OdenseCourses-Merged1-4semester.docx

The Faculty Of Engineering
The Maersk Mc-Kinney Moller Institute, Odense
Physics and electronics
Physics and electronics T-FYE-U1.
Teaching Language: Danish. ECTS/load: 10 ECTS/0167 Fte.
Approved: 13-04-16.
Period: autumn semester 2016.
Offered in: Odense.
Studies:
Bachelor of engineering in Electronics and information technology
1. semester, mandatory. Offered in: Odense.
Bachelor of engineering in Electrical energy technology
Technical-scientific bachelor's in Physics and Technology
Course Coordinator:
Associate Professor John Erik Hansen, Maersk Mc-Kinney Moller Institute.
Associate Professor Education Coordinator Ole Albrektsen, Maersk Mc-Kinney Moller Institute.
Prerequisites:
The General entry requirements for admission to training.
Content:
The course T-FYE contains technical authority physics and electronics.
Physics (FYS):
● Rectilinear movement.
● Motion in 2 and 3 dimensions.
● Newton's 3 laws and their application.
● Work, kinetic energy, potential energy and energy conservation.
● Reduced quantity, shock, mass Centre and conservation of motion quantities.
● Rigid bodies rotation, torque and mass moment of inertia.
● Reduced amount of torque and its preservation as well as scrolling.
● Harmonic oscillations, springs, pendulums, damped and forced oscillations.
Electronics (ELE):
● The electrical circuits.

● Kirchhoff's laws.
● Ideal voltage and power sources.
● Resistance.
● Vertex method and mask method
● Thevenin and Norton equivalents.
● Power calculations.
● Capacitors and inductors (ideal conditions as well as practical components).
● Time-varying signals, sinusoidal signals.
● Phasoranalyse (complex representation), complex load impedance capability.
● Active, reactive and complex effect calculation.
● Transient response of 1. order C-/L-circuit.
● The ideal operational amplifier as well as circuits based on this.
● Design of semiconductors (phenomenological explained).
● Diodes, Rectifier circuits, Zener diodes.
● Bipolar transistores building and operation.
● Graphic characteristics and workspaces.
● The working point and work line.
● Bias circuit.
● The transistor as a switch.
● Field Effect Transistor.
Academic authority in T-FYE (physics and electronics) and h-MAT1 (mathematics and computer
mathematics), including theory, methods and techniques are game of the semester project, T-PRO1.
Objectives:
Technical Authority (physics and electronics) have the following learning objectives:
Knowledge:
The student must be able to:
● Explain Newton's 3 laws and the use of these.
● Explain the basic physics laws and concepts.
● Describe a physical system using the system parameters and correlation between these.
● Describe and argue for the analogies between different (electrical, mechanical, thermal, etc.)
domains.
● Describe an electric circuit using circuit parameters and component properties.
● Account for basic power/voltage relationships for resistors, capacitors and inductors.
● Run simple equivalents for electrical circuits (Thevenin, Norton).
● Phenomenological outline build-up of semiconductors and components based thereon.

● Graphically represent the power/voltage relationships for electrical components.
Skills:
● Explain the basic laws of physics as well as describe a physical system using the system
parameters and their contexts.
● Perform free-body analysis on an object in a physical system and from that determine its
movement.
● Show analogies between different domains using the mathematical equations as well as the
parameters of the current physical/electrical systems.
● Analyzing electronic circuits using Kirchhoff's and Ohm's laws.
● Run and pick out optimal circuit models for calculation on electric systems.
● Take advantage of the equivalent circuit (Thevenin, Norton) in electrotechnical calculations.
● Analyze circuits based on the ideal operational amplifier.
● Combine calculations, measurements and simulations of physical and electrical systems.
● Make optimal component choice from system requirements combined with calculations and
measurements.
Competences:
● Build, modify and measure on a basic electronic circuits or a physical lineup and compare
theoretical with measured values.
The professional knowledge, skills and competencies are brought into play in the semester project.
Teaching point:
Autumn
Tutorials:
The teaching of professional authority in physics and electronics consists of 24 lessons of 4 hours, a total
of 96 hours.
Education form:
Semester courses, consisting of T-F.Y.E., h-MAT1 and semester project T-PRO1, organised and
implemented as a cohesive themed courses, where you theme: "modeling, simulation, analogies and
experiments" provides a framework for teaching, activities and the project.
Overall, for the courses T-F.Y.E., h-MAT1 and T-PRO1 affected a key aspect of Engineering: the ability to
collect information on a system through measurements and observations, and on the basis of these and
know the laws that govern the system, be able to describe the system in terms of valid mathematical
models that fx through simulation can provide increased insight into system behavior.
The semester theme introduces therefore three essential engineering competencies:
● to gather knowledge about a system through measurements and observations.
● to capture all the essential features of a problem and describe them in the form of a mathematic
model of the problem.
● to analyze and describe the systems behavior through a model based simulation of the system.

It is important that the new students quickly get an insight into the personal- and learning skills, which
are necessary for the completion of the study and for the jobs this education is directed against.
The work and education form must therefore strengthen the students 'abilities and the ability to do
project work, as well as their study technique and ability to independently seek out, evaluate and
disseminate knowledge.
The semester plan describes how the activities, continuously counting activities, semester project, tests
and assessments are carried out within the framework of T-F.Y.E., h-MAT1 and T-PRO1. The semester
plan is presented to the students at the beginning of the semester.
The semester plan contains deadlines for delivery of documents, execution of activities, as well as a
description of the formal requirements for the ongoing counting activities.
The student is evaluated on an ongoing basis through the semester. The purpose of the ongoing
evaluation is to give the students feedback on his activity in class and thus the ability to navigate
through the study and to adjust the effort and focus areas.
Exam requirements:
Sample form:
Internal oral examination with censorship judged on the 7-point grading scale based on an overall
assessment of:
1.Continuous counting activities.
2.Oral examination, in which each student after lottery gets examined in physics or electronics.
The weighting of respectively the counting activities and the oral examination in the final character
emerges from the semester plan.

Mathematics 1
Mathematics 1 H-MAT1-U1.
Approved: 13-04-16.
Offered in: Odense.
Studies:
Course Coordinator:
Prerequisites:
The General entry requirements for admission to training.
Content:
● Differentiation with the use of this.
● Exponential and logarithm functions.
● Inverse trigonometric functions.
● Integration with application to the application thereof.
● Polar coordinates.
● Complex numbers.
● Vector functions in the plane and space.
● Linear algebra, matrices and determinants.
● Linear equations, Gaussian elimination.
● Differential equations of 1. and 2. order.
● Taylor- and Maclaurin series.
● Introduction to the mathematical analysis MatLab tool.
● Programming techniques in the mathematical analysis tools: MatLab.

● Examples of mathematical problem modeled in MatLab
● Examples of uses of MatLab on issues from the beginning of other professional backgrounds.
● Introduction to numerical methods.
Academic authority in T-FYE (physics and electronics) and h-MAT1 (mathematics and computer
mathematics), including theory, methods and techniques are in play in the semester project, T-PRO1,
Objectives:
Knowledge:
● Demonstrate familiarity with differentiation and integration, as well as the use of these tools.
● Demonstrate familiarity with all basic mathematical functions specified under "Content".
● Post and solve differential equations of the 1. and 2. order.
● Demonstrate familiarity with Taylor- and Maclaurin series.
● Solve linear equations and related calculations of matrices and determinants.
● Use MatLab to solve mathematical problems.
Skills:
● Apply math skills such as integration and differentiation to prepare, use and solve the equation.
● Demonstrate familiarity with and single-handedly program more mathematical problems in
MatLab.
● Combine and apply programming techniques in MatLab to solve problems within the physical and
electrical systems.
Competences:
● Apply learned mathematical methods and techniques as well as mathematical computer tools in
the beginning of other professional activities.
The professional knowledge, skills and competencies are brought into play in the semester project.
Teaching point:
Autumn
Tutorials:
The teaching of Mathematics (14 x) respectively and computer mathematics (10 x) consists of 24 lessons
of 4 hours, a total of 96 hours.
Education form:
Semester courses, consisting of T-F.Y.E., h-MAT1 and semester project T-PRO1, organised and
implemented as a cohesive themed courses, where you theme: "modeling, simulation, analogies and
experiments" provides a framework for teaching, activities and the project.
Overall, for the courses T-F.Y.E., h-MAT1 and T-PRO1 affected a key aspect of Engineering: the ability to

models that fx through simulation can provide increased insight into system behavior.
The semester theme introduces therefore three essential engineering competencies:
● to capture all the essential features of a problem and describe them in the form of a
mathematical model of the problem.
It is important that the new students quickly get an insight into the personal- and learning skills, which
are necessary for the completion of the study and for the jobs this education is directed against.
The work and education form must therefore strengthen the students 'abilities and the ability to do
project work, as well as their study technique and ability to independently seek out, evaluate and
disseminate knowledge.
The semester plan describes how the activities, continuously counting activities, semester project, tests
and assessments are carried out within the framework of T-F.Y.E., h-MAT1 and T-PRO1. The semester
plan is presented to the students at the beginning of the semester.
The semester plan contains deadlines for delivery of documents, execution of activities, as well as a
evaluation is to give the students feedback on his activity in class and thus the ability to navigate
Exam requirements:
Sample form:
Internal oral examination with censorship judged on the 7-point grading scale based on an overall
assessment of:
1.Continuous counting activities.
2.Oral examination, in which each student after lottery gets examined in physics or electronics.
The weighting of respectively the counting activities and the oral examination in the final character
emerges from the semester plan.

Semester project in dynamical systems
Semester project in dynamic systems T-PRO1-U1.
Approved: 20-06-16.
Offered in: Odense.
Studies:
Course Coordinator:
Prerequisites:
The general entry requirements for admission to the education.
Content:
● The phased project model.
● Objective, planning and structuring of private and group work.
● Group dynamics.
● Initiative and autonomy.
● Search and manage knowledge.
● Report structure and content.
Semester courses (T-FYE: Physics and electronics as well as h-MAT1: Mathematics and computer
mathematics) theory, methods and techniques are brought into play in the semester project, T-PRO1.
Objectives:
The knowledge, skills and competencies are brought into play in the semester project, in which further
are the following learning objectives:
Knowledge:
The student must have knowledge of:
● Participant features and roles in the context of group work.
● Literature search.

● Group processes and dynamics.
● Group and supervisor contracts.
Skills:
● Structuring the project work in a larger but bounded project after a given project phase model
with special focus on: concept, problem analysis, planning, and dissemination.
● Could find possible solutions based on given requirements.
● Alone and in collaboration with other specify, plan and organize work according to a schedule,
including in a group work could make an appropriate division of labour of the tasks.
● Perform experiments and/or simulations with known methods for lighting of defined issues.
● Conclusion in the light of the objectives and the results achieved.
● Work together in groups, including describe processes that respectively can inhibit and facilitate
group work.
● Apply learned skills in a project-related context.
Competences:
● Disseminate the project results and the supporting theory on a structured and comprehensible
form, in both text and graphics as in oral form.
● Cooperate around the execution of larger but bounded project.
Teaching point:
Autumn
Education form:
The semester project is carried out in groups of typically 6 students. For each group a supervisor is
associated whose main task is to support the project team in its work. The project team may also seek
professional guidance from the teachers.
Semester courses, consisting of T-F.Y.E., h-MAT1 and T-PRO1, organised and implemented as a cohesive
themed courses, where the theme of the semester is: "modeling, simulation, analogies and experiments"
provides a framework for teaching, activities and the project.
Overall, for the courses T-F.Y.E., h-MAT1 and T-PRO1 affected a key aspect of Engineering. The ability to
models that for instance through simulation can provide increased insight into system behavior.
Semester theme introduces therefore three essential engineering competencies:
● to capture all the essential features of a problem and describe them in the form of a
mathematical model of the problem.
It is important that the new students quickly get insight into the personal and learning skills, which are
necessary for the implementation of the study and for the jobs training is directed against.
Work and training is given must therefore strengthen the students 'ability and ability to project work, as

well as their study technique and ability to independently seek out, evaluate and disseminate knowledge.
Exam requirements:
Report of semester project must be handed in on time according to the semester plan.
Sample form:
Internal test with one rated overall censorship grades according to the 7-grading scale based on an
overall assessment of:
● Project report
● Oral examination
The weighting of respectively the project report and the oral examination in the final character emerges
from the semester plan.
Comment:
The module is part of the first year examinations.
Electromechanical system design (A)

Design of Electromechanic Systems E-EMSA-U1.
Approved: 24-09-15.
Period: spring semester 2016.
Offered in: Odense.
Studies:
Bachelor of engineering in electrical power technology
Course Coordinator:
Education Coordinator Ole Albrektsen, Maersk Mc-Kinney Moller Institute.
Training Coordinator John Erik Hansen, Maersk Mc-Kinney Moller Institute.
Prerequisites:
It is recommended that the course E-EMSB followed at the latest at the same time.
Content:
Course E-EMSA consists of Electronics, Mechanics, Data conversion and statistics
Electronics (ELE):
-The ideal and practical operational amplifier.
-The diode.
-FET-transistor.
-Basic power electronics.
-Measuring technique.
Mechanics (MEK):
-Statics, strength of materials and deformation.
Equilibrium and Elasticity.
-Liquid learn
-Heat transfer and Thermal sizing.
-Measuring technique
Data Conversion (DKO):
-Sampling and reconstruction.
-A/D-conversion.
Statistics (STATE):
-Probability distributions.
-Confidence intervals and hypothesis testing.
-Linear regression and correlation.
-Fourier series and Fourier transform.
Objectives:

Each professional has the following learning objectives:
Electronics:
Knowledge:
The students can:
● describe different types of amplifiers and their applications
● explain the MOSFET’s operation and render the input and output characteristics
● understand the behaviour of Buck, Boost, and Buck-Boost converters
● explain Buck, Boost, and Buck-Boost converters on-and off-time equivalents, pathways of
currents and voltages and stationary transfer functions
Skills:
The students can:
● calculate the currents and voltages in circuits with the ideal operational amplifier and
instrumentation amplifier
● calculate the error contribution from the offset voltage, bias current, offset current and common
mode rejection ratio.
● calculate the working point of a MOSFET
● perform basic measurements on circuits with operational amplifiers and on a Buck converter
Competences:
The students can:
● design circuits for amplification of signals
● comparing different amplifier characteristics and select the best amplifier for a given application
Mechanics:
Knowledge:
The students can:
● describe the three basic forms of support
● explain the different types of loads (forces and torques)
● explain the difference on surface of inertia and resistance torque.
● explain Hooke's law in connection with drag charts.
● explain the principle of Bernoulli's equation.
● describe the three types of heat transportation.
● understand the characteristics of a ventilator and its application for forced cooling.
Skills:
The students can:
● calculate the supporting forces, torques, transverse forces and bending moments for simple
mechanical constructions.
● calculate the deformation in simple log structures.
● calculate the flow and pressure in closed piping.
● run an equivalent diagram of a thermal circuit.

Competences:
The students can:
● design a simple mechanical design based on knowledge of loads and materials.
● assess the need for cooling of electronics and design the necessary cooling (natural or forced).
Data conversion:
Knowledge:
The students can:
● apply and calculate real as well as complex Fourier series for real-valued functions with an
arbitrary period.
● apply and calculate the Fourier transform on simple issues.
● apply principles from the basic signal processing.
Skills:
The students can:
● calculate real Fourier series with arbitrary period.
● calculate Complex Fourier series with arbitrary period.
● calculate the Fourier transform.
● account for A/D and D/A conversion.
● account for aliasing.
● account for sampling.
● account for reconstruction of signals.
Statistics:
Knowledge:
The studentcan:
● use and calculate probabilitiesforgivenevents.
● use of probabilityconceptproperly.
● use and run statistical testsfromthe givendata,andassessthe reliabilityof such tests.
● use and distinguishbetweenstatistical typesof distributionfunctions.
Skills:
The studentcan:
● explainthe basicdescriptivestatistics.
● explainthe probabilityVenndiagram, sample space,events.
● explainthe randomvariable.Mean,variance spread.
● describe permutations,combinations.
● use the Binomial,Poisson,exponential,normal distribution
● determine confidence intervals.

● use densityanddistributionfunctions.
● use statistical parametersfromthe samples.hypothesistesting
● describe statistical testingandconfidence intervals.
usinglinearregressionandcorrelation.
Qualifications:
The studentcan:
● select,collect,analyze andevaluatedata.
● disseminateresultsfromastatistical analysistoawideraudience
Time of classes:
Spring.
Tutorials:
The teachingconsistsof 10 lessonsof 4 hoursin Electronics(ELE),7 lessonsof 4 hoursin Mechanical
Engineering(MEK),6lessonsof 4 hoursin data conversion(DKO) and4lessonsof 4 hoursof Statistics
(STAT).
Teachingmethods:
Thissemester,consistingof coursesE-EMSA andE-EMSB, organizedandimplementedasa coherent
thematicprogramwhere the semestertheme:"Computer-basedmeasurementandcontrol of physical-
mechanical system",providesaframeworkforteaching,activitiesandthe project.
The semestercoordinatorshall develop,togetherwiththe semestergroupconsistingof teachersand
supervisorssemestersandplanforactivitiesinthe coursesE-EMSA andE-EMSB.
Overall,forcoursesE-EMSA and E-EMSB, the studentcan buildasystemconsistingof:
● a transducerwhichconvertsthe measurementof aphysical parameterintoameasurable electrical
signal.
● an amplifier,whichistypicallymade upof one or more operational amplifiers.
● revenue fromananalogrepresentationtoa time discrete anddigital representation.
● a microprocessorthatcontrolsthe data acquisitionandcontrol a physical functioninconjunction
witha PC using.serial communication.
● a personal computeronwhichto make a data analysisandstorage.

The semesterplandescribeshowthe activitiescontinuouslycountingactivities(TA),sample shapeand
reviewsconductedwithinthe framework of E-EMSA andE-EMSB. The semesterplanispresentedtothe
studentsatthe beginningof the semester.
The semesterplanincludesdeadlinesforsubmissionof documents,executionof activities,anda
descriptionof the formal requirementsforthe current countingactivities.
Studentsare evaluatedcontinuouslythroughoutthe term(formative).The purpose of the ongoing
evaluationandcountingactivitiesistoenable the studentsandgive studentsfeedbackontheirstudy
activityandthus the abilitytonavigate throughthe studyandadjustthe effortandfocusareas.
Examinationconditions:
Documentsportfoliosetc.are submittedontime inaccordance withthe semesterplan.
Testform fordiploma:
External oral examinationassessedby7-pointgradingscale basedonanoverall assessmentof:
1) Continuouscountingactivities,and
2) Individual oral examinationof the course learningobjectives.
Comment:
In the overall assessmentof the student'sperformance,the oral examinationinthe course'slearning
objectivesincludedapproximately75%and the current countingactivitiesbyabout25%.
Electromechanical system design (B)
Design of Electromechanic Systems E-EMSB-U1.
Approved: 24-09-15.

Offered in: Odense.
Studies:
Course Coordinator:
Training Coordinator John Erik Hansen, Maersk Mc-Kinney Moller Institute.
Prerequisites:
Course E-EMSA must be followed at the latest at the same time.
In order to be able to take the exam for this module, 1. semester be passed.
Content:
Course E-EMSB contains technical authority Digital Technique and programming on a total of 10 ECTS
points, as well as a semester project at 10 ECTS points. Semester project includes professional courses
offered by E-EMSA and E-EMSB.
Digital Technique (DIG):
● Boolean algebra.
● Digital arithmetic circuits.
● Programmable logic.
● Basic microprocessor technique.
● Microprocessors operated timers.
● Pulse width modulation.
● Microprocessor interface.
Programming (PRG):
● Basic C++ programming.
● Control structure.
● Classes and objects.
● Lists and arrays.
● Algorithms.
Objectives:

Each professional has the following learning objectives:
Digital Technique:
Knowledge:
The students can:
● explain basic Combinatorial logical functioning of parties
● explain the different logic families
● explain different number systems, including in particular, the binary and hexadecimal number
systems
● explain the basic structure of the ATmega CPU architecture
● explain the construction of instruction set in an ATmega micro-controller
● explain basic ATmega assembler instructions, including different addressing modes
● explain basic peripherals in an ATmega micro-controller
● explain the basic asynchronous serial communication
Skills:
The students can:
● set up a Boolean expression for a combinatorial logic circuit
● minimize the combinatorial logic using Boolean algebra
● program assembler to an ATmega micro-controller
● explain the various addressing modes
● determine the basic setup of an ATmega micro-controller
● Determine the setup of basic peripherals
Competences:
The students can:
● apply Combinatorial circuits in connection with the construction of a digital circuit
● using assembler programming for an ATmega micro-controller in connection with smaller
programs
● apply ATmega's peripherals in connection with less assembler programs.
Programming:
Knowledge:
The student can explain:
● structured programming
● a high-level programming language control structures, data types
● consumption data files
● classes, inheritance, operator overload
● algorithms described using pseudo code
Skills:
The students can:
● write applications in an object-oriented language (C++).

● Program algorithms based on pseudo code
● using the standard library classes (math, string, vector, etc.)
● develop own classes.
● writing programs with a command line-based user interface.
Competences:
The students can:
● Apart from the described problem develop an application that performs the desired data
processing, simulation, management, etc.
● conceive and describe the solution methods – algorithms – and realize these in an application.
Personal goals: collaboration, project phase model, problem-solving and mediation:
Knowledge:
The students can:
● to account for possible participant features and roles in the context of group work.
Skills:
The students can:
● Structure the project work after a project phase model with special focus on: their realisation,
problem solving and communication.
● alone and in collaboration with others specify, plan and organize work assignments. Including in
a team collaboration could make a proper division of labour of the tasks.
● cooperation in groups. Describes processes that respectively can inhibit and promote a group
work.
Competences:
The students can:
● communicate a project's work results in a structured, understandable and reproducible form, in
both text, graphics as in oral form.
● cooperate around the execution of major projects.
Learning objectives:
Skills:
The students can:
● use the problem-oriented and project organized learning form, which must be a high degree of
autonomy and initiative.
● use an appropriate study strategy.
● use different approaches to acquire knowledge.
Competences:
The students can:
● judge the work of others (peer assessment).
● Select, collect, analyze and evaluate the data material, and communicate labour results in forms
of work, which requires reflection, collaboration and independence.
Teaching point:
Spring

Tutorials:
The teaching consists of 12 lessons á 4 hours in Digital Technique (DIG) and 11 lessons á 4 hours of
Programming (PRG).
Education form:
Semester, consisting of E-courses and E-EMSB, EMSA organised and implemented as a cohesive themed
courses, where the beginning of theme: "Computer-based measurement and management of a
electromechanical system", provides a framework for teaching, activities and the project.
Semester Coordinator will together with semester group consisting of teachers and tutors draw up a
semester plan for the activities of the courses E-EMSA and E-EMSB.
Overall, for the courses E-EMSA and E-EMSB can the student build a system consisting of:
● a transducer that converts the measurement of a physical parameter to a measurable electrical
signal.
● an amplifier, which typically consists of one or more operational amplifiers.
● turnover from an analog representation of a time-discrete and digital representation.
● a microprocessor that controls the data collection and control a physical function in conjunction
with a PC using. serial communications.
● a PC on which to carry out a data analysis and storage.
Semester plan describes how the activities, continuously counting activities, sample form and
assessments are carried out within the framework of E-EMSA and E-EMSB. Semester plan is presented to
the students at the beginning of the semester.
Semester plan contains deadlines for delivery of documents, execution of activities, as well as a
The student is evaluated on an ongoing basis through the semester (formative). The purpose of the
continuous evaluation and the counting activities is to enable the students and give the students
feedback on his Studio activity and thus the ability to navigate through the study and to adjust the effort
and focus areas.
The student is evaluated on an ongoing basis through the semester (formative). The purpose of the
ongoing evaluation is to give the students feedback on his Studio activity and thus the ability to navigate
Semester project is carried out in groups of 6 students. The project groups composed of semester
Coordinator.
Each project group is associated with a supervisor, whose task is to support the project team in its
work. The project team may also seek professional guidance with tutors on the semester
Exam requirements:
The project report, documents, portfolios, etc. are timely delivered according to semester plan.
Sample form:
External oral examination assessed in terms of the 7-point grading scale based on an overall assessment
of:
1) project report.
2) Individual oral examination in the semester project on the basis of the project report. Examination
forms itself as an individual examination in the application of the theories and methods in the beginning
of courses that are relevant to the project work and its results.

3) Continuous counting activities.
4 Individual oral examination in the course learning objectives).
Comment:
Course E-EMSB form part of first year examinations.
In the overall assessment of the student's achievement on the above point 1 and 2 constitute
approximately 50%. and paragraphs 3 and 4 will be approx. 50%, where the weight of the ongoing
counting activities shown by semester plan.
Electromagnetics, electronics and project
Electromagnetism, electronics, and project E-EEP-U1.
Approved: 20-06-16.
Offered in: Odense.

Studies:
Course Coordinator:
Associate Professor Education Coordinator John E. Hansen, Maersk Mc-Kinney Moller Institute.
Prerequisites:
It is recommended that the courses E-EMSA and E-EMSB is passed.
Content:
Content of professional backgrounds electromagnetics, electronics as well as semester project.
Electromagnetism (EM):
● Definition of electric and magnetic fields.
● Coulomb's law for the electric forces.
● Gauss ' laws of electrical and magnetic fields.
● BIOT-Savarts law and Ampéres law for magnetic fields.
● Maxwell's equations.
● The Lorentz force on a charge moving in an electric and magnetic field.
● Energy in electric and magnetic fields.
● Polarisation of electric fields in dielectric materials.
● Magnetization and magnetic fields in magnetic materials, including ParaMagnetic, diamagnetic
and ferromagnetic materials.
● Resistance and capacitance as well as self inductance and mutual inductance.
● Magnetic circuit and calculation models for determining the circuits reluctance taking into account
the linear or non-linear permabilities as well as flux spread.
● One-phase transformer and its electrical equivalent chart. Hysteresis and Eddy current loss in the
transformer.
● Electromagnetic waves.
Electronics (ELE):
● Operational amplifier.
● PSPICE.
● The diode.

● Transistor (BJT).
● Power electronics
● Frequence response.
● Negative feedback
● Stability.
● Component learning.
Semester Project (PRO3):
● Objective, planning and structuring of private and group work.
● Group dynamics. Initiative and autonomy.
● Report structure and content
Academic authority in E-EEP (electromagnetism and electronics) and E-RMK1 (regulation technology,
mathematics and circuit technology), including their theory, methods and techniques are brought in to
play in the semester project.
Objectives:
Professional backgrounds (electromagnetism and electronics) have the following learning objectives:
Electromagnetism – EM
Knowledge:
The students can:
● Define electric, magnetic and electromagnetic fields, including key concepts such as the cargo-
and current density as well as the flux density and electric potential.
● Explain Coulomb's law and Gauss ' laws and explain the laws applied to the provision of e lectric
and magnetic fields.
● Explain Ampéres law and Biot-Savarts law and explain the laws applied to the determination of
the magnetic fields.
● Explain Faraday's law and explain the law's application to the determination of the induced
electric fields in the presence of varying magnetic fields.
● Explain materials interaction with electric and magnetic fields through polarization, conduction
and excitation is determined by the material properties, respectively. permittivity, conductivity
and permeability.
● Outline the border conditions of electric and magnetic fields.
● Define and explain the concepts of resistance and capacitance as well as self inductance and
mutual inductance.
● Explain the construction of magnetic circuits and their analogy to electrical circuits as well as
outline the different circuit models, which rely on the incoming materials linear
● or non-linear permeability as well as the influence of flux spread and flux fringing.
● Explain the structure and function of a one-phase transformer and account for its electrical
equivalent chart, including the equivalent of the electric and magnetic losses in the transformer.

● Interpret the Maxwell's equations as the basis for electromagnetic waves.
Skills:
The students can:
● use Coulomb's law and Gauss's law for electric fields to calculate the electrostatic forces, fields
and potentials of simple and/or symmetric charge distributions.
● use Gauss ' law for Biot-Savarts law as well as magnetic fields and Ampéres allowed to calculate
magnetic fields of simple and/or symmetrical power distributions.
● apply Faraday's law to calculate the induced electromotive forces and electric fields induced by
the presence of varying magnetic fields.
● use knowledge of the electrical field's behavior in and around the leaders and dielektrika, and the
corresponding boundary conditions to calculate the capacitance in simple configurations
consisting of electrical conductors and dielektrika.
● use knowledge of the magnetic field's behavior in and around the leaders and the corresponding
boundary conditions to calculate the self inductance and mutual inductance in simple
configurations of dielectric conductors and magnetic materials.
● post circuit models for magnetic circuits, including one-phase transformers, taking into account
the core materials linear or non-linear permeability as well as the influence of flux spread and
flux fringing.
Competences:
The students can:
● use the calculations, methods and techniques in the field of electro-physics in practical
applications in connection with generating or detecting of electric and magnetic fields.
● evaluate different dielectric and magnetic materials influence on electrical and magnetic field
distributions.
● design and analysis of magnetic circuit, including one-phase transformers, taking into account
the core materials linear or non-linear permeability as well as the influence of flux spread and
flux fringing.
Electronics – ELE
Knowledge:
The students can:
● describe different types of amplifier circuits and their applications.
● Understand the diode and BJT workings and reproduce their characteristics.
● explain in words the transistor, diode and the amplifiers operation uses in electrical circuits.
● describe in words the transistor and diode behavior at high frequencies.
● describe common emitter, common collector and common basic coupling's characteristics.
● describe your Buck-converter small signal model.
● understand the negative feedbacks influence for amplifier characteristics.
Skills:
The students can:
● calculate the error contribution from gain error, bandwidth saturation, current limitation and
slew-rate.

● Use the circuit simulation program PSpice.
● apply different diode and BJT-transistor models for calculating the work points, small signal-
stiffeners and load impedance capability.
● applying models of resistors and capacitors, which takes into account the parasitic components.
● perform measurements on circuits with diodes, transistors and operational amplifiers and at a
Buck converter.
Competences:
The students can:
● design a BJT-based amplifier.
● construct various amplifiers based on an operational amplifier.
● design a frequency compensation so that the amplifier will be stable.
The professional knowledge, skills and competencies are brought into play in the semester project, in
which further are the following learning objectives:
Skills:
The students can:
● structuring the project work in a larger and not a well-defined project after a project phase
model.
● formulate and justify the requirements for possible solutions on the basis of the problem
analysis.
● alone and in collaboration with other specify, plan and organize work assignments. Including in a
team collaboration could make a proper division of labour of the tasks.
● plan and carry out experiments and/or simulations to illustrate more complex issues.
● critically analyze and assess the relevance and quality of the results obtained in relation to the
objectives that have been målformulering.
● work together in groups, including paying attention to processes that respectively can inhibit and
facilitate group work.
● apply learned skills in a project-related context.
● critical search, evaluate and manage knowledge.
● judge the work of others (peer assessment).
● apply learned skills in a project-related context.
Competences:
The students can:
● communicate a project's work results in a structured, understandable and reproducible form, in
both text, graphics as in oral form.
● cooperate around the execution of a major project in advance not clearly defined.
● can handle the different participating features and roles, which may arise in connection with
group work.
● use the problem-oriented and project organized learning form, which exhibited a high degree of
autonomy and initiative.

Teaching point:
Autumn
Tutorials:
The teaching of academic authority is made up of 29 lessons á 4 hours. Lessons are broken down by 15
in electromagnetism and 14 in electronics. Semester project scope corresponds to 10 ECTS.
Education form:
Semester consisting of courses E-EEP and E-RMK, organised and implemented as a cohesive themed
courses, where the beginning of theme: "Measurement and generation of electromagnetic fields
combined with analog signal processing" provides a framework for teaching, activities and the project.
Overall, for the courses E-EEP and E-RMK is the overall objective that the students must be able to
develop sensors and/or actuators based on:
● Design of sensor, actuator and signal conditioning elements based on analytical set transfer
functions, which is derived on the basis of the physical and electrical models.
● Validation of the design through simulation.
● Realization of sensor/actuator and characterization by measurements. Including validation in
relation to the requirements of the specifications.
An important feature is being able to compare readings with calculations and simulations, partly in order
to evaluate/refine models and partly to gain greater insight into the models' scope.
Semester Coordinator shall draw up together with semester group consisting of teachers and tutors a
semester plan for the activities of the course E-EEP and E-RMK.
The semester plan describes how the activities, sample form and ratings (including ongoing evaluation)
takes place within the framework of E-EEP and E-RMK. The semester plan is presented to the students at
the beginning of the semester.
The semester plan contains deadlines for delivery of documents, as well as a description of the formal
requirements for the ongoing evaluation.
evaluation is to give the students feedback on his Studio activity and thus the ability to navigate through
the study and to adjust the effort and focus areas.
The semester project is carried out in groups of 6 students. The project groups composed of semester
Coordinator.
Each project group is associated with a supervisor, whose task is to support the project team in its
work. The project team may also seek professional guidance with teachers at the semester.
Exam requirements:
Report of semester project must be handed in on time according to the semester plan.
Sample form:
External oral examination with censorship judged on the 7-point grading scale based on an overall
assessment of:
1.The project report.
2.Individual oral examination in semester the project on the basis of the project report. Examination
forms itself as an individual examination in the application of the theories and methods in the

beginning of courses that are relevant to the project work and its results.
3.Oral examination, in which each student after drawing lots examined in electromagnetism or
electronics.
In the overall assessment of the student's achievement on the above point 1 and 2 constitute
approximately 50% and point 3 will constitute approximately 50% of the weighting in calculating the
final grade.
Comment:
In the course of the semester runs several activities, which is part of the ongoing evaluation and
feedback to the students. They consist of several reviews of and feedback on the students ' performance
and can consist of several of the following:
Laboratory exercises.
Simulation exercises.
Tasks.
Written tests.
Oral lecture.
Records the session.
The ongoing evaluation/feedback conducted by trainers and/or by peer-assessment [the students
evaluate each other] and/or by self-assessment [the students assess themselves].
Regulation technology, mathematics and circuit technique
Control, mathematics and circuitry E-RMK-U1.
Approved: 13-04-16.
Offered in: Odense.

Studies:
Course Coordinator:
Associate Professor Education Coordinator John E. Hansen, Maersk Mc-Kinney Moller Institute.
Prerequisites:
It is recommended that rates E-EMSA and E-EMSB is passed.
Content:
Each professional of content:
Regulation (REG):
● Models.
● Block formation.
● Block diagram
● Regulator types.
● Setting of regulators.
● Stability.
Mathematics (MAT):
● Coordinate systems.
● Vector differential calculus.
● Laplace and Poisson equations.
● Maxwells equations.
● Wave equation.
Circuit Technique (KRE):
● The transfer functions.
● Resonant circuits.
● Passive and active filters.
● Laplacetransformation.
Objectives:
The three fields have the following learning objectives:
Regulatory Technique – REG
Knowledge:

● In linear, time-invariant and continuous regulatory systems, should the student be able to:
● explain the basic elements of a block diagram of a regulatory system
● explain the time and frequency domain characteristics of a control system
● explain the linearization of a non-linear system
● account for open and closed loop control systems
● account for closed loop stability requirements of a control system
● explain the stability margins
● explain the operation of various regulator types, including P-, PI-, LAG, LEAD-and PID controllers
● explain the advantages and disadvantages of a given regulator type
● an account of practical realization of a regulator
Skills:
In linear, time-invariant and continuous regulatory systems, should the student be able to:
● develop a mathematical model of a physical system
● Set up a block diagram of a regulatory system
● run a simulation in Simulink diagram based on a mathematical model
● apply Matlab/Simulink to analyze and simulate a regulatory system
● calculate the frequency response of an open/closed loop system
● use the Nyquist stability criterion on a simplified regulatory system
● calculate stationary error for a regulatory system
● determine the controller parameters for a regulator
Competences:
In linear, time-invariant and continuous regulatory systems, should the student be able to:
● run time and frequency domain characteristics of a control system
● pick out a particular regulator based on requirements for regulatory loop properties
● analyse and design a controller type for the given regulation system
Mathematics – MAT
Knowledge:
The students can:
● account for scalar and vector fields.
● explain partial differentiation and chain rule.
● account for the gradient of a scalar field and directional derivative.
● account for the divergence of a vector field and rotor
● account for line integrals and describe the relationship between conservative fields and potential
theory.
● explain the double and triple integrals.
● to account for variable shift in double integrals.

● account for Green's theorem, Gauss ' theorem, Stoke's sentence and explain the derivation of
Maxwell's equations.
● explain the continuity equation, Laplace and Poisson equations.
● understanding the transformation of the Laplace operator from orthogonal to the spherical
coordinates.
Skills:
The students can:
● apply and perform calculations on scalar and vector fields.
● use partial differentiation and chain rule.
● apply the concepts of gradient, divergence and rotation.
● perform calculations on conservative fields and potential theory.
● make variable shift in double integrals.
● apply Green's theorem, Gauss ' theorem, Stoke's composition and derive the Maxwell's
equations.
● apply the continuity equation, Laplace's and Poisson's equations.
● perform transformation of the Laplace operator from orthogonal to the spherical coordinates.
Competences:
The students can:
● apply the mathematical methods for analysis of a vector- and scalar field.
● disseminate results from vector differential and Vector calculus to a wider audience in correct
mathematical terminology.
Circuit Technology-KRE
Knowledge:
The students can:
● understand and calculate transfer functions for simple circuits.
● account for Bodeplot in connection with frequency characteristics.
● explain simple series and parallel resonant circuits.
● account for passive and active filters.
● explain the mathematical tool Laplace transformation to the description of simple circuits,
including an account of impulse and step response and stability.
Skills:
The students can:
● calculate transfer functions for simple circuit.
● calculate the Bodeplot in connection with frequency characteristics.
● calculate transfer functions for simple series and parallel resonant circuits.
● calculate the transfer functions of passive and active filters.
● calculate and perform Laplace transformation to description of simple circuits, including
calculation of impulse and step response as well as identify stability.

Competences:
The students can:
● Select, design, analyze, and evaluate a simple electrical circuit.
● disseminating the results from a test of the circuit to a broader audience.
Teaching point:
Autumn
Tutorials:
The teaching consists of 21 lessons of 4 hours. The lessons are shared with 8 lessons in regulation
technology, 7 lessons in mathematics and 6 lessons in circuit technique.
Education form:
Semester consisting of courses E-EEP and E-RMK, organised and implemented as a cohesive themed
courses, where the beginning of theme: "Measurement and generation of electromagnetic fields
combined with analog signal processing" provides a framework for teaching, activities and the project.
Overall, for the courses E-EEP and E-RMK is the overall objective that the students must be able to
develop sensors and/or actuators based on:
● Design of sensor, actuator and signal conditioning elements based on analytical set transfer
functions, which is derived on the basis of the physical and electrical models.
● Validation of the design through simulation.
● Realization of sensor/actuator and characterization by measurements. Including validation in
relation to the requirements of the specifications.
An important feature is being able to compare readings with calculations and simulations, partly in order
to evaluate/refine models and partly to gain greater insight into the models' scope.
Semester Coordinator shall draw up together with semester group consisting of teachers and tutors a
semester plan for the activities of the course E-EEP and E-RMK.
The semester plan describes how the activities, sample form and ratings (including ongoing evaluatio n)
takes place within the framework of E-EEP and E-RMK.
The semester plan is presented to the students at the beginning of the semester.
The semester plan contains deadlines for delivery of documents, as well as a description of the formal
requirements for the ongoing evaluation.
evaluation is to give the students feedback on his Studio activity and thus the ability to navigate through
the study and to adjust the effort and focus areas.
Sample form:
External test with one rated overall censorship grades according to the 7-point grading scale based on:
● Oral examination, in which each student after drawing lots examined in one of the technical
authority: regulation technology, mathematics or circuit technique.
Comment:
In the course of the semester runs several activities, which is part of the ongoing evaluation and
feedback to the students. They consist of several reviews of and feedback on the students' performance
and can consist of several of the following:
Laboratory exercises.

Simulation exercises.
Tasks.
Written tests.
Oral lecture.
Records the session.
The ongoing evaluation/feedback conducted by trainers and/or by peer assessment [the students
evaluate each other] and/or by self assessment [the students assess themselves].
Electricity and heat production
Electric Power and Heat generation E-ELVA-U1.
Approved: 24-09-15.
Period: spring semester.
Offered in: Odense.
Studies:
4. semester electives. Offered in: Odense.

4. semester electives. Offered in: Odense.
Course Coordinator:
John Erik Hansen, Maersk Mc-Kinney Moller Institute.
Prerequisites:
It is recommended that the first three semesters of education are followed.
Content:
-Thermal power stations (Central and decentralized)
-Nuclear power stations
-Wind turbines
-Solar cells and solar heating systems
-Wave and tidal power
-Fuel cells
-Heat pumps
-Biomass conversion
Objectives:
Knowledge
The student achieves knowledge about electricity and heat-producing devices, such as fx:
-Thermal power stations (Central and decentralized) fired with coal, natural gas, biomass, biogas, etc.
-Nuclear power stations
-Wind turbines
-Solar panels & solar heating systems
-Wave and tidal power
-Fuel cells
-Heat pumps
-Boiler installation to clean heat production
-Biomass conversions
Skills
-Account for the behaviour of the main electricity and heat generation technologies
-Describe and explain the various technologies placement on learning curve
-Explain the various technologies in resource consumption
-Knowledge of the "state-of-the-art" within the main electric power and heat generation plants
-Explain the different installations and systems, current technological status and expected future
potential in electricity and heat production segment
-Account for installations and systems in the field of power and heat production which is expected to
meet the national climate plan for 2020
Competencies
The students can:
-Calculate the efficiency of the electricity and heat generation technologies including COP for different
types of heat pump installations
-Describe the most important technical, economic, environmental and systemic aspects of different
technologies
-Calculate the long-term and short-term energy cost of production of the different technologies
Teaching point:
Spring
Education form:
Group lessons, 12-/afternoons á 4 lessons

Sample form:
Individual oral examination with internal censorship and grades according to the 7-step scale.
Comment:
The course is taught jointly with a-EKO-U2 that will be compulsory on training in Energy technology.
Electricity supply systems
Electrical Power Systems E-ESY1-U1.
Approved: 13-11-13.
Offered in: Odense.
Studies:

Course Coordinator:
John Erik Hansen, Maersk Mc-Kinney Moller Institute.
Prerequisites:
Course E-EAR1 recommended to be passed
Content:
High-voltage installations:
-Symmetrical three-phase systems and the main components in the grid.
-Electric wiring switches, load-flow calculations and phase compensation.
-Economic calculations for the purpose of dimensioning of the fixed parts.
-Synchronous generator, behavior and characteristics of short circuit.
-Short circuit calculations
-Short circuit-and personal security
-Allocation principles and security of supply, including:
-Network structure (network and station reserve)
-Grid zero grounding
-Protection principles
Power provision:
-Laboratory Safety and legislation.
-Three-phase theory with related laboratory work.
-One-and three-phase transformer, mode of operation, use and brand data with related laboratory work.
-Voltage quality (EN 50160) with associated laboratory work.
-HVDC connections.
-Hiking wave theory and coupling surges with related laboratory work.
-Company visits.
Computer-based calculations:
-Calculation of wiring constants.
-Load Flow calculations.
-Short circuit calculations.
-Load profiles.
-Overcurrent protection.
The beginning of activities described in a semester plan, where a total of 10 ECTS points is contained in
a semester project.
Objectives:
Knowledge
The students can:
-explain the electricity system's basic structure.
-explain the parameters of the power system components to be used in the calculation of the load flow.
-explain the parameters of the power system components to be used in the calculation of short circuits.
-account for the nominal PI-led and for the calculation of tension, effects and loss (ΔP, ΔQ and ΔU) in a
three-phase transfer element.
-explain the method for calculating short-circuit currents IEC in electrical installations and installations.
-explain the method of calculation to ensure thermal safety circuit.
-outline the protection equipment characteristics.
-account for the supply safety by the in Denmark used network, in combination with relays to short
circuit protection as well as the grid zero grounding used on the various voltage levels.
-Account for the electric three-phase system for the purpose of calculation and measurement of three-
phase active and reactive, apparent effect.

-Explain the different load clutches.
-Explain the importance of load the symmetry in a three-phase system.
-Explain what influence the reactive effect has on the grid.
-Account for one-and three-phase power transformed the structure and mode of action, including the
possibility of voltage regulation.
-Explain the different transformer equivalent diagrams and what purposes they are best suited for.
-Explain the data plate on the power transformer.
-Account for the losses associated with the operation of the transformer.
-Sets out the two well-known HVDC systems, structure and functioning, including the description of the
main components that are included in the construction of the installations.
-Explain the criteria which, in order of use. EN 50160 defines a good power quality.
Transient-account for dissemination through the grid.
-Describe operating characteristics for high voltage components and conditions in electricity system by
coupling situations and under the effect of atmospheric overvoltages.
Skills
The students can:
-Perform Load Flow calculations on a transfer element.
-by use of the method "resolution in symmetric components" derive the expression for the calculation of
unbalanced error.
-perform calculation of symmetric and asymmetric error flows in any point in an electric plant.
-calculate off spools to the ideal compensation of land end flows in isolated networks.
-calculate voltages and currents in three-phase systems.
-perform calculations and measurements on power transformers for the determination of characteristic
values of the rans and the preparation of equivalent diagrams.
-make measurements of voltage quality.
-perform calculations and measurements of transient distribution.
-use a computer based grid calculation program.
-Modeling complex supply networks.
Competencies
The students can:
-use the main parameters for modeling, dimensioning and construction of electric installations.
-Select the required equipment to ensure the thermal short-circuiting safety in electrical installations.
-plan and carry out high voltage technical measurements and tests on a security sound manner that
complies with the legislation in force at any time.
-analyze measurement results for the determination of voltage quality.
-assess the reasons that impairs the voltage quality.
-assess the impact of transient distribution in the distribution networks, consisting of fixed components
with different characteristic load impedance capability.
-Projecting electrical installations.
-Assess the security of supply from network analysis.
-Planning and design of distribution networks.
-Carry out economic fixed sizing.
-Design of systems-and grid protection.
Literature:
S. Vørts: Electrical distribution installations, 4th EDN
Flosdorff, Hilgarth: Electrical Energieverteilung. 9. EDN
Compendiums.
And, incidentally, after agreement with the teacher
Teaching point:
Spring.
Education form:
Semester plan contains deadlines for delivery of documents.
Semester shall be organised and implemented as a cohesive themed courses, where the beginning of
theme provides a framework for all activities.
The activities consist of teaching, theoretical and experimental studies, group-and project work as well as

semester project (s).
Semester Coordinator shall draw up together with semester group consisting of teachers and advisers
associated with the course E-ESY1 a semester plan for the beginning of activities (RB-IFVT and the
optional course). Semester plan describes how the activities, sample form and assessments are carried
out within the framework of E-ESY1. Semester plan is presented to the students at the beginning of the
semester.
The teaching consists of 12 lessons of 4 hours in high-voltage installations (HE), 12 lessons of 4 hours in
Elfremskaffelse (ELF) and 5 lessons of 4 hours in Neplan.
Exam requirements:
Semester project and portfolios are timely delivered according to semester plan.
Sample form:
The assessment shall be made on the basis of:
1. Project report
2. individual oral examination in semester the project on the basis of the project report and
3. individual oral examination in the course's learning outcomes.
with external examiner and one grades according to the Danish 7-scale.
Comment:
You should be aware that this course forms part of 4. semester of Bachelor in electrical power
engineering. The educational concept "The Danish Model for engineering education" which are the basis
for the curriculum, you are covered by, is built around the competences on both education, semester-and
module level. Therefore, you should, as part of your studies, keep you informed about the mentioned
competences on the current study step in the academic regulations, which apply to you.
In the overall assessment of the student's performance at the oral exam will semester project included
with approximately 50% and the examination in the course learning objectives with approx. 50%.
The lessons is joined with the courses:
-High-voltage installations (E-HE): 5 ECTS points
-power provision (E-ELF): 5 ECTS points
The professional disciplines range of ECTS points distributed on theory and project:
Subjects Number
of
4 hours
of
lessons
Theory
ECTS
Project
ECTS
A
total
of
ECTS
HE: High-
voltage
installations
12 5 4 9
ELF: Elfrem-
disposal
12 5 4 9
Neplan 5 2 2 4
Sum 29 20 10 22

Engineering theory of science
Theory of science in engineering RB-IFVT-U1.
Approved: 28-01-16.
Offered in: Odense.
Studies:

Bachelor of engineering in information and communication technology (Ict)
Technical-scientific bachelor's degree in robotics
Bachelor of engineering in electrical engineering
Technical-scientific bachelor of welfare technology
Technical-scientific Learning and experience bachelor's degree in technology
Course Coordinator:
Associate Professor Education Coordinator Ole Dolriis, Maersk Mc-Kinney Moller Institute.
Prerequisites:
It is recommended that the first three semesters must be followed.
Objectives:
Knowledge:
After completing the course the successful students have knowledge about:
● Theory basis of science, epistemology and method
● Science history
● Positivism and neo positivism
● Falsification and paradigm theory
● Interpretation of opinion, Marxism and critical theory
● Projects worth, political and ethical basis and contradiction
Skills:
● Identify basic science issues related to engineering
● Assess the relationship between scientific knowledge and practical experience in the creation of
new technologies
Competences:
● Describe and analyze the engineering role in the technological development.
● Evaluate ethical issues and how these should be observed during engineering work.
Teaching point:
Spring
Tutorials:

The teaching consists of 30 lessons.
Education form:
Themed lectures supplemented with student work with questions related to the syllabus and doled out
articles.
Exam requirements:
The following prerequisite must be met in order to participate in the exam:
● Participation in education (80%)
Students who do not meet the conditions laid down, has been using a test trial unsubscribed
reexamination.
Sample form:
Internal test judged by teacher as approved/not approved (no censor). The assessment will be based on
participation in education (80%) and approval of all required tasks.

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