DEPARTMENT OF ELECTRICAL AND ELECTRONIC ENGINEERING

BANGLADESH UNIVERSITY OF BUSINESS AND TECHNOLOGY

COURSE OUTLINE

1 Faculty Faculty of Engineering & Applied Sciences (FEAS)

2 Department Department of Electrical and Electronic Engineering (EEE)
3 Program Bachelor of Science in Electrical and Electronic Engineering (B.Sc. in EEE)
4 Course Code EEE 103 (BNQF Code: 07131202)
5 Course Title Electrical Circuits II
6 Course Type Core Engineering Course
7 Pre-requisites EEE 101 (Electrical Circuits I) (BNQF Code: 07131101)
8 Credit Hours/Value 3.0
9 Contact Hours 17 weeks × 2 classes per week × 1.25 hours per class = 42.5 total hours
10 Year- Semester 1-2
11 Academic Session Spring 2025

12 Class Schedule Intake – Section (Shift) Class Day Class Hours Venue
Monday 09:15 AM – 10:30 AM B2/706
39–1 (Day)
Wednesday 01:30 PM – 02:45 PM B2/706
BUBT Campus, Rupnagar, Mirpur 2, Dhaka - 1216

13 Course
Google Classroom Code: qsmtqec Meet Link: https://meet.google.com/zzd-kkwc-ygi
Website

14 Course Specialization: Electronics and Photonics,

Teacher’s Name (Code): Shahadet Hosen Polash (SHP) Semiconductor Devices, Power Semiconductor,
Information Nanotechnology.
Designation: Lecturer Email: [email protected]
Department of EEE Cell No. 01787333877 Room No. B1/602

15 Counselling Day Counseling Hours Venue

Hour/Tutorial
Thursday 11.45 am to 1.00 pm Room: 602 (B-1)

16 Accessories & Students must carry learning materials like lecture notes, calculator, pen, pencil, eraser etc. in the
Aids classroom. Borrowing learning materials in the classroom or exam room from fellow students is
prohibited. A student is also advised to keep a separate class note (khata) of 50 pages for the course
during class hours.

17 Course This is a core course of B.Sc. in Electrical and Electronic Engineering (EEE) program that prepares
Rationale the student with basic skills in analyzing various AC electrical circuits (1-phase & 3-phase) by
various circuit analysis methods. Besides, this course also emphasizes on the analysis of complex
power calculation, resonance phenomena, design of passive filters, and magnetically coupled circuits.

18 Course The course has therefore been designed in a manner

Objective Obj. 1. To teach students sinusoids, phasors, concept of impedance and admittance, phasor
relationships for circuit elements, Kirchhoff’s laws in frequency domain, ac power analysis,
power factor correction and the importance of power factor correction in real field.
Obj. 2. To analyze electrical circuits in frequency domain using nodal analysis, mesh analysis,
superposition theorem, Thevenin theorem, Norton theorem and source transformation method.

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 Obj. 3. To introduce balanced three-phase system, unbalance three-phase system, the physics behind
mutually coupled circuits, resonance phenomena in RLC circuits, RLC passive and active
filters.

19 Course Upon successfully completion of this course, students will be able to

Learning CLO1: Apply basic concepts and theories to demonstrate AC electrical, magnetic and filter circuits.
Outcomes [K, K2 and K3]
(CLOs) CLO2: Analyze 1-pahse and 3-phase AC electrical circuits to determine input-output parameters.
[K1, K2 and K3, P1]
CLO3: Design basic electrical devices based on basic AC circuit theory and principles. [K1, K2
and K3, P1]

20 Mapping of CO – PO – K, P/A – Learning Domain, and Method of Delivery and Assessment Tool
PLOs Learning
CLOs Ks & Ps** Delivery Methods Assessment Tools
&CF Domain
PLO1  Classroom Lecture
CLO1 Understand K1, K2, K3 Indirect: In class response,
CF = 2 (PPP &/or WBT*)
course counseling, course end
 Classroom Discussion& survey
PLO2 Understand Exercise practice
CLO2 K1, K2, K3; P1 Direct: Class participation and
CF = 2 & Apply  Analysis and design activity, class test, assignment,
problem solving midterm and final examinations
PLO2
CLO3 Apply K1, K2, K3; P1  Course Counseling
CF = 2
*PPP: Power Point Presentation & WBT: White Board Teaching
**Ks: Knowledge Profiles & Ps: Profiles of Complex Engineering Problem

Correlation of COs to POs

Correlation Criteria Correlation Level Correlation Factor (CF)
Less than 25% Almost no correlation 0
Equal to or greater than 25% and below50% Poor (Low) 1
Equal to or greater than 50% and below 75% Moderate (Medium) 2
Equal to or greater than 75%and up to 100% Significant (High) 3

21 Teaching-Learning The course's teaching-learning process is designed to achieve its intended learning outcomes.
Strategy Various classroom tools, such as multimedia projectors with desktop computers, whiteboards,
and overhead projectors, are used to make the process engaging, effective, and comprehensive.
The primary method of teaching is through classroom lectures, wherein most of the course
content is covered in the lecture notes. For the remaining topics, textbooks are utilized, with
additional references provided for students to study on their own. Lecture materials are posted
on Google Classroom web pages and also provided as hard copies in the classroom. To ensure
that students achieve the expected performance and knowledge level, classroom discussions,
PowerPoint presentations, problem-solving using whiteboard markers, and homework or home
studies are used. Counseling is also offered to help students with weak areas. Formative
assessments of individual students are done through inside and outside classroom discussions,
in-class eye contact and clicker questions, homework, and students' responses. A course-end
survey is also conducted. Summative assessments are done through class participation and
performance observation, assignments, class tests, and semester midterm and final
examinations.
If a student is absent from a class for any reason, they are advised to do self-study and take
tutorials from the class teacher to make up for the missed class. Supplementary examinations
are available for students who missed the midterm or final examinations due to valid reasons.
These supplementary exams are more challenging than the regular exams.

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22 Course Plan
This course consists of 150.0 min./week of class contact hours and an additional 90 min./week of counseling hours to
explain students’ design problems, provide reading materials, and assist in understanding lecture materials for
preparing examinations, class tests, and assignments.

Lec- Lecture Topic Text Book& Teaching-Learning Assessment CLO

Week ture
(syllabus covered) Other Ref. Strategy Strategy
Introduction to OBE Course Delivering presentation-based -
1 1 Handout -
Outline instruction
Instantaneous Current, Voltage and
Delivering lecture-based
Power, Periodic, Oscillatory and Class Test 1
instruction, classroom CLO1
2 Alternating Current, The concept Ch.9 Ref. [1] Midterm
discussion and example
of period, frequency and phase in Exam
problem solving
Alternating Current
Delivering lecture-based
Phasor Algebra: Phasor Addition, instruction, classroom Class Test 1
2 1 Subtraction, Multiplication, Ch.9 Ref. [1] discussion, example problem Assignment CLO1
Division, n-th Power, n-th root. solving and assign assignment Midterm
and presentation
The concept of impedance and
2 admittance, Impedance Ch.9 Ref. [1] Same as before Same CLO1
combination, Kirchhoff’s laws
Sinusoidal steady state analysis: CLO1
3 1 Ch.10 Ref. [1] Same as before Same
Nodal analysis
Sinusoidal steady state analysis: CLO1
2 Ch.10 Ref. [1] Same as before Same
Super Node analysis
Sinusoidal steady state analysis: CLO1
4 1 Ch.10 Ref. [1] Same as before Same
Mesh Analysis
Sinusoidal steady state analysis: CLO1
2 Ch.10 Ref. [1] Same as before Same
Super Mesh Analysis
5 1 Network Theorems: Superposition Ch.10 Ref. [1] Same as before Same CLO1
2 Thevenin’s Theorem Ch.10 Ref. [1] Same as before Same CLO1
Norton’s Theorem CLO1
6 1 Ch.10 Ref. [1] Same as before Same
Source transformation
AC power analysis: Instantaneous CLO1
2 Ch.11 Ref. [1] Same as before Same
and Average power
Quick Recap/Summary of Lectures
7 1 Handout
Student Feedback
Open discussion for further
2
development
Midterm Examination (According to the Academic Calendar and Examination Schedule)
Delivering lecture-based
AC power analysis: Maximum instruction, classroom Class Test 2
8 1 Average power Transfer, Ch.11 Ref. [1] discussion, example problem Assignment CLO2
Effective/RMS value solving and assign assignment Final Exam
and presentation
Real, reactive, and complex power, CLO2
2 Ch.11 Ref. [1] Same as before Same
Power and Impedance triangle
Voltage current relationships and
9 1 Phasor diagrams for balanced wye- Ch.12 Ref. [1] Same as before Same CLO2
wye networks
Balanced three-phase circuits:
2 wye-delta, delta-wye, delta-delta Ch.12 Ref. [1] Same as before Same CLO2
networks
Balanced three-phase circuits: Real
10 1 and reactive power, volt-ampere, Ch.12 Ref. [1] Same as before Same CLO2
power factor and reactive factor
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 Measurement of power in balanced CLO2
2 Ch.12 Ref. [1] Same as before Same
three-phase circuits
Unbalanced three-phase circuits: CLO2
11 1 Ch.12 Ref. [1] Same as before Same
Unbalanced wye and delta load
Real and reactive power, volt-
2 ampere, power factor and reactive Ch.12 Ref. [1] Same as before Same CLO2
factor
The concept of resonance in RLC
12 1 circuit (series, parallel, and other Ch.14 Ref. [1] Same as before Same CLO2
circuits)
Quality factor, Bandwidth, half
2 power bandwidth, Half power Ch.14 Ref. [1] Same as before Same CLO3
frequencies
RLC Passive filters: low-pass,
13 1 high-pass, band-pass, and band- Ch.14 Ref. [1] Same as before Same CLO3
stop filters
Design consideration of passive CLO3
2 Ch.14 Ref. [1] Same as before Same
filters
14 1 Applications of RLC Passive filters Ch.14 Ref. [1] Same as before Same CLO3

2 Problem solving on RLC Passive CLO3

Ch.14 Ref. [1] Same as before Same
and active filters
RLC Active filters: low-pass, high-
15 1 pass, band-pass, and band-stop Ch.14 Ref. [1] Same as before Same CLO3
filters
2 Problem solving on RLC active CLO3
Ch.14 Ref. [1] Same as before Same
filters
Brain Storming Session for
16 1 Innovative Ideas Generation for
EE103
Brain Storming Session for
2
Innovative Ideas Presentation
Quick Recap/Summary of Lectures
17 1 Handout PPT and White Board
Assignment presentation
2 Assignment presentation PPT and White Board

Final Examination (According to the Academic Calendar and Examination Schedule)

23 i Class Note Class notes of the course of electrical circuits-I designed by Shahadet Hosen Polash

ii Text Books [1] Fundamentals of Electric Circuits: Charles K. Alexander & Matthew N.O. Sadiku
[2] Introductory Circuit Analysis: Robert L. Boylestad, 12th Edition
[3] Electrical Circuit Theory & Technology: John Bird, Revised 2nd Edition

24 Assessment and Active engagement in class activities, participation in outside classroom discussions, and
marks distribution communication through the Internet and phone are integral parts of this course. Failure to
criteria participate in class regularly, take class tests, and/or complete assignments may result in failing
the course. To achieve the course-specific expectations, students must actively participate in
classroom discussions and complete all sets of work at a satisfactory level, as outlined in the
course content. The course-specific expectations for students are achieved if

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  75% of students in a section attend more than 70% of classes (determined by summative
assessment).
 Their active participation in the classroom discussion is targeted at up to 80% of the total
attendees (determined by formative assessments such as eye contact, clicker questions, and
group discussions).
 Equal or more than 40% of course outcomes must be achieved by the students (summative
assessment).
 The level of engagement in the studies, such as regularly preparing class lectures, class tests,
and assignments, must be more than 60% (formative assessment).
 Expected level of participation in the outside class discussion (once weak, more than 30% of
students in a section) by course counseling and using social media like Google Classroom,
email, phone call, etc. (formative assessment).
 Students are assessed according to their individual performance in the examinations, class
tests, assignments, and class participation. The final mark calculation and course outcome
assessment are done based on the following mark distribution criteria:
Conducting
Assessment tool Mark distribution (%)
Number
Class participation and activity 34 05
Class test 2 7.5 × 2 = 15
Assignments/Report and Presentation 1 5.0 + 5.0 = 10
Midterm examination 1 30
Final examination 1 40
Total Mark 100
Class participation & activity performance criteria
Performance level Mark distribution (%)
90% -100% 05
80% - 89% 04
70% - 79% 03
60% - 69% 02
50% - 59% 01
less than 50% Not allowed to sit for the final examination.
25 Assessment Strategy
Assessment Weight
Content, Length and Criteria Due date
tool (mark)
Class Test 1 Composed of 3 to 4 questions which cover the topics designed for 7.5 On the 12th lecture
lectures up to week 6. Duration of the class test is 30 minutes, and
the assigned full mark is 7.5.
Class Test 2 Composed of 3 to 4 questions which cover the topics designed for 7.5 On the 25th lecture
lectures from week-8 to week-12. Duration of the class test is 30
minutes, and the assigned full mark is 7.5.
Assignment Course related practical problems will be assigned time to time after 10.0 Presentation will be
with a discussing the schedule topics mentioned in the Article 22. conducted on the 30 th
presentation Assignment with a presentation will be delivered two weeks after lecture
assigning. 5 marks are assigned for the assignment and the other 5
marks are for a presentation.
Midterm Midterm Examination is held according to the Academic Calendar 30 After 16th lecture and
Examination and examination schedule after 7 weeks of classes. All three sets of following the
questions are to be answered by the students in one and half-hour examination schedule of
exam period. Each question set contains multiple short type BUBT.
questions. The assigned full mark for the 3 sets of questions is 30.
Final Final Examination is held after 8 weeks of classes after the midterm 40 After 9 weeks of classes
Examination examination. All four sets of questions are to be answered by the afterward the midterm
students in a two-hour exam period. Each question set contains examination and

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 multiple short type questions. The assigned full mark for the 4 sets following the
of question is 40. examination schedule of
BUBT.

26 CLO Assessment Assessment of CLOs

Criteria CLO
Assessment Tool Mark Allocation
CLO1 CLO2 CLO3
Class Participation 5/3 5/3 5/3 05
Class Test 5.0 10.0 0 15
Assignment&
0 5.0 5.0 10
Presentation
Midterm Exam 10 20 0 30
Final Exam 05 10 15 40
Total Mark 21.25 46.25 21.25 100

27 Rubrics Not
CLOs
attained Poor Moderate Good Excellent
(Attainment (Taxonomy
/Failed (40%-49%) (50%-64%) (65%-79%) (80%-100%)
Criteria) domain)
(0-39%)
CLO1 The The question was The question The question The question
(understand) question answered was answered was answered was answered
CLO2 was inadequately by partially correctly but correctly with
(understand answered touching on the correctly by briefly, and detailed
and apply) with serious applicable method or applying the missed some explanations
deficiencies without explanations. method or portions of the using the
CLO3
in As a result, a few concepts important asking
(apply)
understandi steps of problem- asked, but a explanation by method of
CLO4 ng and solving procedures or few important applying the solving the
(understand explanation. concepts are not details were required problem or
and apply) developed properly missing. method or concepts with
Applicable
method was or are missing. concepts. adequate
not almost explanation.
touched.
28 Feedback All kinds of feedback to the students will be produced within a week after the day of holding a
class test and midterm examination. No answer script will be shown for the final examination if
it is not challenged by a student. Online and email queries will also be responded to within three
days by email.

29 Grading Policy Letter grades and grade points are used to evaluate the performance of a student in the course:
Marks Range Letter Grade Grade Point
80% and above A+ : A Plus (Outstanding) 4.00
75% to less than 80% A : A regular (Excellent) 3.75
70% to less than 75% A- : A minus (Very good) 3.50
65% to less than 70% B+ : B Plus (Good) 3.25
60% to less than 65% B : B regular (Average) 3.00
55% to less than 60% B- : B minus (Below average) 2.75
50% to less than 55% C+ : C Plus (Poor) 2.50
45% to less than 50% C : C regular (Very poor) 2.25
40% to less than 45% D : Pass marginally 2.00
Less than 40% F : Fail 0.00
I : Incomplete
R : Retake
W : Withdraw

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30 Additional Course Assignment Late assignment submissions will not be accepted.
Policies Any kind of copied information without proper citation (i.e., plagiarism) in the
assignments or any other work is prohibited and treated as serious academic
misconduct, which is prosecuted through the Discipline Committee of BUBT.
All copied or plagiarized assignments/reports/test papers will be canceled, and the
isolated student must prepare a new assignment/project again. Zero tolerance will
be shown in this regard.
Feedback after the submission of long assignments will be provided on hand or by
email within two weeks.
Class Test Two class tests (CTs) will be conducted for the course. All class tests have equal
weightage of 7.5. Both regular and surprise CTs can be conducted.
Closed book CTs, midterm and final examinations are closed book assessments. Mobile phone
assessments is prohibited in the examination hall. Students are insisted on carrying simple
scientific calculators to solve the complex calculations and a wrist-watch to follow
time during the exam hours.
Test Policy If a student is absent from a class test anyway and does not report to the class
teacher personally beforehand, his/her score for that test will be zero. No make-up
for the class test will be allowed. No supplementary for midterm and final
examinations will be entertained without physical presence and recommendation
of the guardian, along with written permission of the department. Supplementary
examination questions are much harder than the regular examination questions;
therefore, students are discouraged from taking supplementary examinations.

31 Additional Academic Calendar Spring 2025:

Information https://www.bubt.edu.bd/Home/page_details/Academic_Calender
Academic Rules: https://www.bubt.edu.bd/Home/page_details/Rules_and_Regulations
Grading & Evaluation:
https://www.bubt.edu.bd/Home/page_details/Evaluation_Grading_System
Rules& Regulations: https://www.bubt.edu.bd/Home/page_details/Office_of_the_Registrar

32 Bloom’s Taxonomy for Teaching-Learning

Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of
complexity and specific quality. The three taxonomy domains for achieving learning objectives are cognitive,
affective, and psychomotor. Cognitive domain is in the primary focus of educating and frequently used to structure
curriculum learning objectives and achieve the level of learning. The three domains and their respective levels are
illustrated below:
Cognitive [C] Affective [A] Psychomotor [P]
(Knowledge-based) (Emotion-based) (Action-based)
Remember Receive Imitate
Understand Respond Manipulate
Apply Value Precision
Analyze Organize Articulation
Evaluate Characterize Naturalization
Create --- --- --- --- --- ---

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33 Descriptions of Cognitive Domain (Anderson and Krathwohl’ s updated Taxonomy in 2001):
The cognitive domain involves the development of our mental skills and the acquisition of knowledge.
Category
Meaning Keywords
(Level)
Remember Recognizing or recalling knowledge from memory. Remembering Define, describe, draw, find, identify,
(C1) is when memory is used to produce or retrieve definitions, facts, label, list, match, name, quote, recall,
or lists, or to recite previously learned information. recite, tell, and write
Understand Constructing meaning from different types of functions be they Classify, compare, exemplify,
(C2) written or graphic messages or activities like interpreting, conclude, demonstrate, discuss,
exemplifying, classifying, summarizing, inferring, comparing, or explain, identify, illustrate, interpret,
explaining. paraphrase, predict, and report
Apply Carrying out or using a procedure through executing or Apply, change, choose, compute,
(C3) implementing. Applying relates to or refers to situations where dramatize, implement, interview,
learned material is used through products like models, prepare, produce, role play, select,
presentations, interviews, or simulations. show, transfer, and use
Analyze Breaking materials or concepts into parts, determining how the Analyze, characterize, classify,
(C4) parts relate to one another or how they interrelate, or how the parts compare, contrast, debate,
relate to an overall structure or purpose. Mental actions included deconstruct, deduce, differentiate,
in this function are differentiating, organizing, and attributing, as discriminate, distinguish, examine,
well as being able to distinguish between the components or parts. organize, outline, relate, research,
When one is analyzing, he/she can illustrate this mental function separate, and structure
by creating spreadsheets, surveys, charts, or diagrams, or graphic
representations.
Evaluate Making judgments based on criteria and standards through Appraise, argue, assess, choose,
(C5) checking and critiquing. Critiques, recommendations, and reports conclude, decide, evaluate, judge,
are some of the products that can be created to demonstrate the justify, predict, prioritize, prove,
processes of evaluation. rank, rate, select, Monitor.
Create Putting elements together to form a coherent or functional whole; Create, invent, compose, predict,
(C6) reorganizing elements into a new pattern or structure through plan, construct, design, propose,
generating, planning, or producing. Creating requires devise, and formulate
users to put parts together in a new way, or synthesize parts into
something new and different creating a new form or product. This
process is the most difficult mental function in the new taxonomy.

34 Graduate Attributes (Program Learning Outcomes) of B.Sc. in EEE Program based on Washington Accord

Program Learning Outcomes (PLOs) are brief statements that describe what students are expected to know and be able
to do by the time of graduation. These relate to the knowledge, skills, and attitudes that students acquire throughout
the entire course of a program. The students of the B.Sc. in EEE program are expected to achieve the following
graduate attributes or program outcomes at the time of graduation:
PLO1. (Engineering knowledge): Apply knowledge of mathematics, natural science, engineering fundamentals, and
an engineering specialization to the solution of complex engineering problems.
PLO2. (Problem analysis): Identify, formulate, and analyze complex engineering problems reaching substantiated
conclusions using the first principles of mathematics and natural and engineering sciences.
PLO3. (Design/development of solutions): Design solutions for complex engineering problems and design systems,
components, or processes that meet specified needs with appropriate consideration for public health and safety,
and cultural, societal, and environmental considerations.
PLO4. (Investigation): Conduct investigations of complex problems using research-based knowledge and research
methods that include the design of experiments, analysis and interpretation of data, and synthesis of information
to provide valid conclusions.
PLO5. (Modern tool usage): Create, select, and apply appropriate techniques, resources, and modern engineering and
IT tools, including prediction and modeling, to complex engineering problems, with an understanding of the
limitations.

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 PLO6. (The engineer and society): Apply reasoning informed by contextual knowledge to assess societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice
and solutions to complex engineering problems.
PLO7. (Environment and sustainability): Understand and evaluate the sustainability and impact of professional
engineering work to solve complex engineering problems in societal and environmental contexts.
PLO8. (Ethics): Apply ethical principles and commit to professional ethics, responsibilities, and norms of engineering
practice.
PLO9. (Individual work and teamwork): Function effectively as individuals and members or leaders of diverse
teams and in multidisciplinary settings.
PLO10. (Communication): Communicate effectively on complex engineering activities with the engineering
community and society at large, such as being able to comprehend and write effective reports and design
documentation, make effective presentations, and convey and receive clear instructions.
PLO11. (Project management and finance): Demonstrate knowledge and understanding of engineering and
management principles and apply them to their work as team members or leaders or entrepreneurs to manage
projects in multidisciplinary environments.
PLO12. (Life-long learning): Recognize self-awareness to engage in a lifelong learning process to reflect in the
broadest context of technological change.

35 Knowledge Profile (K)

K1: A systematic, theory-based understanding of the natural sciences applicable to the discipline.
K2: Conceptually-based mathematics, numerical analysis, statistics and formal aspects of computer and information
science to support analysis and modeling applicable to the discipline.
K3: A systematic, theory-based formulation of engineering fundamentals required in the engineering discipline.
K4: Engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for the accepted
practice areas in the engineering discipline much is at the forefront of the discipline.
K5: Knowledge that supports engineering design in a practice area.
K6: Knowledge of engineering practice (technology) in the practice areas in the engineering discipline.
K7: Comprehension of the role of engineering in society and identified issues in engineering practice in the discipline:
ethics and the professional responsibility of an engineer to public safety; the impacts of engineering activity:
economic, social, cultural, environmental and sustainability.
K8: Engagement with selected knowledge in the research literature of the discipline.

36 Range of Complex Engineering Problem Solving (P)

Complex Engineering Problems have characteristic P1 and several or all of P2 to P7:

P1. Depth of knowledge required: Cannot be resolved without in-depth engineering knowledge at the level of one
or more of K3, K4, K5, K6 or K8, which allows a fundamentals-based, first principles analytical approach
P2. Range of conflicting requirements: Involve wide-ranging or conflicting technical, engineering and other issues
P3. Depth of analysis required: Have no obvious solution and require abstract thinking, originality in analysis to
formulate suitable models
P4. Familiarity of issues: Involve infrequently encountered issues
P5. Extent of applicable codes: Are outside problems encompassed by standards and codes of practice for
professional engineering
P6. Extent of stakeholder involvement and conflicting requirements: Involve diverse groups of stakeholders with
widely varying needs
P7. Interdependence: Are high-level problems including many component parts or sub-problems

37 Range of Complex Engineering Activities (A)

Attribute Complex activities means (engineering) activities or projects that have several or all of the following
characteristics:

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 A1. Range of resources: Involve the use of diverse resources (and for this purpose resources include people, money,
equipment, materials, information and technologies).
A2. Level of interaction: Require resolution of significant problems arising from interactions between wide-ranging
or conflicting technical, engineering, or other issues.
A3. Innovation: Involve creative use of engineering principles and research-based knowledge in novel ways.
A4. Consequences for society and the environment: Have significant consequences in a range of contexts,
characterized by difficulty of prediction and mitigation.
A5. Familiarity: Can extend beyond previous experiences by applying principles-based approaches.

38 Code of Conduct
It is strongly suggested that students keep discipline in the classroom by attending class on time, listening to lectures
attentively, and participating in discussions on the subject. To get class participation grades, students MUST attend
the classes of the courses s/he registered for. Turn off his or her cell phone before entering a class or participating in
class tests and exams. There are activities that are considered academic misconduct. One of them is plagiarism, which
signifies the deliberate formal presentation or submission of works, phrases, texts, ideas, illustrations, or diagrams of
others as one’s own without proper citation. Another one is the use of unauthorized aids (including electronic devices),
asking for assistance, or using illegal materials when preparing assignments or in examinations. In addition, copying
from others’ work, showing your work to others, and asking for answers are also considered academic misconduct.
Penalties for involving academic misconduct include one or more of the following: a zero grade on the work produced,
a failing grade in the course, suspension for one semester or more, and even expulsion from the university. On the
university premises or at a university-sponsored program, students must abide by the Student Code of Conduct and
other Rules and Regulations of BUBT, which are available on the BUBT website at
https://www.bubt.edu.bd/Home/page_details/Office_of_the_Proctor.

39 Social & Moral Values

Our promises are based on the three cardinal principles:
i. What we do believe.
ii. What we do practice.
iii. What we will promote.
However, students are advised to undertake the following commitments for social and moral developments.
• To be punctual and attentive in • To avoid unfair means and • To follow the dress code and
classes; plagiarism in exams, report wearing ID card on campus;
• To prioritize honesty & faith; writings and assignments; • To bedecenton all aspects;
• To ensure mutual respect; • To carry out assignments or keep • To be loyal and trust-worthy to
other commitments timely; the teachers and others;
• To be always proactive;
• To be motivated for asking • Help keepingan eco-friendly
• To avoid conspiracy; question and encourage feedback; environment in the campus.
• To be cooperative in learning; • Not to forget to switch-off the
• To be sincere in class preparation; cellphone in a class;

Prepared by: Checked by: Approved by:

Shahadet Hosen Polash.

Lecturer,
Department of Electrical and Electronic Engineering
Bangladesh University of Business and Technology (BUBT)
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