FACULTY OF SCIENCE

LEARNING GUIDE
MODULE: ENGINEERING MATHEMATICS V 2A

BACHELOR OF ENGINEERING TECHNOLOGY

(CHEMICAL, CIVIL, ELECTRICAL, INDUSTRIAL, MECHANICAL)

MODULE CODE: MATE2A2

DEPARTMENT: MATHEMATICS AND APPLIED MATHEMATICS

(DOORNFONTEIN CAMPUS)

MODULE COORDINATOR: DR. S.M. SIMELANE

HEAD OF DEPARTMENT: PROF. F. NYABADZA

MODULE MODERATOR: MR. I.K. LETLHAGE

DATE: FEBRUARY 2024

 TABLE OF CONTENTS

Page

1. WELCOME AND PURPOSE STATEMENT ...................................................................2

2. STRUCTURE OF THE MODULE .............................................................................. 3
3. MODULE LEVEL DESCRIPTOR AND CREDITS ........................................................... 3
4. LEARNING ASSUMED TO BE IN PLACE .................................................................... 3
5. PURPOSE OF THE MODULE ................................................................................. 4
6. OBJECTIVES OF THE MODULE .............................................................................. 4
7. MODULE LEARNING OUTCOMES ........................................................................... 4
8. ACADEMIC CALENDAR ………………………………………………………………… 5
9. SCHEDULED LECTURES/TUTORIALS .......................................................................5
10. LECTURERS AND CONTACT DETAILS ..................................................................... 5
11. SUPPORT RESOURCES ........................................................................................ 6
12. PSYCAD ............................................................................................................. 6
13. ASSESSMENT METHODS ……................................................................................ 7
14. ASSESSMENT SCHEDULE ……................................................................................ 7
15. PASS REQUIREMENTS…................................................................................ 9
16. GLOSSARY OF TERMS ....................................................................................... 10
17. ACTION VERBS ................................................................................................. 11
18. MODULE SPECIFIC LEARNING OUTCOMES AND ASSESSMENT CRITERIA ……………... 12

Section 1: Solving First Order Ordinary Differential Equations

Section 2: Laplace Transforms
Section 3: Fourier Series and Fourier Transforms

19. CLASS RULES ……………………………………………………………………….. 15

APPENDIX

I. WARNING ABOUT PLAGIARISM………………………………………………………… 16

II. APPLICATION FOR SUPPLEMENTARY/SICK TEST …………………………………….. 17

III. GRIEVANCE PROCEDURE …………………………………………………………….. 18

IV. DECLARATION BY STUDENT ………………………………………………………….. 29

1
1. WELCOME AND PURPOSE STATEMENT

Dear student

We, as lecturers in Mathematics, wish to welcome you and look forward to having you at our
department. This module was designed as an introduction to certain topics that are regarded as
being essential to engineering students, as the variety of problems which confront today’s
engineers and scientists have increased in recent years. It will consequently provide you, the
student, with a basic introductory knowledge of differential equations, which can be applied in
practical techniques in your chosen field of study or workplace.

This study guide is designed to assist you with this module and to guide you with the preparation
of classes, assignments, assessments, and the examination.

By participating and applying all the principles that you will learn during this course, you will be
able to master the following life skills, also known as critical outcomes.

❖ Identify and solve problems.

❖ Problem solving, in respect of which a learner is able to demonstrate the ability
to recognize and solve problems within a familiar, well-defined context.
❖ Work effectively as a member of a team or group.
❖ Communicate effectively, using everyday language and mathematical language and
symbols to describe processes and to solve problems.
❖ Organize yourself and your activities effectively.
❖ Use mathematics and technology effectively and critically.
❖ Understand the world as a set of related systems by recognising that problem
solving context do not exist in isolation and how the decisions you make affect
other people and situations.
❖ Collect, analyse, organize and critically evaluate information: Interpret
information in order to develop a relative mathematical model of the context and
to solve problems.

It is therefore important that you as the student participate, either in groups or individually to
be successful and competent at the end of this module. It will contribute to you achieving the
specific outcomes or final competencies related to your Bachelor of Engineering Technology
degree.

The reduced contact time model of the University is based on the concept that the lecturers
are only facilitators in the process of achieving the outcomes. You, the student should therefore
take responsibility for your own learning and achievement of outcomes.

Wish you the very best of luck for your studies this semester.

Your lecturers,
P.G. Dlamini (BSc (UNISWA), MSc and PhD (UJ))
S.M. Simelane (BEconSc, BSc Hons, MSc and PhD (Wits))
F.S. Zottor (PhD (Wits))



2
2. STRUCTURE OF THE MODULE

DURATION OF MODULE (WEEKS/SEMESTER): ±14 WEEKS

ENGINEERING Unit 1
MATHEMATICS Analytical solutions of first-order
2A (MATE2A2) ordinary differential equations.
(±3 weeks)

Unit 2

Solving ordinary differential equations

using Laplace transforms.
(±5 weeks)

Unit 3

Fourier series
(±4 weeks)

3. MODULE LEVEL DESCRIPTOR AND CREDITS

NQF-level: 6
NQF-credits: 14
Module Type: Semester Module

4. LEARNING ASSUMED TO BE IN PLACE

Competence in Engineering Mathematics V 1A (MATE1A1) and Engineering Mathematics V

1B (MATE1B1), with special attention to the following:

1. Integration of basic algebraic functions

2. Integration of transcendental functions.
3. Integration by parts
4. Resolving fractions into partial fractions.
5. Integration of trigonometric functions.
6. Definite integrals.
7. Mean values.
8. Solve systems of linear equations.

3
5. PURPOSE OF THE MODULE

The module is designed as an introduction to specific topics, regarded as being essential to

engineering students. The module is also aiming at equipping undergraduates with
mathematical techniques, resources, tools, and skills essential for work and study in
engineering. It will also equip the student with the knowledge base, theory and methodology
of disciplines which can be applied in well-defined engineering problems in his/her chosen
field of study or workplace. Principle and theory are emphasized as foundation for entry into
the labour market, postgraduate studies, or a technical profession with technologically
orientated companies. This module will contribute to a student achieving the specific
outcomes and final competencies within the Bachelor of Engineering Technology and
demands a fair level of theoretical engagement and intellectual independence.

The module is designed in consultation with the Engineering Council of South Africa (ECSA),
recognized and accredited as such in order for the exit student to acquire a licence to practice
their professions. The Bachelor of Technology can lead to further academic development in
studies towards Honours, Masters and a PhD degree.

6. OBJECTIVES OF THE MODULE

Students should be able to apply mathematical principles to systematically diagnose and

solve well-defined engineering problems.

7. MODULE LEARNING OUTCOMES

• Solve first order ordinary differential equations (ODE) using Separation of the
variables and Reducible methods.
• Solve Homogeneous, Exact, Linear and Bernoulli ODEs.
• Apply analytical methods to solve first order ODEs related to real world and
engineering problems.
• Perform Laplace transforms on constants, trigonometric sine and cosine, hyperbolic
sine and cosine, exponential functions, and products of these functions.
• Use partial fractions and the method of completing the square to perform inverse
Laplace transforms.
• Sketch discontinuous functions and apply the Heaviside notation to perform Laplace
and inverse Laplace transforms on step functions and Dirac-Delta impulse function.
• Apply Laplace transform methods to solve ODEs involving continuous and
discontinuous forcing functions related to real world and engineering problems.
• Define a continuous and discrete time signal and use the shifting, scaling, and
inversion properties of signals.
• Determine the Fourier coefficients and resulting trigonometric Fourier series of a
periodic function.
• Convert the Fourier series of a periodic function to a compact trigonometric Fourier
series.
• Use the Fourier spectrum to describe the frequency domain and time domain of a
signal.
• Determine an exponential Fourier series of periodic functions.
• Distinguish between even and odd functions and apply these properties to negative
frequencies.
• Represent an aperiodic signal as a Fourier integral.
• Verify the existence of the Fourier transform with the Dirichlet conditions.
• Understand the Fourier transform as the limit of a Fourier series that can be used to
describe non-periodic functions on an infinite interval.
• Calculate the Fourier transform of elementary function by using the definition.
• To apply Fourier transforms theory to physical problems relating to periodicity.

4
8. ACADEMIC CALENDAR

1st Term Classes: 12 February – 20 March 2024

Mid Semester Vacation: 21 March – 01 April 2024

2nd Term Classes: 02 April – 24 May 2024

Study Break: 25 May – 29 May 2024

1st Semester Final Assessment Period: 30 May – 21 June 2024

Winter Vacation: 22 June – 14 July 2024

Mid-Year Supplementary Assessments: 08 July – 12 July 2024

9. SCHEDULED LECTURES/TUTORIALS:

Group: CHE/CIV
Lectures: TU 3 and 4 in Venue Q/K G207
TH 6 and 7 in Venue Q/K 1104
Tutorials: MO 9 and 10 in Venue Q/K 1200 & Q/K 1300

Group: ELE/ IND

Lectures: TU 3 and 4 in Venue Q/K G306
WE 1 and 2 in Venue Q/K G207
Tutorials: FR 1 and 2 in Venue Q/K 1202 & Q/K 1300

Group: MECH
Lectures: TH 1 and 2 in Venue Q/K G207
FR 1 and 2 in Venue Q/K 1104
Tutorials: WE 10 and 11 in Venue JOB 4220 & Q/K G302

10. LECTURERS AND CONTACT DETAILS

10.1 Department of Mathematics and Applied Mathematics is on the 7th floor in John Orr.

Name Office no. Contacts Consultation

Dept. Secretary: JOB 7144 011 559 6817 08:00 – 15:00 weekdays
Ms. Elizabeth Sibiya [email protected]

Lecturer: JOB 7138 011 559 6566 10:30-12:00 Thursday

Dr. P.G. Dlamini [email protected] 10:30-11:30 Friday

Lecturer: JOB 7136 011 559 6018 12:00-13:00 Tuesday

Dr. S.M. Simelane [email protected] 10:30-12:00 Thursday

Lecturer: JOB 7130 011 559 4287 12:00-13:00 Tuesday

Dr. F.S. Zottor [email protected] 11:30-13:00 Wednesday

10.2 If you wish to consult your lecturer outside of these mentioned times, please make an
appointment via email. When making an appointment, provide at least three different
times as possibilities.

5
10.3 Refer to Moodle for additional contact details of the lecturer or tutors.
11. SUPPORT RESOURCES

TEXTBOOK

I. Prescribed Textbook: Elementary Differential Equations with Boundary Value

Problems (Free Edition, 2013) by William F. Trench.
http://ramanujan.math.trinity.edu/wtrench/texts/TRENCH_DIFF_EQNS_II.PDF
II. The textbook is also available as an eBook (visit the library for more information).

LIBRARY

You are encouraged to consult the literature in the library if you need more information.

12. PsyCaD

The Centre for Psychological Services and Career Development (PsyCaD) provides services
on every UJ Campus. Using highly professional and completely confidential, sympathetic,
and scientific support, PsyCaD seeks to broaden and deepen the learning experiences of
students and the psychological well-being of students through:

• A peer buddy group that helps students find their feet at the university.
• Counseling services for students with all kinds of problems, personal or otherwise.
• Various career services, advising students and linking them with prospective
employers.
• A 24 hour Crisis Line in case a student has a major life crisis.
Email: [email protected]
DFC Tel: 011 559 6042
Crisis Line: 082 054 1137

13. ASSESSMENT METHODS

In all assessments, both formative and summative, questions are posed that require the
application of engineering principles to solve well-defined engineering problems in
mathematics.

• Self-assessment: The student is expected to perform self-assessment by completing

the activities (exercises in textbook) at the end of each learning unit.
• Continuous assessment: During and/or after each learning unit the student will be
assessed (class tests and/or assignments) and these assessments may form part of
the semester mark.
• Formative assessment: Three major tests and a series of tutorial tests will be written
during the semester (see Assessment Schedule). These tests will form part of the
semester mark.
• Summative assessment: An examination paper at the end of the semester testing all
the content covered in class: (Unit 1 – 3) – 3 hours.
• The semester mark together with the examination mark will constitute the final pass
mark. The student will be pronounced competent/ not yet component, based on the
final pass mark obtained.

6
14. ASSESSMENT SCHEDULE

The usual examination rules and regulations are applicable, and all assessments are treated
as exams (see subsections 14.2 and 14.3).

Requests for reconsideration of an assessment mark will only be granted at the time when an
assessment is handed out and discussed. No request will be considered after a student
has left the venue.

Tests/Assignments/ Dates Time

Examinations
Test 1 18/03/2024 08:00 - 09:30
Test 2 13/05/2024 08:00 - 09:30

Aegrotat (sick test) TBC TBC

Exam (provisional) 31/05/2024 08:30 – 11:30

Assessment venues to be confirmed in class and uploaded into Moodle.

14.1 TUTORIALS

• Students are expected to complete weekly tutorials. During these tutorial sessions, all
Units 1 – 3 will be covered. Tutorials for this module are compulsory.

• A student needs to complete at least 80% of the semester tutorials to be granted an

opportunity to take the final exams. The assigned tutor will keep/take a register for
every tutorial session. It is every student’s obligation that he/she signs the attendance
registry at the end of the tutorial session. The lecturer may also take random lecturer
attendance registry which will contribute to the tutorial attendance.

• From now and then, students will have spot tutorial tests. So, it’s imperative that each
student is ready for all tutorial sessions. There will be no supplementary/second
opportunity for the tutorial tests/submissions (there’s no need for doctor’s
notes or grievance notes for the tutorials). The discretion of the lecturer will
therefore play a major role in the making of the final decision regarding tutorial
assessment opportunities missed.

• All tutorial marks will contribute towards the final mark.

14.2 RULES AND PROCEDURE REGARDING ABSENCE FROM A

FORMATIVE AND/OR CONTINUOUS AND/O SUMMATIVE
ASSESSMENT

A student may be granted a special assessment opportunity if he/she applies within 7

working days after the original date of assessment missed. A student must submit a
completed application form for the aegrotat test (see appendix) together with a written & valid
reason(s). This must be handed over to your own lecturer either in person or emailed to the
departmental secretary. The following cases will be considered, and a supplementary
assessment may be granted if the documentation as specified is delivered to your lecturer as
stated above.

7
 Reason for absence Documentation as proof
Illness The application form as in addendum A of
this Learning guide, completed by student
and medical practitioner with official stamp.
Compassionate reasons Relevant documentation such as death
(Immediate family only) certificate etc. and a letter detailing
circumstances and the student’s details must
accompany the application.
Legitimate reasons An affidavit signed and stamped by a
commissioner of oaths, accompanied by a
letter, detailing the specific circumstances
and the student’s details.

The discretion of the lecturer will play a major role in the making of the final decision on the
supplementary assessment opportunity.

NO SUBMISSION, NO AEGROTAT TEST!

An aegrotat test for each major class test will be written within 7 working days of the original
assessment and will cover all content covered in the original assessment.

SEE APPENDIX for the APPLICATION of the SUPPLEMENTARY/SICK NOTE.

14.3 RULES AND PROCEDURES REGARDING ACCESS TO ASSESSMENT

VENUES

Students must produce their student cards for admission to an assessment venue. Before
commencement of an assessment, students must switch off all cell phones and any other
electronic devices; these must remain off for the duration of the assessment event and be
placed on the floor under the seat.

Any cell phone or other electronic device that is seen to be held in the hand or operated in
any way for whatever reason will be confiscated by the invigilator.

15. PASS REQUIREMENTS (INCLUDING WEIGHTING OF ASSESSMENT

AND COMPILATION OF FINAL MARK)

1. Weighting of assessments:

Semester mark: Test 1: 40%

Test 2: 40% 100 %
Tutorials and assignments: 20%

Examination mark: Main exam 100 %

Final mark = Semester mark : Examination mark

100 = 50 : 50

2. Entrance requirements for the examination:

A module mark of at least 40% is required for admission to the last summative
assessment opportunity (examination). It is therefore imperative that you obtain a
semester mark of 40 % if you intend writing the examination as no student will be
allowed to write the examination with a semester mark less than 40 %.

8
 3. Pass requirements and special assessment opportunities:

• All assessments are compulsory.

• The pass mark for any assessment (test, tutorial, assignment, project, etc.) is
50%. A distinction is a mark 75%.
• When a traditional examination or summative assessment is used as a
last assessment, the student passes a module subject to obtaining a final
calculated mark of at least 50%
• A supplementary summative assessment opportunity may be granted if a
student;
(a) failed a module (exam) but obtained a final mark of between 40 -
49%
(b) failed a module but obtained a module mark (SM) of at least 60%
(c) followed procedures regarding absence from an assessment

• The final mark for a supplementary summative assessment is capped at 50%

• Special assessment and supplementary summative assessment

opportunities from A-regulations 2009:

“A student’s entitlement to a special or supplementary summative assessment

opportunity lapses if they fail to use the opportunity.”

16. GLOSSARY OF TERMS

Critical outcomes Those generic outcomes which inform all teaching

and learning.

Specific outcomes Means contextually demonstrated knowledge, skills and

values. Describe specific learning outcomes and say
what the person must be able to achieve.

Assessment criteria Specify the required level of performance for each

specific outcome.

Credits Indicates the time an average student would take to

achieve the standard. Each credit = approximately 10
hours of learning time.

Notional hours The learning time that is conceived it would take an

average student to meet the outcomes defined, and
includes concepts such as contact time, time spent in
structured learning in the workplace and individual
learning.

Summative assessment Is for making judgement about achievement. It is carried

out at the end of a program of learning in order to be
deemed competent or not competent yet.

Formative assessment Takes place during the process of learning and teaching.

Continuous assessment All forms of assessment which is ongoing.

___________________________________________________________________________
9
17. Action verbs (Based on Bloom’s taxonomy)

Action verbs are used to assist you in the completion of the required
activities, assignments and/or tests/exams. This is a list of definitions
for some examples
Apply Put to practical use or make use of a relevant equation or law.
Calculate Determine the value, using formulae or specific calculation methods.
Group concepts or subjects together based on certain characteristics or
Classify
commonalities.
Point out the similarities and differences between objects or points of view. The
Compare
word contrast can also be used.
Transform a quantity expressed in one unit to a quantity expressed in another
Convert
unit.
Define Give a short and clear description of a term or concept.
Demonstrate Show clearly/prove/make clear by reasoning or evidence/illustrate and explain,
especially with many examples.
Derive Deduce or infer something from the given information.
Tell in detail how a process works or how a subject appears. You need not
Describe
comment on the process or the subject or give your own point of view.
Differentiate Find differences between objects or statements.
Explain terms or concepts in your own words. Give comments or give your
Discuss
own point of view.
Distinguish Write down the differences between subjects or concepts.
Draw Create a drawing, diagram or representation of a subject or concept.
Write about the subject in your own words. Clarify or give reasons – use
Explain
examples or illustrations. You must prove that you understand the content.
Formulate Express in a concise, systematic way.
Identify Establish the identity or recognize a process.
Illustrate Explain by means of detailed descriptions and drawings.
Interpret Explain or clarify the meaning of a concept/value.
List/Name Briefly write down the facts or main points.
Motivate Give reason(s) for your answer.
Name Nominate or specify a site or process.
Organize Arrange data according to certain criteria.
Predict Use the facts available to derive an outcome.
Relate Show the relation/connection of entities, how the concepts can be linked.
Solve Find an answer by using critical thinking and/or calculations.
Summarize Briefly state/list/write down only the most important detail/facts.

10
18. MODULE SPECIFIC LEARNING OUTCOMES AND ASSESSMENT
CRITERIA

Module learning outcomes Module assessment criteria

UNIT 1: SOLVING FIRST ORDER

ORDINARY DIFFERENTIAL
EQUATIONS USING THE
SEPARATION OF VARIABLES,
HOMOGENEOUS, LINEAR,
BERNOULLI AND REDUCIBLE
METHODS

On completion of this unit the student should Competence will be evident if

be able to:

1. Identify the types of differential 1. Types of differential equations are

equations. identified correctly.

2. Solve first order differential equations 2. Differential equations are solved

using the method of separation of variables correctly, using the appropriate methods
and an integrating factor in the linear method.

3. Solve homogeneous, linear and 3. Analytical results are sketched

Bernoulli differential equations.

4. Apply other transformations to solve 4. Appropriate transformations are

first order differential equations. made to solve first order differential
equations.

UNIT 2: SOLVING ORDINARY

DIFFERENTIAL EQUATIONS,
USING LAPLACE TRANSFORMS

On completion of this unit the student should Competence will be evident if

be able to:

1. Use first principles to find the Laplace 1. First principles are used correctly to find
transforms of the Laplace transform of a function.
1.1 a constant
1.2 exponential function
1.3 sine and cosine
1.4 hyperbolic sine and cosine

2. Use table of standard transformations 2. Laplace tables are used correctly to

to look up the Laplace transforms of find the Laplace transforms of
the following: functions.

2.1 Basic continuous functions.

2.2 Transforms of integrals.
2.3 Transforms of derivatives.
2.4 Products of exponential and other
basic functions.
2.5 Discontinuous functions, using
Heaviside notation.

11
2.6 Dirac Delta/impulse function.

3. Sketch discontinuous functions, 3. Discontinuous functions are sketched

indicating breakpoints and write in correctly, indicating breakpoints, and
terms of unit step (Heaviside) written in terms of unit step (Heaviside)
notation. notation.

4. Determine the inverse Laplace 4. Techniques to find the inverse Laplace

transforms, involving the following: transforms with the aid of tables are
applied efficiently and correctly. This
4.1 Table of standard transforms. includes writing a function in terms of
4.2 Resolve into partial fractions, using its partial fractions or completing the
the following types: square.
4.2.1 Cover-up rule
4.2.1 Factors of the denominator
are linear and repeated.
4.2.3 Factors of the denominator
are quadratic and distinct.
4.3 Completing the square.
4.4 Finding inverse Laplace of
discontinuous functions.

5. Use Laplace transforms methods to 5. Laplace transforms methods are used

solve differential equations involving: correctly to solve differential equations.
5.1 Initial conditions.
5.2 Continuous functions
5.3 Heaviside functions
5.4 Dirac Delta functions

6. Apply all the above techniques to 6. All the above techniques are applied
solve mechanical and electrical correctly to solve mechanical and electrical
problems. problems.

7. Interpret solutions in terms of 7. Solutions are correctly interpreted in

transient and steady state. terms of transient and steady state.

8. Find the period, frequency and phase 8. The period, frequency and phase
angle of solutions involving sine and angle of solutions involving sine and
cosine terms. cosine terms are correctly determined.

UNIT 3. FOURIER SERIES

On completion of this unit, the student should Competence will be evident if

be able to:

1. Determine the Fourier coefficients 1. The Fourier coefficients are

and write down the Fourier series of a determined and combined correctly
given function, with period 2 or into a Fourier series for a given
other than 2 . function.

2. Distinguish between even and odd 2. The characteristics of even and odd
functions and know the functions are used to determine the
characteristics of each and hence Fourier series of a function, where
only determine the appropriate applicable.
Fourier coefficients.

12
3. Find the Fourier series of a half-range 3. The Fourier series of a half range
function. function is determined correctly.

4. Use an approximate method to 4. The harmonic analysis of an irregular

determine the harmonics of an function is determined correctly.
irregular function, i.e. harmonic
analysis, using degrees or radians.

CLASS RULES

Class Rules to be highlighted here are an excerpt from UJ Academic Regulations (AR) 2017.
Students are encouraged to READ the full version of these Regulations. The document may
be accessed from the UJ website, http://www.uj.ac.za.

1) Students may not attend lectures or any contact sessions in a module, receive study
material or supervision, or have access to any electronic study material or sources or
be assessed in a module if they are not registered students at the University for the
relevant module for the relevant academic year. (AR 5.10.1).

2) No assessment result obtained by a student is official if the student was not registered
for the relevant module when the result concerned was obtained. (AR 5.10.2).

3) Attendance of classes, tutorials, and practical classes (where applicable) are

compulsory for undergraduate students. (AR 5.11.1).

4) The University does not permit student behaviour that disrupts formal teaching and
learning activities. (AR 10.1.3). In line with this regulation, a lecturer reserves the right
to remove disruptive elements from the lecture hall. LATE COMING is considered
disruptive and therefore it is NOT allowed. However, students are allowed a grace
period of 10 minutes, to be late. For example, if a lecture (according to the timetable) is
supposed to start at 08:00, students will be allowed to enter the lecture venue up until
08:10. Students arriving later than 08:10, will NOT be allowed into the lecture venue.
NO noise is allowed during lectures. Students are allowed to step out to the toilet
during lectures, BUT quietly.

5) For admission to a final summative assessment opportunity (examination), a

minimum of 80% attendance in all lectures and tutorials is required. A legitimate
reason, and where appropriate the necessary evidence thereof (a medical certificate or
similar), is required to substantiate any non-attendance.
(AR 10.1.6). Also, if a student misses a test or practical, valid document(s) must be
produced to substantiate such absenteeism. There will be ONE supplementary (sick)
test for all students who missed either test 1, 2 or 3.

6) When a summative assessment opportunity is used as a last (comprehensive)

summative assessment opportunity, a minimum module mark of 40% and attendance
of 80% in all lectures, tutorials, and practicals, where applicable, are required for
admission to the summative assessment opportunity concerned. (AR 10.2.6).

13
UNIVERSITY OF JOHANNESBURG

FACULTY OF SCIENCE

DEPARTMENT OF MATHEMATICS AND APPLIED MATHEMATICS

WARNING ABOUT PLAGIARISM

The Department of Mathematics and Applied Mathematics at the University of Johannesburg

places great emphasis on integrity and ethical conduct in the preparation of assignments. It is
very important to us that all our students know how secondary material should be used, as
well as the scholarly method of presenting and acknowledging references.

Plagiarism is the unacknowledged use of the words or ideas of others. It is tantamount to

academic theft and is therefore a very serious offence. To plagiarize means to use the words
or ideas of another to create the false impression that these words and ideas are your own.
To avoid committing plagiarism, you must, at all times, acknowledge the source from which
you have borrowed certain words or ideas.

If after reading this warning about plagiarism you are still uncertain about how to avoid
committing plagiarism, you should speak to your lecturer about it before your assignment is
submitted.

Students who submit assignments in which plagiarism can be demonstrated will be referred
to the Dean of the Faculty for disciplinary action.

14
UNIVERSITY OF JOHANNESBURG NB THE FINAL DECISION AS TO WHETHER THE
STUDENT IS/WAS ABLE TO WRITE A
TEST/EXAMINATION RESTS WITH THE UNIVERSITY.
APPLICATION FOR DEFERRED (AEGROTAT) TEST(S)/EXAMINATION(S)
 APPLICATION(S) FOR DEFERRED (AEGROTAT) TEST(S) MUST BE SUBMITTED TO THE RELEVANT LECTURER,
 AND APPLICATIONS FOR DEFERRED (AEGROTAT) EXAMINATION(S) TO THE HEAD: FACULTY ADMINISTRATION IN THE OFFICE OF THE DEAN.

SECTION 1 TO BE COMPLETED BY THE STUDENT

1.1 INITIALS AND SURNAME:

1.2 TITLE (MARK WITH AN X): MR MRS MS MISS OTHER

1.3 STUDENT NUMBER:

1.4 NAME OF QUALIFICATION:

1.5 TELEPHONE NUMBER:

(AREA CODE)

1.6 ADDRESS DURING

STUDIES:
POSTCODE:

1.7 COURSE(S) AND DATE(S) OF TEST(S)/EXAMINATION(S):

COURSE DATE COURSE DATE COURSE DATE

DATE OF SIGNATURE OF
APPLICATION: STUDENT:

SECTION 2 TO BE COMPLETED BY A MEDICAL PRACTITIONER

2.1 INITIALS AND SURNAME: DR

2.2 REGISTERED PRACTICE/PROFESSIONAL COUNCIL

NUMBER:

2.3 TELEPHONE NUMBER:

(AREA CODE)

2.4 I HEREBY CONFIRM

(a) that I examined the abovementioned patient on ; and
(date)

(b) that the following diagnosis was made: .

 MARK APPROPRIATE BLOCK WITH AN X

(c) I am convinced that the patient is/was not able to write test(s)/exam(s) on
(date(s))
OR
I cannot, with certainty, say that the patient is/was not able to write test(s)/exam(s) on
(date(s))

 YOU ARE KINDLY REQUESTED TO PLACE AN OFFICIAL STAMP OF YOUR MEDICAL PRACTICE ON THE FORM OR TO
ATTACH A LETTERHEAD OF THE MEDICAL PRACTICE WITH YOUR SIGNATURE THEREON. YOUR COOPERATION IS
GREATLY APPRECIATED.

SIGNATURE OF MEDICAL PRACTITIONER DATE

SECTION 3 TO BE COMPLETED BY THE DEAN OR HIS/HER APPOINTEE

APPROVED REJECTED (MARK WITH AN X))

SIGNATURE OF DEAN DATE

[S
 STUDENT GRIEVANCE FORM

1. Name of Grievant: _____________________________________________________

Postal Address: _______________________________________________________________________
Tel: ________________________________ E-mail: ________________________________________

2. Name(s) of party or person(s) against whom grievance is being filed.

1.____________________________________________________________________________
_____________________________________________________________________________
2.____________________________________________________________________________
_____________________________________________________________________________
3.____________________________________________________________________________
_____________________________________________________________________________

3. Nature or Type of Grievances -- (include the date(s) of incident(s)

4. Name(s) & Address (es) of any witnesses -- (if applicable)

5. Remedy or Action being Requested

Signature of student: __________________________________ Date:_____________

Received by: _________________________________________ Date: ______________

1
 DECLARATION BY STUDENT

I, …………………………………………………………………….,

Student Number:………………………………..,

declare that I have read, with understanding, the entire Learning Guide for Engineering Mathematics V 2A and that I
am acquainted with all its relevant contents.

SIGNATURE OF STUDENT:………………………………………

DATE:…………………………………