ENEE12016 - Signals and Systems

General Information

Unit Synopsis

Electrical systems are fundamental to our way of life, including electrical power, telecommunications and automatic control systems. In this unit, you will learn mathematical techniques to analyse and design a wide range of these electrical systems, such as electrical power distribution and transmission networks and control systems. You will be introduced to the concept of linear time invariant systems and a range of mathematical tools used in electrical circuit analysis such as forward and inverse Laplace transforms, s-domain circuit analysis and transfer functions. You will be also introduced to the frequency response of a system and you will identify different types of filters and design analogue filters for given specifications. Through this unit, you will gain programming experience in using MATLAB or equivalent software to analyse signals and linear systems. This unit will also provide you with opportunities to further develop communication skills through preparation of professional documentation and team communications. All students are required to have access to a computer and to make frequent use of the internet. In this unit, you must complete compulsory practical activities. Refer to the Engineering Undergraduate Course Moodle site for proposed dates.


Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites
Pre-requisite: ENEE12014 Electrical Circuit Analysis

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

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Residential School Compulsory Residential School
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Unit Availabilities from Term 1 - 2024

Term 2 - 2024 Profile
Mixed Mode

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 20%
2. Practical and Written Assessment 25%
3. Online Test 40%
4. Online Quiz(zes) 15%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).

Consult the University’s Grades and Results Policy for more details of interim results and final grades

Past Exams

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Previous Feedback

Term 2 - 2023 : The overall satisfaction for students in the last offering of this course was 83.33% (`Agree` and `Strongly Agree` responses), based on a 48.00% response rate.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Source: Unit survey
The lectures and tutorials are very long, making them hard to learn in one go.
Break the lectures and tutorials into sizable chunks based on logical concepts and topics to allow easier digestion of materials.
Action Taken
Source: Unit survey
A computational modelling maths unit perhaps should be a prerequisite and provided to better prepare students for using Matlab in this unit.
Discuss with the School management to make MATH12225 - Applied Computational Modelling a prerequisite for the unit.
Action Taken
Source: Unit survey
The textbook while very thorough is very cumbersome to get through.
Consider replacing the current textbook with a new one that focuses more on practical guidance rather than theoretical rigorousness and abstraction.
Action Taken
Source: Unit survey
Although very comprehensive, the assessment workload was very high. Especially since the labs were too long, they took significant time to do, affecting the available valuable learning time for the lectures and tutorials.
Revise assessments and labs to streamline and reduce the length and the number of pieces without compromising on their thoroughness.
Action Taken
Source: SUTE
Student queries through emails and forum posts were promptly addressed.
This good practice should be continued.
Action Taken
Student questions and queries in Q&A forum and emails were promptly answered.
Source: SUTE
Lectures were interactive and detailed explanations on contents were provided during lectures.
This good practice should be continued.
Action Taken
This practice was adopted for this term.
Source: SUTE
Time taken for lecturing was too long, which drastically reduced the time spent on tutorials.
Better time management should be maintained.
Action Taken
The lectures were revised and sectioned into several key concepts to reduce length and more elaborative questions were given in the tutorials to help students apply the theories.
Source: SUTE
The labs were extraordinarily fast-paced and constantly interrupted by code just not working. The reason being students did not know what add-ons were to be utilised.
Better initial preparations should be made with MATLAB programming exercises.
Action Taken
Codes were checked before the residential school to ensure they worked well. Step-by-step instructions were given to students during the lab session to ensure everyone could follow.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Explain the concepts of a linear time invariant system, unit impulse and step functions, convolution integral and convolution sum
  2. Apply forward and inverse Laplace transforms and analyse electrical circuits in the s-domain
  3. Identify and design different analogue filters
  4. Perform Fourier transforms to find frequency domain representations of time domain functions
  5. Use appropriate simulation tools to validate the signal and systems analysis techniques
  6. Create professional documentation of the solutions, designs and analysis process using electrical terminology, diagrams and symbols that conform to Australian Standards
  7. Work individually and collaboratively in a team to produce high-quality outputs.

The Learning Outcomes for this unit are linked with the Engineers Australia Stage 1 Competency Standards for Professional Engineers in the areas of 1. Knowledge and Skill Base, 2. Engineering Application Ability and 3. Professional and Personal Attributes at the following levels:

1.5 Knowledge of engineering design practice and contextual factors impacting the engineering discipline. (LO: 3I 4I 5I )
1.6 Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the specific discipline. (LO: 2N 3I 4N 5N )
3.3 Creative, innovative and pro-active demeanour. (LO: 5I )
3.4 Professional use and management of information. (LO: 5I )

1.1 Comprehensive, theory-based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the engineering discipline. (LO: 1A 2A 3A )
1.2 Conceptual understanding of the mathematics, numerical analysis, statistics, and computer and information sciences which underpin the engineering discipline. (LO: 2I 3A 4I 5I )
1.3 In-depth understanding of specialist bodies of knowledge within the engineering discipline. (LO: 1A 2A 3A 4A 5A )
1.4 Discernment of knowledge development and research directions within the engineering discipline. (LO: 2I 3A 4I 5A )
2.1 Application of established engineering methods to complex engineering problem solving. (LO: 2A 3A 4A 5A )
2.2 Fluent application of engineering techniques, tools and resources. (LO: 2I 3I 4I 5A )
2.3 Application of systematic engineering synthesis and design processes. (LO: 5A )
3.2 Effective oral and written communication in professional and lay domains. (LO: 6A 7I )

Note: LO refers to the Learning Outcome number(s) which link to the competency and the levels: N – Introductory, I – Intermediate and A - Advanced.

Refer to the Engineering Undergraduate Course Moodle site for further information on the Engineers Australia's Stage 1 Competency Standard for Professional Engineers and course level mapping information

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment
2 - Practical and Written Assessment
3 - Online Test
4 - Online Quiz(zes)
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10