TAIF UNIVERSITY

DEPARTMENT OF ELECTRICAL ENGINEERING

MANUAL, GUIDELINES & ASSESSMENT

For

Senior Project A (EE 803131)

&

Senior Project B (EE 803132)

CONTENTS

List of Tables .................................................................................................................................................. iii

List of Appendices.......................................................................................................................................... iii

List of Abbreviations and Acronyms .............................................................................................................. iii

1 Introduction ................................................................................................................................................ 4

1.1 ABET-Based Design Strategies for Senior Project A (EE 803131) and B (EE 803132) .............................. 5

2 Course Objectives and Anticipated Outcomes ........................................................................................... 5

3 Steps to Assign a Senior Project A (EE 803131) .......................................................................................... 6

4 Project (A &B) Duration & Academic Level ................................................................................................ 7

5 Project Supervision ..................................................................................................................................... 7

6 Project Deliverables and Deadlines ............................................................................................................ 7

6.1 Fall Term Deliverables for Senior Project A (EE 803131)......................................................................... 7

6.2 Spring Term Deliverables for Senior Project B (EE 803132) .................................................................... 8

7 Guidelines ................................................................................................................................................... 9

7.1 Writing guidelines for Senior Project A (EE 803131), and B (EE 803132) ................................................ 9

7.2 Oral Presentation Guidelines................................................................................................................. 10

7.3 Guidelines for Writing your Reports: .................................................................................................... 11

8 Assessment of Your SENIOR PROJECT A (EE 803131) AND B (EE 803132) ............................................... 11

8.1 Project Team's Log Book (Appendix A) .................................................................................................. 11

8.2 Marking & Assessing the Senior Design Project Course ........................................................................ 12

8.2.1 Marking & Assessing the Senior Project A (EE 803131) ..................................................................... 12

8.2.2 Marking & Assessing the Senior Project B (EE 803132): .................................................................... 12

8.2.3 Final Grade of the Senior Project B (EE 803132): ............................................................................... 13

9 Senior Exit Survey (Appendix B) ................................................................................................................ 13

10 Design Constraints .................................................................................................................................. 13

11 Examples of Recent Projects .................................................................................................................. 13

List of Tables

TABLE 1: THE FALL TERM TASK DESCRIPTION AND DELIVERABLES. ....................................................................... 7

TABLE 2: THE SPRING TERM TASK DESCRIPTION AND DELIVERABLES FOR SENIOR PROJECT B (EE 803132). . 9

TABLE 3: WRITING GUIDELINES SENIOR PROJECT A (EE 803131) AND B (EE 803132). ............................... 9

TABLE 4 GUIDELINES FOR ORAL PRESENTATIONS OF YOUR SENIOR PROJECT A (EE 803131) AND B (EE

803132) .............................................................................................................................................................. 10

TABLE 5: WRITING GUIDELINES FOR SENIOR PROJECT A (EE 803131) AND B (EE 803132) ....................... 11

TABLE 6: MARKING SCHEME FOR SENIOR PROJECT A (EE 803131) ................................................................... 12

TABLE 7: MARKING SCHEME FOR SENIOR PROJECT B (EE 803132) ................................................................... 12

TABLE 8: TITLES OF THE RECENT PROJECTS CARRIED OUT IN THE EE DEPARTMENT .......................................... 13

List of Appendices

APPENDIX – A: PROJECT TEAM'S LOG BOOK ............................................................................................................. 15

APPENDIX-B: SURVEY QUESTIONNARY FORM FOR CAPSTONE PROJECT ........................................ 17

APPENDIX-C: ASSESSMENT SHEET FOR SENIOR PROJECT A (EE 803131) ............................................. 19

APPENDIX-D: ASSESSMENT SHEET FOR SENIOR PROJECT B (EE 803132) .............................................. 20

APPENDIX -E: FINAL REPORT ASSESSMENT ................................................................................................ 21

APPENDIX -F: COURSE SYLLABUS TEMPLATE ............................................................................................. 22

APPENDIX -G: DESIGN CONSTRAINTS ............................................................................................................. 23

APPENDIX -H: SENIOR PROJECT ANALYSIS ................................................................................................... 25

List of Abbreviations and Acronyms

College of Engineering (COE)

Students Outcomes (SOs)

Exit Survey (ExS)

Capstone Project (CP)

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1 Introduction

This guideline has been prepared by the Electrical Engineering (EE) Department and is being provided to you to assist you in successfully completing your Capstone project (CP). It is important to note that each project is different, depending on the problem and its design constraints you and your team members decide to solve. The guideline manual describes the deliverables per term. In general, it helps you understand how to initiate a project, followed by procedures on how to meet the expectations of the required elements for your first term report and oral presentation. It then guides on how to meet the expectations of the required elements of the final term report and the deliverables it describes. The manual has been designed to help you get started on a path that will lead to the successful completion of your CP which includes a major design experience. The CP stretched over two academic terms, and provides you with the opportunity to demonstrate your skills and assert your academic/industrial confidence

This guideline is provided to students. To help them accomplish all the tasks involved in the Capstone Project (CP).

You should begin (as a team of typically 3-4 students) by identifying a problem that does not have a clear or obvious solution anywhere (literature, or whitepapers). You should then submit a formal description of the problem for which you intend to develop design and implementation. The formal description must contain realist engineering constraints, and your design and implementation artifacts must these constraints. A successful completion of what has been thus described will indubitably demonstrate that you can systematically solve a non-trivial problem and formally assess its solution (the one you provided). This will boost your confidence in the skills you have acquired in your program, and give you a competitive edge when applying for jobs with your future employer. The CP provides you with an opportunity to sharpen your teamwork and communication skills and gives you a chance to begin a possible specialization that a prospective employer will most likely ask about during your job interview. It is ultimately your responsibility to see to it that a complete and professional job is executed on the CP.

The practical experience which you shall learn in your CP extends beyond the classical skills that are acquired other undergraduate Electrical Engineering courses. The CP shall prepare you for the rigors of faced by real world engineers. It shall expose you to the following aspect:

1. Real world engineering practices include adhering to deadlines in all phases),

facing and overcoming obstacles, communicating effectively with team members

and stakeholders, producing reliable and ethical products that incorporate real

engineering constrains, and compiling a high quality report that describes all

your deliverables. All this requires that you muster all the skills you have

acquired in all your undergraduate courses.

2. Mastering the full cycle of research, requirements analysis, design, construction

of partial and/or full prototypes, testing, reports, and delivery.

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3. Real world engineering is rarely if ever a one person efforts. Working effectively

as a team in all aspects of the full cycle is another realistic constraints. This

requires that you divide the tasks, self-check and check each other’s work, and

integrate all efforts to compile and construct all deliverables. Therefore, being an

effective team member is an important skill most often sought after by

employers.

4. Others but equally important skills are writing and oral presentation skills.

These skills are in their own rights a major advantage when demonstrated

properly to your team members, supervising faculty of an employer. You shall

produce the written documents and give the oral presentation in various stages

of the CP.

1.1 ABET-Based Design Strategies for Senior Project A (EE 803131) and B (EE 803132)

Your Capstone Project has been designed to map to all the majority of constituents comprising the Student outcomes of the Electrical Engineering Department at Taif University (TU). This allows for the assessment of our overall attainability in all of your undergraduate courses or program in general, thus keeping is in line with the assessment strategy required by ABET. This is both desirable and necessary to keep TU/COE/EE aligned with ABET assessment strategies and the Electrical Engineering education at TU at the forefront in comparison to its peers, both regional and international.

ABET defines the Engineering design as the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs. Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints.

2 Course Objectives and Anticipated Outcomes

The goal of the two semester senior project courses are to ensure the students have the necessary exposure to engineering design that broadens their abilities in the following ABET-adopted “a” to “k” outcomes.

a Ability to apply knowledge of mathematics, science and engineering. b Ability to design and conduct experiments, as well as 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 An 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 A recognition of the need for, and an ability to engage in life- long learning. j A recognition of contemporary issues. k Ability to use the techniques, skills, and modern engineering tools necessary for

engineering practice.

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Each of the following course objective is related to the “a” to “k” outcomes measured in the course, and having a number of anticipated outcomes.

1 The first course objective is to teach students to apply knowledge of mathematics, science and engineering. The anticipated outcomes for this objective are that students will apply knowledge acquired in their undergraduate course work to the design of engineered systems, mathematical modeling of engineered systems and implement hardware.

2 The second course objective is to teach students to design and conduct experiments, as well as to analyze and interpret data. The anticipated outcomes for this objective are that students will (1) demonstrate the ability to analyze the experimental design and data, (2) design the experiments that they plan to conduct during the Capstone project, and propose methods for data analysis and interpretation.

3 The third course objective is to teach students to design systems, components, and processes to meet a desired need by following a well-defined design process. The anticipated outcomes for this objective are that students will (1) demonstrate the ability to apply the design process systematically in any design environment, (2) conduct research on the economical, global impact, ethical and technical aspects of the engineering design, and (3) have the knowledge to optimize engineering solutions and designs in accordance with technical and contemporary constraints.

4 The fourth course objective is to teach students to function in a multidisciplinary design team. The anticipated outcomes for this objective are that students will (1) demonstrate team work through regular formal team meetings, project management, class presentations and a final design presentation.

5 The fifth course objective is to teach students to identify, formulate, and solve engineering problems. The anticipated outcomes for this objective are that students will learn to identify the design objective and constraints of the problem and then develop solutions.

6 The sixth course objective is to teach students to understand professional and ethical responsibilities of the engineer. The anticipated outcomes for this objective are that students will be able to differentiate between ethical and legal issues and how these are related to their design projects.

7 The seventh course objective is to teach students to become proficient in written, oral, and technical communication. The anticipated outcomes for this objective are that students will be able to write a standard formal technical report with particular attention to the proper conventions for formatting, labeling of figures and tables, reference citation and listing, proper presentation of the technical content of the report, and techniques for oral presentation.

8 The eighth course objective is to teach students the broad education necessary to understand the impact of engineering solution in a global and societal context. The anticipated outcomes for this objective are that students will be able to analyze the impact of their design and engineering solutions in general on society, both locally and globally.

9 The ninth course objective is to teach students to recognize the need for, and the ability to engage in lifelong learning. The anticipated outcomes for this objective are that students will be able to conduct independent literature reviews and researching project-related problems.

10 The tenth course objective is to teach students to be abreast with contemporary issues. The anticipated outcomes for this objective are that students will be in the habit of reading engineering magazines, journals, and other national magazines.

11 The eleventh course objective is to teach students the use of techniques, skills, and modern engineering tools to complete a final design project. The anticipated outcomes are that students are able to use a systematic design process and modern engineering tools such Matlab and PSPICE software in their design.

3 Steps to Assign a Senior Project A (EE 803131)

Students are expected to register for the senior project with a faculty member 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:

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1. Submit the senior project proposal form to project committee. 2. Present it to the department for checking/modification and Approval 3. Register the students with the selected faculty member

4 Project (A &B) Duration & Academic Level

Senior (Final year of study) students expected to graduate by the end of the academic year can take the senior design project course which spans a two-semester. During the first semester, the student registers in phase one of the projects (Course code: EE 803131, two-credit hour). After successful completion of the first part, the student registers in part two of the project (Course code: EE 803132, two-credit hour).

5 Project Supervision

A faculty member (Ph.D. holder), will be assigned by the EE department to follow-up and guide the students in the development of the project. A senior project proposal should be submitted at the beginning of the course by the supervisor(s) for department approval. Presentations of senior project should be carried out at the end of each term and one week before the final exams.

6 Project Deliverables and Deadlines

The following recommended schedule for the Fall and Spring semesters was prepared assuming a “typical” CP. Use this plan to plan your work. Remember that at the end of this academic year, your CP must reflect the product of about 9 academic calendar months of dedicated labor by a team of 3-4 junior engineers. PLEASE NOTE that the project cannot be executed satisfactorily in a series of all-nighters for few weeks before the deadline. The Table below shows, for each task, its deliverables and their deadlines.

6.1 Fall Term Deliverables for Senior Project A (EE 803131)

The group Fall Term Report must include the following deliverables:

Log-book progress. Due at the end of each 4 Weeks cycle CP Term Report. Due at the end of Week 14 CP Term Presentation. Due at the end of Week 14

TABLE 1: The Fall term task description and deliverables.

Task Task description Deliverables Deadline

T1

Team

Selection

You are free to choose your team members. Teams are normally

comprised of 3-4. If you are having difficulty finding a group, then

contact the CP advisor.

Each team member will be responsible for the execution of a specific part

of the project.

Students need to be aware that there is a limit to how many projects a

faculty member can supervise.

A document submitted to the

CP advisor with names and

ID#s of each group.

End of

Week 1

T2 During Week 2, It is recommended that groups meet with CP advisors to 1) A proposal containing End of

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Task Task description Deliverables Deadline

Project

Definition

help them choose a project. You must ensure that the project is discussed

among all team members

submitted to the CP advisor

with names and ID#s of each

group.

2) Log-Book Progress

Week 3

T3

Literature

Review and

Data

Collection

Starting Week 4, you must perform exhaustive literature review of

patents, and publications related to your proposed project. One of the most

common ways of finding further sources of information is to look at the

list of papers/books/articles cited in a document already read. Often one

can start with a recent paper on a topic and, by following its references

(transitively), reach the most important papers ever written on that topic.

It is important that students recognize the quality of what they read.

Particularly on the Internet, published material is not necessarily

authoritative. Students need to be critical of what they read, and don't

simply accept something as true just because it is there

1) A document containing

detailed

2) Log-Book Progress

End of

Week 5

T4

Problem

Formulatio

n

Starting Week 6, You must also brainstorm sessions in order to

understand, define objectives, and properly size the scope of work.

End of

Week 10

T5

Design

Options

and initial

layout

Starting Week 11, you must develop a detailed schedule laying out all

identified tasks, task duration, task division of labor, scheduled meetings,

deadlines, milestones, and deliverables. You must also develop

preliminary project/product specification & requirements. Get feedback

on this from your advisor.

1) A document that

demonstrates a good grasp of

your project and proves that

your proposed solution is

likely to meet

specification/requirements.

2) Log-Book Progress

End of

Week 11

Starting Week 12, you must methodically and diligently begin executing

detailed tasks per your proposal remembering that teamwork is of the

essence. In the process, refine the project specifications / requirements if

needed. Maintain regular contact with your project advisor(s).

End of

Week 12

T6

Work plan

and

budgeting

Include a detailed and updated schedule including the project

implementation and assessment/testing plan for the next semester. Discuss

the project’s target and milestone dates. If you will be implementing your

project in discrete stages, describe them and discuss how far you think

you will be able to get

In the execution of a project, an ―engineering‖ approach must be adopted.

Engineers try to come up with the best feasible solution to meet the

particular needs of a problem. Therefore, students need to demonstrate

explicitly that they have made sound judgments based on the knowledge

they have gained about the problem from readings and experience (what

you have found out for yourself, e.g. by experiment).

1) A document that

demonstrates a work plan

and budgeting

End of

Week 13

T7

Progress

report and

oral

presentatio

n

-Final Term Report

-Oral Presentation End of

Week 14

6.2 Spring Term Deliverables for Senior Project B (EE 803132)

The group Spring Term Report must include the following deliverables:

CP Final Term Report. Due at the end of Week 14. CP Final Term Presentation. Due at the end of Week 14. CP Final product/design/prototype. Due at the end of Week 14.

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TABLE 2: The spring term task description and deliverables for Senior Project B (EE

803132).

Task Task description Deliverables Deadline

T8

Executing

Tasks

Week 1-6, Methodically and diligently begin executing

detailed tasks per your proposal re-membering that teamwork

is of the essence. In the process, refine the project

specifications / requirements if needed. Maintain regular

contact with your project advisor(s).

Log-book progress

Progress report

End of

Week 6

T9

Implementati

on phase

Week 7-9, Based on your advisor(s) input on your interim

report, adjust your project actions to make sure you are on the

correct path and pace. Proceed to complete tasks diligently.

Demonstrate close to final results to your project advisor(s).

Log-book progress

Progress report

End of

Week 9

T10

Final report

Week 10, Start writing your final report Plan of your final report

(chapters, appendices…)

End of

Week 10

T11

Design

refinement

and

demonstrate

final results

Weeks 11-12 Tie-up the loose ends. Test, evaluate, integrate,

proto build, or otherwise prove and demonstrate final results.

Log-book progress

Progress report

End of

Week 12

T12

Submission

Final report

Finish writing and submit your final report (R2) by Week 13

the published deadline. This date must be strictly adhered to;

students who are late in submitting their reports will be

penalized 5% for each day delay. See Report Guidelines below

for instructions on the number of copies and to whom the

report should be submitted.

Final report (R2) End of

Week 13

T13

Prepare

presentation

and poster

labor at a -FYP-your-of-Orally present the fruit Week 14

department-scheduled formal presentation (P2) session. (Team

members should expect score variation on this deliverable to

reflect the communications effectiveness of each team

member).

Prepare and perform a combined project demonstration (D) and

technical poster session (TP) at a time & location mutually

agreeable to your FYP team and the judging committee

preferably just before or after demonstration.

-Oral Presentation

- Poster End of

Week 14

7 Guidelines

This section presents the guidelines for writing the term report and the oral presentation.

7.1 Writing guidelines for Senior Project A (EE 803131), and B (EE 803132)

The Capstone Report must include the items shown in Table 3.

TABLE 3: Writing guidelines Senior Project A (EE 803131) and B (EE 803132).

Item Description

Cover/Title page Must contain the project title, group names with specialties, faculty advisor(s), sponsors (if any) and

date of submission.

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Item Description

Abstract/Executive

Summary:

In one page summarize the main features of your project, what problem it is solving, how you propose

to solve it and progress accomplished. This brief overview should give a snapshot of the overall

structure of your final year project and progress accomplished.

Introduction: A complete description of the problem statement. Outline the scope of your project. How did the

problem present itself to you in the first place? Describe the nature of the problem in detail AND its

importance. This section must clearly include description of motivation for the project and the desired

needs it satisfies.

Requirements and

Deliverables:

The formal requirements and specifications of your design must be set. Deliverables at the completion

of the project must be listed.

Technical and non-

technical constraints:

List and describe the constraints of your project (example: performance, size, power consumption,

environmental, economical, social, political, ethical, etc.).

Literature review: Does this problem or one similar to it exist anywhere else? Who is working on it? How have others

solved it? Critically evaluate the pros and cons of the major approaches taken by previous workers

(paper, patents, products, etc.). Clearly indicate how your approach or system is differentiated from the

ones already done (if any).

Applicable Standards: Preliminary list of applicable standards used or related to the project.

Proposed solution

methodology:

Outline your solution approach to solving the problem. What is the methodology you will follow?

Progress description: This should include as applicable: preliminary design drafts, preliminary testing, preliminary

implementation, etc… Note that progress is a primary factor in the assessment.

List of resources and

engineering tools

needed: preliminary

List of software and hardware tools used/needed and any components or material that needs to be

ordered with the price (if known).

Detailed project

schedule

And work plan laying out all identified tasks, task duration, task division of labor, scheduled meetings,

deadlines, milestones, and deliverables.

Bibliography Include here all bibliographic materials referenced within your report. All project reports should contain

a list of references. The list of references should come at the end, after the conclusions but before

appendices. A list of references is where all the books, papers, computer programs, web pages, patents,

standards, etc. that you have referred to in your report are included. The list of references must contain

full bibliographic data sufficient to enable a reader to find the work in a library.

7.2 Oral Presentation Guidelines

The presentation of your Capstone project is strongly advised to adhere to the guideline steps in Table 4.

TABLE 4 Guidelines for oral presentations of your Senior Project A (EE 803131) and B (EE 803132)

Steps Recommendations for Oral Presentations

1 During presentation practice make sure that your presentation is within time limit. Make sure that you are comfortable with

and confident in the information you are presenting, with the ability to answer questions.

2 Speak loudly and clearly so that you can be heard in the back of the room.

3 Display enthusiasm in your presentation. No one in the room will have more enthusiasm than you do, so set the tone by

showing excitement in your design project.

4 Make your slides clear and crisp. Make sure all slides have sufficient contrast to show the text clearly—so that the text can

be easily read.

5 In bullet slides, make the bullets brief – typically no more than five words.

6 Think of slides as your notes where you will fill in the blank. Each bullet slide included should require YOUR explanation

to be well understood by the audience. In this way the audience will rely on YOU to bring the entire presentation together.

7 Photos should be large and clear. Use labels, arrows etc. to define and point out important features. Your photos should

answer questions rather than create new ones.

8 When showing a graph, briefly define the axes and then tell the purpose of the graph and what it is intended to show.

9 Use a pointer or other device to draw the audience’s attention to what you are talking about at the moment. This will bring

synchrony between you and the audience – they will know exactly what you are referring to and will not be lost.

10 When using a pointer, hold it firmly and be in control of it as you use it. Pass it to the next presenter effectively.

11 Use PowerPoint animation sparingly as a tool to help sequential ideas in a slide. DONOT use animation simply as fluff in

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Steps Recommendations for Oral Presentations

transition between slides or bullets. It wastes time and becomes tiresome very quickly.

12 Be prepared and know the purpose of each slide. Explain each slide and keep in mind its purpose in the overall

presentation. Do not over-explain your slides or waste valuable time babbling-on because you have forgotten the purpose of

the slide.

13 Think about transitions between slides. Use them effectively to build anticipation for the next slide. Pose questions on one

slide that are answered as you show the next slide. This will engage the audience.

14 As you present, look at the audience. Pick out three or four individuals throughout the room and look at them as you

present. Their visual feedback will let you know if you are getting your message across.

15 Anticipate questions (for the Q&A period) and prepare extra slides that will help you answer them. This makes you look

very professional and prepared.

15 In your practice sessions, note how often you say, ―Um‖, or ―you know‖, etc. and try to avoid this nervous habit. Silence is

best when you have nothing to say. It is recommended that you video record your practice sessions and go over them

together to identify any habits.

7.3 Guidelines for Writing your Reports:

Students are expected to present their CP reports in the manner that is required by a

professional. This will require editing and rewriting to assure correct organization, spelling,

grammar, and syntax. The Report is strongly advised to adhere to the guideline steps in Table

5.

TABLE 5: Writing guidelines for Senior Project A (EE 803131) and B (EE 803132)

# Writing Guidelines

1 All graphs should be produced using graphics software and embedded as objects in the document (not gif or jpg as these have

low resolution). All figures must have appropriate size to be readable and must have appropriate captions and labels. Each

table must have a title, and all columns and rows must have appropriate headings. All figures and tables included in the report

must be cited in the text, and must be numbered consecutively using Arabic numerals. The analysis and meaning of the values

contained in the table should be fully elaborated in the body of the text. Do not include a table or figure that is not referenced

and discussed in the text.

2 The computations or solution procedures must be done or outlined in orderly steps with all assumptions clearly stated and

their source given. All calculations must be reproducible. All units should be clearly indicated. Use of computer programs

such as EXCEL or MATLAB is required.

3 The reference list should be explicit with the authors’ names, title, publisher, and date. References should be correctly cited in

the text. Acknowledgments should be duly conferred and copied material should be duly credited. Figures or tables taken as is

from a source must indicate so using ―source: [reference]‖ by the caption, if the figure or table is taken from a source but

modified it must be indicated using ―adopted from: [reference]‖ by the caption.

4 All quotes must be cited. In addition, a quote must be placed between quotation marks. A lengthy quote should be indented

using single spacing. In general, quotations are NOT recommended.

5 Even when the students paraphrase (i.e., translate authors’ words into their own - something that is desirable) authors must

still be given credit by including a citation. When a paragraph of material is based on some author's ideas, it is sufficient to

have one citation placed at the end of the paragraph. Exceptions to this rule follow in (3) and (4).

6 All published statistics require a citation immediately following the sentence in which they appear.

7 All historical events and dates mentioned require an immediate citation.

8 Assessment of Your SENIOR PROJECT A (EE 803131) AND B (EE 803132)

This section presents the guidelines for the assessment of project.

8.1 Project Team's Log Book (Appendix A)

The senior design project sequence begins in the fall semester and ends by the end of May the following spring semester. During the senior design project, the students need to use for the first time a project team’s log book. The log book plays an essential role in documenting and keeping a concise track record of all phases of the project. Also, it is

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considered as one of the main ways of communication between the different parties when working on a project. Good documentation is a key to a successful senior design project and hence the log book is required.

8.2 Marking & Assessing the Senior Design Project Course

Assessing the students' abilities to problem solving and effectiveness in expressing ideas in oral and written communication can be done by examining the proposed designs described in the report, and observing the oral presentation. By considering the scope and depth of the students' treatments of all issues related to the design project, the faculty is able to assess the students' abilities to consider wider environmental issues which often accompany electrical engineering practice.

8.2.1 Marking & Assessing the Senior Project A (EE 803131)

At the end of this course, a progress report should be written in which the problem statement, design concept, simulation work and hardware concept are clearly described. Students will prepare an oral presentation. Assessment at this level is based on the senior project proposal submitted at the beginning of the course. Examiners will evaluate and present constructive criticism and suggestions to help improve and develop the project. The examiners may include faculty members and/or construction industry professionals. Appendix C shows a marking for the assessment of the senior project A.

TABLE 6: Marking scheme for Senior Project A (EE 803131)

1 Semester Activities(assessed by the supervisor(s)):

-Student contribution and project progress ''log-book''

-Attendance in discussion sessions with supervisor

-Cooperation with the project group

-Alignment with the code of ethics

60%

2 Literature Review (assessed by examiners ) 10%

3 Design (assessed by examiners ) 10%

4 Implement (assessed by examiners) 10%

5 Team Work (assessed by examiners ) 5%

6 Communication Skills (assessed by examiners ) 5%

Total 100%

8.2.2 Marking & Assessing the Senior Project B (EE 803132):

At the end of this course, each project group will write a final report, prepare an oral presentation and demonstrate their final product. By reading the report, observing the presentation and inspecting the realized project, the faculty should be able to assess the written and oral communication skills as well as the problem-solving skills of the students. For fair assessment of senior project B, Appendices D and E show a possible breakdown of marks for the Senior Design Project B course.

TABLE 7: Marking scheme for Senior Project B (EE 803132)

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1 Semester Activities(assessed by the supervisor(s)):

-Student contribution and project progress ''log-book''

-Attendance in discussion sessions with supervisor

-Cooperation with the project group

-Alignment with the code of ethics

60%

2 Final Report (assessed by examiners ) 20%

3 Design (assessed by examiners )

-Oral Presentation and defense

5%

4 Discussion (assessed by examiners)

-Oral Presentation and defense

10%

5 Communication Skills (assessed by examiners ) 5%

Total 100%

8.2.3 Final Grade of the Senior Project B (EE 803132):

Before posting the final grade of EE 803132, each group of students should submit the following to the EE Department coordinator:

2 copies of the corrected final report. The original copy of the report that shows the comments/corrections of the

examiners and supervisor(s). 2 CDs that includes a soft copy of final corrected report, poster, power point

presentation, developed programs, performed simulations.

9 Senior Exit Survey (Appendix B)

Each semester, the graduating students complete a Capstone Project Exit Survey (ExS), which is a written questionnaire concerning the Program Outcomes and other pertinent information about their educational experience. The student feedback data is used to identify trends in either the positive or negative direction.

10 Design Constraints

Provide the following information regarding your Senior Project by completing the table given in Appendix G and submit to your advisor along with your final report. A sample of analysis of senior project design is given in Appendix H.

11 Examples of Recent Projects

This table presents the titles of the recent projects carried out in the EE department for the last academic year. The syllabus (see Appendix F) for each project is attached to the present report.

TABLE 8: Titles of the recent projects carried out in the EE department

Movement of Contamination Particles in SF6 Gas Mixtures in Compressed Gas Insulated

Switchgear (GIS)

14

Speed Control of Three Phase Induction Motor Drive Based Indirect Vector Control

Economic Dispatch Using Modern Optimization Techniques

Voltage and reactive power control in interconnected power systems

OFDM Wireless Communications Systems

Design of RF/Microwave Filter using Defected Ground Structures (DGS) Technique

Direction of arrival estimation with time-varying amplitude signals

15

Appendix – A: Project Team's Log Book

Appendix A: Project Team's Log Book

Student name:

Academic No.:

Academic Year:

Semester: First and second

Course Title: Project A-B

Course No.:

Level: 10

Instructor Name:

Week Meeting Required Task

Achievement Level Remarks

H M L

1 1st 2nd

2 1st 2nd

3 1st 2nd

4 1st 2nd

5 1st 2nd

6 1st 2nd

7 1st 2nd

8 1st 2nd

9 1st 2nd

10 1st

2nd

11 1st 2nd

12 1st

Kingdom of Saudi Arabia

Ministry of Higher Education

Taif University

College of Engineering

Electrical Engineering Department

16

Week Meeting Required Task

Achievement Level Remarks

H M L

2nd 13 1st

2nd 14 1st

2nd 15 1st

2nd

17

APPENDIX-B: SURVEY QUESTIONNARY FORM FOR CAPSTONE PROJECT

TAIF UNIVERSITY

COLLEGE OF ENGINEERING

ELECTRICAL ENGINEERING DEPARTMENT

SURVEY QUESTIONNARY FORM FOR CAPSTONE PROJECT

Dear Student;

This survey is a part of continuous improvement process of Electrical engineering program. Its

purpose is to systematically check the quality of electrical engineering education and the performance

of our graduates as referenced in ABET requirements. Please the mark the number that indicates your

opinion for the following questions.

DEPARTMENTAL ABET TEAM

Required Information

Student Name

Student ID

Project Title

Supervisor

I. EVALUATION OF STUDENT OUTCOMES (SO's)

C: Complete, P: Partially, W: Weak C P W

a. An ability to apply knowledge of mathematics, science and engineering.

b. An ability to design and conduct experiments, as well as to analyze and interpret data.

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.

d. An ability to function on multi-disciplinary teams.

e. An ability to identify, formulate, and solve engineering problems.

f. An understanding of professional ethical responsibility.

g. An ability to communicate effectively.

h. The broad education necessary to understand the impact of engineering solutions in a

global, economic, environmental, and societal context.

i. A recognition of the need for, and an ability to engage in life-long learning.

j. A knowledge of contemporary issues.

k. An ability to use the techniques, skills, and modern engineering tools necessary for

engineering practice.

Subject

Evaluation

II. Evaluation of Senior Design Project Environment

My Senior Project has prepared me to work in the practical environment of Information

Systems because I have the ability to:

1 Use modern programming languages

2 Use data management, networking and data communications

3 Use the tools of creative problem solving to produce a list of solutions to a

problem

4 Use organized methods for comparing and selecting alternative solutions to

problems

III. Facilities and Support

1 The available hardware equipments and software tools have been sufficient for

accomplishing my project tasks

2 The administration supports acquiring new hardware equipments and software

tools

3 The staff support has been adequate

18

Required Information

Student Name

Student ID

Project Title

Supervisor

RECOMMENDATIONS AND SUGGESTIONS

1.

2.

3.

FOR COMMUNICATION

Dr. / Dr. Ahmad Aziz Al-Ahmady Head of the Department

Address: Dept. of electrical Engineering, College of Engineering.

E-Mail: aziz@tu.edu.sa

19

APPENDIX-C: ASSESSMENT SHEET for Senior Project A (EE 803131)

Course : SENIOR PROJECT (A) Student-Score

Semester :

Student name:

Student ID:

Project Title:

Exam Committee

Com

mit

tee

exam

gra

de.

Sem

este

r A

ctiv

itie

s

Lit

erat

ure

Rev

iew

Des

ign

Imple

men

t

Tea

m W

ork

Com

munic

atio

n

Skil

ls

Student Outcomes

Mark Distribution % 10 10 10 5 5 40 60

Supervisor (X) Dr. /

Examiner 1

(Y1) Dr. /

Examiner 2

(Y2) Dr./

Average (0.50 Y1 + 0.50 Y2)

Total

100

Name Signature

Supervisor (X)

Examiner 1 (Y1)

Examiner 2 (Y2)

Date :

20

APPENDIX-D: ASSESSMENT SHEET for Senior Project B (EE 803132)

Course : SENIOR PROJECT (B) Student-Score

Semester :

Student name:

Student ID:

Project Title:

Exam Committee

Com

mit

tee

exam

gra

de.

Sem

este

r A

ctiv

itie

s

Fin

al R

eport

Des

ign

Dis

cuss

ion

Com

munic

atio

n S

kil

ls

Student Outcomes

Mark Distribution % 20 5 10 5 40 60

Supervisor (X) Dr. /

Examiner 1 (Y1) Dr. /

Examiner 2 (Y2) Dr./

Average (0.50 Y1 + 0.50 Y2)

Total

100

Name Signature

Supervisor (X)

Examiner 1 (Y1)

Examiner 2 (Y2)

Date :

21

APPENDIX -E: FINAL REPORT ASSESSMENT

TECHNICAL REPORT WRITING SKILLS

Ma

xim

um

Gra

de

d

Gra

de

d b

y

Ex

am

ine

r 1

(Y

1)

Gra

de

d b

y

Ex

am

ine

r 2

(Y

2)

1 Cover Page 1

2 Table of Contents 1

3 Acknowledgment or Foreword 1

4 List of Figures 1

5 List of Tables 1

6 List of Abbreviations 1

5 Introduction: Objectives and Purpose of Project 2

6 General Description of the Project with Block

Diagrams / Flow Charts 2

7

Technical Description of each part of the project

including block diagrams, flow charts, Data tables,

Graphs, Design Procedures,

Source Codes, Schematic Diagram etc.

2

8

Bill of Material:

(Cost in Hardware) / (Cost in Design Time) /

(Cost in Algorithm Development Time)

2

9 Engineering Standards and safety / Risk Management 1

10 Operation / Troubleshooting / Debugging / Service

Manual 1

11 Conclusion or Summary 2

12 Citation Information (References/Bibliography) 1

13 Appendix containing Data Sheets of

components, Mathematical Analysis etc. 1

Total 20

Average (0.50 Y1 + 0.50 Y2)

Name Signature

Supervisor (X)

Examiner 1 (Y1)

Examiner 1 (Y1)

Date:

22

APPENDIX -F: COURSE SYLLABUS TEMPLATE

CDD-A1 Fall_2014 1- COURSE SYLLABUS

Core Type Senior Project A Name 803131 Code

Number of

Students Year Fall

Semest

er

Secti

on 2 Number of Credit

Selection of the topic, literature review, project design planning, data collection, experimental work and data collection or

field study (if any). Data processing analysis and results. Preparing the draft and final report. Presentation of the project.

Project

Catalog

Description

Agreement of Department Council. Prerequisite:

Project Title

Abstract

Project Topics

Work plan and budgeting T6 Project Selection and Team Formulation T1

Progress report and oral presentation T7 Problem Definition T2

Implementation phase T8 Literature Review T3

Design refinement T9 Data Collection T4

Final report and oral presentation T10 Design Options and initial layout T5

Supp. Program Outcomes (Ave. Rel:

Repetition):

Lab/Tut

. Lecture

Class/Laboratory

Schedule Contribution of course

Performance Target for Specific

Outcomes of Instruction Assessment

Number of sessions per

week:

Math & Basic

Science

Duration of each session,

min.:

Engineering

Sciences: No. of students,%: At least Score

Instructor

Name: Engineering Design: Indirect Direct

Indirect

(1-5)

Direct,

%

Date of Preparation General Education:

23

APPENDIX -G: DESIGN CONSTRAINTS

Please provide the following information regarding your Senior Project and submit to

your advisor along with your final report. Attach additional sheets, for your response to

the questions below.

Project Title _________________________________________________________________________

Student’s Name _______________________ Student’s Signature _____________________________

Advisor’s Name _______________________

Summary of

Functional

Requirements

Primary Constraints

Constraints

Economic ……………….. ……………….. ……………….. ………………..

Environmental ……………….. ……………….. ……………….. ………………..

Sustainability ………………. ……………….. ……………….. ………………..

Manufacturability ………………. ……………….. ……………….. ………………..

Ethical ……………….. ……………….. ……………….. ………………..

Health and Safety ………………. ………………. ………………. ……………….

Social …………………….. …………………….. …………………….. ……………………..

Political …………………….. …………………….. …………………….. …………………….. Development …………………….. …………………….. …………………….. ……………………..

Summary of Functional Requirements Describe the overall capabilities or functions of your project or design. Describe what your project does.

(Do not describe how you designed it).

Primary Constraints

Describe significant challenges or difficulties associated with your project or implementation. For example,

what were limiting factors, or other issues that impacted your approach? What made your project difficult?

What parameters or specifications limited your options or directed your approach?

Economic o Original estimated cost of component parts (as of the start of your project).

o Actual final cost of component parts (at the end of your project)

o Attach a final bill of materials for all components.

o Additional equipment costs (any equipment needed for development?)

o Original estimated development time (as of the start of your project)

o Actual development time (at the end of your project)

If manufactured on a commercial basis: o Estimated number of devices to be sold per year

o Estimated manufacturing cost for each device

o Estimated purchase price for each device

o Estimated profit per year

o Estimated cost for user to operate device, per unit time (specify time interval)

Environmental

Describe any environmental impact associated with manufacturing or use.

Manufacturability

Describe any issues or challenges associated with manufacturing.

24

Sustainability • Describe any issues or challenges associated with maintaining the completed device, or system.

• Describe how the project impacts the sustainable use of resources.

• Describe any upgrades that would improve the design of the project.

• Describe any issues or challenges associated with upgrading the design.

Ethical

Describe ethical implications relating to the design, manufacture, use, or misuse of the project.

Health and Safety

Describe any health and safety concerns associated with design, manufacture or use of the project.

Social and Political

Describe any social and political concerns associated with design, manufacture or use.

Development

Describe any new tools or techniques, used for either development or analysis that you learned

independently during the course of your project.

25

APPENDIX -H: SENIOR PROJECT ANALYSIS

Project title: Design of RF/Microwave Filter using Defected Ground Structures (DGS)

Technique

Students’ Name:

Omar Mohammed Saleh Al-Shehri - 43102761

Abdullah Hameed Burayk Al-Osaimi - 43108509

Sultan Eida Saeed Al-Harthi - 43101494

Raid Homoud Al-Zaydi - 42901405

Advisor’s Name: Dr. Mohamed S. Soliman

Summary of Functional Requirements:

Microwave filters play important roles in many RF/microwave applications. They are used to

separate or combine different frequencies. The electromagnetic spectrum is limited and has to

be shared with some channels. Filters are used to select or confine the RF/microwave signals

within assigned spectral limits. Emerging applications such as wireless communications

continue to challenge RF/microwave filters with ever more stringent requirements, higher

performance, smaller size, lighter weight, and lower cost. The defect in the ground of planar

transmission line (e.g. microstrip, coplanar and conductor backed coplanar waveguides) adds

a parallel-connected inductor, capacitor, and resistor to the equivalent circuit model of the

transmission line. The proposed DGS filter structure is simple and compact. The stop-band is

very wide and the rejection is better than that of a conventional low-pass filter. Additionally,

The insertion loss is low.

Primary Constraints

Anticipated difficulties include proposed filters realization and measurements. It needs high

technology to print the filters on PCB. Also, measurements need VNA to be verified with the

simulation results.

Economic

There are many economic impacts that this project will have. With greater performance than

conventional filters, they will be easily integrated with microwave circuits. A primary

investigation for fabrication cost is approximately 5,000 SR for software package (AWR-

MWO), substrate material such as Rogers, and MSA type connectors.

If manufactured on a commercial basis

It only cost about $10 per unit. The estimated retail price would be $15 and the profit is about

$5(5%).

Environmental

This is a small device and it has low insertion loss (less than 2dB). Also, there is materials

waste in case of manufacturing need to be disposed correctly.

26

Manufacturability

This product will be able to be manufactured relatively easily since it is a PCB housed.

Sustainability

There will be few parts to maintain in this filter because most of the parts will be printed on

PCB and last a very long time under normal conditions. The only parts that might need

maintenance are the input and output connectors because they might corrode.

Ethical

The design process is done ethically and responsibly given funding and resources.

Throughout development, we perform our own work and cite anything that we did not

develop throughout the course of the project. Holding with the IEEE code of ethics, we

accept full responsibility of decisions and actions performed during development and will not

make any decisions that could harm the public or endanger the environment.

Health and Safety

The only health or safety for concerns associated with the design phase of the project

includes potential injury that can come from misuse of tools or parts during construction and

testing.

Social and Political

The project has no political issues during the design phase except the potential need for a

patent if we decide to commercialize the device.

Development

We have learned how to use NI-AWR microwave office software package for designing and

analyzing the proposed filters.

Based on the conclusions drawn and the limitations of the work presented in the final report,

future work can be carried out in the following areas:

• Using the DGS technique with another type of transmission line such as coplanar

waveguide to

improve the frequency response and reduce radiation loss need to be investigated.

• Develop ultra-wide band DGS filters based on metamaterial structure.