ESCUELA SUPERIOR POLITCNICA DEL LITORAL

DEPARTMENT OF ELECTRICAL ENGINEERING

AND COMPUTER SCIENCE - FIEC

PORTFOLIO

NAME OF THE SUBJECT

CODE OF THE SUBJECT

Parallel 1

PROFESSOR:

ACADEMIC TERM: 2017 - I

TABLE OF CONTENTS

I. COURSE PLANNING

II. COURSE POLICY

III. RUBRICS

IV. REPORT OF LEARNING RESULTS EVALUATION

V. PROGRAM EVALUATION RESULTS (PER)

VI. EVIDENCES
I. COURSE PLANNING

CHAPTER AND SUB CHAPTERS LEARNING TEACHING- STRATEGIES TIMING TIMING

LEARNING AND
OUTCOMES STRATEGIES EVALUATION (TEACHER) (STUDENT)
INSTRUMENTS

Description of each one the topics --- in the Learning The description of The description of
subject outcome that how the teachers how the teachers
would be would teach this would evaluate 10 20
evaluated topic how much students hours hours
Ex: had learned this
Ex: Interactive topic
classes. Ex:
a, b, c, d, Explanations written tests
presented in homework
PowerPoint.
II. COURSE POLICY

The class and examinations start punctually according to the established schedule. The
students will be allowed to enter up to 10 minutes after the start of the class. After this,
the door will be closed.

The absences and tardiness are unjustifiable (Internal Regulation of ESPOL).

Any cellphone, mp3 player, tablet or electronic device will have to be turned off during
the class. Should the student refuse to do so, he will be asked to leave the classroom.
During examinations the use of said devices is also prohibited, as well as any form of
plagiarism, interrupting a classmate to solicit information or to use some type of
unauthorized oral or written help. In the case of lessons and examinations, non-
observation of these dispositions will mean sanctions described in the code of ethics and
internal regulation of the ESPOL. Nevertheless, the students will need to have, for every
evaluation and class, the implements necessary implements to develop the assessment
(calculators, rules, pens, etc.).

The student will pass the subject based on his or her own knowledge and will fail it based
on the lack of knowledge. There are neither favors nor discriminations. Do not lose time
asking either for undeserved points or additional tests at the end of the semester.

Only 3 evaluations are taken, there are no makeup tests, exercises, extra work, duties or
"exclusive" extra lessons for a student because of low grades as determined by the class
policy.

The plagiarism of written tasks (Art 7 of the code of ethics of the ESPOL) will also be
subject to sanctions, which can include the annulment of the assessment or task, for the
one who copies as well as for the one who lets his work be copied. It is highly
recommended not to take unnecessary risks but to do your own work.

Support materials and study aids will be uploaded to SIDWEB opportunely. This website
is tied extensively to the accounts of the students email accounts. Fail to check your
ESPOL email account is no excuse for not presenting homework or not being informed
about any important announcement.

After the week of examinations, the corrected exams will be handed back within 8 days
to be checked with the teacher before the teacher uploads the final grades. Homework
will be sent in the first and second partial and will be given back to the students. There
are no time extensions as far as deadlines.

The grades will be distributed as follows:

Assesment
1st Partial 2nd Partial 3 Partial
Activities
Examens 60 60 100

Tests 30 10 -

Project - 20 -

Homework 10 10 -
III. RUBRICS

H) A broad education necessary to understand the impact of engineering solutions in a social,

First Exam Question >> Students are evaluated in their ability to write an essay about the impact of the use of LED
lights.
The following rubric was used to measure three criteria of performance and four levels.

CRITERION Initial Emerging Developed Excelence

The student identifies the

Identify the impacts The student does not The student identifies The student identifies the
impacts of a solution in
of a solution in identify nor mention the the impacts of a impacts of the solutions in
engineer, but does not
engineer inside a impacts of a solution in solution in engineer, engineer, puts them in the
realize them in the
context engineer and the contexts of it. context and argues with it
context.

Analyze the scenario Student analyze the Student analyze the Student analyze the
Student does not analyze
for the measure the scenario wheretheeffects scenario where the scenario where the
the scenario where the
effects of the impacts of the impact can be effects of the impact effects of the impact can
effects of the impact can be
of a solution in measure, but does not can be measure, but do be measure, and
measure
engineer. measures it not measure all measured it

Propose a possible
Student proposes wrong Student proposes an Student proposes perfect
solution to defeat the
The student proposes no solution to defeat the incomplete solution to solution to defeat the
effect cause by the
solution effects caused by the defeat the effects effects caused by the
impacts of a solution
impacts caused by the impacts impacts
in engineer
K) Ability to use modern techniques and tools for the practice of engineering.

First Exam Question >> Students are evaluated in their ability to simulate theoretically a transmission line and compare
result with an actual simulator.
The following rubric was used to measure three criteria of performance and four levels.

CRITERION Initial Emerging Developed Excelence

Identifies the inputs The student identifies

required for the The student does not The student identifies less between 50% and 90% The student identifies all
application of the identify any required inputs than 50% of the required of the variables, the variables, parameters,
techniques and tools for the application of inputs for the application parameters, or or fundamental concepts
to be used. (Data / techniques, methodologies, of techniques, fundamental concepts of the techniques,
concepts / variables / or tools methodologies, or tools of the techniques, methodologies, or tools
units). methodologies, or tools

The student applies tools, The student applies and

techniques, or compares tools, The student knows how to
Apply and compare
The student does not apply methodologies incorrectly techniques, or apply techniques, tools,
different techniques
any tool, technique or despite the given methodologies; the and methodologies with
or existing tools to
methodology instructions. Thus the student still needs dexterity, and performs
solve the problem.
student can not compare constant guidance after comparisons
the results. instructions were given

The student evaluates

Evaluates the results the
There is no assessable The student's evaluation is The student's evaluation is
of the applied given results but his
evaluation about given poor or unappropriate for strong, solid and justifies
technique, method or evaluation
result the given results his choice completely.
tool. lacks of depth and
details
IV. LEARNING OUTCOMES EVALUATION REPORT.

H A broad education necessary to understand the impact of engineering solutions in

a, social, environmental, economic and global context.

The following criteria was used to evaluate the result of learning outcome H:

Evaluation Instrument Evaluation Instrument

Criterion
Application Description

The students must analysis the

Criterion 1 Opinion and Analysis Task different impacts of the use of
LED lights.

The students analyze the

impacts of LED lights and show
Criterion 2 Opinion and Analysis Task relevant data from studies done
by universities or research
institutes.

The students offer alternatives

to mitigate the impact of LED
Criterion 3 Opinion and Analysis Task
lights, such as harmonics filters,
smooth starters, etc.
The following results were obtained by contrasting the levels of each student:

LEVEL CRITERION 1 CRITERION 2 CRITERION 3

Initial 0% 0% 38%

Emerging 38% 50% 13%

Developed 56% 50% 44%

Excelence 6% 0% 6%

To verify the meeting of 60% of goal 3, Exemplary and Satisfactory levels were taken
into account, with the following results obtained:

Criterion 1 63%

Criterion 2 50%

Criterion 3 50%

Results analysis

As the data shows, criterion two and three were not met, however criterion one the
goal was met.

As for criterion one, 63% of students were founded in satisfactory level and exemplary
level, they were able to identify more than one impact of the use of LED lights, even
some of them describe problems associated with health. On the other hand 37% of
students were not capable to recognize more than one impact, the just concentrate in
inrush current.

As for criterion two, 50% of the students found at satisfactory and exemplary level
were able to measure or use data from scientific sources to measure the impact. 50%
of the students were unable to identify a way to measure the impact of solutions.

In criterion three, 50% of the students found at satisfactory or exemplary level, they
propose a method to reduce or eliminate the effect caused by inrush current of LED
lights and other effects. 50% of the students at unsatisfactory or developing label were
unable propose another solution than divide the lighting circuits and they do not
analyze other methods.
Remedial Actions

As a remedial action, during the next semesters is necessary to organize at least two
workshops, in which the students with the help of the professor analyze case of study
of different solution implemented in engineering field, and find what the impacts are,
what the cause is, who are the affected. For this action the students must read scientific
papers and measure or find a measure done by other scientific researchers and finally
propose a method to eliminate or mitigate the impact identified.

Student Distribution according to Performance Evolution

 VII. PROGRAM EVALUATION RESULTS (PER)

ESCUELA SUPERIOR POLITECNICA DEL LITORAL

EVALUATION REPORT OF LEARNING OUTCOMES - CAREERS
ACADEMIC TERM I - 2015

ACADEMIC DEPARTMENT FACULTAD DE INGENIERA ELECTRICA Y COMPUTACIN

PROGRAM ELECTRICAL ENGINEERING SPECIALIZATION IN POWER SYSTEMS
COURSE POWER SYSTEMS I COURSE ID FIEC00158
PROFESSOR MSc. JIMMY CORDOVA VILLAGOMEZ
PARALEL 1 STUDENT NUMBER 16
LEARNING OUTCOME OF THE PROGRAM H

CRITERIA (2) ASSESSMENT TOOL DESCRIPTION (3) RESULTS BY CRITERRION (4) GOAL (5) RESULTS ANALYSIS (6) BAR CHART (7)
(DEVELOPED AND EXCELLENCE)

FIRST 63% 60% The Goal is met. Nevertheless, more readings about
First Exam Question >> Students are evaluated 80%
the impact of engineering develop must be a
in their ability to write an essay about the
continous task. 60%
impact of the use of LED lights.
40%
SECOND First Exam Question >> Students are evaluated 50% Goal not met, students do not analyze or measure
quite well the impacts of solution in engineering. 20%
in their ability to write an essay about the
impact of the use of LED lights. 0%
FIRST SECOND THIRD
THIRD 50% Goal not met, as student do not analyze the impacts,
First Exam Question >> Students are evaluated
it is difficult for them to propouse a solution for the RESULTS BY CRITERRION (4) (DEVELOPED AND EXCELLEN CE)
in their ability to write an essay about the
impacts founded.
impact of the use of LED lights.

IMPROVEMENT ACTIVITIES PLANNED BY THE PROFESSOR REVIEW BY THE COURSE COORDINATOR

ACTIVITY DATE FOLLOW UP THE RESULTS OF THE FOLLOWING DATE SIGNATURE
ACADEMIC TERM
Analyze case of study in wich the solution of a problem in engineering has 1-Aug-17 Written essay 1-Oct-17
several impact, not only in technical aspects, and form groups of students to
measure the impact or propouse a measurement tool.

With the same case of study of prevoiuos activity, the sutents of a different 1-Aug-17 Written essay 1-Oct-17
group propouse solution for impact of other groups. And finally each group
have to write an essay, about the problem.

IMPROVEMENT ACTIVITIES CONDUCTED BY THE PROGRAM COORDINATOR

ACTIVITY DATE FOLLOW UP THE RESULTS OF THE FOLLOWING
ACADEMIC TERM
k Ability to use modern techniques and tools for the practice of engineering

The following criteria was used to evaluate the result of learning outcome K:

Evaluation Instrument Evaluation Instrument

Criterion
Application Description

Students must identify all

Laboratory report from transmission
Criterion 1 variables necessary to simulate
line simulation experiment.
a transmission line.

Students must use more than

Laboratory report from transmission one method to determine the
Criterion 2
line simulation experiment. voltage alongside a
transmission line.

Students analyze the results of

Laboratory report from transmission simulation and compare with
Criterion 3
line simulation experiment. actual values obtained from the
simulator.
 ASSESSMENT TOOL: ASSESSMENT TOOL: ASSESSMENT TOOL:
(PROJECT, EXAM, (PROJECT, EXAM, (PROJECT, EXAM,
WORKSHOP) WORKSHOP) WORKSHOP)
Power Systems I - FIEC Laboratory report from transmission Laboratory report from transmission Laboratory report from transmission
ID
Rubric K line simulation experiment. line simulation experiment. line simulation experiment.

LEARNING LEVEL LEARNING LEVEL LEARNING LEVEL

Init. Emerg. Develop Exc Init. Emerg. Develop Exc Init. Emerg. Develop Exc

1 Alejandro Roca,Luis Xavier 199609991 1 1 1

2 Arevalo Mancheno,Michel David 201169139 1 1 1

3 Bonilla Merino,Diover Stiv 201302295

4 CHAVEZ SANTANA,JULIO CESAR 201311841

5 Cobos Diaz,Liz Estefania 200902211 1 1 1

6 Garces Murillo,Jonathan Henry 201302656 1 1 1

7 Izquierdo Barcia,Eduardo Steven 200823003 1 1 1

8 Jimenez Ayon,Andres Eduardo 201257240

9 Jimenez Jimenez,Tom Roger 201255771 1 1 1

10 Lozano Troncoso,Sharon Juliana 201248613 1 1 1

11 Moreta Quezada,Jean Paul 201225610 1 1 1

12 Pucha Carbo,Byron Roman 201116407

13 Quinde Jimenez,Steven Agustin 201268796

14 Ramirez Neira,Nathalie Desiree 201204625 1 1 1

15 RIVERA PRIETO,FRANISCO ANDRES 201310393 1 1 1

16 RODRIGUEZ SANCHEZ,PAMELA RAQUEL 201402713 1 1 1

17 Saavedra Cevallos,Bryan Alexis 201237812

18 Sanchez Montalban,Dietmar Alois 201208102 1 1 1

19 Sandoya Guerrero,Ricardo Antonio 201302646 1 1 1

20 Segovia Ortega,Sebastian Israel 201303224 1 1 1

21 TAMAYO WONG,BARBARA IVELISE 201311655 1 1 1

22 Zamora Villavicencio,Jose Geanpierre 201227267 1 1 1

Total 2 4 6 4 2 5 5 4 2 5 5 4

Percentage (%) 13% 25% 38% 25% 13% 31% 31% 25% 13% 31% 31% 25%
 The following results were obtained by contrasting the levels of each student:

LEVEL CRITERION 1 CRITERION 2 CRITERION 3

Initial 13% 13% 13%

Emerging 25% 31% 31%

Developed 38% 31% 31%

Excelence 25% 25% 25%

To verify the meeting of 60% of goal 3, Exemplary and Satisfactory levels were
considered, with the following results obtained:

Criterion 1 63%

Criterion 2 56%

Criterion 3 56%

Results analysis

As the data shows, criterion two and three were not met, however criterion one the
goal was met.

As for criterion one, 63% of students were founded in satisfactory level and exemplary
level, they could structure their laboratory report showing the variables necessary to
perform a simulation. On the other hand, 37% of students were not capable to show
all variables necessary for the simulation, some of them just showed the data collect
at the laboratory.

As for criterion two, 56% of the students found at satisfactory and exemplary level
could identify a theoretical or a computational method to simulate the transmission
line. In contrast, 54% of the students couldnt simulate the line or they did it in an
incorrect manner.

In criterion three, 56% of the students found at satisfactory or exemplary level, they
analyze the method and results, show the results in a comprehensive way using tables
and graphics. 24% of the students at unsatisfactory or developing level showed poor
results and method analysis.
Remedial Actions

It is necessary to solve more problems in which there must be more than one method
to be used. The problems will show alternatives in method to be use, during workshops
each group will choose one method, and when they have the results, they will show it
to the other students, and a comparison must be performed.

During the performing of workshops, the lecturer must guide the students to compare
not only the results, but also the method used. Analyze the difficulties of each method
must be a key part, nevertheless the results must be statistically analyzed and check
the accuracy of it.

Student Distribution according to Performance Evolution

 VIII. PROGRAM EVALUATION RESULTS (PER)
ESCUELA SUPERIOR POLITECNICA DEL LITORAL
EVALUATION REPORT OF LEARNING OUTCOMES - CAREERS
ACADEMIC TERM I - 2015

ACADEMIC DEPARTMENT FACULTAD DE INGENIERA ELECTRICA Y COMPUTACIN

PROGRAM ELECTRICAL ENGINEERING SPECIALIZATION IN POWER SYSTEMS
COURSE POWER SYSTEMS I COURSE ID FIEC00158
PROFESSOR MSc. JIMMY CORDOVA VILLAGOMEZ
PARALEL 1 STUDENT NUMBER 16
LEARNING OUTCOME OF THE K
PROGRAM

CRITERIA (2) ASSESSMENT TOOL DESCRIPTION RESULTS BY CRITERRION (4) GOAL (5) RESULTS ANALYSIS (6) BAR CHART (7)
(3) (DEVELOPED AND EXCELLENCE)

FIRST Laboratory report from 63% 60% GOAL IS MET, PREVIOUS PROBLEMS SOLVE IN
64%
transmission line simulation CLASS HAVE HELP THE STUDENTS TO RECOGNIZE 62%
experiment. VARIABLES INVOLVE IN PROBLEM SOLVING. 60%
58%
SECOND Laboratory report from 56% GOAL NOT MET, THE STUDENTS FIND DIFFICULT TO
56%
transmission line simulation APPLY MORE THAN ONE METHOD TO SOLVE A 54%
experiment. GIVEN PROBLEM. 52%
FIRST SECOND THIRD
THIRD Laboratory report from 56% GOAL NOT MET, THE MAJORITY OF STUDENTS
transmission line simulation DON'T ANALYZE THE RESULTS, THERE IS NOT A RESULTS BY CRITERRION (4) (DEVELOPED AND EXCELLEN CE)

experiment. COMPARISON OR STATISTICAL ANALYSIS.

IMPROVEMENT ACTIVITIES PLANNED BY THE PROFESSOR REVIEW BY THE COURSE COORDINATOR
ACTIVITY DATE FOLLOW UP THE RESULTS OF THE FOLLOWING DATE SIGNATURE
ACADEMIC TERM
SOLVE PROBLEMS IN CLASS WITH MORE THAN ONE METHOD TO BE 1-Aug-17 27-Jan-17
SOLVED, OFFER THE STUDENT THE OPPORTUNITY TO CHOOSE THE BEST
OPTION TO SOLVE THE PROBLEM.

GUIDE THE STUDENTS IN PROBLEM ANALYSIS, NOT ONLY RESULTS 1-Aug-17 27-Jan-17
ANALYSIS BUT ALSO PROCEDURE AND METHOD.
 IX. EVIDENCES

Student Outcome: H

Opinion and Analysis Task

Analyze the impact of the use of LED lights to replace incandescent or FCL lights. Write an essay,
not less than 500 words, upload the file in Microsoft Word format.

To expand the subject and have a better idea, you can read the following link:

Http://blog.schneider-electric.com/power-management-metering-monitoring-power-
quality/2016/11/16/solve-mysterious-led-electrical-network-problem/

Student Outcome: K

Laboratory report from transmission line simulation experiment

Using the characteristics of transmission line simulator, and theoretical models, obtain the voltage
alongside transmission line models. Compare with actual values obtained from the measurements
done in the laboratory experiment.