senior design project guidelines
TRANSCRIPT
Contents 1. General Introduction: ............................................................................................................................ 3
2. Senior Design Project Objectives ......................................................................................................... 3
3. Senior Design Project Duration and Academic Year ........................................................................... 3
4. Senior Design Project Outcomes (ABET Criteria) ............................................................................... 3
5. Team Formation .................................................................................................................................... 4
6. Registration of the Senior Design Project ............................................................................................. 4
7. Senior Design ProjectLectures .............................................................................................................. 4
8. Evaluation of the senior design project ................................................................................................. 4
Form 1: Student Sign Off Form .................................................................................................................... 6
Form 2: Senior Project Proposal Form ......................................................................................................... 7
Form 3: Selection Form ................................................................................................................................ 8
Form 4: Attendance Sheet ............................................................................................................................. 9
Form 5: Progress Report ............................................................................................................................. 10
Form 6: Attendance Sheet ........................................................................................................................... 11
Design Project Assessment Rubrics ........................................................................................................... 14
Appendix 1 Senior Project Report Writing Guidelines .............................................................................. 27
1. General Introduction: The senior design project provides an integrated assessment of the students toward the desired
electrical engineering competencies. The senior design project is the first step to transfer the students from the academic community to the industrial environment. The main target of the senior design project is to improve the students' technical skills, communication skills by integrating writing, presentation and teamwork opportunities. The senior design project is comprehensive and focuses on professional practice and includes a variety of non-technical issues such as professional and ethical responsibility, safety, reliability, and social impacts.
The senior design project in the Department of Electrical Engineering consists of two consecutive phases. Phase one, is the senior project I (EEN 498) and phase two, is the senior project II (EEN 499).
The senior design project courses are used to assess the eleven ABET a-k outcomes consisting of the ability to: apply of previous knowledge, design and conduct experiments, design a system, function on multi-disciplinary teams, identify, formulate, and solve engineering problems, adhere to professional and ethical responsibilities , communicate ,understand global and local impact of engineering solutions on society, engage in lifelong learning ,have knowledge of contemporary issues ,and use modern engineering tools for engineering practice. Students’ abilities in these outcomes are measured using outcome specific project related lectures and assignments given throughout the semesters.
2. Senior Design Project Objectives The objectives of the Senior Design Project are: 1. To use the skills acquired in the other courses to solve real engineering and technical
problems. 2. To enhance creativity of the students in analyzing and solving electrical engineering
problems. 3. To create an environment to promote cross disciplinary learning and team approach to
problem solving. 4. To develop the ability of self-learning. 5. To prepare students to be successful in their industrial careers.
3. Senior Design Project Duration and Academic Year Senior students expected to graduate by the end of the academic year must take the senior
design project course which spans a two-semester. During the first semester, the student registers in phase one of the project (course code: EEN 498; one-credit unit). After successful completion of the first phase, the student registers in phase two of the project (Course code: EEN 499; three-credit units). 4. Senior Design Project Outcomes (ABET Criteria)
(a) Ability to apply knowledge of mathematics, science, and engineering. (b) Ability to design, conduct experiments, and to analyze and interpret data. (c) Ability to design a system, component, or process to meet desired needs. (d) Ability to function on multi-disciplinary teams. (e) Ability to identify, formulate, and solve engineering problems. (f) Understanding of professional and ethical responsibility. (g) Ability to communicate effectively. (h) The broad education necessary to understand the impact of engineering solutions in a
global and societal context.
(i) Recognition of the need for, and an ability to engage in life-long learning. (j) Knowledge of contemporary issues. (k) Ability to use the techniques, skills and modern engineering tools necessary for engineering
practice. 5. Team Formation
Team formation must satisfy the following requirements: • All senior projects must be performed as groups. • Senior project group may be a single discipline or multidisciplinary engineering students. • Single-discipline design group is advised by one faculty member from the relevant
discipline. • Multidisciplinary design group may include students from at least two engineering
programs and is advised by two faculty members each from a different engineering program.
• The size of a group is three to four students.
6. Registration of the Senior Design Project Students are expected to register for the senior project with a faculty member (s) whose
specialty and interests are compatible with the preferred topic of his project. Students may find a senior project supervisor by meeting with individual faculty members prior to the beginning of the term and receiving their approval as a supervisor. To assign a senior project, student(s)/faculty should go through the following steps:
1. Every Student must be signed on the off sign Form (Form1). 2. Supervisor Submit the senior project proposal (Form 2). 3. The proposal presented to the students by senior project coordinator for selection process. 4. Students may select one of the projects (Form 3). 5. Register the students with the selected faculty member.
7. Senior Design Project Lectures
The major topics covered in the lectures include: 1. ABET Student Outcomes (SOs) related to Senior Design Project (SDP). 2. Introduction to engineering design; its main components, realistic constraints,
engineering standards and impact of engineering solutions. 3. Safety. 4. Engineering ethics. 5. Contemporary issues and life-long learning 6. Report and presentation techniques 7. Senior Design Project Checklist (Form 8).
These lectures are delivered by the faculty members.
8. Evaluation of the senior design project The senior design project is evaluated by the advisor and the evaluation committee. The
advisor evaluation is based on different parameters include; student attendance (Form 4 and Form 6); Progress report (Form 5 and Form 7); awareness of ethics; understanding standards and constraints; team work, understanding of contemporary issues, life-long learning, etc. Whereas, the evaluation committee’ grade involves both the written report and the oral presentation.
Written Report evaluation takes into account the overall organization and presentation of the report, language (grammar and spelling), the technical contents (Abstract, introduction, problem definition, design realistic constraints (such as technical, economic, safety, ethical, social,…etc), engineering standards (national and international standards such as Saudi standards, IEEE standards,…etc.), alternative solutions for the design problem, implementation, result evaluation and conclusions (Appendix A). Oral Presentation evaluation is based on the clarity of purpose, problem identification, solution approach and level, presentation skills, discussion, demonstration of design functionalities.
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Form 1: Student Sign Off Form
Senior Design Project
Project Title: Date:
Student Name: Student ID:
I have read and understood all of the First Day Materials for the Course. In particular, this
includes:
1. I am responsible for applying engineering code of ethics.
2. I am responsible for keeping up-to-date with announcements that I will receive from the course coordinator, academic advisor.
3. I am responsible for submitting tasks on or before the due date.
4. If I am caught cheating, I know that: a) the consequences will be set by the Faculty of Engineering Policy on cheating, b) the sanctions for cheating could be as high as expulsion with a grade of Ex, failure for cheating,
recorded in my transcript, and c) cheating includes but is not limited to:
i) leaking any confidential information; ii) submitting work that is not my own or, for team work, not my team's; iii) accepting unauthorized help from other students or providing unauthorized help to other
students (for example, giving another team a copy of your team’s work); iv) using unauthorized materials; and v) accepting a grade or other credit for team work to which I have not made an appropriate
contribution.
Signature ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ
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Form 2: Senior Project Proposal Form
Senior Design Project
Course #
Project Title:
Advisor:
Description: Objectives:
Special Requirements:
Requirements for Senior project Ensure Components Task/Descriptions Confirm Classification of Design of an Engineering Product
System/Component/Process
Use of Engineering Standards Provide a list of standards (IEEE, SCE, NSPE, …….)
Enough Realistic Constraints Economic, safety, ethics, social impact, …. etc.
Implementation Strategy Case studies/lab experiments/other
A physical Product or prototype will be built by the end of the project
Yes/No
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Form 3: Selection Form Senior Design Project
This form has to be completed by a group of students (3-4 students) for forming a team for the senior design project. The group students will be assigned one project by the program on the basis of the group choices.
Student ID
Student Name Signature
Project Title
Supervisor Signature
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Form 4: Attendance Sheet EEN 498
Project Advisor: Project Title:
Student ID: Student Name:
No. Date Advisor Name Advisor Signature
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
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Form 5: Progress Report
EEN 498
Project Title: Semester/Year: Student Name: Student ID: Advisor Name:
Procedure Task given
date Task due
date Date
completed Advisor
signature
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Form 6: Attendance Sheet EEN 499
Project Advisor: Project Title:
Student ID: Student Name:
No. Date Advisor Name Advisor Signature
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
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Form 7: Progress Report
EEN 499
Project Title: Semester/Year: Student Name: Student ID: Advisor Name:
Procedure Task given
date Task due
date Date
completed Advisor
signature
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Form 8: Senior Design Project Checklist
Project Title:
Supervisor:
Student Name(s): 1. 2. 3. 4.
Item Implemented
Yes No Indicate page(s) in the report for yes, cite reason(s) for no
Problem definition
Alternative solutions
Specifications and regulations Realistic constraints and Engineering standards
Impact of engineering solutions
Cost analysis
Experiment result analysis
Final product
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Student Name: Student ID:
OUTCOME (a)
An ability to apply knowledge of mathematics, science, and engineering
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
a1 Mathematical Modeling
Combines mathematical and/or scientific principles to formulate models of physical processes and systems relevant to engineering
Chooses a mathematical model or scientific principle that applies to an engineering problem, but has trouble
in model development
Does not understand the connection between
mathematical models and physical processes and systems
in engineering 𝟓𝟓
a2 Terms Shows appropriate engineering
interpretation of mathematical and scientific terms
Most mathematical terms are interpreted correctly
Mathematical terms are interpreted incorrectly or not at
all 𝟓𝟓
a3 Theory
Translates academic theory in to engineering applications and accepts
limitations of mathematical models of physical reality
Some gaps in understanding the application of theory to the problem and expects theory to predict reality
Does not appear to grasp the connection between theory and
the problem 𝟓𝟓
a4 Calculations Executes calculations correctly by hand and using mathematical software
Minor errors in calculations by hand and applying mathematical software
Calculations not performed or performed incorrectly by hand or does not know how to use
mathematical software 𝟓𝟓
Total Score 𝟐𝟐𝟐𝟐
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Student Name: Student ID:
OUTCOME (b)
An ability to design and conduct experiments, as well as to analyze and interpret data
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
b1 Lab Safety Observes good laboratory safety Unsafe lab procedures observed
infrequently Practices unsafe, risky behaviors in lab
𝟓𝟓
b2
Designs a reliable and
relevant experiment
Objectives are identified and measurable. Covers relevant Background/ Theory with
exhaustive references. Work Plans are meticulously developed step by step.
Identifies Variables and selects appropriate Tools. Lists and explains all pertinent Safety/Environmental/ Ethical issues
comprehensively.
Objectives are identified and measurable. Covers relevant Background/Theory with
sufficient references. Work Plans are meticulously developed step by step.
Identifies Variables and selects appropriate Tools. Just lists all pertinent Safety/ Environmental/ Ethical issues fairly.
Objectives are not identified. Work Plans are not developed step by step. Selects inappropriate Tools. Fails to
list any pertinent Safety/ Environmental/ Ethical issues. 𝟓𝟓
b3
Conducts the experiment
Experimental Set-up is always neat and accurate. Always records complete data,
identifies possible sources of error. Measurements are always accurate with
symbols, units and significant digits. Collects data always in a meaningful way. Always demonstrates reproducibility and
good knowledge of lab procedures.
Experimental Set-up is mostly neat and accurate. Mostly records complete data,
identifies possible sources of error. Measurements are mostly accurate with
symbols, units and significant digits. Collects data mostly in a meaningful way. Mostly demonstrates reproducibility and
good knowledge of lab procedures.
Experimental Set-up is mostly untidy and inaccurate. Rarely records and collects data in a meaningful way.
Measurements are inaccurate and often without symbols, units and significant
digits. Does not demonstrate reproducibility as well as required
knowledge of lab procedures.
𝟓𝟓
b4
Analyzes and interprets
data
Comprehensively understands the data in terms of variables (dependent/
independent), assumptions, deviations and experimental uncertainties etc. Organizes
the data in figures and tables using modern software tools extensively for analysis.
Discusses/compares his/her results in the light of obtained results/theoretical models
of similar studies from other sources extensively. Concludes rationally based on
experimentation and clear reasoning.
Sufficiently understands the data in terms of variables (dependent/independent),
assumptions, deviations and experimental uncertainties etc. Organizes the data in
figures and tables using modern software tools sufficiently for analysis.
Discusses/compares his/her results in the light of obtained results/theoretical models
of similar studies from other sources sufficiently. Concludes rationally based on
experimentation and fair reasoning.
Poorly understands the data in terms of variables (dependent/independent),
assumptions, deviations and experimental uncertainties. Fails to
Organize the data in figures and tables using modern software tools. Fails to Discuss/compare his/her results in the
light of obtained results/theoretical models of similar studies from other sources. Fails to conclude rationally
based on experimentation and acceptable reasoning.
𝟓𝟓
Total Score 𝟐𝟐𝟐𝟐
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Student Name: Student ID:
OUTCOME (c)
An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
c1
Define the problem The problem to be solved is clearly stated. Objectives are complete,
specific, and concise. Customer needs are correctly identified and
transformed into design requirements. All applicable realistic constraints are
identified
The problem to be solved is described but: 1) there are minor
omissions or vague details, 2) objectives are incomplete, 3)
objectives are badly transformed into design requirements, or 4) some
important realistic constraints are neglected.
No mention is made to the problem to be solved.
𝟓𝟓
c2
Plan an effective design strategy
A workable Design strategy is developed, including a plan of attack, decomposition of work into subtasks,
development of a timetable.
An attempt is made to develop a workable design strategy but it is
either incomplete or unclear.
No design strategy; haphazard approach.
𝟓𝟓
c3
Develop and compares
alternative solutions and
selects a baseline design
Several potential solutions are developed and compared to find the
best baseline design
Multiple solutions are developed and compared, but one or two key
aspects are neglected.
The student focuses on one solution to a problem.
𝟓𝟓
c4
Considers realistic constraints
Developed specifications include economic, safety, environmental and
other realistic constraints.
Developed specifications include only minor or cursory consideration
of economic, safety, and environmental constraints.
Developed specifications obviously violate some realistic
constraints. 𝟓𝟓
c5 Engineering standards
Select appropriate standards and fully incorporated in the design
Select appropriate standards and not fully incorporated in the design Select inappropriate standards
𝟓𝟓
Total Score 𝟐𝟐𝟓𝟓
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Student Name: Student ID:
OUTCOME (d)
An ability to function on multidisciplinary teams
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
d1 Attendance/ Contribution
Routinely present at team meetings or work sessions. Contributes a fair share
to the project workload
Absent occasionally, but does not inconvenience group. Sometimes depends on others to complete the
work; contributes less than fair share
Is absent from team meetings or work sessions>50% of the time 𝟓𝟓
d2 Cooperation Cooperates with others (outside of the discipline)
Occasionally works as a loner or interacts to a minor extent with
extra-disciplinary team members
Does not contribute to group work at all or submits own
work as the group's 𝟓𝟓
d3 Information Sharing
Shares information with others and provides assistance to others
Sometimes keeps information to himself; not very willing to share
Does work on his own; does not value team work 𝟓𝟓
d4 Valuation of Others' Ideas
Values alternative perspectives and encourages participation among all
team members
Persuades others to adopt only his ideas or grudgingly accepts the ideas
of others
Does not consider the ideas of others 𝟓𝟓
Total Score 𝟐𝟐𝟐𝟐
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Student Name: Student ID:
OUTCOME (e)
An ability to identify, formulate, and solve engineering problems
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
e1 Resources Uses appropriate resources to locate information needed to solve problems
Uses limited resources to solve problems
Uses no resources to solve problems 𝟓𝟓
e2 Component Relationship
Demonstrates understanding of how various pieces of the problem relate to
each other and the whole
Is missing some of the pieces of the whole problem
Does not realize when major components of
the problem are missing 𝟓𝟓
e3 Strategy Formulates strategies for solving problems
Has some strategies for problem-solving, but does not apply them
consistently
Has no coherent strategies for problem solving 𝟓𝟓
e4 Outcome
Prediction and Defense
Can predict and defend problem outcomes
Occasionally predicts and defends problem outcomes
Is unable to predict or defend problem outcomes 𝟓𝟓
e5 Solution The answer is correct and properly labeled
labeled (within reasonable and logical range of the correct answer-it's in the
"ballpark")
The answer is incorrect and not checked for its reasonableness 𝟓𝟓
e6 Validation The solution is correct and checked in other ways when it
The solution is correct, but not checked in other ways
No attempt at checking the obviously incorrect
solution--no commentary 𝟓𝟓
Total Score 𝟑𝟑𝟐𝟐
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Student Name: Student ID:
OUTCOME (f)
An understanding of professional and ethical responsibility
No. Attribute Outstanding (5-4) Fair (3-2) Poor (1) Score
f1 Knowledge of Standardized
Code of Ethics
Student understands and abides by the Code of Ethics and the Students' Code
of Conduct
Student is aware of the existence of the Code of Ethics and other bases
for ethical behavior
Student is not aware of any codes for ethical behavior 𝟓𝟓
f2 Participation in Ethical Discussions
Participates in class discussions and exercises on ethics and professionalism
Does not take the discussion of ethics seriously but is willing to accept its
existence
Does not participate in or contribute to discussions
of ethics; does not accept the need for professional
ethics 𝟓𝟓
f3 Behavior Demonstrates ethical behavior among peers and faculty
Does not model ethical behavior among peers and faculty
Student has been caught cheating or plagiarizing
the work of others 𝟓𝟓
f4 Responsibility Takes personal responsibility for his actions
Doesn't recognize the need to take personal responsibility for his actions
Blames others for own issues and problems 𝟓𝟓
f5 Respect for Others
Is punctual, professional, and collegial; attends classes regularly
Sometimes exhibits unprofessional behavior; is sometimes absent from
class without reason
Is frequently absent from class and is generally not collegial to
fellow students, staff, and faculty
𝟓𝟓
Total Score 𝟐𝟐𝟓𝟓
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Student’s Name: Student’s ID:
OUTCOME (g)– ORAL
An ability to communicate effectively (Oral)
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
g1 Delivery Plans and delivers an oral presentation
effectively; applies the principle of "(tell them)" well organized
Presents key elements of an oral presentation adequately, but "tell
them" not clearly applied
Talk is poorly organized, e.g. no clear introduction nor summary
of talk is presented 𝟓𝟓
g2 Length and Detail
Presentation has enough detail appropriate and technical content for the time constraint and the audience
Presentation contains excessive or insufficient detail for time allowed or
level of audience
Presentation is inappropriately short or excessively long; omits key results during presentation 𝟓𝟓
g3 Dialect Uses proper language Occasionally uses an inappropriate style of language-too conversational Uses poor language
𝟓𝟓
g4 Visual Aides Uses visual aids effectively Visual aides have minor errors or are not always clearly visible
Multiple slides are unclear or incomprehensible 𝟓𝟓
g5 Listening
and Response to Questions
Listens carefully and responds to questions appropriately; is able to
explain and interpret results for various audiences and purposes
Sometimes misunderstands questions, does not respond appropriately to the
audience, or has some trouble answering questions
Does not listen carefully to questions, does not provide an
appropriate answer, or is unable to answer questions about
presentation material 𝟓𝟓
Total Score 𝟐𝟐𝟓𝟓
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Student’s Name: Student’s ID:
OUTCOME (g)– WRITTEN
An ability to communicate effectively (Written)
No. Attribute Outstanding (5) Fair (3) Poor (1) Score
g1 Organization
Organizes written materials in a logical sequence to enhance the reader's
comprehension (paragraphs, subheading, etc.)
Material are generally organized well, but paragraphs combine
multiple thoughts or sections and sub-sections are not identified clearly
Little or no structure or organization; no subheadings or
proper paragraph structure used
𝟓𝟓
g2
Use of Supporting
Graphs, Tables, etc.
Uses graphs, tables, and diagrams to support points-to explain, interpret, and
assess information
Uses graphs, tables, and diagrams, but only in a few instances are they
applied to support, explain or interpret information
Graphs, tables or diagrams are used, but no reference is made to
them 𝟓𝟓
g3 Neatness Written work is presented neatly and professionally
Work is not neatly presented throughout Work is not presented neatly
𝟓𝟓
g4 Grammar and Spelling Grammar and spelling are correct One or two spelling/grammar errors
per page
Spelling/grammar errors present throughout more
than 1/3 of the paper 𝟓𝟓
g5 Writing Style Uses good professional writing style Style is informal or inappropriate,
jargon is used, improper voice, tense…
The writing style is inappropriate for the audience
and for the assignment 𝟓𝟓
Total Score 𝟐𝟐𝟓𝟓
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Student Name: Student ID:
OUTCOME (h)
The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
h1
Demonstrate awareness of the scope of impact of engineering solutions
Deeply understands the extent of the impact of engineering solutions
at the local and global levels.
Well understands the extent of the impact of engineering solutions at
the local and global levels.
Never understands the extent of the impact of engineering
solutions at the local and global levels.
𝟓𝟓
h2 Demonstrate awareness of
economic impact of engineering solutions.
Deeply understands the economic impact of engineering solutions.
Well understands the economic impact of engineering solutions.
Never understands the economic impact of engineering
solutions. 𝟓𝟓
h3 Demonstrate awareness of
societal impact of engineering solutions.
Deeply understands the societal impact of engineering solutions.
Well understands the societal impact of engineering solutions.
Never understands the societal impact of engineering solutions.
𝟓𝟓
h4 Demonstrate awareness of environmental impact of
engineering solutions.
Deeply understands the environmental impact of engineering solutions.
Well understands the environmental impact of engineering solutions.
Never understands the environmental impact of engineering solutions. 𝟓𝟓
Total Score 𝟐𝟐𝟐𝟐
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Student Name: Student ID:
OUTCOME (i)
A recognition of the need for, and an ability to engage in life-long learning
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
i1
Access information effectively and
efficiently
Accesses information from a variety of sources and critically assess their
quality, validity and accuracy.
Accesses information from a variety of sources and assess their quality, validity and accuracy to a limited
extend.
Unable to access information unless clearly guided to pending
sources. 𝟓𝟓
i2
Demonstrate ability to learn independently
Comprehensively analyzes new content by breaking it down,
comparing, contrasting, recognizing patterns, interpreting information
and/or drawing conclusions.
Considerably analyzes new content by breaking it down, comparing, contrasting, recognizing patterns, interpreting information and/or
drawing conclusions.
Never analyzes new content by breaking it down, comparing,
contrasting, recognizing patterns, interpreting
information and/or drawing conclusions.
𝟓𝟓
Total Score 𝟏𝟏𝟐𝟐
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Student Name: Student ID:
OUTCOME (j)
A knowledge of contemporary issues
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
j1
Knowledge of contemporary issues
The student is able to identify and completely analyze contemporary
issues by discussing causes, impacts and solutions.
The student is able to identify contemporary issues and somehow analyze them by discussing causes,
impacts and solutions.
The student cannot identify contemporary issues.
𝟓𝟓
Total Score 𝟓𝟓
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Student Name: Student ID:
OUTCOME (k)
An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
k1
Use modern project management tools
Can choose independently and apply correctly modern computer-based or web-based project management tools
for planning, prioritizing, and scheduling tasks in a design project
Can use modern computer-based or web-based project management tools correctly with occasional guidance for planning, prioritizing, and scheduling
tasks in a design project.
Student has significant technical problems in using computer-based or web-based project
management tools . 𝟓𝟓
k2
Use computer software/hardware for analyzing and
solving engineering problems
Can choose independently and apply correctly modern software packages
and/or computer hardware for analysis, modeling, simulation,
design, or solution of engineering problems.
Can use modern software packages and/or computer hardware correctly
with occasional guidance for analysis, modeling, simulation, design, or solution of engineering problems.
The student is familiar with a few (or totally unaware)
appropriate software packages and/or computer hardware but
seldom uses them appropriately. 𝟓𝟓
Total Score 𝟏𝟏𝟐𝟐
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Appendix 1 Senior Project Report Writing Guidelines
The format of the final report is detailed below. The report will be reviewed by the advisor and the evaluation committee, thus it should be organized and clear. 1. Title Page: include project title, Students names, Advisor, Date 2. Abstract. The abstract should contain a very short description of the report. 3. Introduction. The introduction should be approximately two to three pages in length, and should contain the following information:
• Problem Statement: State the problem to be solved. • Background or Related Work: State who else has worked on this problem or similar
problems • Solution Statement: State your solution to the problem.
4. Literature Search. Start with your library then search of all relevant online. 5. Solution. This should be a conceptual description defining the solution to the problem. 6. Implementation and Results evaluation. This section describes your implementation and analyzed the experimental results. 7. Conclusions:
1. Summarize what you did. This can be viewed as the evidence. 2. State what you learned (the actual conclusions that you a drawing). 3. List the advantages and disadvantages of your work. 4. State future work and directions, and then list any open problems.
8. Acknowledgements. Acknowledge any individuals who have helped you during the course of the project. 9. References. 10. Appendices. Include brief code, and illustrations of results.