3. The relation between anthropology and other disciplines
Chapter Two
2. Human Culture and Ties that Connect
2.1. Conceptualizing Culture: What Culture Is and What Culture Isn‘t?
2.2. Characteristics features of culture: what differentiates culture from other
traditions?
2.3. Aspects of Culture –Material & Non-material (values, beliefs & norms)
2.4. Levels of culture: universality, generality and particularity (cultural diversity)
2.5. Ethnocentrism, Cultural relativism, and human rights
Discussion- Debating cultural relativism: Human rights law and the demonization of
culture and anthropology along the way
2.6. Cultural Change: what is cultural change?
 Cultural Diffusion versus Cultural Assimilation

 Innovation
Discussion - Contesting culture as sharply bounded versus unbounded ‗cultural

flows‘or as ‗fields of discourse‘ in the context of globalization.
2.7. Ties that Connect: Marriage, Family and Kinship
 Marriage -rules, functions and forms of Marriage

 Family -types and functions of Family
214
Q. How families and marriage differ in different societies?
 Kinship System -types of kin groups and rules of descent

 Kinship and Gender Across Cultures
 Sex and Gender: Mapping differences in cross cultural perspective
 Gender –as power relations
2.8. Cultural practices, norms and values that maintain society together
Chapter Three
3. Human Diversity, Culture Areas, and Contact in Ethiopia
3.1. Human Beings & Being Human: What it is to be human? –(a bio-cultural animal?)
3.2. Origin of the Modern Human Species: Homo sapiens sapiens (that‘s you!)
 Religious, biological & evolutionary (paleo-anthropological) explanations
3.3. The Kinds of Humanity: human physical variation

Q. Why isn‘t everyone the same?
Q. Why do people worldwide have differences in their phenotypic attributes?
3.4. Human Races: the history of racial typing
The Grand Illusion: Race, turns out, is arbitrary
 Q. What can we say for sure about human races?
3.5. Why is Everyone Different? Human Cultural Diversity - anthropological
explanations
 Q. Why don‘t others do things the way we/I do?
3.6. Culture areas and cultural contacts in Ethiopia
3.6.1.1. Plough culture area
3.6.1.2. Enset culture area
3.6.1.3. Pastoral societies culture area
3.6.1.4. Historical and social interactions between culture areas
Chapter Four
4. Marginalized, Minorities, and Vulnerable Groups
4.1. Gender based marginalization
4.2. Occupational cast groups
4.3. Age based vulnerability (children and old age issues)
4.4. Religious and ethnic minorities
4.5. Human right approaches and inclusive growth, anthropological perspectives
Chapter Five
5. Theories of inter-ethnic relations and multiculturalism in Ethiopia
5.1. The Scales of Human Identity: Who am I?- Understanding ‗self‘ & ‗other‘
 Q- What are the ways we tell for others who we are?
5.2. Ethnicity and Race: What‘s in a name?
5.3. Ethnic Groups & Ethnic Identity
215
 Q. What is the basis of one‘s ethnic identity?
 Q. Is ethnicity a fundamental aspect of human nature & self-consciousness, essentially
unchanging and unchangeable identity? Or
 Q. Is it, to whatever extent, socially constructed, strategically or tactically
manipulable, and capable of change at both the individual and collective levels?
5.4. Race –the social construction of racial identity
 Q. Do the claims of some people/groups about superior & inferior racial
groups have any scientific validity?
5.5. Primordialism; Instrumentalism; Social constructivism
5.6. Debates on inter-ethnic relations and identities
Chapter Six
6. Customary and local governance systems and peace making
6.1. Indigenous knowledge systems and local governance
6.2. Intra and inter-ethnic conflict resolution institutions
Ethnographic cases: commonalities and shared practices (e.g., Oromo and Somali,
Afar and Tigray; Gedeo and Oromo; Guraghe and Siltie; Amara and Tigray)
6.3. Customary/Local governance systems
Ethnographic cases: Oromo Geda; Somali-Gurti; Gamo, Gofa, Wolayita-Woga;
Guraghe-Sera
6.4. Legal pluralism: interrelations between customary, religious and state legal
systems
 Students Work Load:
ECTS 3 CP
Continuous
Student Tutorial, class Assessments (test,
Private
Work Lecture discussions & term paper, home taken Total
Study
Load presentations exam/case studies &
final exam)
48
22 hrs 2 hrs 28 hrs 100 hrs
hrs
 Course Requirements: (Classroom, resources, and other inputs required to deliver
the course will be listed)
 Grading Policy: (Legislation of the concerned university will be adopted by
departments/schools handling the common course across the country)
 Assessment and Evaluation Criteria:
Based on the progressive understandings of the course, students will be evaluated
continuously through both non-graded assignments/activities, like (reading assignments)
and graded assignments/activities and assessments including class discussion &
participation, Test, Term Paper & presentation, Home Taken Exam/case studies and Final
Exam.
V. Suggested readings:
216
1. Asmarom Legesse (2006). Oromo Democracy: an Indigenous African Political
System. The Red Sea Press, Inc.
2. Cameron, M. Smith and Evan T. Davies (2008). Anthropology for Dummies. Wiley
Publishing, Inc., Indianapolis, Indiana.
3. Clifored Geertz . (1973). The Interpretation of Cultures. A division of Harper Collins
Publishers.
4. Donald Donham . (1986). Marxist Modern. The Ethnographic History of Marxist
Ethiopia.
5. Donald N. Levine. (1974). Greater Ethiopia: The Evolution of A Multiethnic
Society. Chicago & London., University of Chicago.
6. Dunif-Hattis and Howard C. (1992). Anthropology: Understanding Human
Adaptation. New York: Harper Collins, Inc.
7. Eriksen, T. H. (2001). Small Places, larger Issues: An introduction to social and
cultural anthropology. London: Pluto Press.
8. Eriksen, T. H. (2004). What is anthropology? London: Pluto Press.
9. Eriksen, T. Hylland. (2002). Ethnicity and Nationalism. London; Pluto Press.
10. Eriksen, T.H. and Nielsen, F.S. (2001). A History of Anthropology. London: Pluto
Press.
11. Hallpike, Christopher R. (1972). The Konso of Ethiopia: A Study of the Value of a
Cushitic People. Oxford: Clarendon Press.
12. Hamer, John. (1970). The Sidama Generational Class Cycles: A Political
Geronotocracy. Africa 40,I (Jan,1970): 50-70.
13. Haviland, WA, (1999).Cultural Anthropology (9th ed.). Fort Worth: Harcourt and
Brace College Pub.
14. Kottak, C. P. (2004) – Anthropology: the Exploration of Human Diversity (10th
ed.).
McGraw Hill, New York.
15. Lavenda, R. and Emily S. (2015). Anthropology. What Does It Mean to Be
Human?.
(3rded.). Oxford. Oxford University Press.
16. Pankhurst. R.(2001). Historic Images of Ethiopia. Shamans Books. Addis Ababa,
Ethiopia.
17. Richard Jenkins. (2006). Rethinking Ethnicity. London Sage Publication.
18. Rosman, A., Rubel, P.G. and Weisgrau, M. (2009). The Tapestry of Culture: an
Introduction to Social Anthropology. Lanham: Rowman and Little field.
19. Scupin and DeCorse (1988). Anthropology: A Global Perspective (2nd ed.). New
Jersey: Prentice Hall.
20. Shack, William S. (1966). The Gurage: A People of the Enset Culture. London:
Oxford University Press.
21. Triulzi et al. (2002). Remapping Ethiopia Easer African Studies:. Addis Ababa:
AAU
217
5.44.2. Course Syllabus for General Physics (Phys 1011)
Course Title General Physics
Course Credits Credit Hours: 3 = (2 + 1) ECTS: 5
Code Phys 1011
Target Students’
Natural Science Target Year 1st Year
Major
Capacity
Prerequisite(s) for
None (Maximum
enrollment
Number)
Week,
Instructor Office Hour: [Start time] –
[End time]
Mobile E-Mail:
TA Name E-Mail:
By the end of this course the
student will able to:
 Develop knowledge and skills in
basic measurement and uncertainty.
 Understand the basic concepts of
physics and the relations between
them (Laws).
 Describe and explain natural
Course Goal
phenomena using the basic concepts
(Learning outcome)
and laws.
 Apply the basic concepts and laws to
practical situations.
 Develop the algebraic skills needed
to solve theoretical and practical
problems.
 Appreciate the applicability of
physics to a wide range of disciplines.
Course Description This algebra based course provides
science students with the basic
concepts of physics that
enable them to understand describe
and explain natural phenomena.
Emphasis is laid on
general principles and fundamental
concepts in measurements, mechanical
and thermal
interactions, fluid mechanics,
electromagnetism, oscillations and
waves with applications of
physics in various fields of science.
The course is organized into 7
218
chapters. The chapters on mechanics
introduces the principles
and laws governing the motion of
objects and the interaction between
them as well as
conservation laws. The chapter on
heat and temperature discusses the
interaction between
systems through energy transfer and
describes some basic thermal
properties of such
systems. The chapters on oscillations,
waves and optics provide basic
concepts of periodic
motions, how waves transfer energy
from one place to the other, and use
the concepts of
light rays to explain image formation
by mirrors and lenses.
Electromagnetism and electronics
introduces the basic electric and
magnetic phenomena using the
concept of field
and treats elementary concepts of
semiconductors. Cross-cutting
applications of physics
explain the roles of physics in
Agriculture, Industries, Medicine,
Archeology, Power
Generation, Earth and Space Sciences.
Students must attend
Attendance and Class above 80% of the
Grade Distribution
Participation lecture classes and 100% of
Lab/Demonstration.
Demonstration/Lab work 15%
Quizzes/Assignments 5%
Department academic
Mid Exam 30% council will
decide on missed Mid Exams.
Final Exam 50%
Neither late assignments
nor late projects are
allowed
Lecture, Tutorial, Seminar
Teaching Methods /Demonstration …
2. Lesson Sequence Plan
Chapter Title Detailed Content Week
219
 Physical Quantities and Units of
Measurement
Preliminaries (2  Uncertainty in Measurement and
1 1
hrs) Significant Digits
 Vectors: composition and resolution
 Unit Vectors
 Kinematics in One and Two Dimensions
(4 hrs)
o Displacement, Velocity and Acceleration in
1D and 2D
o Motion with Constant Acceleration
o Free Fall Motion
o Projectile motion
 Particle Dynamics and Planetary Motion
(6hrs)
o The Concept of Force as a Measure of
Interaction
Kinematics and o Types of forces
Dynamics of o Newton‘s Laws of Motion and Applications
2 o Circular Motion 2-5
Particle (13
Hrs) o Newton‘s Law of Universal Gravitation and
Examples
o Kepler‘s laws, satellites motion and
weightlessness
 Work, Energy and Linear Momentum (3
hrs)
o Work and Energy
o Linear Momentum
o Conservation of Energy and Linear
Momentum / Collisions
o Power
o The Concept of Center of Mass
 Properties of Bulk Matter /Stress, Strain/
Fluids Mechanics  Density and Pressure in Static Fluids
3 6-7
(4 hrs)  Buoyant Forces, Archimedes‘ principle
 Moving Fluids and Bernoulli‘s Equation
Mid
8
Exam
 The Concept of Temperature: Zeroth Law
of Thermodynamics
 The Concept Heat and Work
Heat and
 Specific Heat and Latent Heat
4 Thermodynamics 9-10
 Heat Transfer Mechanism
(5Hr)
 Thermal Expansion
 Energy Conservation: First Law of
Thermodynamics
220
 Simple Harmonic Motion
 The Simple Pendulum
Oscillations, Waves
 Wave and Its Characteristics
5 and 10-12
 Resonance
Optics (5 hrs)
 Doppler Effect
 Image formation by thin lenses and mirrors
 Coulomb‘s Law and Electric Fields
 Electric Potential
 Current, Resistance and Ohm‘s Law
 Electrical Power
Electromagnetism
 Equivalent Resistance and Kirchhoff‘s Law
6 and 12-13
 Magnetic Field and Magnetic Flux
Electronics (6 hrs)
 Electromagnetic Induction
 Insulators, Conductors, Semiconductors
 Diodes / Characteristics Curve
 Transistors
 Application in Agriculture
o Energy balance concept, energy balance in
soils, moisture
content, soil densities, soil moisture
characteristics,
 Physics and Industries
o Principle of Motor and generator
 Physics in Health Sciences and Medical
Imaging
Cross Cutting o Radiation and its biological effect, x-ray,
7 Applications of MRI, Ultrasound 14
Physics (4 hrs)  Physics and Archeology
o Radioactive Dating
 Application in Earth and Space Sciences
o Geothermal Energy, Seismometer, Radio and
TV
communications
 Application in Power Generation
o Solar and Wind Energy, Nuclear Power
Plants,
Hydroelectric power
Final
15-16
Exam
3. References
o Serway, R. A. and Vuille, C., 2018, College Physics, 11th ed., Cengage Learning,
Boston, USA
o University Physics with Modern Physics by Young, freedman and Lewis Ford
o Physics for Scientists and Engineers with Modern Physics by Douglas C. Giancoli
o Fundamentals of physics by David Halliday, Robert Resnick and Gearl Walker
221
o College Physics by Hugh D. Young Sears Zemansky, 9th edition
o Herman Cember and Thomas A. Johnson, Introduction to Health Physics, 4th ed.,
(2008).
o William R. Hendee and E. Russell Ritenour, Medical Imaging Physics, 4th ed., (2002).
o Tayal D.C. Basic Electronics. 2nd ed. Himalaya Publishing House Mumbai, (1998).
o Theraja B.L., R.S. Sedha. Principles of Electronic Devices and Circuits, S.Chand
and Company Ltd, New Delhi, (2004).
o Introduction to Space Physics, M. G. Kivelson and C. T. Russell, Cambridge University
Press, 1995.
o Stacey, Frank D.: Physics of the earth. 2nd Ed.,Wiley, 1977.
 https://sites.google.com/site/apphysics1online/home
 https://phys.libretexts.org/
222
5.44.3. Inclusion in Education and Development: A course for Higher Education
Course Title: Inclusion in Education and Development
Course code: SNIE1012
Credit hours: 2
Contact hours: 48 Hours
Introduction
Development efforts of any organization need to include and benefit people with
disabilities through providing education, creating employability, promoting prosperity,
reducing poverty and enhancing stability. Unfortunately, this has not been the practice for
the majority of people with disabilities due to unfavorable attitude, negligence and
exclusion from all development endeavors. It is obvious that people with disabilities are the
large stand most disadvantaged minority in the world. They are about 15 percent of the
global population (about one billion people), and 17.6 million in Ethiopia, with most
extended families
including someone with a disability (World Health Organization and World Bank and
2011). Exclusion practices of this large number of persons with disabilities in Ethiopia
seem undermines their potential/ability to contribute to poverty reduction and economic
growth within their household, their community and the country. It is clear that it is not
impairment, but, the exclusion practices that has contributed for poverty aggravation for
persons with disabilities. Exclusion practices of persons with disabilities have a long
history, affecting the life of people with disabilities and the society at large. In the past and
even today people have been discriminated due to their disabilities. Inclusions promote
effective developments through full participation of all members of a population and
people with disabilities, where both are agents of development and beneficiaries. Through
identifying and removing barriers, people with disabilities participate and benefit from the
developments. Genuine inclusion of people with disabilities allow them actively participate
in development processes and eliminate dependence syndrome, leads to broader benefits
for families and communities, reduces the impacts of poverty, and positively contributes to
a country‘s economic growth. All stages of development processes of any organization
should be inclusive through creating equal access to education, health care services, work
and employment, social protection and all development center of human being.
Course Description
Special needs education refers to people with divers‘ disabilities, gifted and talented,
and divers‘ population being at risk of education and development. As per the institutional
reform that is focusing on enhancing development for all population, the field of inclusive
education is taking center stage in institutional planning and improvement. This course
introduces the process of achieving inclusion with all appropriate accessibility and
established support system at institutional level. In this course, the higher education
students will learn how to assess, understand and address the needs of persons with
disabilities and provide relevant support or seek extra support form experts. He/she also
learns how to adapt and implementing services for an inclusive environment that aimed to
develop holistic development such as affective, cognitive and psychosocial skills of the
population with disabilities. Identification and removal/management of environmental
barriers would find a crucial place in the course. The students learn how to give more
attention and support for students with; hearing impairments, visual impairment, deaf-
Blind, autism, physical and health impairments, intellectually challenged, emotional and
223
behavior disorders, learning difficulty, communication disorders, gifted and talented
student, and those at risk due to different reason (population who are environmentally and
culturally deprived, abused, torched, abandoned, and orphaned and vulnerable..etc). All
University students will be given the chance to study the specific developmental
characteristics of each group of students with disabilities and come up with appropriate
intervention strategies in inclusive settings of their respective professional environment and
any development settings where all citizens are equally benefited.
4. Learning outcome of the course

The goal of this course is to provide the tools and strategies that help to create a
convenient environment that accommodates population with divers‘ disabilities and
potential. This course encourages exploring the benefits of collaborating with colleagues to
design and implement inclusion an all sphere of life. It also guides the discovery of ways to
modify environment as well as services and practices to meet the needs of all persons with
disabilities in inclusive environment. As a result of reviewing various reading materials,
completing the assignments, engaging in related discussions, and strongly workings on
activities, towards the completion of the course, the University students of all fields in
Ethiopia will be able to:
1. Aware the needs of people with special needs, their potential and include all aspects
of developmental needs
2. Identify population with special needs, their potentials and the learning and working
styles of all population with special needs in their environment.
3. Demonstrate desirable attitude towards all population with special needs in their
learning, working and living environment
4. Apply various assessment strategies for evidence-based planning to meet their needs
5. Attempt to adapt environments they are working and living in according to the need
and potential of the population with special needs
6. Develop an accommodative and inclusive attitude help to think for the wellbeing and
development of population with special needs.
7. Identify and select appropriate support and services method that addresses the life
needs of population with special needs individually and on group bases
8. Collaborate with experts and relevant others for the life success of all persons with
disabilities in all environments.
9. Create and maintain successful inclusive environment
Detailed Syllabus components
Unit 1. Understanding students with diverse needs/special needs
Time allotted: 10 contact hours
1.1. Unit objectives
At the end of completing this unit, the students will be able to:
1. Brief historical trends of special needs population and their holistic development
2. Describe the effect of negative attitude on educational and life success of people
224
with special needs
3. Describe the nature of difficulties, preventable causes, identification, and

assessment, of students with various impairments that affect their daily learning.
4. Identify students with special needs whose daily life and functioning is challenged
and those students who are at risk.
5. Describe the need and characteristics of gifted and talented population
6. Depict the condition of student at risk because of different reasons

(environmentally, culturally and linguistically deprived, abused, torched,
abandoned, and orphaned and vulnerable student) who need special attention in
educational setting.
1.2. Unit Contents and sub contents
1. Overview of students with various special needs; sensory, physical, below

average intelligence, emotional and behavioral challenges, learning
difficulties, communication difficulties, gifted and talented, students at risk,
their developmental characteristics and preventable causes.
2. Theoretical models such as the right model, medical model and social model
of special needs and its relevance.
3. Educational of students with various special needs.
4. Attitudinal barriers and means to enhance awareness among the community

members and political leaders.
5. The relationship between Poverty and Disability
6. Planning effective development of population with special needs in

inclusive settings
1.3. General Approach/Methods/Strategies
This section is flexible to involve the instructor‘s creativity in identifying selecting and
adapting the instructional method to the context of the learner. Some general approaches
are listed below. The instructor can select among this and add his own that he/she feels
appropriate
1. Interactive lectures
2. Collaborative learning
3. Independent/self-learning
4. Institutional/school visits and practicum
5. Individual and group assignments and presentation
225
6. Seminars
7. Expert consultancy
8. Group participation
9. Guest practitioners
10. Others…
1.4. Detailed activities
1.4.1. Students’ Activities
2. Reading the materials delineated for this purpose
3. Discus and/or report the diversities of learners in the classroom and report
4. Conduct mini case studies of students with divers needs
5. Visit schools that integrate students with special needs and report the teaching and
learning experience at school.
6. Find out gifted and talented students and gather facts on the teaching and learning
experience at school.
7. Find out evidence the effective instructional approach from existing experience and
literature.
1.4.2. Instructors Activities

1. Facilitate students learning by posing questions and guiding their activities
2. Provide some examples of students with special needs and their success.
3. Provide group case study questions
4. Support learners in all aspects in relation to their learning
5. Facilitate dialogue among learners to find out effective instructional approach
that address divers learning needs.
1.5. Assessment Strategies and Techniques
1. Recording attendance
2. Recording group and individual participation
3. Visit reports and presentation
4. Assignment (individual and group)
5. Test at the end of the unit
Unit 2. Understanding Inclusion
Time allotted: 8 hours
2.1. Unit Objectives
Upon accomplishing this unit, the teacher candidates will be able to perform the following
activities.
1. Organize and implement inclusion for people with varying special needs
2. Demonstrate understanding of the principles of an inclusive environment, the rationale
226
for inclusion, and its effect on education, and development.
3. Define terms associated with inclusion and its practices
4. Recognize what an inclusive environment looks and sounds like
5. Respect rights of students with special needs along with the disability convention ratified
by the Ethiopian Government
6. Identify the benefits and challenges of inclusion
7. Modify environment to meaningfully accommodate population with special needs in all
environments
1. Definition of inclusive environment and the support system
2. Elements of Inclusive environment
3. Characteristics of inclusive environment
4. Special needs population‘s right in the inclusive environment
5. Benefits and Challenges of Inclusion
6. Strategies in addressing individual needs.
7. Policies, legislations, strategies, legal framework and other related

documents.

appropriate.
2. Group task
3. Collaborative/cooperative learning
5. Institutional visits and practicum
7. Seminars
9. other…
1. Discuss; define what inclusive environment and the support system for population with
divers needs
2. Discus and list elements and characteristics of inclusive environment
3. List special populations‘ right to development and discuss how to implement Inclusive
environment
4. Explore the benefits and challenges of inclusion, individually and in-group
2. Create participatory learning classroom.
227
3. Provide activity guide for the students
4. Encourage all students to work on the activities in cooperative manner
5. Provide special support for those with difficulties or special needs
6. Provide feedback on the students various activities
7. Stabilize the learning by summarizing core points
8. Demonstrate the importance and application of adapted technology
9. Introduce Web sites devoted to technology use in the inclusive classroom.
10. Introduce software and multimedia applications.
3. Recording the product f students
5. Assignment and visit reports
Unit 3: Identification of population with special needs
3.1 Unit objectives

. Upon completing this unit, the students will be able to:
1. Learn and engage in developing identification tools that would be applicable

in the environment
2. Identify different needs among population with special needs and use various
strategies that support their developmental needs.
9
3. Demonstrate the process of identifying students who need special support and
the options available for serving these students‘ educational needs
1. Development of checklists for identification of various difficulties.
2. Procedure of identification
3. Identifying learners needs, potentials and difficulties in learning
appropriate.
2. Group activities.
7. Seminars
9. Others…
1. Read materials on how to identifying learning styles of learns, from
literature and experiences.
228
2. Discuss how to identify various support strategies
3. Discus on various instruments on how to identify students need, potentials
and difficulties
4. Develop identification checklist for specific difficulty.
4. Provide special support for those with who need it
5. Assignment
6. Portfolio
Unit 4. Assessment in special needs
At the end of this unit, the students will be able to:
1. Adapt assessments for students with special needs
2. Understand potential challenges of using standard assessment tools to
measure the progress of students with special needs
3. Modify and create assessments that accurately evaluate the skills and
progress of all students, including those with special needs
4. Use ongoing as well as summative assessments
5. Use portfolios to assess ethically and appropriately what each student
knows and able to do in inclusive classroom.
6. Design an assessment that addresses an equity issue
7. Assess, design and decide the most appropriate educational programming for
student/youth with sensory impairments, physical and health impairments, intellectually
challenged, emotional and behavior disorders, learning difficulty, communication
disorders, and students at risk and gifted and talented students.
8. Assess and design on elimination of social and environmental barriers that would
facilitate inclusive education
1. Strategy and procedure to develop assessment instrument.
2. Relevant components of assessment instrument.
3. Progressive assessments
4. Portfolios
5. Implication of assessment
appropriate.
1. Assignment
229
2. Group and individual presentations
7. Seminars
9. Others….
1. Identify and discus some basic assessments techniques for students with special needs
and their challenges
2. Exercise how to assessments progresses of all students
3. Discus how to use portfolios for all students
4. Practice to develop assessment tools
4. Provide special support for those with difficulties or special need
Unit 5: Differentiated services for populations of special
needs
5.1. Unit Objectives
At the end of this unit, the students will be able to involve effectively in the following
activities:
1. Demonstrate understanding of the individualized services plan for population with
special needs as a means of ensuring that these population receive services opportunities
tailored to their needs
2. Describe the purpose of an individualized services plan
3. Identify the components of an individualized services plan
4. Develop strategies for providing remediation to population with special needs
5. Identify applicable technologies and software that will be useful for persons with various
6. Use the internet and other technology tools to enhance services and developments for
populations of persons with various special needs
7. Evaluate technology applications for population with special needs
8. Explain the need for interdisciplinary individualized services plan teams, and describe
the role and responsibility of each team member
9. Develop group intervention and describe its approach

Strategies of mediation to students with special needs
230
1. Content-specific resources for students
2. Instructional technology
3. Individualized service plan
4. Interdisciplinary individualized services plan teams
5. Curriculum enrichment
6. The role and responsibilities of a general education teacher in the
7. Implementation of the individualized services
8. Planning group intervention
appropriate.
2. Group activities
7. Seminars
8. Guest lecture
9. Others…
1. Define what individualized services plan mean
2. Discus the purposes of individualized services plan
3. List the components of individualized services plan
4. Discuss how individualized services plan could be realized in the school
5. Design and present single case individualized services plan .
6. Develop group intervention plan
4. Give assignments
7. Design and present the sample for good individualized services plan and
group educational intervention.
3. Recording the product of the students
5. Assignment
Unit 6. Promoting Positive Behaviors Institution-wide

231
Upon the accomplishing this unit, the Higher education students will be able to perform
the following activities.
1. Implement strategies for managing an inclusive environment effectively
2. Describe behavior management modifications in an inclusive environment
3. Use strategies to increase desirable behaviors while decreasing undesirable
behaviors
4. Develop effective techniques for responding to inappropriate behavior
both in and out of the classroom
5. Build positive social relationships between all populations with special
needs.
6. Demonstrate understanding of the importance of collaboration in an
inclusive environment
1. Behavior management modifications
2. Classroom management for inclusive environment
3. Social relationships and collaboration in an inclusive environment
are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.
6. Seminars
8. Discussion
9. Others….
1. Discuss how to learn ways to create an inclusive community.
2. Explore how to modify the current environment.
3. Discuss techniques for relationship building in the inclusive environment.
2. Encourage interactive approach.
232
Unit 7: Resources for the Inclusive environment
Unit objectives
7.1 At the end of this unit, the students will be able to accomplish the following
tasks:
1. Apply constructivist techniques to create a conducive climate to diverse

populations‘ success.
2. Find out existing resource that enhances success of inclusive environment.
17
3. Make adaptations based on the nature of the disabilities
4. Adapt communication for people with special needs education, such as,
Braille, augmentative communication and Sign Language
1. Modification of environment and materials
2. Adapting learning and working process according to the needs
3. Identifying human material and other resources that help inclusive
environmental activities.
4. Accessing adapted technologies
5. Accessing communication through various means such as Sign Language
are
listed below. The instructor can select among this and add his own that he/she feels
appropriate.
1. Assignment
3. Visits and reporting
8. Seminars
10. Others…
18
1. Review some high school curriculum in group and exercise how to adapt
for learners
2. Adapting instructional techniques and present them in the classroom
1. Facilitate students learning by posing questions and guiding their
activities
3. Encourage all students to work on the activities in cooperative
233
manner
4. Provide special support for those with difficulties and special
needs
Unit 8: Collaborative Partnerships with stakeholders
Unit objectives
8.1.
At the end of this unit the students will be able to:
1. Identify key elements of successful collaboration
2. Describe the benefits and challenges of collaboration for various

stockholders for the success of inclusive education
3. Explain the process of cop-planning, and develop strategies for effective
co-planning and team learning and working
4. Identify characteristics of successful stockholders partnerships,
5. Design and plan strategies for community involvement

1. Collaboration to successfully move towards inclusion
2. Planning Inclusive development in all sectors
3. Implementing inclusive
4. Individualized support as per the law, policies and directives
5. Evaluation and monitoring
appropriate.
6. Seminars
7. Individual and group presentations
9. Others…
234
1. Discuss and sort out key elements of successful team or co teaching.
2. Discus the benefits and challenges of collaboration in the move towards
inclusive education.
3. Identify and list resources for successful inclusion
9. Responsibilities
9.1. General Responsibilities of Instructors
Profile of teacher educator teaching this course must be the right professional in Special
needs education. In the past, it was observed that non-special needs educators used to teach
similar course. In order to produce quality teachers, this course should be offered only by
teacher educator, MEd/or MA or PhD in special needs education. To meet the learning
outcome aforementioned and enhance teachers‘ quality, the special needs teacher educator
will have the following major responsibilities.
1. Advise students on all the aspects of the course
1. Provide the students with the syllabus and other materials well ahead of
the delivery of it
2. Conduct the interactive lectures as per the plan
3. Facilitate students‘ individual assignments, group assignments, field
works, practicum, seminars, presentations, and collaborative learning
4. Periodically assess the students‘ work
5. Provide the students with timely feedbacks on their graded and ungraded
academic works
6. Follow on students‘ progress and communicate to the students
7. Keep student records on the whole work of the students
8. Design and execute students‘ consultation program
9.2. General Responsibilities of Students
This course is designed for would teachers after completion of Bachelor degree in various
fields. For successful completion of this course the teacher candidates would have the
235
following responsibilities
1. Students are expected to actively and fully attend and participate all the in class and
outclass learning activities. Missing a single class will cost students 2 points.
2. Carry out individual assignments, group assignments, field works, and practicum as per
the details and deadlines
3. Students are expected to read given materials before class
4. Students are expected to read selected books and ten articles
5. Actively participate in the planning, organizing and conducting of all the seminars and
presentations
6. Reflect on feedbacks and initiate actions on them
7. Passing the exams successfully
10. General Course Assessment and Evaluation Methods
learning
Dear teacher candidates, for each contents you will complete getting started activities, read
selected materials complete course works and group assignments. Assessment of the
students would be a continuous process. The following scheme of evaluation would be
used:
1. Individual assignments 20% (optional, depending on the class size and
teacher educators teaching load)
2. Group assignment: 20%
3. Overall performance (punctuality, attendance, participation and
collaboration): 10%. This is based on concrete records of punctuality,
attendance and fruitful participation, that is measured by teacher educator
4. Written examination (could be more than one time): 50 to 70%
22
11. References
1. Alemayehu Teklemariam and Temsegen Fereja (2011). Special Need Education in
Ethiopia: Practice of Special Needs Education around the World. Washington: Gallaudet
University Press.
2. Alemayehu Teklemariam (2019). Inclusive Education in Ethiopia: WILEY and
Blackwell: Singapore
3. A Teachers Guide (2001). UNESCO. Inclusive Education and Classroom Practice in
Secondary Education (2004).
4. Berit H. Johanson and Alemayehu Teklemariam (2006). Towards Special Needs
Education as a University Discipline: An Important step on the way to Education for All.
In When All Means All. Hakapaino Oy: Helsinki
5. Tirussew Teferra and Alemayehu Teklemariam (2007). Including the Excluded:
Integrating disability into EFA Fast Track Initiative Process and National
Education Plans in Ethiopia. World Vision
6. MOE (2007). School Improvement Program
7. MOE (2010). Special Needs Program strategies implementation guide.
8. MOE (Ministry of Education). (2006). Special Needs Education Program Strategy.
Addis Ababa
9. Understanding and responding to children‘s need in inclusive classroom (2010).
236
www.european-agency.org
10. ዓ ለማየሁ ትክለማርያም(2009). በመተባበር መማር ፡ - አንድ ለሁሉም፣ ሁሉምለ
አንድ፣ አዲስ አበባ ፡ - ፋር ኢስ ት አ ታሚ
11. ዓ ለማየሁ ትክለማርያም(2011). አ ካ ቶ ትምህርት ለምን ፣ ምን ፣ ለ ነ ማን እን
ዴት፤ አዲስ አበባ ፡ - ፋር ኢስ ት አ ታሚ
Annexes
Instructional Materials and Equipment for Demonstration in the learning and
teaching process
 LCD and/or Smart Board
 E - Chart
 Various magnifying lenses
 Slate and styles
 Perkins Braille writer
 White Cane
 Blind folder
 Tuning fork
 Audiometer
 Hearing aids (various type)
 Sign language books and videos
 Various instructional videos related this unit
 Braille atlases
 Molded plastic, dissected and undissected relief maps
 Relief globs
 Land form model
 Abacus
 Raised clock faces
 Geometric area and volume aids
 Write forms for matched planes and volumes
 Braille rulers
 Raised-line check books
 Signature guide
 Longhand-writing kit
 Script letter – sheets and boards
 Talking calculator
 Closed-circuit television
 Computer software for various students with special needs; for example Jawse for
blind and sign language software for deaf
 And others additional
237
5.44.4. Course Syllabus for Introduction to Emerging Technologies (EmTe 1011)
Course Title Introduction to Emerging Technologies
Credit Hours: 3(2Hr. lecture & 3Hr Lab/Tutorial /Seminar)
Course Credits ECTS: 5
Code EmTe 1011 or EmTe 1012
Target Students’
Target Year 1st Year
Major
Prerequisite(s) for (Maximum
None
enrollment Number) Capacity
Week, [Start
Instructor Office Hour: time] – [End time]
Mobile E-Mail:
TA Name E-Mail:
By the end of this course the student will
able to:
 Identify different emerging technologies
Course Goal  Differentiate different emerging
(Learning technologies
outcome)  Select appropriate technology and tools for
a given task
 Identify necessary inputs for application of
emerging technologies
This course will enable students to
explore current breakthrough technologies in
the areas of
Artificial Intelligence, Internet of Things and
Augmented Reality that have emerged over
Course
the
Description
past few years. Besides helping learners
become literate in emerging technologies, the
course
will prepare them to use technology in their
respective professional preparations.
Students must
attend above 80%
Grade the
Attendance and Class Participation
Distribution lecture classes
100% of
Lab/Demonstration.
Demonstration/Lab
15%
work
Tests/Quiz 15%
Individual
Assignment/Presenta
20% (10)%,
tion
Group(10)%
Exam 50%
Neither late
238
assignments nor late
projects are allowed
Lecture, Tutorial, Seminar
Teaching Methods /Demonstration …
2. Lesson Sequence Plan
Cha W
Title Detailed Content
pter eek
 Evolution of technologies
o Introduction to Industrial revolution
o Historical background (IR 1.0, IR 2.0, IR 3.0)
Introduction to o Fourth industrial revolution (IR 4.0)
1-
1 Emerging  Role of data for Emerging technologies
2
Technologies  Enabling devices and networks for emerging
technologies (programmable devices)
 Human to Machine Interaction
 Future trends in emerging technologies
 Overview for Data Science
o Definition of data and information
o Data types and representation
 Data Value Chain
Introduction to
o Data Acquisition 3-
2 Data
o Data Analysis 4
Science
o Data Curating
o Data Storage
o Data Usage
 Basic concepts of Big data
 Introduction to AI
o What is AI
o History of AI
o Levels of AI
o Types of AI
 Applications of AI
o Agriculture
Artificial 5-
3 o Health
Intelligence(AI) 7
o Business (Emerging market)
o Education
 AI tools and platforms (eg: scratch/object
tracking)
 Sample application with hands on activity
(simulation
based)
 Applications of IOT
o Smart home
Internet of o Smart grid
8-
4 Things o Smart city
10
(IoT) o Wearable devices
o Smart farming
 IOT tools and platforms (eg: KAA IoT
239
/Device
Hive/Zetta/Things Board…)
 Sample application with hands on activity (eg
IOT
based smart farming)
 Introduction to AR
 Virtual reality (VR), Augmented Reality (AR)
vs mixed reality (MR)
Augmented
 Architecture of AR systems. 1
5 Reality
 Application of AR systems (education, 1-12
(AR)
medical, assistance, entertainment) workshop
oriented hands
demo
Ethics and  Technology and ethics
professionalism of  Digital privacy 1
6
emerging  Accountability and trust 3
technologies  Treats and challenges
 Nanotechnology
 Biotechnology
 Blockchain technology
 Cloud and quantum computing
Other emerging  Autonomic computing 1
7
technologies  Computer vision 4-15
 Embed systems
 Cyber security
 Additive manufacturing (3D Printing)
 Etc. …
3. References
 Follett, J. (2014). Designing for Emerging Technologies: UX for Genomics, Robotics,
and the Internet of Things: O'Reilly Media.
 Vong, J., & Song, I. (2014). Emerging Technologies for Emerging Markets: Springer
Singapore.
 Del Rosal, V. (2015). Disruption: Emerging Technologies and the Future of Work.
Emtechub.
 Sadiku, M. N. O. (2019). Emerging Internet-Based Technologies: CRC Press.
 Mohamed Anis Bach Tobji, Rim Jallouli, Yamen Koubaa, Anton Nijholt Digital Economy.
Emerging Technologies and Business Innovation, 2018
 Mahdi H. Miraz, Peter Excell, Andrew Ware, Safeeullah Soomro, Maaruf Ali,
Emerging Technologies in Computing, Lecture Notes of the Institute for Computer Sciences,
Social Informatics and Telecommunications Engineering 200, Springer International
Publishing, 2018.
 Francesco Corea. Artificial Intelligence and Exponential Technologies: Business
Models Evolution and New Investment Opportunities, 2017.
 Laura Igual and Santi Segui, Introduction to Data Science, A Python Approach to Concepts,
Techniques and Applications, Springer International Publishing Switzerland, 2017.
 Laura Igual, Santi Segu, Introduction to Data Science. A Python Approach to Concepts,
Techniques and Applications, Undergraduate Topics in Computer Science, Springer, 2017.
 Oleg Chertov, Tymofiy Mylovanov, Yuriy Kondratenko, Janusz Kacprzyk, Vladik
240
Kreinovich, Vadim Stefanuk , Recent Developments in Data Science and Intelligent Analysis
of Information, 2019
 Carlos Cordon, Pau Garcia-Milà, Teresa Ferreiro Vilarino, Pablo Caballero, Strategy is
Digital: How Companies Can Use Big Data in the Value Chain, 2016
 Wolfgang Ertel, Nathanael T. Black, Introduction to Artificial Intelligence, Springer, 2018
 Stephen Lucci, Danny Kopec, Artificial Intelligence in the 21st Century : A Living
Introduction,Mercury Learning & Information, 2015
 Jan Holler, Vlasios Tsiatsis, Catherine Mulligan, Stefan Avesand, Stamatis Karnouskos and
David Boyle, From Machine To-Machine to the Internet of Things. Introduction to a New
Age of Intelligence, Academic Press, 2014.
 Gaston C. Hillar, Internet of Things with Python: Interact with the world and rapidly
prototype IoT applications using Python, Packt Publishing, 2016.
 Khaled Salah Mohamed, The Era of Internet of Things: Towards a Smart World, Springer,
2019.
 Michael Haller, Mark Billinghurst, Bruce Thomas, Emerging Technologies of Augmented
Reality: Interfaces and Design, 2006.
 Bruno Arnaldi, Pascal Guitton, Guillaume Moreau, Virtual Reality and Augmented Reality:
Myths and Realities, Wiley ISTE, 2018.
 Paul Mealy, Virtual & Augmented Reality for Dummies, 2018.
 Timothy Jung, M. Claudia tom Dieck, Augmented Reality and Virtual Reality: Empowering
Human, Place and Business, 2019
 Jon Peddie, Augmented Reality : Where We Will All Live, Springer International
Publishing, 2017.
 Sandler, Ronald, ed. Ethics and Emerging Technologies. Springer, 2016.
 Sachin Ramar, David Oc‘conner, Artificial Intelligence: How it Changes the Future, 2019
 Federica Lucivero, Ethical Assessments of Emerging Technologies: Appraising the moral
plausibility of technological visions, 2016
 Sabine Roeser, Risk, Technology, and Moral Emotions, 2018
 Sven Ove Hansson, The Ethics of Technology: Methods and Approaches, 2017
Notes:
I. National syllabus supported with centrally prepared online material to be hosted on local
network.
241
5.44.5. Entrepreneurship
Syllabus of the Course: Entrepreneurship
Instructor Instructor’s Name Mobile No.
Contact Meeting Day(s) Meeting Time
Information Building No Floor No.
E-Mail Consultation Hours
Course Lecture Discussion Group Home Assessm Total
Information
with peer & Project and Study/Self ent Number
Instructors Individual Study of Hours
assignment Per
semester
48 30 15 40 25 158
Course is For all Fresh Students
Prearranged
Degree Program B.A/B.Sc/BED/ LLB/& Others
Course Title Entrepreneurship and Business Development
Course Code MGMT 102
Course Status Common
Course is Management Department
Coordinated by
ECTS/Credit 5/3
Hours
Academic Year Semester II

Course This interdisciplinary course is designed to introduce students the meaning
Description and concept of entrepreneurship, creativity, innovation and their manageable
processes that can be applied across careers and work settings. It focuses on
building entrepreneurial attitude and behavior that will lead to creative
solution within community and organizational environments. The Course
topics include the history of entrepreneurship, the role of entrepreneurs in the
globalized economy and the identification of entrepreneurial opportunities.
The development of a business ideas, products and services, marketing
and developing new ventures, the examination of feasibility studies and
the social and ethical implications of entrepreneurship are incorporated.
Besides, issues related to starting and financing a new venture are included.
Finally, managing growth, transition and sustainability of the venture are
considered. And forms of business organizations, legal and regulatory
frameworks of governing the whole system are also encompassed in the
course syllabus.
Pre- No Pre-requisite
requisite
242
Course Upon the completion of this course, students will be able to:
Objectives  Define entrepreneurship within the context of society
 Identify business opportunities
 Prepare business plan
 Distinguish forms of business ownership
 Comprehend intellectual property rights in business practices
 Define basic marketing concepts
 Formulate context-based marketing strategies
 Identify and evaluate sources of financing new ventures
 Manage business growth and transition
Practice ethical business with all stakeholders
Expected The expected learning outcomes of this course are to produce innovative,
Learning creative, entrepreneurial team players, ethical and calculated risk-taking
outcomes students who can run their own businesses efficiently and effectively.
Course As the intension of the course entrepreneurship is preparing University
Competence students for self-employment, the curriculum is designed focusing on changing
the behavior of students. It is designed in such a way that graduates will be
more of ―job creators than job seekers‖. Much should be done on the
behavioral aspects than the technical aspects of entrepreneurship. Students are
expected to develop the basic competencies that successful entrepreneurs
should possess.
Week Topics and subtopics Course Objectives
and Competences to
be acquired
Week 1&2 Chapter 1 1.1. Definition and philosophy  After completing
1.1.1. Historical origin of this chapter,
entrepreneurship 1.2.Type of students will be
Entrepreneurs able to:
1.3. Role within the economy  Define the term
1.4.Entrepreneurial Competence and entrepreneurship
Environment and entrepreneur
1.4.1. Entrepreneurial Mindset  Identify types of
1.4.2. Demographic Factors entrepreneur
1.4.3. Entrepreneurial Environment  Recognize the role
1.5. Entrepreneurship, creativity of
and innovation entrepreneurship in
the economy
 Analyze the
entrepreneurial
competences
 Differentiate the
term creativity and
innovation
Activities
Teacher Activity Student Activity
243
 Introducing objectives to the  Define the term
students entrepreneurship
 Asking brain storming questions and entrepreneur
 Giving brief introduction to the  Discuss the role of
sub topics entrepreneurship
 Giving class room and home within the
based works economy
 Checking, evaluating, and  Explain the
giving feedback to entrepreneurial
student‘s work competences
 Summarizing the chapter
Week Chapter 2  Business Planning Course Objectives
3,4&5 and Competences to
be acquired
Opportunity Identification and After completing this
Evaluation chapter, students will
be able to:
Delivery Interactive
Methods Lecture,
group
discussion
and
reflection
Assessment Quiz 5%
2.2. Business Idea Development  Identify
2.2.1 Business Idea Identification opportunity in
2.2.2 Sources of Business Ideas the
2.2.3 Methods for generating environment
Business Ideas  Evaluate the
2.3. The Concept of Business  Generate
Planning business idea
2.4. Business Feasibility  Explain the
2.5. The Business plan concept of
Developing a business plan business
planning
 Identify
components of
business plan
Develop business plan
Activities
Teacher Activity Students

Activity
 Introducing objectives to the  Discuss
students business
 Asking brain storming questions opportunities in
 Giving brief introduction to the
244
the sub topics environment
 Giving class room and home  Generate
based works business idea
 Checking, evaluating, and  Synthesize the
giving feedback to student‘s components of
work business plan
 Summarizing the chapter  Develop
business plan
Delivery Methods Interactive Lecture, group
discussion and reflection
Assessment  Group Project/ Business 15%
Plan Development
 Presentation
5%
Chapter 3 Business Course Objectives and 
Formation Competences to be acquired
3.1. The After completing this chapter, 
Concept students will be able to:
of
Business
Development
3.2. Forms of Business (a Explain the
3.3. Definition and Importance of Identify the forms
SMEs of business
3.4. Setting up small scale business ownership
3.5 Roles of SMEs Define SMEs
3.6. Business failure and success Analyze the
factors. importance of
3.6.1 Problems of small scale SMEs
business in Ethiopia Set Up small scale
3.7 Organizationalstructure business
and entrepreneurial team List role of SMEs
formation Distinguish
the
failure
and
success factors
of SMEs
Identify the
problem of small
scale business in
Ethiopia
Develop
organizational
culture
Activity
Teaching Activity Student Activity
245
 Introducing objectives to the Discuss the
students concept
of
 Asking brain storming questions business
development
 Giving brief introduction Brainstorm the
to the sub topics importance of
 Giving class room and SMEs
home based works Discuss the failure
 Checking, evaluating, and and success factors
giving feedback to of SMEs
student‘s work
Delivery Methods Interactive

Lecture, group
discussion and
reflection
Assessment Individual assignment 10%
Week Chapter 4 Product or Services Course Objectives
8&9 Development and Competences
to be
Acquired
4.1. The Concept of product After completing this
or service technology chapter, students will
4.2. Product or service be able to:
development Process Describe the
4.3 Legal and regulatory concept of product
frameworks and services
4.4 Intellectual Property List product or
Protection/Product or service service development
protection process
4.4.1 Patent Discuss the
4.4.2 Trademarks intellectual
Copyrighting property
protection
Activity 4.3.
4.4. Teacher Activity Student Activity
 Introducing objectives to Describe the

the students concept of product
and services
246
 Asking brain storming Analyze Product or
questions service process
Recognize
 Giving brief legal
introduction to the sub and
topics regulatory
 Giving class room frameworks
and home based Describe intellectual
works property protection
 Checking, evaluating,
and giving feedback to
student‘s work
4.5. Summarizing the
chapter
Delivery Methods Interactive 
Lecture,
group
discussion
and
reflection
Week 11&12 Chapter 5  Marketing Course Objectives
and Competences
to be
Acquired
5.1. The Concept and After completing this
philosophy of chapter, students will
marketing be able to:
5.2. Marketing Mix and Define marketing
Strategies Identify Marketing
 5.3 Marketing Information mix and strategies
System
5.3.1 Marketing intelligence Analyze
5.3.2 Marketing research components
5.5. Competitive analysis Explain competitive
5.3. 5.6 Selling and Customer environment
Service Describe customer
service and selling
process
Activity
5.3.3 Teaching Activity Student Activity
 Introducing objectives to Define marketing

the students concept
Discuss marketing
 Asking brain storming mix strategies
247
questions Differentiate
components of
 Giving brief Explain competitive
introduction to the sub environment
topics
 Giving class room
and home based
works
student‘s work
5.3.4 Summarizing the
chapter
Lecture,
group
discussion
and
reflection
Assessment Test  15%
Week Chapter 6  Financing the new Course Objectives

13&14 venture and Competences
to be
Acquired
6.1 Overview of Business After completing this
Financing chapter, students will
6.2 Source of financing be able to:
6.2.1 Equity financing Know business
6.2.2 Debt financing financing
6.2.2.1 Trade credit Identify the sources
6.2.2.2 Lease financing of finance
6.3 Traditional Financing Understand with
(Equib/Edir, etc.) traditional financing
6.4 Crowd Funding techniques
 Micro finance in Ethiopia Familiarize with
crowd funding
Know Ethiopian
micro finance system
Activity 6.5 Teaching Activity Student Activity
 Introducing objectives to Discuss business
the students financing
Identify the sources
 Asking brain storming of finance
questions Explore traditional
financing techniques
 Giving brief Aware about crowd
248
introduction to the sub funding
topics Examine Ethiopian
 Giving class room micro finance
and home based system
works
student‘s work
6.6 Summarizing the chapter
Lecture,
group
discussion
and
reflection
Week 15&16 Chapter 7  Managing Growth and Course Objectives
Transition and Competences
to be
Acquired
7.1. Managing business After completing this
growth chapter, students will
7.2. New venture expansion be able to:
strategies Know how to
 Business Ethics and manage business
Social Responsibility growth
Understand
strategies
Know & Internalize
business ethics &
social
responsibilities
7.3.
Activity 7.4.
Teaching 7.5. Student Activity

Activity
 Introducing objectives to Discuss business

the students growth & its
 Asking brain storming management
questions Identify new
 Giving brief introduction venture expansion
to the sub topics strategies
 Giving class room and Examine business
home based works ethics & social
249
 Checking, evaluating, and responsibility issues
giving feedback to
student‘s work
Delivery Methods Lecture, group discussion and reflection ,
Discussion with Real World Entrepreneurs
Course Teaching Listen to a lecture and take notes on the lesson treated, take
Learning part in reading assignment, Group Discussion, Individual
Methods reflection, Debate among groups, Case study discussion
and analysis, Assignment presentation
Assessment  Quiz 5%
Methods  Test 15%
 Individual Assignment 10%
 Business Plan Preparation 15%
 Presentation 5%
 Final Exam 50%
Commitment of Preparedness: You must come to class prepared by bringing
Instructors and with you the appropriate
Learners materials like handouts, worksheets and exercises given, text
books and completed assignments. Complete the individual and
group assignments and other activities on time. You must plan your
own learning through reading various course related materials and
chapters in books. You are expected to work much individually to meet
the requirement of the course. You have to use your time for group
work and home study effectively.
Participation: Make active participation during discussions (you must
participate in class). You are not participating if you are simply talking
to a friend, doing homework, daydreaming, or not doing what the rest
of the class is doing. If you are working in a group or with a partner,
you must talk to your group members or partner and be a part of the
group. Always be ready and willing to give constructive feedback to
partners‘/group members and to listen to their comments on your work
Medium: Use only English, which is the medium of
instruction, especially in the classroom
Policy of Attendance: It is compulsory to come to class on time and every
University: time. If learners are going to 85% during the term, they should not
take this course
Assignments: Learners must do their individual and group projects
and submit on time. Any assignments will be submitted on and before
the specified deadline.
Tests/Quizzes: Learners have short quizzes and tests almost every
unit. If they miss the class or, are late for class, they will miss the quiz
or test and no makeup test or quizzes will be given for late arrivals.
Therefore, learners are expected to comply with the rules and the
regulations of the University as well.
Cheating: Learners must do their own work and not copy and get
answers from someone else. When learners are in class, there are
250
strictly forbidden from chewing gum, consuming any addictive
substances, listening to recorders or CD players, or being involved in
acts that interrupt the normal teaching-learning process. Besides,
learners are required to switch off their cell phones before class and
exam sessions. Learners who attempt to disobey these rules and
regulations will be subject to disciplinary measures accordingly to the
Senate
 Legislations of the University.
Reference & Recommended Text book
Texts
 Hirsh Robert D. and D. and Peters Michael P.
―Entrepreneurship‖ Fifth Edition, Tata McGraw Hill Edition,
2002.
 Further References
 Justin G. Longenecker and Carlos W. Moore, Small Business
Management 12th edition, College Division South Western
Publishing Co. Dallas, 2003
 Holt David H. ―Entrepreneurship – New venture Creation
―Eastern Economy Edition, 2000.
 Donald F. Kutatko and Richard M. Hodgetts,
―Entrepreneurship: A Cotemporary Approach‖ Fourth Edition.
 Hailay Gebretinsae, Entrepreneurship and Small Business
Management, 2nd Edition.
 Hodgetts, Richard M. Kurakto, Donald F.
―Entrepreneurship: A Contemporary approach ―. Fourth
Edition, the Dryden Press, 1998.
251
5.44.6. Geography GeES 101
Course Title Geography of Ethiopia and the Horn
Course Code GeES 101
Course Academic Year Semester
information Meeting: Day Time _ Location
Instructor Name
Department:
Instructor’s Email:
Contact Mobile number:
Information Office hour:
Block and room number:
Credit hour 3
ECTS 5
Group Work/
Student Work Load Lectures Tutorial Discussion Home Study Total
and Presentation
48 - 35 52 135hrs
This course attempts to familiarize students with the basic geographic
concepts particularly in relation to Ethiopia and the Horn of Africa. It is
also intended to provide students a sense of place and time (geographic
literacy) that are pivotal in producing knowledgeable and competent
citizens that are able to comprehend and analyze problems and contribute
to their solutions. The course consists of four parts. The first part provides
a brief description on the location, shape and size of Ethiopia as well as
basic skills of reading maps. Part two introduces the physical background
and natural resource endowment of Ethiopia and the Horn which includes
Course Description
its geology and mineral resources, topography, climate, drainage and
water resources, soil, fauna and flora. The third part of the course focuses
on the demographic characteristics of the country and its implications on
economic development. The fourth component of the course offers
treatment of the various economic activities of Ethiopia and the Horn
which include agriculture, manufacturing and service sectors. Moreover,
Ethiopia in a globalizing world is treated in the perspectives of the pros
and cons of globalization on its natural resources, population and socio
economic conditions.
Upon completion of this course the students will be able to:
 Describe the location, shape and size of Ethiopia and the Horn
 Explain the implications of location, shape and size of Ethiopia and the
Horn on the physical environment, socioeconomic and political aspects.
 Elaborate the major geological events; the resultant landforms and
Course Objectives
mineral resources of Ethiopia and the Horn.
 Identify the major drainage systems and water resources of Ethiopia
and their implications for regional development and integration.
 Develop an understanding of the climate of Ethiopia, its dynamics and
implications on the livelihoods of its inhabitants.
 Examine the spatio-temporal distribution and abundance of natural
252
vegetation, wildlife and Soil resources of Ethiopia.
 Discuss the demographic attributes and dynamics as well as the ethnic
diversity of Ethiopia.
 Read maps as well as compute basic demographic and climatic rates
 Appreciate the biophysical and socio-cultural diversities in Ethiopia
and the Horn
 Explicate the major types of economic activities in Ethiopia; discern
their spatiotemporal distributions and their contributions to the overall
development of the country.
 Comprehend the effects of globalization on the socioeconomic
development of Ethiopian and the Horn.
 Acquire basic knowledge on the geographic attributes of Ethiopia and

Horn
 Develop a sense of appreciation and tolerance of cultural diversities
and their interactions
 Acquire general understanding of physical geographic processes, and
human-environment relationships
 Develop ethical aptitudes and dispositions necessary to live in
Expected Learning harmony with the natural environment
Outcomes  Develop an understanding of national population distributional
patterns and dynamics
 Conceptualize the comparative advantages of economic regimes; and
understand the impacts of globalization.
 Understand their country‘s overall geographic conditions and
opportunities; and be proud of the natural endowments and cultural
richdom that help them develop a sense of being an Ethiopian.
Mode of Delivery Semester based/parallel

Target Group All first year undergraduate students
Year /Semester Year I/ Semester I and or II
Pre requisite None
Status of Course Common Course
Course Content
Weeks Conceptual focus
I. INTRODUCTION (5 hrs)
1.1. Geography: Definition, scope, themes and approaches

1.2. Location, Shape and Size of Ethiopia and the Horn
1&2
1.2.1. Location and its effects
1.2.2. The shape of Ethiopia and its implication
1.2.3. The size of Ethiopia and its implications
1.3. Basic Skills of Map Reading
253
CHAPTER TWO: THE GEOLOGY OF ETHIOPIA AND THE
HORN (5hrs)
2.1. Introduction
2.2. The Geologic Processes: Endogenic and Exogenic Forces
2, 3 & 4 2.3. The Geological Time scale and Age Dating Techniques
4&5 2.4. Geological Processes and the Resulting Landforms
5&6 2.4.1.The Precambrian Era geologic processes and resultant features
2.4.2. The Paleozoic Era geologic processes and resultant features
2.4.3. The Mesozoic Era geologic processes and resultant features
2.4.4.The Cenozoic Era geologic processes and resultant features
2.5. Rock and Mineral Resources of Ethiopia
CHAPTER THREE: THE TOPOGRAPHY OF ETHIOPIA AND

THE
HORN (3hrs)
3.1. Introduction
3.2. Physiographic Divisions
3.2.1 The Western Highlands and Lowlands
3.2.2The Southeastern Highlands and Lowlands
3.2.3The Rift Valley
3.3. The Impacts of Relief on Biophysical and Socioeconomic Conditions
CHAPTER FOUR: DRAINAGE SYSTEMS AND WATER
RESOURCES
OF ETHIOPIA AND THE HORN (5hrs)
4.1. Introduction
4.2. Major Drainage Systems of Ethiopia
4.3. Water Resources: Rivers, Lakes, and Subsurface Water
4.4. General Characteristics of Ethiopian Rivers
4.5. Water Resources Potentials and Development in Ethiopia
CHAPTER FIVE: THE CLIMATE OF ETHIOPIA AND THE
HORN
(7hrs)
5.1. Introduction
5.2. Elements and Controls of Weather and Climate
7, 8 & 9
5.3. Spatiotemporal Patterns and Distribution of Temperature and
9, 10 & 11
Rainfall in Ethiopia
11, 12 &13
5.4. Agro-ecological Zones of Ethiopia
5.5. Climate and its Implications on Biophysical and
Socioeconomic Aspects
5.6. Climate Change/Global Warming: Causes, Consequences and
Response Mechanisms
CHAPTER SIX: SOILS, NATURAL VEGETATION AND
WILDLIFERESOURCES OF ETHIOPIA AND THE HORN (6hrs)
6.1. Introduction
6.2. Ethiopian Soils: Types, Degradation and Conservation
6.3. Types and Distribution of Natural Vegetations in Ethiopia
6.4. Natural vegetation: Uses, Degradation and Conservation
Strategies
254
6.5. Wildlife Resources of Ethiopia: Types, Importance, and
Conservation Strategies
CHAPTER SEVEN: POPULATION OF ETHIOPIA AND THE
HORN
(8hrs)
7.1. Introduction
7.2. Population Data: Uses and Sources
7.3. Population Dynamics: Fertility, Mortality and Migration
7.4. Population Distribution and Composition
7.5. Sociocultural Aspects of Ethiopian Population: Education, Health
and Languages
7.6. Settlement Types and Patterns
CHAPTER EIGHT: ECONOMIC ACTIVITIES IN ETHIOPIA
(9hrs)
8.1. Introduction
8.2. Mining, Fishing and Forestry
8.3. Agriculture in Ethiopian
8.3.1. Contributions, potentials and characteristics of agriculture in
Ethiopia
8.3.2. Agricultural systems in Ethiopia
8.3.3. Major problems of Ethiopian agriculture
14, 15 & 16 8.4. Manufacturing in Ethiopia
8.4.1. Manufacturing: essence and contributions
8.4.2. Types, characteristics and distribution of manufacturing
8.4.3. Industrial development in Ethiopia: Challenges and Prospects
8.5. The Service Sector in Ethiopia
8.5.1. Transportation and communication in Ethiopia: types, roles
and characteristics
8.5.2. Trade in Ethiopia: types, contributions and characteristics
8.5.3. Tourism in Ethiopia: Types, major tourist attraction sites,
challenges and prospects
Teaching Gap Lecture, Peer/ group Discussion and Reflection, Reading
Methods Assignment.
Assessment Paper & presentation (20 %); Mid exam (30 %); Final examination (50 %)
Methods Date of Submitting Assignment:
As a student of this university, you are expected to abide by the code
of conduct of students enshrined in the university‘s legislation. Academic
dishonesty including cheating (exam or attendance), fabrication and
plagiarism will not be tolerated and will be reported to concerned bodies
for appropriate action. Moreover, you are expected to actively participate
in classroom discussions through asking and answering questions, raising
Course Policy issues, giving constructive feedbacks, accomplishing and submitting
assignments according to the program schedule. You are also expected to
attend class regularly. Attendance will be taken regularly and any
absenteeism without tangible reasons will severely affect your
performance and grade. Side talks, moving chairs and creating all sorts of
disturbance are intolerable. If you miss 20% of the class attendance, you
will be cancelled from the course. You should come to the class in time.
255
You are also supposed to come to class with your appropriate learning
materials like note book, handouts and other reference materials.
A.D. Tathe. (2012). Lecture Notes on Climatology: For Intermediate Met
Training Course, Indian Meteorological Department.
Addis Ababa University (2001). Introductory Geography of Ethiopia,
Teaching Text, Department of Geography.
Assefa M., Melese W., Shimelis G.(2014). Nile River Basin;
Ecohydrological Challenges, Climate Change and Hydropolitics. Springer
International
Publishing, Switzerland.
B. D, Ray (1989). Economics for Agriculture: Food, Farming and the
Rural Economy. Macmillan.
CSA 1994 & 2007. Population and Housing Census Results. CSA: A.A.
Diao, Xinshen,. 2007. The Role of Agriculture in Economic Development:
Implications for Sub Saharan Africa. Sustainable Solutions for ending
Hunger and Poverty, Research Report 153. IFPRI.Ethiopia.
Engdawork Assefa(2015). Characterization and classification of major
agricultural soils in CASCEP intervention weredas in the central
highlands of Oromia Region, Ethiopia, Addis Ababa University
FDRE.2001 Ministry of Water Resources, National Metrological Survey,
A.A.
Girma Kebede(2017). Society and Environment in Ethiopia
Hartshorne, T. & J. Alexander (1988). Economic Geography, 3rd Ed.
Hooguelt, A (2001). Globalization and the post-colonial world. The New
political Economy of Development. Basingstoke plagrave.
References
Hurni. H. 1988. Ecological Issues in the Creation of Ethiopia. Paper
presented
in the National Conference on Disaster prevention and preparedness
Strategy for Ethiopia, A.A
International Centre for Migration Policy Development (ICMPD) (2008).
East Africa Migration Route Initiative Gaps & Needs Analysis Project
Country Reports: Ethiopia, Kenya, Libya. Vienna
Laurence G., Jeremias M., Tilahun A., Kenneth M.(2012). Integrated
Natural Resource Management in The Highlands of Eastern Africa; From
Concept to Practice. New York, Earthscan.
Lloyd, P. & P. Dickens (1977). Location in Space. Harper @ Row.
Mesfin Woldemariam (1972). Introduction to Ethiopian Geography, Addis
Ababa,
Ministry of Agriculture/MOA/ (1998). Agro-ecological zones of Ethiopia:
Natural Resources Management and Regulatory Department, Addis
Ababa
Morgan R.P.C (2005). Soil Erosion and Conservation. National Soil
Resources
Institute, Carnfield University. Blackwell Publishing, Oxford, UK.
OXFAM (2018). Horn of Africa climate crisis response. Regional
summary
Pausewang, Siegfried (1990), Ethiopian Rural Development Options.
Plant genetic resource center (1995). Ethiopia: country report to the FAO
256
International Technical Conference on Plant Genetic Resource, Addis
Ababa
Robert, E.G, James, F.P & L. MichaelT.(2007). Essentials of Physical
Geography. Thomson Higher Education, Belmont, 8th edition.
UNDP, FAO (1984) Ethiopia Forest Resources and Potential for
Development;
An assistance to land use planning.
United Nations Framework Convention on Climate Change (2007).
Climate
Change; Impacts Vulnerabilities and Adaptations in Developing
Countries. http://www.preventionweb.net/publications/view/2759
Waugh, D. (1990). Geography: An Integrated Approach. Nelson: London.
5.44.7. General Psychology and Life Skills (PsyL1011)
Cr. Hr: 3(5 ECTS)

Target Group: All 1st Year Students
Instructor name: _
Course Code: Psch 1011
Module code:
Office No :
Email:
Mode of delivery: Parallel
Course description
This introductory course will provide students with an overview of the current body of
knowledge and the science of psychology. This course examines the role of environmental
factors and the interaction of nature and nurture in determining behaviors and mental
processes. Areas to be discussed will include; the essence psychology, human
development, theories of learning, memory and forgetting, motivation and emotion,
psychological disorder and treatments. The course will also focus on how to develop life
skills based on the theories and principles of psychology where self-development,
academic and social skills shall be given due attention.
Course Rationale
The course General Psychology and Life skills encompasses the fundamental concepts and
principles of psychology which have immense application to human life problems. Hence,
this course is intended to introduce students to the basic concepts of psychology and
acquaint them with how to apply psychological knowledge, principles, and theories to real
life situation and problems. So it is of paramount importance for students of any field of
study to be effective in their personal, social, and professional life. Apart from that, it is to
introduce students to the core set of life skills, which are important in realizing holistic
development of students (i.e sense of well-being, confidence and academic performance)
so that they can lead happy, healthy, successful, and productive life.
Learning outcomes
257
Up on the completion of this course, students will be able to:
 Describe basic psychological concepts.
 Compare and contrast the major theoretical perspectives in psychology.
 Discuss different aspects of human development
 Compare and contrast different learning theories
 Summarize motivational and emotional processes
 Demonstrate social and interpersonal skills in everyday life.
 Set an adaptive goal and plan for future.
 Apply knowledge of psychology to one‘s own life & to develop life skills.
 Explain ways how self-confidence, self-esteem, self-efficacy, assertiveness,
responsible behaviors, interpersonal skills will be strengthened.
 Apply different stress coping mechanisms.
Assessmen
Week Contents t
Techniques
Week 1 Chapter One: Essence of Psychology
1.1. Definition of Basic Concepts
1.2. Goals of Psychology
1.3. Historical Background of Psychology
1.4. Theoretical Perspectives in Psychology
1.5. Branches of Psychology
1.6. Research Methods in Psychology
1.7. Applications of Psychology
Week 2 & 3 Chapter Two: Human Development
2.1.Definition and Concepts of Human Development
2.2. Facts and Principles of Human Development
2.3. Aspects of Human Development
2.4. Theories of Human Development
2.4.1. Cognitive Theories
2.4.2. Psychosexual Theory
2.4.3. Psychosocial Theory
2.4.4. Moral Development Theory
2.5. Personality Development
2.5.1. Meaning of Personality
2.5.2. Trait theories of Personality
2.5.3. Humanistic theories of Personality
Chapter Three: Learning and Theories of
Week 4 & 5
Learning
3.1 Definition, Principles and Characteristics of
Learning
3.2 Factors Influencing Learning
3.3 Theories of Learning and their Applications
3.3.1. Behavioral Theory of Learning
3.3.2. Social Learning Theory
3.3.3. Cognitive Learning Theory
258
Week 6 Chapter Four: Memory and Forgetting
4.1. Memory
4.1.1. Meaning and Process Of Memory
4.1.2. Stages of Memory
4.1.3. Factors Affecting Memory
4.2. Forgetting
4.2.1. Meaning and Concepts of Forgetting
4.2.2.Theories of Forgetting
4.3. Improving Memory
Week 7 & 8 Chapter Five: Motivation and Emotion
5.1. Motivation
5.1.1. Definition and Types of Motivation
5.1.2. Theories of Motivation and their Applications
5.1.3. Conflict of Motives and Frustration
5.2. Emotion
5.2.1. Definition of Emotion
5.2.2. Components of Emotion
5.2.3. Theories of Emotion and their Applications
Chapter Six: Psychological Disorders and
Week 9 Treatment
Techniques
6.1. Nature of Psychological Disorders
6.2. Causes of Psychological Disorders
6.3. Types of Psychological Disorders
6.4. Treatment Techniques
Week 10 Chapter Seven: Introduction to Life Skills
7.1. Nature and Definition of Life skills
7.2. Goals of Life Skills
7.3. Components of Life Skills
Chapter Eight: Intra-personal and Personal
Week 10-12
Skills
8.1. Self-Concept and Self-Awareness
8.2. Self-Esteem and Self-Confidence
8.3. Self-Control
8.4. Emotional Intelligence and Managing Emotion
8.6. Resilience and Coping with Stress
8.7. Anger Management
8.8. Critical and Creative Thinking
8.9. Problem Solving and Decision Making
Week 13 Chapter Nine: Academic Skills
9.1. Time Management
9.2. Note-taking and Study Skills
9.3. Test-Taking Skill
9.4. Test Anxiety and Overcoming Test Anxiety
9.5. Goal Setting
9.6. Career Development Skill
259
Week 14 &
15 Chapter Ten: Social Skills
10.1. Understanding Intercultural Diversity and
Diversity
Management
10.2. Gender and Social Inclusion
10.3. Interpersonal Communication Skills
10.4. Social Influences and Peer Pressure
10.5. Assertiveness
10.6. Conflict and Conflict Resolution
10.6. Team Work
10.7. Overcoming Risky Behavior
Week 16 is
Reserved For
Final
Examination
Teaching Learning Methods
Classroom lessons will be mainly lectures preceded by activities (leading questions followed
by brainstorming) and pair or group discussions followed by presentations with amendments
by the instructor. Students will be given cases in light of the theories covered and asked to
analyze cases form the perspectives of the course objectives and make presentations. At the
start of every lesson, students will be requested to give brief summaries of the previous
lesson. At the end of each unit, they will be requested to prepare exit slips where they reflect
on what they have learned and what aspects of the unit need further consideration. In this way
continuous assessment of students‘ understanding will be held and remedial actions taken.
Whatever so, below is listed some general approaches:
 Gapped Lecturing
 Brainstorming
 Collaborative learning
 Discussion
Independent learning
Reading assignment and presentation
 Role play
Assessment & Evaluation Techniques
1. Continuous Assessment 50 %
 Test: 20 %
 Group assignment: 10 %
 Individual assignment: 10 %
 Group Presentation: 10 %
2. Final exam: 50%
Course Policy
Responsibilities of the Students
260
All students are expected to abide by the code of conduct of students as per the
Legislation of the respective university throughout the course. Academic dishonesty,
including cheating, being late, fabrication and plagiarism will not be tolerated and will be
reported to the concerned bodies for disciplinary action. Regular attendances, class activities
(questions), doing assignments and submitting them on time are indispensable vehicles for
the successful accomplishment of the course. Moreover, mobile cell phones are to be
switched off so as to avoid distractions in the teaching learning activities including
examination time. Lastly, but not least, note that all issues discussed in the class will be
incorporated in quiz, tests or final exams.
Responsibilities of the Instructor
 Planning learning activities needed for the successful accomplishment and realization
of the course objectives
 Running classes according to the official instructional schedule for successful

coverage of the designed course contents within the planned instructional time
 Regularly planning assessment activities and designing relevant (reliable, valid, and
usable) assessment tools to realize the objectives of continuous assessment
 Providing timely and constructive feedbacks on students‘ performance on every

assessment activities
 Being good role model for the students in the issues like punctuality, objectivity,
honesty, transparency, fairness, humbleness, tolerance, devotion to one‘s duty, mercy,
dressing/neatness etc.
References
Coon, D. & Mitterer, J.O. (2008). Introduction to psychology: Gateways to mind and
behavior (12th ed). New York, NY: McGraw Hill.
Feldman, R.S. (2018). Essentials of understanding psychology (13th ed). New York, NY:
McGraw Hill.
Gray, P. & Bjorklund, D.F. (2017). Psychology (7th ed). New York, NY: Worth Publishers.
Kalat, J.W. (2013). Introduction to psychology (13th ed). New York, NY: McGraw Hill.
Lahey, B.B. (2008). Psychology: An introduction (10th ed). New York, NY: McGrawHill.
Lilienfeld, S.O., Lynn, S.J., Namy, L.L. & Woolf, N.J. (2017). Psychology: From Inquiry to
understanding (3rd ed). Upper Saddle River, NJ: Pearson Education.
Meyers, D.G. & DeWall, C.N. (2016). Exploring psychology in modules (10th ed). New York,
NY: Worth publishers.
Weiten, W. (2014). Psychology: Themes and variations (briefer version, 9th ed). Belmont,
CA: Wadsworth Publishing.
261
………….
Burnard, P. (1989). Teaching interpersonal skills: A handbook of experiential learning for
health professionals. London, UK: Chapman and Hall.
Cotnell, S. (2013). The study skills handbook. New York, NY: Palgrave MacMillan.
Haddon, P.F. (1990). Mastering personal and interpersonal skills: Key techniques and
personal success. London, UK: Thorogood Ltd.
Hays, J. (2002). Interpersonal skills at work (2nd ed). New York, NY: Routledge.
Pavord, E. & Donnely, E. (2015). Communication and interpersonal skills (2nd ed). Banbury,
UK: Lantern publishing.
Peace Corps (2001). Life skills manual. Washington, DC: Author.
Skills You need (2018). Personal development. Author.
State University of New York (nd). The study skills handbook. Albany, GA: Author.
Sultmann, B. & Burtpn, T. (2003). People skills: Guiding to effective interpersonal behavior.
Bowen Hills, Australis: Australian Academic Press.
5.44.8. Global Trends (GlTr 1012)

Instructo
r’s Name
Contact
Information
Academic
Position
Cell-phone
Email
Office No
Course Title Global Trends
Course Code IRGI 1021
Credit Hours 02 Cr.Hrs (3 ECTS)
Status of Compulsory Common Course
Course
Librar
Student y and Assig Home Total
Work Lecture Tutori Group n. Stud
Load s al Work Repo y W. L.
rt
50 143hr
48hrs. 08 20hrs. 17hrs. hrs. s
The course is designed to familiarize learners on the nature
and development of international relations and global
Course issues. It deals with nations, states, national interest,
Description cooperation and conflict among states, and the role of
state and non-state actors in the international system.
Additionally, it explains the
nature of international law, global political economy and
262
the nexus between
regionalism and globalization. It also critically examines the

contemporary global issues and how the international
community is trying to address them. It is organized to
systematically examine international issues by employing
different theories and providing concrete examples from
different parts of the world. Last but not least, after
providing rigorous understanding of how the international
system functions, it will equip learners to consciously
observe and critically understand the Ethiopia’s Relations
with the outside world. As
the saying goes “Think globally act locally!”
We live in an exciting yet challenging period in history.
The world seems to
dominantly progress in constantly opposing directions.
On the one hand,
because of globalization, the world is getting
closer and becoming
interconnected in ways never experienced before
generating more wealth,
scientific innovation, and cross-national cooperation. On
the other hand, the
challenges of war, terror, arms trade, money
laundering, disease, poverty,
environmental problems, human and drug trafficking still
generate an aura of
uncertainty for the present and future generations. As
such, decisions made
Course by states, multinational corporations, non-governmental
organizations, and
Purpose terrorists have a direct impact on our life. Thanks to
global flow of
information, there may be a multitude of individuals who
know the events that
are occurring in the world. But some still do not
understand why events
happened the way they have happened; and what
consequences they may
bring. In light of this, this course is designed to equip
students with a
necessary knowledge and skill which enable them to
understand the political,
economic and social dynamics of the global system, how it
works, its actors,
its influence and ways to cope up global issues from
theoretical and practical
point of view.
At the end of the course, students will be able to:
 Understand nations, nationalism and states
 Explain the nature and historical development of
international relations
263
 Gain basic knowledge of the major theories in the discipline
of International
Relations and develop the ability to critically evaluate and
apply such theories
Course  Elucidate national interest, foreign policy and diplomacy
Objectives and  Explicate the nature and elements of international
Expected political economy and international law
Learning  Examine the extent and degree of influence of state and
Outcomes non-state actors in the international system
 Examine the roles major international and regional
institutions play in world
politics
 Critically evaluate the major contemporary global issues
 Assess the overriding foreign policy guidelines of Ethiopia
in the past and
present
 Explore Ethiopia’s role in regional, continental and global
institutions and
affairs
COURSE CONTENTS AND SCHEDULES
Contact
Hours Chapters, Sections and Sub-sections
Chapter One: Understanding International Relations
06 hours 1.1 Conceptualizing Nations, Nationalism and States
1.2 The Nature and Evolution of International Relations
1.3 Actors of International Relations
- State Actors
- Non-State Actors
1.4 Levels of Analysis in the International Relations
1.5 Power, Anarchy and Sovereignty in the International System
1.6 The Structure of International System
Chapter Two: Contending Theories of International Relations
2.1 Realism and Neo-Realism
2.2 Liberalism and Neo-Liberalism
06 hours
2.3 Marxism and Neo-Marxism
2.4 Critical Theory
2.5. Constructivism
2..6. Modernism and Post-Modernism
Chapter Three: Foreign Policy and Diplomacy
3.1 Conceptualizing National Interest, Foreign Policy and Diplomacy
3.2 National Interest and Foreign Policy
- Determinants of National Interest and Foreign Policy
- Objectives of Foreign Policy
08 hours - Foreign Policy Orientations
- Instruments of Foreign Policy
3.3 A Survey of Foreign Policy and Diplomacy of Ethiopia
- Foreign Policy of Ethiopia during the Reign of Emperor Menilik II
- Foreign Policy of Ethiopia during the Reign of Emperor Hailesillassie
- Foreign Policy of Ethiopia during the Derg Regime
- Foreign Policy of Ethiopia during the EPRDF
264
Chapter Four: The International Political Economy (IPE)
4.1. Meaning and Nature of IPE
- The Nexus between Politics (State) and Economics (Market)
4.2. Theoretical Perspectives on IPE
- Classical Mercantilism and Economic Nationalism
- Classical Liberalism and Adam Smith
8hrs - Comparative Advantage and David Ricardo
- Neoliberalism and Keynesianism
- Marxism and Dependency Theory
- Hegemonic Stability Theory
- Developmental State Model
4.3. The Political Economy of North-South, South-South: Conflict and
Cooperation
Chapter Five: International Law
5.1 Meaning, Nature and Areas of International Law
5.2 Sources and Subjects of International Law
08 Hours
5.3 Law Making and Enforcement process at International and Domestic
level
5.4 Formation, Recognition and Responsibility of State under International
Law
Chapter Six: Regionalism and Globalization
06 hrs 6.1. The Concept, Nature and Development of Regionalism and Regional
Integration
- The Old and New Regionalism
6.2. Major Theories of the Regional Integrations
- Functionalism
- Neo-functionalism
- Inter- governmentalism
- Supra-nationalism
- Selected Cases of Regional Integration (EU, AU...)
6.3. Definition and Evolution of Globalization
- Aspects of Globalization
- Actors of Globalization
- Pros and Cons of Globalization
- Ethiopia in a globalized World
6.4. Regionalization versus Globalization and State
- The Convergence, Divergence and Overlapping relations of
Regionalization
and Globalization
- The Hypocrisy of Sovereignty
265
Chapter Seven: Major Contemporary Global Issues
7.1 Conceptualizing Global Issues
7.2 Survey of Global Issues
- Security Issues
 Terrorism, Religious Fundamentalism and political Extremism
 Weapons of Mass Destruction and The Nuclear Power paradox
 Illicit Human Trafficking, Drug Trafficking, Firearms Trafficking
06hrs - Environmental Issues
 Climate Change and Global warming
- Technology Related Issues
 Cyber Crime and Cyber Security
- Other Social, Economic and Political Issues
 Human Rights
 Migration and Refugee
 Trade War
 Aid, Debt Relief
Teaching
methodology: Lectures, Group discussions, debates & Reflections
Recommend Tests (20%)
ed Mode of Assignment and
assessment Presentation (15
%
)Mid-Exam
(25%)
Final Examination (40%)
The course instructor is expected to provide
Instructor’s timely lectures, demonstrate students to understand and
Commitments:analyze the issues pertaining to central theme of the
course, suggest available reading materials,
and evaluate students’ performance regularly.
Meaningful participation during class, group work and
presentation is important for the success of this course.
Course Policy: Since each class builds on the one before it, attendance is
mandatory.
Academic Integrity: The department expects from its
students a high level
of responsibility and academic honesty. Because the value
of an academic
degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that
a student demonstrate a high standard of individual honor
in his or her scholastic work. If you cheat on an exam you
will receive a failing grade, and most likely will be dropped
from the class. Academic dishonesty of any type by a
student provides grounds for disciplinary action by the
instructor or department. In written work, no material
may be copied from another. The work that you submit
must be
your own, for both moral and legal reasons.
266
Altinay, Hakan (2011) Global Civics: Responsibilities and Rights in an
Interdependent World. The Brookings institution: Washington
Armstrong, David (ed.)(2009). Routledge Handbook of International Law.
London: Routledge
Baylis, J. and Smith, S. (eds.) (1997).The Globalization of World Politics.
Oxford: Oxford University Press.
Browlie, Ian (2003). Principles of Public International Law. (6th ed.). New
York: Oxford University
Copson, Raymond w.(2007)The United States inAfrica:Bushpolicyand
beyond in association with International African Institute Royal African
Society of Social Science Research Council, Zed Books:London
Crane, George T. and AbalAmawi (1997). The Theoretical evolution of
International Political Economy: A
Reader (2nd Edition). Oxford University Press: New York.
Crawford, Robert (2000) Idealism and Realism in International Relations:
Beyond the Discipline. Routledge: USA
DeLombaerde, Philippe (ed.) (2008) Governing Regional Integration for
Development: Monitoring Experiences, Methods and Prospects. Ashgate
Publishing Company: England
Recommended Demelo, Jaime and Arvind Panagariy (eds.) (1993)A New Dimensions in
Reading Materials
Regional Integration, Centre for Economic Policy Research 1993,
Cambridge University Press: USA
Demelo, Jaime and Arvind Panagariy(eds.)(1993)A New Dimensions in
Regional Integration, Centre for Economic Policy Research 1993,
Cambridge University, Press: USA
Der, James D. (2009) Critical Practices in International Theory: Selected
Essays, Routledg, Abingdon, Oxon
Farrell, Mary(ed.) (2005)Global Politics of Regionalism: Theory and
Practice. Pluto Press: London
Genest, Mark A. (1996). Conflict and Cooperation: Evolving Theories of
International Relations. Fourth Worth:
Harcourt Brace and Co.
Goldestein, Joshua S. and John C. Pevhouse (2006). International
Relations brief 3rd ed. Prisscilla McGreehon.
Goldstein J. S. (2003) International Relations. 5th edition. Washington,
D.C. Pearson Education Press, Inc
Griffiths, Martin (Ed.) (2007). International Relations Theory for the
Twenty-First Century: An introduction. New York: Routledge
Griffiths, Martin and Terry O‘Callaghan (2002) International Relations:
The Key Concepts. Routledge: London
Griffiths, Martin, et al. (2008). International Relations: The Key Concepts
267
(Second Edition). New York:
Routledge
Griffiths, Martin, Steven C. and M. Scott (2009), Fifty Key Thinkers in
International Relations (2nd edition)
Hancock, Kathleen J.(2009)Regional Integration; Choosing Plutocracy,
Palgrave Macmillan: United States
Henderson, Conway W.(1998) International Relations: Conflict and
Cooperation at the Turn of the 21 st
Century. Guilford: McGraw-Hall.
Hollis, Martin and Steve Smith (1990) Explaining and Understanding
International Relations. United States:
Oxford University Press.
Holsti, K.J. (1995) International Politics: A Framework for Analysis. 7th ed.
New Jersey:Prentice Hall.
J.M. Biswaro. (2012) The Quest for Regional Integration in the Twenty
First Century: Rhetoric versus
Reality - A Comparative Study, Mkukina Nyota Publishers Ltd, Dar es
Salaam: Tanzania
Macdonald, David B.et.al (ed.) (2007) The Ethics of Foreign Policy.
Ashgate Publishing Limited: England
Malm, Endreas and Shora Esmailian (2007). Iran on the Brink Rising
Workers and Threats of War. Pluto Press
Mintz, Alex and Karl De Rouen (2010) Understanding Foreign Policy
Decision Making, Cambridge University
Pres: Cambridge
Rengger,N.J.(2000) International Relations, Political Theory and
theProblem of Order: Beyond International Relations theory? Routledge:
London
Rourke, John T. and Mark A. Boyer (1998). World Politics: International
Politics on the world Stag., brief. 2 ed. Guilford: Dushkin/McGraw-Hall.
nd
Salmon, Trevor C. (Ed.) (2005). Issues in International Relations. New

York: Routledge
Steans, Jill and Lloynd Pettiford (2005). Introduction to International
relations: Perspectives and Themes. 2nd ed. Harlow: Pearson Prentice Hall.
Sutch , Peter and Juanita Elias (2007 ) International Relations, the basics.
Taylor & Francis.
Todaro, Michael P. and Stephen Smith (2003).Economic Development
(8thed).
Trevor S. Salmon and Mark F. Imber (ed) (2008). Issues in International
Relations. Routledge Publishing, 2 Edition
nd
Vinay Bhargava (2006). Introduction to Global Issues.

Walts, Kenneth N. (2003) Progress in International Relations Theory.
Belfer Center for Science and International Affairs John F. Kennedy
School of Government, Harvard University Cambridge, Massachusetts
Weber,Cynthia (2001) International Relations Theory: A Critical
Introduction(2nd edition) Routledge: London
268
5.44.9. Basic Mathematics for Natural Sciences (Math1011)
Course Code: Math 1011
Credit hour: 3 Tutorial Hrs: 2
Course Descriptions
The course intends to prepare natural science students with the basic concepts and
materials from mathematics that necessitate a good foundation to treat fundamental
mathematical tools in science. This course rigorously discusses the basic concepts of logic
and set theory, the real and complex number systems, mathematical induction, least upper
bound and greatest lower bound, functions and types of functions, polynomial and rational
functions, logarithmic and exponential functions, trigonometric functions, hyperbolic
functions and their graphs and analytic geometry.
Course objectives:
After completion of the course, students will be able to:
 apply propositional logic in reasoning,
 use quantifiers in open propositions in mathematical logic
 understand concepts of sets and set operations,
 understand the fundamental properties of real numbers
 use mathematical induction in proofs,
 analyze least upper bound and greatest lower bound,
 understand the fundamental properties of complex numbers
 express complex numbers in polar representation
 explain different types of functions, their inverses and their graphs
 evaluate zeros of polynomials
 Understand basic properties of logarithmic, exponential, hyperbolic, and
trigonometric functions
 Understand basic concept of analytic geometry
 derive equations of conic sections
Chapter One: Propositional logic and Set Theory (14 hrs)

1.1. Definition and examples of proposition
1.1.1 Logical connectives
1.1.2 Compound (or complex) propositions
1.1.3 Tautology and contradiction
1.1.4 Open proposition and quantifiers
1.2. Set theory
1.2.1 The concept of a set
1.2.2 Description of sets
1.2.3. Set operations and Venn diagrams
Chapter Two: The real and complex number systems (14 hrs)
2.1 The real number system
2.1.1. The natural numbers, Principle of mathematical induction and the well ordering
principle
2.1.2. The integers, rational numbers and real numbers.
2.1.3. Upper bound and lower bound: least upper bound and greatest lower bound;
Completeness property of real numbers
2.2. Complex number system
2.2.1. Definition of complex numbers and their operations
2.2.2. Polar representation of complex numbers and the De-Moivere‘s formula
269
2.2.3. Extraction of roots
Chapter Three: Functions (14 hrs)
3.1. Review of relations and functions
3.2. Real-valued functions and their properties
3.3. Types of functions and inverse of a function
3.4. Polynomials, zeros of polynomials, rational functions, and their graphs
3.5. Definitions and basic properties of logarithmic, exponential, trigonometric and
hyperbolic
functions, and their graphs.
Chapter Four: Analytic Geometry (22 hrs)
4.1 The straight-line: Division of segments and various forms of equation of a line.
4.2. Circles
4.2.1. Definition of circle and examples
4.2.2. Equation of a circle centre at the origin and different from the origin.
4.2.3. Intersection of a circle and a line
4.3. Parabola
4.3.1. Definition of parabola and standard form of equation of parabola.
4.3.2. Equation of parabola parallel to the x-axis (the y-axis)
4.4. Ellipse
4.4.1. Definition of Ellipse and examples
4.4.2. Equation of ellipse centre at the origin and different from the origin
4.5 Hyperbola
4.5.1. Definition of circle and examples
4.5.2. Equation of hyperbola of center at the origin transverse axis to x-axis (the y-axis)
Mode of delivery
 Lecture
 Group discussion
 Demonstration
 Problem solving
Assessment methods
 Assignments / quizzes / tests 20%
 Mid Exam 30%
 Final examination 50%
Reading and textbooks: -
Abera Abay, An Introduction to Analytic Geometry, AAU, 1998
Alemayehu Haile and Yismaw Alemu, Mathematics an Introductory Course, Department
of Mathematics, AAU
5.44.10. Physical Fitness (SpSc1011)
- Course name: Physical fitness

- Course code: SpSc 1011
- Credit hours: No (P/F)
Course
- Contact hours: 2 hrs theory and practice
Information
- Course eligibility: All first year
undergraduate students
- Semester:
270
- Instructor’s name:
- Department:
Instructor’s
- Office/block and room number:
Contact
- Phone:
Information
- Email:
- Contact hour:
This course will provide the students with basic concepts of the five
components of health related physical fitness (cardiovascular, muscular
strength and endurance, flexibility, and body composition), conditioning,
hypokinetic disease and general principles of training. It is mainly practical
oriented. As a result, the students will be exposed to various exercise
modalities, sport activities, minor and major games, and various training
Course
techniques as a means to enhance health related physical fitness components.
Description
In addition, they will develop the skills to assess each component of fitness
and will practice designing cardiovascular, muscular strength and endurance,
and flexibility programs based on the fitness assessment. The course serves
as an introduction to the role of exercise in health promotion, fitness,
performance including the acute and chronic responses of the body to
exercise.
By the end of this course the students will be able to:

1. Recognize the immediate and long term responses of the body to various
types of exercise.
2. Understands the basic concepts of physical fitness and conditioning
exercises.
3. Understand the concept of hypokinetic disease and conditions.
4. Distinguish the general principles of fitness training
5. Develop conditioning programs to enhance the components of health
related physical finesses.
Expected 6. Participate in conditioning programs which may help to develop the
learning components of health related physical finesses.
outcomes 7. Understand health issues in relation to excess body fatness and
excessively low body fat.
8. Develop skills to assess health related physical fitness components.
9. Develop healthy body weight management skill.
10. Appreciate and value the benefits of regular physical exercise to healthy
living.
11. Develop interest to engage in a regular physical exercise program as a
life time activity.
12. Develop self-confidence and effective communication skills in and out
of the school environment.
Course Calendar and Delivery
Date /week Key Topics Teaching Method
Chapter 1- Concepts of physical fitness and Lecture
conditioning Group discussion
Week - 1
1.1. Meanings and definitions of terms Questioning and
1.1.1. Physical fitness answering
271
1.1.2. Physical conditioning
1.1.3. Physical Activity,
1.1.4. Physical exercise and
1.1.5. Sport
1.2.General principles of fitness training
Chapter 2- The Health Benefits of Physical
Activity
Lecture
2.1. Physical Activity and Hypokinetic
Group discussion
Week -2 Diseases/Conditions
Questioning and
2.2. Physical Activity and Cardiovascular
answering
Diseases
2.3. physical activity and postural deformity
Chapter 3 - Making Well-Informed Lecture
Food Choices Group discussion
Week - 3
3.1. Sound Eating Practices Questioning and
3.2. Nutrition and Physical Performance answering
Chapter 4- Health related components of
fitness
2.1. Cardiovascular fitness
2.1.1. Meaning and concepts of cardiovascular
fitness
2.1.2.Means and methods of developing
cardiovascular fitness
2.2. Muscle fitness
2.2.1. Meaning and concepts of muscle fitness
Lecture
Week 2.1.2.Means and methods of developing muscle
Group discussion
4&5 fitness
Presentation
2.3. Flexibility
2.3.1. Meaning and types of flexibility
2.1.2. Means and methods of developing
flexibility
2.4 Body composition
2.4.1. Meaning of body composition
2.4.2. Health risks associated with over fatness
2.4.3.Health risks associated with excessively
low body fatness
Chapter 5- Assessment of fitness components

3.1. Assessment of cardiovascular fitness Lecture
Week - 6 3.2. Assessment of muscle fitness Group discussion
3.3. Assessment of flexibility Presentation
3.4. Assessment of body composition
Practical session
Chapter 6- Development and Assessment of Field Practice
Week
the health related components of Explanation
7-16
fitness Demonstration
272
Assessment techniques
Students are expected to participate in and complete all of the assessment criteria listed below.
Assessment Competency to be
Types of Assessment Assessment Date
Weight assessed
Test (Written) Week 3 10% Chapter 1
Group assignment
(peer fitness Week 8 20% Chapter 5
assessment)
Mid - term exam
Week 9 30% Chapter 1,2,3,& 4
(Written)
Final exam - practical
group
assignment (peer
Week 14 - 16 40% Chapter 6
training on the
five components of
fitness)
- Provide maximum physical activity time within the class

period
- Promote equal participation of all students in the course
Instructor’s
- Teach skills and activities that transfer in to lifetime physical
commitment
activity
- Motivate students to be active participants in the course
- Praise for active participation
Course policies
Grading As per the university‘s legislation
Attendance policy As per the legislation of the university
The success of this course and students learning experience is

dependent on active engagement and participation of the students in all
Class Participation:
the spectrum of the course. Students are expected to come well
prepared/dressed and constructively engage in class.
―In each and every aspect of life, discipline comes first and worth a
lot‖. This is what department of Sport Science reflects. As a result of
this, any noise, chatting, chewing gum and the like are prohibited in
Class Discipline every sessions of the course. In addition to these portable electronic
media and communicative devices such as cell phones, pagers, MP3
players, I pods etc are not be used during the class for any reason.
Thus, these devices should be switched off and kept out of sight.
Reference materials
 Charles B. Corbin, Gregory J. Weik, William R. Corbin and Karen A.

Text Welk. (2006). Concepts of fitness and wellness: a comprehensive
lifestyle approach. 6th edt.
273
1. Schott k. Powers, Stepheen L. Dod and Virginia J. (2006), Total
Fitness and Wellness.
Reference 2. Paul M, and Walton T. (2006), Core Concepts in Health, 10th edit.
3. Charles B. Corbin and Ruth Lindsey (1990), Fitness for life, 3rd
Edition, Scott
274
6. Graduation Requirements
A student is required to take courses that will bring the total ECTS of 324 to 329 (183-
186 credit hours). A minimum cumulative grade point average of 2.00 is required in all
courses taken. In addition, a minimum grade point average of 2.00 is required in the core
courses of the School. Moreover, all graduation requirements of the AAU will apply.
Table 6-1: Graduation Information
Graduation Requirement
ECTS Credits
Major 218 113
Minor N/A
Elective Motor stream 8 5
Industrial stream 13 8
All other streams 10 6
General Education 71 48
General Engineering 27 17
Overall Motor stream 324 183
Industrial stream 329 186
All other streams 326 184
CGPA Minimum of 2.00
F, D or C- grades -
Exit Exam N/A
Degree Nomenclature
“Bachelor of Science Degree in Mechanical Engineering”
“የሳይንስ ባችለር ዲግሪ በ ሜካኒካል ምህ ን ድስ ና ”
275

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University Of GONDAR

DEPARTMENT OF MECHANICAL ENGINEERING

REVISED MODULARIZED UNDERGRADUATE

 University of Gondar (UOG)

 Institute of Technology (IOT)

 School of Mechanical and Industrial Engineering (SMiE)

 Programmable Logic Controller (PLC)

 Engineering Capacity Building Program (ECBP)

 Computer Numerical Control (CNC)

 European Credit Transfer System (ECTS)

 Mechanical Engineering (MEng)

3. Modules and Clustered Courses......................................................................................22

4. Course Breakdown by Semester..................................................................................... 26

5. Module Profile and Course Syllabus...............................................................................34

6. Graduation Requirements............................................................................................. 273

Rationale for Modularized Curriculum

a) More practice-oriented courses were added.

c) A six-month industrial internship was introduced in the 8th semester.

d) A new course on Mechatronics is included in the curriculum to introduce to students PLC

e) A course on Quality Management is introduced with the objective of training engineers

 The education is streamlined to different areas of employment;

 Small size class facilitates project and laboratory intensive education.

i) Courses are arranged in modules which are envisaged to be helpful in facilitating

j) In order to accredit the program by European accreditation institution, the introduction of

1.1. Professional Profile

 Product design, development and manufacturing;

 Product Design and/or Applied Mechanics

It deals with the study and application of materials.

 Manufacturing Engineering/ Technology

 Thermal and Power Plant Engineering

It deals with the design, performance analysis, selection, installation, commissioning,

It deals with systematic application of reliability theory, condition monitoring and

It deals with design and maintenance of an aircraft and its accessories.

 Mechatronics and/or Robotics

Table 1-1: Mechanical Engineering Permanent Academic Staff

S. No. Academic Staff Name Academic Rank Chair, Remark

Table 1-2: Technical and support staffs

Table 1-4: Administrative and support staffs

S. No. Name of Staff Administrative Role Mechanical Remark

a) Fluid Machine and Thermal Laboratory

The list of facilities available for the education is given below .

 Reciprocating compressor performance for demonstration

b) Hydraulic Machines Laboratory

 Flow measurement with nozzles and orifice

1.3.2. Manufacturing Workshop

 Small CNC lathe

1.3.3. Computer Rooms

1.5. Admission Requirements to the School

 Students shall complete pre-engineering program successfully

 Good performance in the assessment semester.

The internship program has the following objectives:

 Expansion of knowledge and acquaintance with industry in the field of mechanical

 Design and construction.

Table 1-6 Grading System and ECTS grade transfer

Raw Mark Corresponding Corresponding

Table 1-7 Industrial internship grading scale/system:

Marks out of 100% Letter grade Description Academic Remedial Action

For examinations evaluated by an examination committee, the arithmetic mean of the

1.7.1. Examination Pass-Fail Pathways