caraga state university college of engineering and ...€¦ · 1-2 1. review of basic concepts and...

CSU-CEIT_ES_GE 119 of 17

COLLEGE OF ENGINEERING AND INFORMATION TECHNOLOGY

CARAGA STATE UNIVERSITY College of Engineering and Information Technology

Ampayon, Butuan City

Department of Engineering Sciences

Course Syllabus for GE 119 – Photogrammetry 2

PART I: VISION, MISSION, GOALS, OBJECTIVES University Vision A premiere university known for academic excellence in science and technology, agriculture, environment and natural resources, engineering, education and the arts towards the sustainable development of Caraga region.

University Mission In pursuit of academic excellence, Caraga State University shall endeavor to deliver the highest quality of instruction, research, extension, production, and administration to produce scientifically trained, technologically skilled, and morally sound individuals contributing to the creation of an eco–friendly and healthy environment.

Core Values Competence Service Uprightness

College Goals

a. To provide relevant and quality undergraduate and graduate engineering and IT education to produce graduates who are globally competent in their fields of specialization, passers of licensure or national competency examinations, and manifesting high ethical standards with concern for the society and environment;

b. To provide post-graduate and continuing education programs to advance the knowledge and enhance the competence of engineers and information technology professionals;

c. To provide an educational experience that will develop students’ full potential to become leaders in their field of specialization and understanding the implications of their work on both to themselves and to society as a whole;

d. To engage in relevant research activities focused on regional and national priority areas that will cultivate creative and innovative endeavors to promote economic development;

e. To conduct relevant extension programs, and participate in community activities that will promote awareness on socio-economic, legal and environmental issues;

f. To establish and strengthen mutually-beneficial linkages and collaborations with industries, government institutions and other entities; and

g. To subject academic programs and services to quality assurance mechanisms to ensure relevance, compliance to standards, and continual improvement.

Program Educational Objectives Three to five years after graduation, the Geodetic Engineering alumni:

1. Must have advanced their practice in the field of surveying, digital mapping, remote sensing, spatial data handling for land and geographic information systems;

2. Must strive to be globally competitive through upholding the CSU mission values, pursuing continuing education, and continuously advancing personal growth; and

3. Must respond to the holistic demand for a geodetic engineer in protecting the environment, human life and property, promoting socio-economic development, and in providing innovative systems for good governance and community service.



Program Intended Learning Outcomes (PILOs) a. Apply knowledge of mathematics, physical sciences, and engineering sciences to the practice of geodetic engineering. b. Design and conduct experiments to test hypotheses and verify assumptions, as well as to organize, analyze and interpret data, draw valid conclusions, and develop mathematical

models for processes. c. Design, improve, innovate and to supervise systems or procedures to meet desired needs within realistic constraints. d. Work effectively in multi-disciplinary and multi-cultural teams in diverse fields of practice. e. Identify, formulate, and solve geodetic engineering problems. f. Understand the effects and impact of the geodetic engineering profession on the environment and the society, as well as the social and ethical responsibilities of the profession. g. Specialized knowledge in at least one focus area of geodetic engineering practices and the ability to apply such knowledge to provide solutions to actual problems. h. Communicate effective oral and written communications particularly in the English language. i. Engage in life-long learning and to keep current of the development in a specific field of specialization. j. Use the appropriate techniques, skills and tools necessary for the practice of geodetic engineering. k. Gain knowledge in contemporary issues under the program.

COURSE INTENDED LEARNING OUTCOMES (CILOs) After completion of the course, the student must be able to:

Program Intended Learning Outcomes (PILOs)*

a b c d e f g h i j k 1. Understand and explain the basic concepts, theories, principles, and real-world applications of

Photogrammetry, particularly stereophotogrammetry, to surveying and mapping including the roles and relationships of closely-related fields of Remote Sensing, Global Positioning System/Global Navigation Satellite Systems (GNSS/GPS), Cartography, and Geographic Information Systems (GIS).

D D D E E E

2. Differentiate, evaluate and perform appropriate photogrammetric processing and analytical techniques and procedures to aerial photographs and images acquired by airborne and satellite-borne sensors in accordance with the intended area of application.

D D D D E E D

3. Extract or derive relevant three-dimensional (3D) information from aerial photographs and images acquired by airborne and satellite-borne sensors using computer-assisted photogrammetric techniques and procedures, either in individual or group setup, based on constraints, application requirements and availability of data.

D D D D D D D D E D E

4. Communicate information derived through stereophotogrammetry through technical reports and presentations.

D D D D

*I: Introductory; E: Enabling; D: Demonstrative



PART II: COURSE DETAILS Course Name Photogrammetry 2

Course Code GE 119

No. of Units 4 units (2 units lecture, 2 units laboratory)

Course Description Principles of stereo photogrammetry; theory of orientation; collinearity and coplanarity equations, aerial triangulation measurement and adjustment, coordinate transformations; terrain and feature extraction, Digital Terrain Modeling (DTM) collection and processing; Image/Photo rectification and mosaicking; Digital orthophoto and semi-rectified map mapping procedures and integration with other systems/applications.

Pre-requisite GE 111 (Photogrammetry 1)

Co-requisite None Total Contact Hours 120 hours

Week No.

Topics Intended Learning Outcome (ILOs)

The students must have:

Teaching and Learning Activities

Course Outcomes

Resources Assessment Tasks Allocation Time

1 Orientation

a. Mission and Vision of

the University and the

College

b. Program

Educational Objectives

c. Class Policies and

Grading System

d. Student Code of

Conduct

e. Leveling of

Expectations

Upheld the virtues and core

values of the University and

the College

Understood the BSGE Program

Education Objectives, class

policies and grading system,

and student code of conduct

Lecture using PowerPoint presentation

Buzz session

Panel/Group discussion

Course syllabus

Student Handbook

Student Code of Conduct

Laptop

Projector

Marker

Whiteboard

Oral Recitation 2 hrs.

1-2 1. Review of Basic Concepts and Principles of Photogrammetry

1.1. Brief background of Photogrammetry and its relationships with GPS/GNSS, Remote Sensing, Cartography

Recalled the basic concepts

and principles of

Photogrammetry, including

standard terms and their

definitions, the geometric

characteristics of aerial

photographs, photographic


Multimedia Presentation

Film showing

Brainstorming

Buzz sessions

CILO 1, CILO 2, CILO 3

Laptop

Projector

Marker

Whiteboard

Textbook

Researched materials from the internet

Oral Recitation

Oral Presentation

Quizzes

Assignment

Seatwork

Problem Sets

Laboratory Exercise Report

14 hrs.



and GIS

1.2. Standard Photogrammetric Terms and Definitions

1.3. Photogrammetry Workflows

1.4. Basic geometric characteristics of aerial photographs

1.5. Photo and Object Space Coordinate Systems

1.6. Photographic Scale

1.7. Ground coverage of aerial photographs

1.8. Area measurements

1.9. Titled Aerial Photography and Relief Displacement

1.10. Flight Planning

scale, coordinate systems, and

flight planning, among others.

Explained the differences

between analogues and digital

photogrammetry

Differentiated

Photogrammetry from Remote

Sensing, GPS/GNSS,

Cartography, and GIS.

Explain the interrelationships

of Photogrammetry with

Remote Sensing, GPS/GNSS,

Cartography, and GIS.

Described the different

activities involved in

photogrammetry

Determined scales of aerial

photographs through

computations and hands-on

exercises

Solved basic photogrammetric

problems on photographic

scale, photo and object space

coordinate systems, aerial

photo ground coverage, area

measurements from aerial

photographs, and flight

planning

Mini-workshops Group

Dynamics/Focus Group Discussion

Peer teaching/cooperative learning

Individual and Group Problem Solving

Computer assisted learning

Interactive learning

Lab. Demo

Laboratory Exercises

Image visualization software

Photogrammetric software

Photogrammetric datasets

3 2. Orientation of Single Aerial Photographs and Images

2.1. Interior Orientation and Photo-

Understood the mathematical

concepts behind the

orientation of single aerial

photographs



CILO 1, CILO 2, CILO 3, CILO 4

Laptop

Projector

Marker

Whiteboard

Textbook

Oral Recitation

Quizzes

Seatwork

Problem Sets

Hands-on Exam

8 hrs.



coordinates Computation

2.2. Exterior Orientation, Single Photo Resection, and Photo-coordinates Computation

Performed orientation of single

aerial photographs using

photogrammetric software

Explained the processes

involved in the orientation of

single aerial photographs.

Group Dynamics/Focus Group Discussion


Individual and Group Problem Solving


Interactive learning

Lab. Demo Laboratory

Exercises





4-5 3. Principles of Stereophotogrammetry

3.1. Review of Principles of stereoscopy

3.2. Stereoscopic Viewing

3.3. Stereopairs and Image Parallax

Understood the principles of

stereoscopy and

stereophotogrammetry

Explained the principles of

stereoscopic viewing

Described stereopair

characteristics

Explained the principles of

image parallax and its

importance and role in

stereoscopic viewing and

stereophotogrammetric

measurements

Created 3D/anaglyphs glasses

for stereoscopic viewing

Created 3D anaglyph images

Performed 3D stereoscopic

viewing using

stereoimages/stereopairs,

stereoscopes and





Lab. Demo



Laptop

Projector

Marker

Whiteboard Textbook


Image visualization software

Anaglyph Maker (or similar) software



Stereoscopes

Anaglyph images

3D glasses

Oral Recitation

Quizzes

Assignment

Problem Sets Hands-on

Exam/Skills demonstration

Individual Projects


16 hrs.



3D/anaglyph glasses.

Week 6 – Preliminary Examination 7-8 4. Orientation of a

Stereopair

4.1. Model Space and Model Coordinate Systems

4.2. Inner orientation

4.3. Relative orientation

4.4. Absolute Orientation

Understood the mathematical

concepts behind the

orientation of stereopairs

Performed orientation of

stereopair using


Explained the processes

involved in the orientation of

stereopairs.



Brainstorming



Interactive teaching


Lab. Demo



Laptop

Projector

Marker

Whiteboard

Textbook




Stereoscopes

Anaglyph 3D glasses

Oral Recitation

Quizzes

Seat work

Assignment

Problem Sets

Hands-on Exam/Skills Demonstration


12 hrs.

8-9 5. Stereophotogrammetric Measurements

5.1. Measurement of Three Dimensional (3D) Object Coordinates from Stereopairs

5.2. Creation of Digital Terrain Models (DTMs) via Image Matching

5.3. Principles of Orthorectification and Ortho Image Generations

5.4. Simple 3D Data

Understood the concepts

behind stereophotogrammetric

measurements

Explained the procedures

involved in

stereophotogrammetric

measurements particularly on

3D object coordinate

measurements, DTM creation,

orthorectification, and 3D data

collection

Performed measurement of 3D

object coordinates using

photogrammetric software and

datasets



Brainstorming Group

Dynamics/Focus Group Discussion




Lab. Demo


Laptop Projector

Marker

Whiteboard

Textbook




Stereoscopes

Anaglyph

3D glasses

Oral Recitation Quizzes

Assignment

Hand-son Exam/Skills demonstration


12 hrs



Collection Created DTMs from stereopairs

using photogrammetric

software and datasets

Generated orthophotos using


Conducted simple 3D data

collection using

photogrammetric software and

datasets


10-11 6. Aerial Triangulation

6.1. Aerial Triangulation Measurements Principles and Procedures

6.2. Bundle Block Adjustment

6.3. DTM and Ortho Image Mosaicking

Understood aerial triangulation

measurement principles and

procedures

Described aerial triangulation

procedures as implemented in


Conducted bundle block

adjustment of aerial images

using photogrammetric

software based on the

principles of aerial

triangulation

Conducted DTM and

orthoimage mosaicking using


based on the principles of

aerial triangulation



Brainstorming





Lab. Demo



Laptop

Projector Marker

Whiteboard

Textbook




Oral Recitation

Quizzes Seatwork

Hands-on Exam/Skills demonstration


16 hrs

Week 12 – Midterm Examination

13-14 7. Applications of Aerial Photogrammetry in Topographic, Cadastral and Engineering Surveys and GIS Applications

Identified and discussed the

applications of aerial

photogrammetry in

topographic, cadastral and

engineering surveys and GIS

applications.



Brainstorming

Group Dynamics/Focus


Laptop

Projector

Marker Whiteboard

Textbook


Oral Recitation

Quizzes

Assignment Term Paper

Oral Presentation

16 hrs



Group Discussion Reporting Interactive

learning Computer

assisted learning Lab. Demo

Research papers (e.g., journal articles)



15-16 8. Close-range Photogrammetry and its Applications

Differentiated close-range

photogrammetry from

conventional aerial

photogrammetry.


principles and applications of

close range photogrammetry.

Developed a project using

close-range photogrammetry

concepts, procedures and

software.



Brainstorming





Lab. Demo


Project


Laptop

Projector

Marker

Whiteboard

Textbook Researched

materials from the internet




Oral Recitation

Quizzes

Assignment


Group Project

Oral (project) presentations

12 hrs

16-17 9. Principles and Applications of Satellite Photogrammetry

Differentiated satellite

photogrammetry from

conventional aerial

photogrammetry.


principles and applications of

satellite photogrammetry.

Implemented basic satellite

stereophotogrammetry



Brainstorming


Peer teaching/coopera


Laptop

Projector

Marker

Whiteboard

Textbook



Oral Recitation

Quizzes

Assignment


12 hrs



procedures using

photogrammetric and remote

sensing image processing

software and datasets.

tive learning Interactive

teaching


Lab. Demo Laboratory

Exercises



Remote sensing image processing software and datasets

Week 18 – Final Examination References:

Schenk, T., 2005. Introduction to Photogrammetry. Department of Civil and Environmental Engineering and Geodetic Science, The Ohio State University. Also available Online at http://www.mat.uc.pt/~gil/downloads/IntroPhoto.pdf

Linder, W., 2016. Digital Photogrammetry – A Practical Course, Springer-Verlag Berlin Heidelberg, Germany. Derenyi, E.E., 1996. Photogrammetry: The Concepts, Department of Geodesy and Geomatics Engineering, University of New Brunswick, Canada. Also available Online at

http://www2.unb.ca/gge/Pubs/LN57.pdf Lillesand, T. M., Kiefer, R. W., & Chipman, J. W. , 2008. Remote Sensing and Image Interpretation 6th Edition. John Wiley & Sons, Inc., USA.

Egels, Y. and Kasser, M., 2002. Digital Photogrammetry. Taylor and Francis, London.

Part III. Class Policies and Evaluation Details

A. Rubrics as Evaluation Measure:

Oral Recitation

Criteria 0 - Not Acceptable/ No Recitation

1 – Poor 3 –Good 4- Very Good 5 - Excellent Score

Presentation No oral recitation is attempted.

The student makes a presentation without stating the question or its importance. The delivery is difficult to follow.

The student describes the question studied and conclusions are stated, but supporting information is not strong.

The delivery and sentence structure are generally correct. Questions from the audience are answered clearly.

Eye contact is made and sustained throughout the presentation. The student clearly describes the question studied and provides strong reasons for its importance.

Knowledge No oral recitation is attempted.

There is no indication of preparation or organization.

Question is being answered.

An adequate amount of information is given to support the conclusions that are drawn and described.

Specific information is given to support the conclusions that are drawn and described.

http://www.mat.uc.pt/~gil/downloads/IntroPhoto.pdf

http://www2.unb.ca/gge/Pubs/LN57.pdf



Critical Thinking No oral recitation is attempted.

The topic is unclear and no adequate conclusions are stated.

The delivery and sentence structure are generally correct

There is evidence of or example cited for the topic.

Questions from the audience are clearly answered with specific and appropriate information.

Assignments (Essay or Report-type) and Technical Reports

Criteria 0- No Assignment 1- Inadequate (Below Standard)

3- Adequate (Meets Standard) 4- Above Average (Exceeds Standard) 5 - Exemplary

(Far Exceeds

Standards)

Score

Organization No assignment/report is submitted

Writing lacks logical organization. It shows some coherence but ideas lack unity. Serious errors.

Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay.

Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present.

Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic.

Level of Content No assignment/report is submitted

Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal.

Content indicates thinking and reasoning applied with original thought on a few ideas.

Content indicates original thinking and develops ideas with sufficient and firm evidence.

Content indicates synthesis of ideas, in depth analysis and evidences original thought and



support for the topic.

Development No assignment/report is submitted

Main points lack detailed development. Ideas are vague with little evidence of critical thinking.

Main points are present with limited detail and development. Some critical thinking is present.

Main points well developed with quality supporting details and quantity. Critical thinking is weaved into points

Main points well developed with high quality and quantity support. Reveals high degree of critical thinking.

Format No assignment/report is submitted

Fails to follow format and assignment requirements; incorrect margins, spacing and indentation; neatness of essay needs attention.

Meets format and assignment requirements; generally correct margins, spacing, and indentations; essay is neat but may have some assembly errors.

Meets format and assignment requirements; margins, spacing, and indentations are correct; essay is neat and correctly assembled.

Meets all formal and assignment requirements and evidences attention to detail; all margins, spacing and indentations are correct; essay is neat and correctly assembled with professional look.

Quiz (Essay-type)

Criteria 0-No Answer 1-Needs Improvement

3- Adequate 5- Exemplary Score



General Approach Doesn’t really address the question. States few relevant answers. Reveals some misconceptions. Is not clearly or logically organized. Errors in grammar and style.

Doesn’t address the questions explicitly, although does so tangentially. States a relevant and justifiable answer. Presents arguments in a logical order.

Addresses the question. States a relevant, justifiable answer. Presents arguments in a logical order. Uses acceptable style and grammar (no errors).

Comprehension Doesn’t demonstrate accurate understanding of question but makes an effort. No evidence to support response to question.

Demonstrates an accurate but only adequate understanding of the question. Doesn’t back conclusions with data. Uses only one idea to support the answer. Less thorough than above.

Demonstrates an accurate and complete understanding of the question. Backs conclusions with data and justifications. Uses 2 or more ideas, examples and/or arguments that support the answer

Seat Work/ Board Work/Problem Solving

Criteria 0- No Answer 1- Inadequate (Below

Standard)

3- Adequate (Meets

Standard)

4- Above Average (Exceeds Standard)

5 - Exemplary

(Far Exceeds

Standards)

Score



General Approach Student left the problem blank, or simply gave an answer, correct or not, without showing the appropriate work.

Student attempted the problem and did not finish it. Student failed to use the correct method or did not follow the instructions given in the problem.

Student attempted the problem and did not finish it. Student used the correct method, however did not take the problem to completion.

The student's work is for the most part correct. There may be an arithmetic error, or a problem with the format of the answer. Work is clear and easy to follow.

Student showed all required work to arrive at a correct solution. Work is clear and easy to follow.

Problems with two solutions, not clearly marked which is to be graded.

Problems that require the use of a variable: the variable is not explicitly defined.

Problems that require the use of variable have the variable explicitly defined.

Oral /Project Presentation

Criteria 0- No Oral Presentation

1- Bad 2- Poor 3- Good 5 - Excellent Score

Content The topic/project being presented is not clear; information included that does not support the topic/project in any way.

There is a great deal of information that is not clearly connected to the topic/project.

Sufficient information that relates to the topic/project; many good points made but there is an uneven balance and little variation.

An abundance of material clearly related to the topic/project is included; points are clearly made and all evidence supports the topic/project; varied use of materials.

Coherence and Organization

Presentation is choppy and disjointed; does not flow smoothly; development of the topic/project being presented is vague; no apparent logical order of presentation

Concepts and ideas are loosely connected; lacks clear transitions; flow and organization are choppy

Most of the information are presented in a logical sequence; generally well organized but better transitions from idea to idea and medium to medium is needed

The topic/project is clearly stated and developed; specific examples are appropriate and clearly developed the topic/project; conclusion is clear; the presenter shows control; presentation flows together well; good transitions; succinct but not choppy; very well organized.



Creativity Repetitive with little or no variety; insufficient use of multimedia

Little or no variation; material presented with little originality or interpretation

Some originality is apparent; good variety and blending of materials/media

Very original presentation of materials; uses the unexpected to full advantage; captures audience’s attention

Presentation Material Little or no multimedia used or ineffective use of multimedia; imbalance in use of materials – too much of one, not enough of another

Choppy use of multimedia; lacks smooth transition from one medium to another; multimedia not clearly connected to the topic/project being presented.

Use of multimedia not as varied and not as well connected to the topic/project being presented

Balanced use of multimedia; properly used to develop the topic/project; use of media is varied and appropriate

No

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al S

pe

akin

g Sk

ills

Eye Contact No eye contact with audience, as entire report is read from notes/slides

Displayed minimal eye contact with audience, while reading mostly from notes/slides

Consistent use of direct eye contact with audience, but still returns to reading notes/slides

Holds attention of entire audience with the use of direct eye contact, seldom looking at notes

Body Language No movement or descriptive gestures

Very little movement or descriptive gestures

Made movements or gestures that enhances articulation

Movements seem fluid and help the audience visualize

Poise Tension and nervousness is obvious; has trouble recovering from mistakes

Displays mild tension; has trouble recovering from mistakes

Makes minor mistakes, but quickly recovers from them; displays little or no tension

Speaker displays relaxed, self-confident nature about self, no mistakes.

Ve

rbal

Sp

eak

ing

Skill

s

Enthusiasm Shows absolute no interest in topic presented

Shows some negativity toward the topic presented

Occasionally shows positive feelings about topic

Demonstrates a strong positive feeling about topic during entire presentation

Elocution The speaker mumbles, incorrectly pronounces terms, and speaks too quietly for a majority of the audience to hear

The speaker’s voice is low; incorrectly pronounces terms. Audience members have difficulty hearing the presentation

The speaker’s voice is clear; pronounces most words correctly. Most audience members can hear the presentation.

Speaker uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear the presentation.

Subject/Topic Knowledge Speaker does not have grasp of information; cannot answer questions about the subject/topic being presented

Speaker is uncomfortable with information and is able to answer only rudimentary questions

Speaker is at ease with expected answers to all questions, without elaboration

Speaker demonstrates full knowledge by answering all questions with explanations and elaborations

Length of Presentation Too long or too short; ten or more minutes above or below the allotted time

Within six minutes of allotted time (+/-)

Within four minutes of allotted time (+/-)

Within two minutes of allotted time (+/-)



Laboratory Exercises and Skills Demonstrations

Criteria 0- No Laboratory Exercise Conducted

1- Not Acceptable 2- Below Expectations

3- Meets Expectations

5 – Exceeds Expectations

Score

Equipment and/or Computer Hardware and Software Use

a. Understanding of equipment and/or software operation and limitations

Equipment and/or computer hardware and software used in a fundamentally wrong manner

Some conceptual errors in usage of equipment and/or computer hardware and software

Equipment and/or computer hardware and software used properly

Innovative and proper usage of equipment and/or computer hardware and software

b. Safety usage of equipment and/or computer hardware and software

Damage to equipment and/or computer hardware and software due to improper usage

Some risk to equipment and/or computer hardware and software due to improper usage

Safe usage of equipment and/or computer hardware and software

Safety precautions above requirements are observed/used.

c. Setup of equipment and/or computer hardware and software

Equipment and/or computer hardware and software set up in a non-functional manner

Setup will cause data errors

Equipment and/or computer hardware and software properly set up

Equipment and/or computer hardware and software set up are enhanced for better precision


a. Report is logically coherent and sequential Conditions for data and and/or analysis not stated. Unclear report

All data and analysis present, but not in sequence. Must search for items.

Data and analysis results presented clearly following each procedure.

Data and analysis results presented clearly along with excellent narrative.



Individual/Group Projects

Criteria Exemplary 4

Acceptable 3

Developing 2

Beginning 1

No Output 0

Output Correctness

The application meets all the requirements specified in the project specification. The code is syntactically and logically correct for all cases. Implementation of the program follows the indicated guidelines and does not violate indicated restrictions. The implementation also exhibits appropriate use of programming constructs.

The output works for typical input, but fails for minor special cases; the major requirements are met, though some minor ones are not. Some implementation of the program violates indicated restrictions.

The work sometimes fails or typical input. Many parts of the program implementation violate indicated restrictions and some parts of the solutions are not implemented using appropriate programming constructs.

The work often fails, even for typical input. Most indicated restrictions were violated.

Output that does not run and/or implemented incorrectly (based on specifications and restrictions) automatically gets 0 for this course output.

Effective Communication/ Concept Understanding

Answers to questions are correct, reasonable, and reflective of the code. The justifications provided are sound.

Answers to questions are correct, but some justifications provided are weak.

Answers to questions are correct, but some justifications provided are weak.

Correct understanding of the problem, but was unable to explain workings of code provided.

Failure to explain and justify workings of the code submitted will automatically merit for this course output.



Class Policies: (For detailed policies, please refer to Student Handbook) a. Attendance is checked 15 minutes after the classes start. b. An “INC” is given to a student whose class standing throughout the semester is passing but fails

to appear for a final examination or complete all requirements for the course due to a valid reason.

c. A student with three (3) consecutive absences OR five (5) cumulative absences without any valid reason will be DROPPED from the class.

d. Academic dishonesty will not be tolerated. Any student found to have participated in academic dishonesty will receive a “5.0” in the course, and maybe subject to further disciplinary action. The Student Code of Conduct prohibits students from committing the following acts of academic dishonesty: academic fraud, copying or allowing one’s work to be copied, fabrication/falsification, sabotage of other’s work, substitution (ex. Taking an exam for someone else) among others. (Refer to student handbook and Student Code of Conduct for more detailed class policies, rules and regulations.)

Criteria for Grading Major Exams

Prelim Exam 15% Midterm Exam 15% Final 20%

Others Oral Recitation and Quizzes 10% Problem Sets and Assignments 10% Projects and Oral Presentations 10% Laboratory Exercises 20% 100%

Behavioral Dimension Evaluation Prelim Midterm Finals Knowledge 30% 30 % 30% Comprehension 20% 10% 10%

Application/ Analysis 50% 60% 60% The final grade corresponding to the student’s general average is given in the table below.

General Average 96 - 100 91 - below 96 86 - below 91 81 - below 86 76 - below 81 72 - below 76 68 - below 72 64 - below 68 60 - below 64 50-below 60

Below 50

Final Grade 1.0 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00 4.0/INC

5.00

caraga state university college of engineering and ...€¦ · 1-2 1. review of basic concepts and...

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