Programming and Information Technology - MPR213

Department of Mechanical and Aeronautical Engineering

Lecturers: Mr II Setshedi, Ms D Ramatlo, Dr AJ Oberholster and Dr M Mahdavi

Last Revision: 18 February 2022 (Revision 2)

Copyright reserved
Contents
1. Educational Approach 1
2. Departmental Study Guide 3
3. Lecturers and Consulting Hours 4
3.1. Lecturers 4
3.2. Teaching Assistants 4
3.3. Consulting Hours 5
4. Study Material and Software 6
4.1. Lecture Notes 6
4.2. Study Notes 6
4.3. Complementary Sources 7
4.4. Software used in this module 7
5. Learning Activities 9
5.1. Contact Time and Learning Hours 9
5.2. Lectures 9
5.3. Tutorials 10
6. Rules of Assessment 12
6.1. Determination of Final Mark 12
6.2. Determination of Semester Mark 12
6.3. Semester Tests 13
6.4. Autograding of weekly tutorial assignments, semester tests and the exam 13
6.5. Appeals and queries on marks 14
6.6. Penalty for errors in stating identifying information during assessment 14
6.7. Penalty for errors causing the autograder to crash or where submitted files were named
incorrectly 15
7. Study Components 16
7.1. Purpose of module 16
7.2. Module Structure 16
7.3. Fundamental Concepts 18
7.4. Study Theme Descriptions 18
7.4.1. Theme 1: Introduction 18
7.4.2. Theme 2: Basic Programming 18
7.4.3. Theme 3: Basic Functions 19
7.4.4. Theme 4: Control Statements 19
 7.4.5. Theme 5: Solving Problems 20
7.4.6. Theme 6: Plotting and Graphs 20
7.4.7. Theme 7: Reading and Writing Data 21
7.4.8. Theme 8: High-Level Programming 21
7.4.9. Theme 9: Spreadsheets 21
8. Lecture plan 23
1. Educational Approach

Programming knowledge and skills are essential for engineers. Complex and repetitive
calculations and analyses that would take days if done by hand can take only seconds with a
well-structured computer program. The program itself may take significant time to code,
but once coded it allows the engineer to ask different questions and conduct various
investigations that would otherwise not be feasible or possible. Programming combined
with mathematics has become a prerequisite to basic engineering literacy and engineering
problem-solving. In addition, the life cycle of a computer program is similar to the design of
a product or the design of a process.

For these reasons, engineering students must obtain at least some proficiency in computer
programming. The general objectives of this module are:

● To enable the students to solve engineering problems by developing, debugging, and

running basic computer programs.
● To enable the students to process computer data and output (text and visual)
information or knowledge.

Elementary mathematical and physics concepts, which the students should already be
familiar with, will be used to illustrate basic computer logic and programming principles.
The student will be required to “translate” mathematical formulas and/or principles into
working computer programs to solve some problems.

The educational approach is problem-driven; in other words, programming skills are

acquired by solving problems. The mastering of tutorial and homework problems is
essential to succeed in this module. Like learning a natural language that requires dedicated
time conversing, programming requires dedicated clock time in front of a computer to solve
engineering problems. Ensure that you sit in front of a computer solving engineering
problems using Python or Excel daily.

Student-orientated and cooperative study methods will be applied during the lectures and
tutorial sessions to establish the course’s core concepts. Lecturers will intensely focus on

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solving problems during classes and tutorials to develop the programming concepts required
to solve mathematical and physics problems.

Lecture classes will be held in two sessions: Students will be allowed to watch pre-recorded
lecture videos prescribed for the respective lecture session. During the second session,
students are allowed to interact with lecturers on the content covered in the pre-recorded
lecture videos. Students are expected to participate in discussions during the second session
as this creates an opportunity to share experiences and solve problems in a team-oriented
environment. This will mimic what generally occurs in industries. Interaction during lectures
will allow students to assimilate and understand complex concepts. Students are
encouraged to experiment with their computers while watching recorded lecture videos and
then interact with lecturers and the rest of the class, on-campus or online.

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2. Departmental Study Guide

The MPR 213 Study Guide is a crucial part of the general study guide of the Department of
Mechanical and Aeronautical Engineering, which is the host department for this module. In
the study guide of the Department, information is given on the mission and vision of the
department, general administration and regulations (professionalism and integrity,
course-related information and formal communication, workshop use and safety, grievances,
support services, plagiarism, class representative duties, sick test and sick exam guidelines,
vacation work, appeal process and adjustment of marks, university regulations, frequently
asked questions), ECSA Graduate Attributes, ECSA knowledge areas, CDIO, curriculum and
assessment of cognitive levels. It is expected that you are very familiar with the content of
the Departmental Study Guide. It is available on the Department’s website.

[Link]
2021_version26feb2021.[Link]

Department Website:
[Link]
rd

Take note of the specific instructions in the above study guide on:
● Safety
● Plagiarism
● What to do if you were sick (very important)?
● Appeal process on the adjustment of marks

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3. Lecturers and Consulting Hours

3.1. Lecturers
The lecturer contact details are given in table 1.

Table 1: Lecturer contact details

Module Manager Offices Telephone No. Email

Eng I
Mr Isaac Setshedi 012 420 2014 [Link]@[Link]
10-19

Lecturers

Eng I
Mr Isaac Setshedi 012 420 2014 [Link]@[Link]
10-19
Eng I
Ms Dineo Ramatlo 012 420 2462 [Link]@[Link]
10-16
Eng I
Dr Abrie Oberholster 012 420 3288 [Link]@[Link]
10-18
Eng 3
Dr Mostafa Mahdavi 012 420 2935 [Link]@[Link]
6-99

Please use the keyword MPR213 in the email subject specification for email correspondence.
Not doing this may leave the email unanswered or cause a significant delay in the answer.
All administrative queries should be sent to the module manager.

Depending on the lockdown level and the arrangements that the University has made
regarding the COVID-19 pandemic, the lecturers may not be available in their offices or at
the telephone numbers given in the table above. In that case, please use an email message
to contact a lecturer.

3.2. Teaching Assistants

The contact details and consulting hours for the teaching assistants will be added to MPR
213 S1 2022 clickUP as soon as the teaching assistants have been allocated.

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 3.3. Consulting Hours

Consultation hours of the lecturers and teaching assistants will be announced at the start of
the semester. These hours will be shown on MPR 213 S1 2022 clickUP. These hours indicate
when the lecturers and teaching assistants are available for consultation.

There will be no extraordinary consulting hours during test and exam time. Students may
make special arrangements to talk to the lecturers outside of their consulting hours if
necessary. It is important not to wait until before a test or exam to clarify any problems.

Students are also welcome to use the discussion board on MPR 213 S1 2022 clickUP. This
will allow lecturers, teaching assistants, and fellow students (during their free time) to
answer any queries regarding programming concepts, exercise problems, etc.

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4. Study Material and Software

4.1. Lecture Notes

We distinguish between the lecture notes discussed here and the study notes discussed
below. The lecture notes form the primary set of study material made available in the
module presentation and consist of two parts:
● Groupings around various topics: Python computer code with explanations, most of
which are demonstrated during contact sessions or on video recordings.
● Several Excel spreadsheets and related files are explained and demonstrated on
video recordings.
Both these parts are available on MPR 213 S1 2022 clickUP, in the “Study Material” content
area, in the “Lecture Notes” content folder.

Students will be notified with a clickUP announcement whenever any of the Lecture Notes
files on clickUP is updated.

4.2. Study Notes

There is no prescribed textbook for this module. However, a set of study notes has been
developed at UP and is available on MPR 213 S1 2022 clickUP, in the “Study Material”
content area, in the “Additional Material” content folder. These study notes is a pdf
document:

“Introduction to programming for engineers using Python" by Logan G. Page, Daniel

N. Wilke, and Schalk Kok.

Please note that this publication is not updated and some of the sections related to Python
2.7, IPython (Qt) and Spyder editor are no longer used in this module.

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Students should primarily work through the lecture notes mentioned in section 4.1 above
but may in parallel use the study notes as an additional source.

4.3. Complementary Sources

A link to the following complementary source is available on MPR 213 S1 2022 clickUP, in the
“Study Material” content area, in the “Additional Material” content folder:

“Python for Computational Science and Engineering” by Hans Fangohr

Numerous other complementary sources for this module are mentioned in the study notes.
The discussion forum and wiki page on MPR 213 S1 2022 clickUP may also be utilised for
additional explanations and examples on various topics covered in this module.

4.4. Software used in this module

As implied in section 4.1 above, in this module, we will make use of

● Python, which is open-source software. This means that students can freely copy
and use this software legally without any restrictions.
● Microsoft Excel, which is part of the Office package, and the University has a
campus-wide licence. This licence allows registered students to download the
package to their computers without cost. Excel is used for spreadsheet
programming.

Python is a high-level programming language used in many disciplines around the world. It
is a well-suited programming language for engineers as it is easy to learn, well supported
and documented, relatively fast, and very good for numerical and scientific computing. In
this module, we specifically use the Jupyter Notebook implementation of Python by
Anaconda. Students must be familiar with using this specific implementation of Python, as
its autograding facility (where a computer grades students’ work) is used exclusively in the
weekly tutorial assignments, semester tests and exams.

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You can download Anaconda, including Jupyter Notebook and Python, depending on your
operating system, from the links shown in table 2 below or use it on on-campus computer
labs. Download links are available on MPR 213 S1 2022 clickUP. Please carefully follow the
installation instructions given in writing and video recordings in the “Software” content area
of MPR 213 S1 2022 clickUP.

Table 2: Anaconda 3 download links

Operating Link Size Release Notes

system date
Anaconda3-2020.07-L 2020-07-23 64-Bit (Power8 and
290.4M
[Link] 12:16:47 Power9) Installer
Linux
Anaconda3-2020.07-L 2020-07-23
550.1M 64-Bit (x86) Installer
inux-x86_64.sh 12:16:50
Anaconda3-2020.07- 2020-07-23
462.3M 64-Bit Graphical Installer
MacOSX-x86_64.pkg 12:16:42
Mac
Anaconda3-2020.07- 2020-07-23 64-Bit Command Line
454.1M
MacOSX-x86_64.sh 12:16:44 Installer

Anaconda3-2020.07- 2020-07-23
397.3M 32-Bit Graphical Installer
[Link] 12:16:51
Windows
Anaconda3-2020.07- 2020-07-23 64-Bit Graphical
467.5M
Windows-x86_64.exe 12:16:46 Installer

The version available at the links above is not the newest, but it is the official version used in
this module in 2022. Do not use a more recent version in answering weekly tutorial
assignments. Using the more recent version could result in nbgrader crashing and losing
marks.

Download instructions for Microsoft Office 365 (including Excel) are available at the Mining
Industry Study Centre. Students can use the following link for assistance:
[Link]@[Link]

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5. Learning Activities

Disclaimer: Sections 5 and 6 of this study guide have been written under the assumption
that on-campus learning will partly take place and assessment activities such as tests and
exams will take place on campus unless the country’s alert levels are adjusted. Some
activities are on campus and others online. If this changes in the semester, this study guide
will be revised.

5.1. Contact Time and Learning Hours

Number of lectures a week: 4 lectures (two double period sessions),

50 minutes per lecture
Tutorial sessions a week: 1 session, 100 minutes per session

This module carries a weight of 16 credits, indicating that a student should spend an average
of 160 hours mastering the required skills (including time spent preparing for and writing
tests and examinations). This means that you should devote an average of 11 hours of study
time per week to this module. The scheduled lecture and tutorial time is approximately 6
hours per week, which means that the other 5 hours per week of study time should be
devoted to the module.

5.2. Lectures

Classes are split according to study discipline into three groups for the lectures. Ms Dineo
Ramatlo will be responsible for group 1 (Tuesdays 15:30 and Thursdays 11:30), Dr Abrie
Oberholster group 2 (Tuesdays 15:30 and Thursdays 12:30) and Mr Setshedi group 3
(Mondays 13:30 and Fridays 10:30).

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Annotated PowerPoint (video) recordings of formal lectures covering the whole module
(recorded in 2020) are available on YouTube or Google Drive, with links on MPR 213 S1 2022
clickUP. Because of this, students will be expected to watch the pre-recorded lecture videos
and attend question and answer sessions that will be held 30 minutes before the end of
each lecture. The Q&A sessions may be used for learning activities other than formal
lectures, like discussions, answering students’ questions, problem-solving, etc. Students are
expected to view the recorded material prior to or during the corresponding lecture sessions
(see the lecture plan in section 8 of this study guide and daily lecture timetable MPR 213 S1
2022 clickUP) and to then participate in discussions and pose questions to be answered
during the session. Furthermore, students can expect test and exam questions on material
covered in the video recordings but not specifically covered during the 2022 Q&A sessions.

5.3. Tutorials

Tutorial sessions will further develop the students’ understanding and knowledge of the
topics covered in lectures by solving numerous engineering and mathematical problems
with the tools introduced in this module.

Each week's tutorial session will be used to review the previous week's lecture content and
concepts. Selected exercise problems, from the study notes, will be covered during the
tutorial sessions. The selected chapters and problems that will be covered in each tutorial
session will be announced on MPR 213 S1 2022 clickUP.

Students must do these tutorial problems independently before attending the tutorial
session and use the tutorial session to get help with issues or concepts that the student is
finding difficult. It is important to understand that the teaching assistants participate in
assisting the student in grasping difficult concepts and not solving the problems on their
behalf. Students have the option of attending tutorials on-campus or online.

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It will be to the benefit of the student to complete these problems, as solving these
problems will develop the student's thinking and programming ability. The tests and exam
will test the ability of the student to solve new problems of similar complexity.

Each week, to conclude the tutorial, a tutorial assignment needs to be submitted by

uploading to MPR 213 S1 2022 clickUP, usually before midnight on a Friday evening. These
assignments will be graded and count towards the semester mark. Because these are
tutorial assignments, there is absolutely no way that an assignment not submitted before
the due date, for whatever reason: including network problems, apparent overload of
clickUP when submitting, and not having been able to register for the module in time. In the
case of a valid reason for not submitting an assignment, like sickness or death in the family,
an excuse can be registered with the module manager if proper substantiating
documentation is supplied. If, in the case of a single student, too many of these assignments
are not submitted for valid reasons, the percentage contribution of the assignments to the
semester mark may be reduced, and the contribution of the two semester tests may be
increased correspondingly.

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6. Rules of Assessment

Refer to the exam regulations in the Faculty regulations and information, Faculty of
Engineering, Built Environment and Information Technology.

To be admitted to the exam, a student needs to have a semester mark of at least 40 %.

To pass the module, a student must:

● Obtain a final mark of at least 50%; and
● Obtain a subminimum of 40% for the final examination

6.1. Determination of Final Mark

The final mark is compiled as follows:

● Semester mark: 50%
● Final exam mark: 50% (3-hour exam)

6.2. Determination of Semester Mark

The semester mark will be determined as shown in table 3.

Table 3: Determination of Semester Mark

Evaluation Method No. of Contribution of each Total
Semester tests 2 40% 80%
Tutorial assignments All 20%
Total 100%

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 6.3. Semester Tests

Two semester tests will be written during the official School of Engineering semester test
weeks. The duration of each test will be 90 minutes. The scope of the tests will be
announced on MPR 213 S1 2022 clickUP during the lecture week preceding the test week.

Additional test instructions will be announced on MPR 213 S1 2022 clickUP during the
lecture week preceding the test week.

After the tests, model answers will be made available in electronic format on MPR 213 S1
2022 clickUP after the tests and will not be formally discussed during lectures. Students
may, however, ask questions on the model answers in class.

6.4. Autograding of weekly tutorial assignments, semester tests and the exam

In the weekly tutorial assignments, semester tests and the exam a student needs to answer
by filling in code or information in a number of Jupyter Notebooks and/or Excel
spreadsheets. The resulting Jupyter Notebook and Excel files are then submitted
electronically to clickUP as the student’s answer. These files are marked (or graded) by a
computer in a process called autograding.

The grading is set up in such a way that various parts of the answer are assigned certain
marks. If a part is correct, that mark is awarded by the autograder. If there is one error in
the part in question, a zero mark is awarded (i.e., a binary marking is used). In setting up an
assignment, test or exam, the lecturers carefully decide in advance how many marks are
allocated to a certain part. In doing this, the lecturers try to be reasonable. Usually, and
especially in the tests and exams, the maximum mark awarded to a certain part is relatively
small compared to full marks for the assignment or paper. This means that there is no
possibility for being awarded partial marks for something the student deems to be correct,
even though the whole part is not correct unless the question was set up beforehand to
provide for partial marking. The marking system is fair towards all students: everybody’s
work is graded exactly in the same way (totally impartially, by a computer) and according to

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the same rules. Even though the lecturers are most willing to discuss the technical aspects
of questions with students, they will not entertain questions on partial marking of graded
binary units or the fairness thereof.

Suppose a student uses Python or Excel functionality that is not formally taught as part of
the module, and the approach and coding produced by the student are deemed correct but
causes the autograding process to penalise the student. In that case, they will not be
compensated for this. Students are therefore advised to only use functionality taught in the
module. In this regard, students should especially be careful in the case of semester tests or
the exam, if this is answered on an off-campus computer like in times of lockdown, as
different versions of software may produce different results. It is the student’s responsibility
to ensure that the correct version is used.

6.5. Appeals and queries on marks

Note the description of the rules that apply to the appeals process in the Departmental
Study guide (see section 2). Due to the use of the autograding process, appeals will be
limited to administrative errors with the processing of marks.

6.6. Penalty for errors in stating identifying information during assessments

During all tutorial assignments, semester tests and the exam the student is instructed to
insert his/her student number in a very specific way, as a string variable, in a Python code
cell. In on-campus semester tests and exams, the student must also supply the identifying
number of the computer at which they write the test/exam in the same cell. This is very
important because it is the only way in which the student can be identified during grading.
Therefore, the following rules apply if the student number is reported incorrectly and not
according to the instructions in any way:
● Tutorial assignments: a zero mark will be awarded, as the additional administrative
load in trying to sort out these errors is simply too large.

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 ● Semester tests and exams: the lecturers will try to identify the student in whatever
alternative ways are available, but for this additional effort, the student will be
penalised by up to 10 % of the mark that they would otherwise have been awarded
for the paper. This penalty will be subtracted from the student’s mark, i.e., a form of
negative marking will be employed.

6.7. Penalty for errors causing the autograder to crash or where submitted
files were named incorrectly

Sometimes students make errors, usually by not following instructions, that cause the
autograder to crash. When this happens, the whole of the student’s assignment or test is
not graded. Also, if a student does not follow the rules for naming the files they submit,
considerable additional work needs to be done to fix these errors before autograding can
commence. The following rules apply if a student makes these errors:
● Tutorial assignments: a zero mark will be awarded, as the additional administrative
load in, first of all, identifying the reason for the error and then trying to sort it out,
or to rename files, is simply too large.
● Semester tests and exams: the lecturers will try to identify the reason for the crash.
If this can be found in a reasonable time, the lecturers will try to fix the error. If the
error was caused by the student not following instructions or if the files were not
named correctly, he/she will be penalised by up to 10 % of the mark that he/she
would otherwise have been awarded for the paper. This penalty will be subtracted
from the student’s mark, i.e., a form of negative marking will be employed.
It is therefore important to meticulously follow all instructions on autograded assignments,
tests and exams.

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7. Study Components

7.1. Purpose of the module

The purpose of the module is to introduce students to the following:

Advanced spreadsheet applications:

Named ranges, referencing, linear programming, solving non-linear equations, fitting
regression lines, interpolation, manipulating large data sets, extracting information from
data sets.

Basic structured programming:

Data container types, looping, branching, subroutines, iteration, reading and writing data
files. Development, coding, and debugging of simple programs in a high-level programming
language. Programming principles are illustrated via mathematical and physics concepts
such as limits, differentiation, integration, linear algebra and simple motion. Structured
programming by coding and using functions written by the student as well as using functions
available in packages. Basic graphical output (plotting) is also covered.

7.2. Module Structure

The structure of this module is shown in table 4. The total module hours (notional hours)
include the contact time, as well as the estimated time to be allocated for self-study,
preparation and writing of assignments, tests and the examination. The mode of instruction
is via lectures, tutorial classes and assignments.

Contact sessions indicate the regular lectures. The number of contact sessions per chapter
is tentative and may change depending on the progress during lectures.

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 Table 4: Module Structure
Theme No. Topic Notional Contact
Hours Sessions
1 Introduction 1 1
2 Basic Programming 13 4
● Using Python as a Calculator
● Names, Objects and Assignment
● Import and Use Modules
● Python Namespace

3 Basic Functions 13 4
● User-defined Functions
● Python Namespace and Scoping
● Basic numpy Arrays

4 Control Statements 30 10
● Iterator-Based Looping (For Loop)
● Conditional Looping (While Loop)
● Branching (if, elif, else)

5 Solving Problems 30 10
● Breaking Down Problem Complexity
● Use of Functions (Simplification)
● Nested Statement

6 Plotting and Graphs 14 4

● 2D Graphs
● Graph Annotations
● 3D Graphs

7 Reading and Writing Data 7 3

● Data Sharing between Applications

8 High Level Programming 12 4

● Additional Modules
● Advanced Built-In Functions

9 Spreadsheets 40 8
● Formulas and Calculations
● Spreadsheet Detective
● Plotting and Graphs
● Linear Programming
● Data Lookups and Pivots

Total 160 48

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 7.3. Fundamental Concepts

The following concepts need to be mastered in order to pass the course. If any of the
following concepts are not mastered, the student will fail the course:
● Basic objects (e.g. int vs float)
● Importing modules and proper usage
● Functions (ability to properly create a new function, understand how objects are
passed to and from functions, be able to properly use any created function)
● For loop (proper usage and understanding when and why to use a for loop)
● Iterating through lists and growing lists (single lists, not nested lists)
● While loop (proper usage, understanding termination conditions and understanding
when and why to use a while loop)
● If statements (proper usage, understanding program flow and control and
understanding when and why to use an if, elif or else statement)
● Reading and writing of CSV files
● Plotting (be able to create a simple 2D plot with proper annotations)
● Data processing using spreadsheets

7.4. Study Theme Descriptions

7.4.1. Theme 1: Introduction

The introduction allows the student to obtain a general overview on the roles and
responsibilities of both the student and the lecturer as well as an overview on what
computer programming is. This section will not be explicitly tested. It is important to note
that an understanding of computer architecture and flow diagrams will make the following
sections more accessible.

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 7.4.2. Theme 2: Basic Programming

Using Python as a Calculator: The student has to ensure that he/she is comfortable with the
Jupyter environment and must be able to use Python to do simple mathematical
calculations. It is the student's responsibility to spend enough time using these
environments throughout the semester. The student must be able to use Python's built-in
math module numpy and access the functions stored in it. The student must be able to use
Python's built-in help to obtain information on the various functions.
Names, Objects and Assignment: The student has to be familiar with the guidelines in the
class notes on names and objects e.g. objects are created in memory and a name is assigned
to that object. The student must also be familiar with the memory model of Python. The
student must also know the difference between the object types e.g. int, float, str, bool as
well as to know how to check the type of an object using type().

7.4.3. Theme 3: Basic Functions

The student must be familiar with functions and code structure. The student must be able to
properly create and use functions with multiple inputs and outputs. The student must be
able to rewrite an existing computer program such that it makes use of functions. The
student has to be familiar with the local namespace and understand “name scope" within a
function. The student must understand any object can be passed into a function or returned
from a function. This includes another function and is particularly important for some of the
built-in functions.

7.4.4. Theme 4: Control Statements

For Loop: The student must understand that the for loop iterates through iterators (e.g. the
elements of a list). The student has to be able to identify when and why to use for loop(s)
from a given problem statement. The student has to be familiar with Python's syntax and
indentation and be comfortable to implement for loop(s) in a program to perform a given
task.

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While Loop: The student must understand conditional statements and how to combine
them using and and or operators. The while continues to iterate as long as the condition
evaluated is true or 1. The student must understand that should the condition not update
during a while loop iteration, the program is stuck in an infinite loop. The student has to be
able to identify when and why to use while loop(s) from a given problem statement. The
student has to be familiar with Python's syntax and indentation and be able to implement
while loop(s) in a program to perform a given task. The student also has to be able to
determine the correct while loop termination conditions in order to perform a given task.

Basic List Generation: The student must be able to generate simple list objects, both
manually and by using the range function. The student also has to be familiar with the
various list operators (+, *), functions (sorted) and in-place functions (methods) (append,
insert, index, sort, reverse). The student must be able to use, read and understand Python's
built-in help to obtain information on the various functions and in-place functions.

Branching: The student must understand conditional statements and how to combine them
using and and or operators. The student has to be able to identify the usage of branches
(when and why to use an if, elif or else statement) from a problem statement. The student
has to be familiar with Python's syntax and indentation and be able to implement branches
in a program to perform a given task. The student needs to understand how each of the if,
elif and else statements affect the program flow and control. The student also has to be able
to determine the correct conditions in order to perform a given task.

7.4.5. Theme 5: Solving Problems

The student must be able to evaluate and break down a complex problem into logical
control statements (for, while, if). The student must be able to identify which nested
statements are needed from the problem statement and breakdown and then be able to
implement the nested statements in a program to solve the given problem. The student has
to be familiar with Python's syntax and indentation for nested statements. The student must
also be familiar with nested lists (list of lists) and the memory model thereof. The student

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must be able to identify when nested lists are needed from the problem statement and
breakdown and be able to implement nested lists.

7.4.6. Theme 6: Plotting and Graphs

The student must be able to create 2D plots i.e. the student must be familiar with different
presentations of data, presenting multiple graphs on the same figure, displaying grids,
labelling of the axis, naming of figures, using legends, and scaling axis systems. The student
must take note of arrays which are an object type of the numpy module and understand
their associated operators (+, -, *, **). The student must be familiar with creating 3D figures.
The student has to be familiar with creating surface and mesh plots.

7.4.7. Theme 7: Reading and Writing Data

The student must be familiar with reading and writing to and from CSV files. The student
must be able to store the data in a given format. The student must also understand how to
access data, stored by Python, in Microsoft Excel and vice versa.

7.4.8. Theme 8: High-Level Programming

The student must be able to navigate Python's documentation as well as online

documentation and be able to find, read and understand the documentation of the required
functions in order to solve specific problems. The student should therefore be able to
independently increase his/her knowledge of the Python programming language. The
student must then be able to use these additional modules and functions in Python in order
to solve a specific problem.

7.4.9. Theme 9: Spreadsheets

Formulas and Calculations: The student must be able to solve problems using formulas. The
student must be able to solve problems using functions that he/she is familiar with, as well

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as use the function wizard for unknown functions. The student must be able to name ranges
of cells and use them in calculations.

The student must be able to use filters to filter data and perform calculations on the filtered
dataset. The student must be able to perform calculations on data that is split over multiple
spreadsheets.

Spreadsheet Detective: The student must be able to use the spreadsheet detective to
familiarise themselves with the dependencies in an unknown spreadsheet. The student must
be able to switch between formula and value view.

Plotting and Graphs: The student must be able to create and customise charts. The student
must be able to find trends in data.
Non-Linear Solver: The student must be able to solve non-linear one-dimensional problems
using goal seek in Microsoft Excel.

Linear Programming: The student must be able to solve linear programming problems using
Microsoft Excel. The student must be able to solve problems with mixed-integer, real and,
Boolean variables. The student must be able to accommodate multiple constraints.

Data Lookups and Pivots: The student must be able to extract relational data using the Pivot
Tables in Microsoft Excel.

Visual Formatting: The student must be able to improve the appearance of a worksheet by
using colours, highlighting, borders, and font properties. The student must be able to
perform conditional formatting of cells.

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8. Lecture plan

The UP class timetable divides the class into three groups according to the engineering
discipline. Two lecture plans are used for these three groups, as follows:

● Group 1, lecture plan in Table 5: Industrial and Chemical 2nd years; Industrial,
Chemical and Mechanical Engage (3rd years); lectures Tuesdays 15:30 to 17:20 and
Thursdays 11:30 to 13:20.
● Group 2, lecture plan in Table 5: Metallurgical, Mining and Civil 2nd years;
Metallurgical and Mining Engage (3rd years); lectures Tuesdays 15:30 to 17:20 and
Thursdays 12:30 to 14:20.
● Group 3, lecture plan in Table 6: Mechanical 2nd years; Civil Engage (3rd years);
lectures Mondays 13:30 to 15:20 and Fridays 10:30 to 12:20.

Note that Excel Part I covers the worksheets in the Excel lecture notes “Excel
Lectures_2022.xlsx” (from left to right) “Excel Overview” to “Extracting data”. Excel Part II
covers “Pi approximation”, “Plotting Pi approximation”, “Motion Example” and “Pivot
tables”.

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 Table 5: Presentation roster for Groups 1 and 2
Number Study Theme Lecture Notes
Week Dates Remarks
of lectures (see Table 4) (Python: Section_)
Section_01 Online
1 2 22/02 1,2
Section_02 attendance
1 2 24/02 2 Section_02
2 2 01/03 3 Section_03
2 2 03/03 3 Section_04
3 2 08/03 4 Section_05
3 2 10/03 4 Section_06
4 2 15/03 4 Section_06
4 2 17/03 4 Section_07
5 2 22/03 4 Section_07
5 2 24/03 5 Section_08
1st Test Week
6 4 05 & 07/04 5 Section_08
7 2 21/04 5 Section_08
28/04
8 2 26/04 5 Section_08 Wednesday
timetable
9 4 03 & 05/05 9 Excel Part I
10 4 10 & 12/05 6 Section_09
11 4 17 & 19/05 9 Excel Part II
nd
2 Test Week
12 2 31/05 7 Section 10
12 2 02/06 8 Section_11
13 2 07/06 8 Section_12
13 2 09/06 8 Section_12
Exam

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 Table 6: Presentation roster for Group 3
Number Study Theme Lecture Notes
Week Dates Remarks
of lectures (see Table 4) (Python: Section_)
Section_01 Online
1 1 21/02 1
Section_02 attendance
1 2 25/02 2 Section_02
2 2 28/02 3 Section_03
2 2 04/03 3 Section_04
3 2 07/03 4 Section_05
3 2 11/03 4 Section_06
4 2 14/03 4 Section_06
4 2 18/03 4 Section_07
5 2 25/03 4 Section_07
1st Test Week
04 &
6 4 4 Section_08
08/04
7 2 11/ 04 5 Section_08
8 2 22/04 5 Section_08
9 2 25/04 5 Section_08
09 2 29/04 9 Excel Part I
06/05
10 2 06/05 9 Excel Part I Monday
timetable
09 &
11 4 6 Section_09
13/05
16 &
12 4 9 Excel Part II
20/05
2nd Test Week
13 2 30/05 7 Section 10
13 2 03/06 8 Section_11
14 2 06/06 8 Section_12
14 2 10/06 8 Section_12
Exam

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