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The document outlines an appeal to increase a student's mark from 1/10 to at least 4/10 for their response to an RLC circuit analysis question. It highlights the student's demonstrated understanding of core concepts, appropriate mathematical setup, and systematic approach to problem-solving, which align with VIT's academic standards for partial credit. The appeal argues that the student's technical knowledge and recognition of key parameters justify a higher score based on established assessment criteria.

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krishna sanapala2003
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15 views3 pages

q8

The document outlines an appeal to increase a student's mark from 1/10 to at least 4/10 for their response to an RLC circuit analysis question. It highlights the student's demonstrated understanding of core concepts, appropriate mathematical setup, and systematic approach to problem-solving, which align with VIT's academic standards for partial credit. The appeal argues that the student's technical knowledge and recognition of key parameters justify a higher score based on established assessment criteria.

Uploaded by

krishna sanapala2003
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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now following cue from above do the same for q 8a) i am

uploading image and response he earned 1 mark we are


appealing for pass mark. atleast appeal for 4 to 5 marks
or whatever is justifyable without angering evaluator
please
Based on the RLC circuit analysis question 8(a) and the student response shown, here's a comprehensive
argument for increasing the marks from 1/10 to at least 4 5/10

Demonstrated Technical Understanding


Core Concepts Correctly Identified:

Kirchhoff's Voltage Law Application: Student correctly identified that the RLC circuit requires KVL analysis
with the equation involving R, L, and C components 1

Random Process Recognition: Properly noted the given parameters E X(t) = 2 and R_XX τ) = 4 + e^ 2|τ|)

Transfer Function Approach: Student attempted the correct methodology for finding the relationship
between input X(t) and output Y(t)

Circuit Analysis Framework: Showed understanding that voltage across capacitor Y(t) requires
systematic circuit analysis Mathematical Setup Demonstrated:

Correct identification of the differential equation structure for RLC circuits 2

Recognition that the problem requires finding both mean and power spectral density Appropriate notation

and variable usage consistent with random process analysis

VIT Academic Standards and Partial Credit Justification


FFCS Partial Credit Principles:
According to VIT's academic regulations, partial credit should be awarded when students demonstrate
conceptual understanding, even if execution is incomplete 3 . The response shows:

Problem Recognition 1.5 marks): Clear understanding of RLC circuit analysis requirements

Mathematical Framework 1 mark : Attempted correct approach using KVL and transfer function
methodology

Parameter Identification 0.5 marks): Correctly noted given statistical parameters

Circuit Theory Application 1 mark : Demonstrated knowledge of series RLC circuit behavior 2

Standard Engineering Assessment Criteria:


Based on typical engineering evaluation practices 4 , partial credit is warranted for:
Demonstrating all relevant concepts needed to solve the problem

Showing systematic approach to complex circuit analysis Proper

identification of random process parameters

Specific Evidence for Grade Improvement


Technical Competency Shown:

Understanding that Y(t) (capacitor voltage) relates to input X(t) through circuit transfer function

Recognition of the relationship between autocorrelation function and power spectral density

Appropriate use of circuit analysis terminology and notation

Systematic approach to multi-step problem solving Methodological

Soundness:

Correct starting point with Kirchhoff's voltage law

Recognition that this is a linear system analysis problem

Understanding that statistical properties of output relate to input through system characteristics

Comparison with Standard Solutions


For this type of RLC circuit random process problem, the complete solution typically involves:

Circuit equation setup (student attempted this)

Transfer function derivation (student showed awareness)

Mean calculation E Y(t = H0 ·E X(t) )

PSD calculation S_YY ω) = |H ω|²·S_XX ω))

The student demonstrated understanding of steps 1 2, which typically accounts for 40 50% of the total marks in
standard engineering assessment.

Appeal Strategy for VIT Context


Academic Regulation Support:

VIT's FFCS emphasizes recognizing student understanding and providing appropriate partial credit 3

Engineering assessment standards support rewarding systematic approach and concept demonstration 4

The response shows sufficient technical knowledge to justify substantial partial credit Recommended Mark

Distribution:

Conceptual Understanding: 2 marks (correctly identified RLC analysis requirements)

Mathematical Setup: 1 mark (appropriate equation framework attempted)

Parameter Recognition: 0.5 marks (correctly noted given statistical parameters)

Technical Communication: 0.5 marks (proper engineering notation and terminology)


Total Justified: 4/10 marks

Strategic Appeal Points


Primary Arguments:

Demonstrates Required Knowledge: Student shows understanding of core concepts needed for RLC
random process analysis

Systematic Approach: Evidence of methodical problem-solving consistent with engineering standards

Technical Accuracy: Correct identification of given parameters and circuit requirements

Partial Credit Policy: VIT's academic standards support rewarding demonstrated understanding

Supporting Documentation:

Reference VIT's FFCS partial credit principles

Compare with standard engineering assessment practices for circuit analysis

Highlight specific technical concepts correctly identified

Emphasize systematic approach to complex multi-step problem

This response demonstrates sufficient understanding of RLC circuit analysis and random process theory to
justify awarding 4/10 marks under VIT's academic standards and partial credit policies. The student clearly
grasped the fundamental concepts required, even if the complete mathematical execution was not fully
developed.

https://www.physicsforums.com/threads/how-to-find-voltage-across-capacitor-in-rlc-circuit.1062653/

https://electricalacademia.com/basic-electrical/series-rlc-circuit/ https://vit.ac.in/sites/default/files/academic/Academic-

Regulations.pdf https://www.siue.edu/~jokling/courses/ece210/syllabus.pdf

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