00 Packet Contents
EESeniorDesign
2017-18
August 28, 2017
Contents
407-8-9 Syllabus .............................................................................. 2
407-8-9 Schedule ............................................................................ 4
Additional Resources ...................................................................... 5
Success in Senior Design
Progress and Major Milestones
Senior Design Lab
Have a Meeting
Engineering Logbooks ..................................................................... 7
Project Selection Criteria .............................................................. 10
Problem Statement ....................................................................... 11
Team Charter ................................................................................ 13
Solution Requirements and System Specification ........................ 15
System Diagram ............................................................................ 19
Subsystem Test Plan/Test Results Report/Demo ......................... 21
Project/Integration Plans .............................................................. 26
Subsystem Design/Selection Process ........................................... 28
Personal Growth Plan ................................................................... 30
Design Review ............................................................................... 34
Peer Review .................................................................................. 37
Weekly Progress Report ................................................................ 38
Final Design Report ....................................................................... 39
Team Process Evaluation .............................................................. 41
Professional Practices ................................................................... 45
Annotated Bibliography ................................................................ 47
Compliance Test ............................................................................ 49
Poster Information ........................................................................ 53
Engineering Project Report Checksheet ....................................... 55
EE Senior Design Show FAQ .......................................................... 56
Call for EE Senior Design Project Proposals .................................. 57
All source documents at: http://faculty-web.msoe.edu/prust/EESeniorDesign/
Page 1 of 61
01 407-8-9-Syllabus
EE-407 Senior Design Project I – ver. 9/5/14
This is the first course in the three-course EE senior design sequence. You will form a four-person (typical) design team and
define a design problem. You and your team will (1) formulate, analyze, and evaluate design solutions to determine the most
feasible solution(s); (2) build, test and demonstrate a subsystem; (3) maintain an engineering design log; and (4) present a
formal design review. Topics discussed include team building, conceptual thinking and problem definition, feasibility study,
composing technical specifications, design aids and research techniques, industry standards, prototype development and
testing, and verbal and written communications. Each student is required to keep a design log in a bound engineering
logbook. Substantial, continuous individual and team progress is expected.
Upon successful completion of the senior design course sequence, you will demonstrate the following outcomes (letters
correspond to ABET accreditation references):
(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 multidisciplinary teams
(f) an understanding of professional and 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
Submittal Weight Outcome
Problem Statement 5% c
System Diagram 5% c
Solution Requirements and Specifications 10% h, j
Subsystem Test Plan 5% b
Team Charter 5% d
Project Plan 5% d
Growth Plan* 5% f, i
Subsystem Design/Selection Process 5% c
Subsystem Test Plan and Report 15% b
Subsystem Hardware Demonstration
Oral Design Review* 15% g
Engineering Logbook* 25% c, g, h
Preliminary Total** 100%
Individual Performance** + / –
*Submittals (and other tasks) are graded per team except those marked with a single asterisk (*). Submittals with a single
asterisk are graded per team member. Late submittals will be penalized. Logbooks and reports are due as shown on the
Schedule and no late submissions will be accepted. Late logbook and report submissions receive a grade of “F”. Assignments
other than reports and logbook: late submittals are minus one full letter grade per school day late. Three separate grades per
student are assigned, one each for EE-407, -408, -409. Prerequisite for EE408 (EE409) is successful completion of EE407
(EE408) in the same academic year.
**A significant portion of the composite grade is based on team submittals. However, in most teams there are typically
performance variances among the individual team member’s contributions. Therefore, after preliminary individual totals are
computed according to the table shown above, assigned course grades may be adjusted by up to two full letter grades (e.g., C
to A or C to F) to account for differences in individual performance. Individual performance consists of instructor evaluation
of: project contributions, demonstration and level of engineering skills, participation in meetings, and professionalism.
After project completion, logbooks and reports will be kept by MSOE for assessment, evaluation, and accreditation purposes.
Page 2 of 61
01 407-8-9-Syllabus
EE-408 Senior Design Project II – ver. 8/25/14
This is the second course in the three-course EE senior design sequence. In the first portion of the course, your team will
complete the Final Design of your system, on paper. This will be the culmination of work from both EE-407 and early EE-
408. Following that, all major subsystems will be built and tested. Upon reflection, an assessment of your team
processes will occur. The EE-408 quarter ends with an oral Final Design Review. Throughout the quarter there will be
weekly meetings with your supervisor. Substantial, continuous individual and team progress is expected.
Submittal Weight Outcome
Final Design Report 25% c, g
Team Process Evaluation* 5% d
Subsystems Test Plan 10% b
Subsystems Test Report and Demo 15% b
Final Design Review* 20% g
Engineering Logbook* 25% c, g, h
Preliminary Total** 100%
Individual Performance** + /–
* See EE-407 page, single-asterisk topic. ** See EE-407 page, double-asterisk topic.
EE-409 Senior Design Project III – ver. 8/20/12
This is the third course in the three-course EE senior design sequence. The complete system will be integrated,
assembled and tested in EE-409. The project will be complete, functional, and fully-tested in accordance with the
Compliance Test Plan. Upon reflection, an assessment of your professional practices and personal growth will occur.
The entire project will be documented in a written report. Throughout the quarter there will be weekly meetings with
your supervisor. Substantial, continuous individual and team progress is expected.
Submittal Weight Outcome
Integration Plan 5% d
Professional Practices* 5% f
Annotated Bibliography 5% i
Personal Growth Evaluation* 5% f, i
Compliance Test Plan 5% b
Compliance Test Report (test results) 25%
b
Compliance Test Demonstration b
Project Poster 5% g
Engineering Project Report 20% c, g
Engineering Logbook* 20% c, g, h
Senior Design Show 5% g
Preliminary Total** 100%
Individual Performance** + / –
* See EE-407 page, single-asterisk topic. ** See EE-407 page, double-asterisk topic.
MSOE UNDERGRADUATE GRADE DEFINITIONS (per Vice President of Academics, ver. 3/04):
A: Student has performed outstandingly in all regards and is clearly exceptional
AB: Student has performed with excellence
B: Student has shown very high command of course content
BC: Student has done a commendable job dealing with course content
C: Student has an adequate grasp of course content
CD: Student has met fair expectations
D: Student has attained minimal expectations in the course
F: Student has not attained minimal expectations in the course.
Page 3 of 61
02 407-8-9-Schedule
EE Senior Design Schedule ver. 8/25/17
EE-407 Week Meeting Agenda Submittal
1 Course Introduction
2 Team Meeting w/ Instructor Project Selection Criteria (Sunday start wk 2)
3 Team Meeting w/ Instructor Problem Statement (Sunday start wk 3)
4 Team Meeting w/ Instructor Team Charter (Sunday stat wk 4)
5 Team Meeting w/ Instructor Solution Requirements and Specs (Sunday start wk 5)
6 Team Meeting w/ Instructor System Diagram (Sunday start wk 6)
7 Team Meeting w/ Instructor Subsystem Test Plan (Sunday start wk 7)
8 Team Meeting w/ Instructor Project Plan (Sun start wk 8)
9 Subsystem Demonstration Subsystem Design/Selection Process (Sunday start wk 9)
Test results (24 hrs before subsystem demo)
10 Oral Design Reviews Growth Plan (Sunday start wk 10)
11 No meetings Monday noon: Logbooks*
Wednesday noon: Peer reviews
All class attendance required at all design reviews
EE-408 Week Meeting Agenda Submittal
1 Team Meeting w/ Instructor
2 Team Meeting w/ Instructor
3 Team Meeting w/ Instructor
4 Team Meeting w/ Instructor Final Design Report* (Friday noon)
5 Team Meeting w/ Instructor
6 Team Meeting w/ Instructor Team Process Evaluation (Sunday start wk 6)
7 Team Meeting w/ Instructor All Subsystems Test Plan (Sunday start wk 7)
8 Team Meeting w/ Instructor
9 All Subsystems Demonstration Test results (24 hrs before subsystems demo)
10 Final Design Reviews
11 No Meetings Monday noon: Logbooks*
Wednesday noon: Peer reviews
All class attendance required at all design reviews EE-409
Week Meeting Agenda Submittal 1 Team Meeting w/ Instructor
2 Team Meeting w/ Instructor Integration Plan (Sunday start wk 2)
3 Team Meeting w/ Instructor
4 Team Meeting w/ Instructor Professional Practices (Sunday start wk 4)
5 Team Meeting w/ Instructor
6 Team Meeting w/ Instructor Annotated Bibliography (Sun. start wk 6)
7 Team Meeting w/ Instructor Personal Growth Evaluation (Sun. start wk 7)
8 Team Meeting w/ Instructor
9 Team Meeting w/ Instructor Compliance Test Plan (7 days before demo)
10 Compliance Test Poster (Tues 10am)
Comp Test Report (24 hrs before demo)
11 Friday 10:00AM - 2:30PM
Senior Design Show
Monday noon: Engr. Reports*/ Logbooks*
Friday 4pm: Peer reviews
After Senior Design Show: Return poster and all
checked-out equipment to TSC.
* Late Logbooks and Reports and receive a grade of “F”.
Other assignments: late submittals are minus one full letter grade per school day late.
Page 4 of 61
Additional Resources for EE Senior Design – ver. 8/28/17
03 Additional-Resources
Success in Senior Design
Senior Design is more closely aligned with the business/industrial world than the academic world. Your supervisor
(professor) looks favorably upon people who are self-starters, hard workers, results-oriented, and those who produce
high-quality submittals on time. Prove to your supervisor your value to the team. What have you actually
accomplished? If we don’t hear from you, we’ll assume you have done nothing. You must make a case for yourself. If
you’re unsure about how to accomplish this, speak with your instructor.
Progress and Major Milestones
In EE-407 you will define the problem, create the system design, define subsystems, and design, build and test a major
subsystem.
In EE-408 you will complete the final system design and then design, build and test all major subsystems.
In EE-409 you will integrate the subsystems, refine and test the complete system, and write the report.
Senior Design Lab, rooms S-301 and S-310
The Senior Design Labs may be used for team meetings and project building/testing. They are not recreation rooms. Do
not bring in or take out furniture. Do not broadcast sound – use headphones.
Specific safety rules also apply for S-310 which is a “hard” lab: EPA/OSHA laws dictate that there can be Uno food or drink
consumption or leaving of food waste in the room U. If you eat in the hallway, discard your trash out there as well. If you
violate this your team may no longer use the room.
S-301 is a “soft” lab. Food and drink can be brought into the room and consumed. NO SOLDERING is allowed.
These are shared spaces used by many teams. Use benches as needed, but then put away your items when finished –
lockers are provided. Please clean up after yourself.
Any postings must be pre-approved by one of the EE SD instructors. An EE SD instructor must initial and date all material
before it is posted.
How to Have a Meeting
Define and assign meeting roles; create team and meeting rules; the 3 D’s: disseminate, decide, delegate. Meeting
guidelines: Create an agenda; Record minutes; Define and assign action items. Also,
1) Set start/end times. Start on time.
2) Follow an agenda with clear outcomes.
3) Be prepared.
4) Involve the entire team.
5) Ensure all participants listen – distracters should leave.
6) One person talks at a time.
7) Cell phones silent.
8) Stay focused, avoid tangents.
9) Have fun, keep it professional.
10) Summarize meeting and actions.
11) Leave meeting area clean.
12) End on time.
13) Send out meeting minutes and action items in
a timely fashion.
The agenda of team-supervisor meetings in EE-407 will usually be set by your supervisor (professor). In EE-408/9, come
to the meetings with a printed agenda. Bring your logbook to all meetings. Expect your logbook to be signed off by the
supervisor at the beginning of each team-supervisor meeting. The meeting may have a review of previous submittals.
New business may include discussion of the next submittal, progress made by the team, and challenges encountered.
Page 5 of 61
Additional Resources for EE Senior Design – ver. 8/28/17
03 Additional-Resources
Name:_____________________________
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Page 6 of 61
Engineering Logbooks ver. 8/28/17
04 Engineering-Logbooks
Definition: An engineering logbook is a personal/professional reference about project learning and results.
Rationale: The engineering logbook serves as a central resource for each team member in which they:
• Document work process – High performing individuals can learn and apply the best practices in their
profession and learn from their successes and failures.
• Document work product – High performing individuals make their engineering results and conclusions
defensible, repeatable, and transferable.
• Track work hours – High performing individuals monitor and control where they invest their time. Time
tracking is also important for justifying time spent on project tasks.
General Expectations:
• glue-bound, page-numbered (suggest Esselte Item #09-9890 with brown cover or equivalent)
• typically about 5-6 pages of thoughtful entries per week in support of a quality design process
• log of planning, communications, team meetings (~15% of entries)
• log of project activities, learning, and development (~75% of entries)
• log of reviews or assessments of individual/team/product performance (~10% of entries)
• proper attribution of work – some entries will refer to work performed by others – if so, then indicate
the author of the work
• organization/format for easy re-reading/re-use (by self, team, supervisor)
• bring to all meetings with supervisor/faculty advisor – may be signed at meetings by supervisor
• team submittals (e.g., assignments, test plans, reports) should, in general, not be included; when
appropriate, excerpts from team submittals may be included – but your logbook must contain more
than just excerpts from team submittals
Basic Procedures:
1. Record the date at the start of each entry; sign and date at the end of each entry. It is suggested but not
required that you start each day on a new page.
2. LOG OF HOURS at end of logbook: Label each entry in your logbook and record this in a table near the end of
your logbook. The table should have columns for entry label, date, & hours spent; reserve 3-4 pages at end.
3. Use ink. Do not erase. Delete an entry by neatly drawing a single line through it.
4. Do not remove pages, do not skip pages, both sides of each sheet should have content.
5. Chronological entries: Backdating is prohibited. If you realize later that you left something out, or just want
to summarize something, go ahead and write it in, noting that it’s after-the-fact.
6. Include everything you contribute … good, bad, and ugly.
Sketches/doodling Customer needs/requirements Evaluation of data/results
Meeting notes Math calculations Action Items
Half-baked Ideas Design alternatives Decision criteria
Work-in-progress Research findings Rationale for decisions
Datasheet excerpts Datasheet analyses Design process
Vendor notes Sources of ideas Project objectives
Design reviews Project reflections
7. Write an executive summary at the end of each quarter summarizing your contributions to the project that
are documented in your logbook and that were made during that quarter. The summary must include page
number references to your logbook that support your claims. Include the total number of hours you spent
on the project during the quarter. This summary is entered into your logbook each quarter before
submittal. In addition to pasting it into your logbook, email the electronic document containing your
summary to your instructor, copying all of your teammates.
Page 7 of 61
Engineering Logbooks ver. 8/28/17
04 Engineering-Logbooks
Logbook Prompts:
If you just finished… Ask yourself and record…
A meeting, • What were the main outcomes of the meeting?
• Was the meeting productive, and why?
• What are your personal action items before the next
meeting?
• Is the team heading in the right direction?
Brainstorming, • Which ideas seem most feasible, and why?
• Are there enough good ideas?
• How could better ideas be developed based on this session?
Engineering Analysis, • What were the governing equations?
• What were the most important findings?
• What do the results mean and how should they be applied?
Visualization,
(by hand or in CAD)
• What are the major features/discoveries and why are these
significant?
• What was learned about the problem or solution
possibilities?
• What problems were resolved and what still needs to be
addressed?
• How does this piece integrate with the whole?
An internet search • What key information did I find? How does it help achieve
the project objectives?
• Are there other sources that should be pursued?
• What new questions were generated?
Writing an executive summary:
A one or two paragraph Executive Summary is to be included. This Executive Summary should identify the team
member’s contributions to the project during the term, as described on the previous page. If some
contributions were made in conjunction with other team members then indicate so, identifying the other team
member(s) who contributed. The Executive Summary should also include a brief overall status of the project.
Page 8 of 61
Engineering Logbooks ver. 8/28/17
04 Engineering-Logbooks
EE-407/8/9 Engineering Logbook Grading
Category Below
Adequate Adequate
Above
Adequate Comments
Executive Summary (in notebook and copied to team)
���� ���� ����
1. Meeting notes: date,
attendees, content � � �
2. Work sessions:
conclusions/summary; narrative
description
� � �
3. Circuit diagrams; block
diagrams; narrative description � � �
4. Analytic/simulated
calculations; summarize results � � �
5. Component
selection/specification data � � �
6. Software: flowcharts, code
examples; narrative description � � �
7. Experimental results: test
plan, data collected, summarize � � �
Date all entries � � �
Attribute all non-original work:
other author, date, relevance
(title, volume)
� � �
Ink, legibility � � �
Time log at end of notebook:
tasks, date, hours spent � � �
Overall documented
individual contribution to
project ���� ���� ����
Page 9 of 61
Project Selection Criteria ver. 8/31/15
05 Project Selection Criteria
For each project the team is considering, each team member is to submit a one paragraph
response to each of the following. Group your responses by project in rank order – put your
first project choice first.
A. What insights about the technologies underlying these projects were you able to gain (e.g.,
through internet searches, library, interviews)? What existing solutions have you found or are
otherwise aware of? Estimate the probability of team success at designing, building, and testing
a solution.
B. What are the potential costs of a solution? Is there industry sponsorship or will the team pay
for all parts?
C. What special skills does this project require (e.g., machining parts, using surface mount
components, working with power circuits, rapid prototyping parts)? What special skills do you
have that would benefit this project? What complementary skills would you like to see in other
team members?
D. What roles and responsibilities are necessary for quality team performance on this project?
How do you see yourself fulfilling these?
E. Does this project involve possible adverse affects on human subjects? If so, it must be
approved by the MSOE Institutional Review Board (IRB). This can be a lengthy process (one
took several months to be approved) and should be a consideration in the project selection
phase: http://www.msoe.edu/community/campus-life/library/page/2021/institutional-
review-board
Even administering a survey can require IRB approval. Discuss any such work or surveys with
your professor before starting the project.
F. Are there intellectual property rights issues imposed by an industry sponsor or by a team
member?
If you don’t know the answers to one or more of the above questions, then indicate that in your
response.
Page 10 of 61
Problem Statement ver. 9/9/15
06 Problem Statement
As a team, complete the assignment outlined below.
Part A: Problem Statement
First, define the problem. The problem statement is one sentence (ideally) that clearly and
concisely defines the problem to be solved. It is stated in the language of the customer. Needs
can be described qualitatively. The problem statement should be consistent with the
requirements of your customer.
Part B: Existing Solutions
Next, include a section on existing solutions you have found. What part(s) of your problem do
they solve? How do they solve your problem? What are their specifications? What are their
costs? What are their shortcomings? Do they comply to any engineering standards (provide a
list)?
Carefully consider how you organize this information. How should you best communicate your
findings? What format(s) should you use?
Part C: Solution
Finally, describe your team’s solution to the problem statement. Identify the benefits offered
by your intended solution and how they differ from other existing solutions.
Page 11 of 61
Problem Statement ver. 9/9/15
06 Problem Statement
Problem Statement Grading
Category Below Adequate Above Comments
Real problem identified � � �
Clearly defines problem � � �
Concisely defines problem � � �
Stated in the customer’s
language � � �
Consistent with customer
requirements � � �
Envisioned solution and its
benefits � � �
Existing solutions
Part(s) solved and
shortcomings
� � �
Existing solutions
How solved � � �
Existing solutions
Cost � � �
Existing solutions
Engineering standards � � �
Writing quality � � �
Page 12 of 61
Team Charter ver. 8/31/16
07 Team Charter
An important part of working as a member of a team is to understand what you can expect from your
teammates and what they expect from you. Many different functions will need to be performed by each
team member. A team charter is a document in which you carefully lay out these expectations. In many
ways, it is like a contract between you and your teammates in which you formally define the terms of
your partnership.
The team charter should also define the criteria by which you and your teammates will assess whether
your team (as a group) and each member (as an individual) has fulfilled the goals set forth in the charter.
For this assignment you will generate a team charter document.
Assignment: Submit a team charter that, at a minimum, addresses the following items:
1. lists the members of your team, their email addresses, their phone numbers, and their class
and/or work schedules;
2. puts forward the major goals for the team;
3. identifies the major deliverables for the project;
4. clearly states how project costs will be shared among the team members (e.g., “project
costs will be shared equally among all team members”);
5. expectations regarding communication amongst the team (e.g., electronic, face-to-face
meetings, shared electronic storage for project files and resources);
The team may include additional items they identify as being important to their partnership.
The charter must include a signature of each team member agreeing to the charter.
Page 13 of 61
Team Charter ver. 8/31/16
07 Team Charter
Category Below Adequate Above Comments
List members, emails,
phone, schedules � � �
Team’s major goals � � �
Project deliverables � � �
Statement of cost sharing � � �
Communications and team
meetings � � �
Quality of writing � � �
� � �
Page 14 of 61
Solution Requirements and System Specifications ver. 9/9/15
08 Solution-Requirements-Specifications
Introduction
The success of your design solution relies heavily on your understanding of the problem you are
addressing. Typically, you must satisfy widely varying demands and produce results that benefit
numerous stakeholders (individuals, groups, and society as a whole). This exercise enables your team
to demonstrate your collective understanding of the needs your solution addresses and the benefits it
should deliver. You should gain some insight into the constraints on your problem and its solution.
Assignment
As a team, complete the assignment outlined on the following pages. Use the worksheets provided,
and prepare one response for your team. In your response, provide detail that demonstrates your
understanding of Solution Requirements and System Specifications for your project.
Grading
Your response will be graded on your ability to identify and explain stakeholder needs and
corresponding specifications (or targeted requirements) for your design solution and on the quality of
your writing. As appropriate, address requirements that relate to customers (users of the solution),
business-related needs, limitations and potential of the technology, and societal/professional
expectations.
Page 15 of 61
Solution Requirements and System Specifications ver. 9/9/15
08 Solution-Requirements-Specifications
Team: ____________________________________________________________________ Date: ______________
Part A: Problem Statement
The problem statement is one sentence (ideally) that clearly and concisely defines the problem to be solved. It is stated
in the language of the customer. Needs can be described qualitatively. The problem statement should be consistent
with the requirements of your customer. The solution envisioned and the benefits offered by your intended solution are
described in the remainder of the submission.
Part B: Stakeholder Needs
Identify the most critical needs to be satisfied by your project solution. In the table below:
(a) Identify your most important customers, users, or other stakeholders (or groups), and
(b) List the needs they see as most important to the success of your project.
A stakeholder is any person or group that has an interest, investment, or share in the project. Examples include
investors, designers, management, end users, manufacturers, technical specialists, sales and marketing people,
suppliers, government, employees, interest groups, or society in general.
The best design solutions satisfy needs of all key stakeholders. The purpose of this exercise is to clarify your
understanding of the most important stakeholders and their needs regarding your design solution.
Example Stakeholder: User of the new product
The solution must: Perform better than existing products of similar function
Be assembled with common tools
Stakeholder #1:
The solution must:
•
•
•
•
•
Stakeholder #2:
The solution must:
•
•
•
•
Stakeholder #3:
The solution must:
•
•
•
•
Page 16 of 61
Solution Requirements and System Specifications ver. 9/9/15
08 Solution-Requirements-Specifications
Part C: Existing Solutions
Most designs are variations or derivatives from previous designs. Provided intellectual property laws and ethical
standards are followed, analyzing the requirements satisfied by a similar product or system is not only appropriate, but
may be necessary for success. Identify solutions (i.e., products, systems, procedures, etc.) that already exist, that solve
the problem statement, and that meet specifications.
Indicate the extent to which the existing solutions solve the problem. Compare published specifications and expected
performance of the existing solutions with the requirements listed in your system specification. Provide cost data where
available. Attach published specifications (limit to a few pages) to your submittal. Identify any engineering standards
that the existing solutions comply to.
Part D: Solution Requirements – System Specification
Define the most important technical, business, regulatory (e.g. engineering standards, protocols), ethical, social,
environmental, health and safety or other requirements for your project solution. Be as specific as you can. These
requirements are important later because the Compliance Test (at the end of Spring Quarter) checks to see if your
design meets the requirements stated in your system specification.
For each:
(a) Give a brief definition or description of the requirement,
(b) Specify a desired condition for satisfying the requirement, and
(c) State the importance of satisfying this requirement for you to achieve a successful solution.
(d) Note if you intend to test for compliance with the requirement and/or if you intend to certify compliance some
other way e.g., manufacturer datasheets/third-party testing.
Description of Requirement Expected Value Import*
Compliance
Verification
Method
Example 1: Positioning accuracy for the reader head +/- 0.02 mm H Datasheet
Example 2: Deformation (dent size) on enclosure after a 3-ft drop <= 10 sq. in. M Measure
Example 3: Review by Acme Safety Inspection Laboratories Approval level 1 E External
Example 4: Allows any user in the network to initiate a 3-way call Functions as
stated H Demonstration
Example 5: Power consumption from power source <= 12 Watts M Measure
Example 6: Power-up time from power-on to fully operational state <= 40 seconds L Measure
Example 7: Depth, width and height <= (9”,14”, 4”) M Measure
Example 8: Input voltage to power the system 12VDC +/- 10% H Measure
Example 9: System notifies administrator of system fault via
automated text message
Functions as
stated E Demonstration
* Importance of the requirement: E = essential, H = high, M = moderate, L = low
In some cases, as in Examples 4 and 9 above, certain requirements are better described qualitatively in the form of a
functional description of the solution. As necessary, include functional requirements describing important attributes
and characteristics of the solution such as the system behavior, how a user will interact with the system, and scalability.
Page 17 of 61
Solution Requirements and System Specifications ver. 9/9/15
08 Solution-Requirements-Specifications
Grading rubrics
Low Medium High
Sp
eci
fica
tio
ns
an
d e
xis
tin
g
solu
tio
ns
Some marginally relevant existing
solutions identified
Relevant existing solutions identified
and analyzed Appropriate new technology identified
Some customer needs are converted
to specs
Most customer needs are converted
to specs
All customer needs are converted to
specs
Inappropriate or no physical props
and/or op. conditions spec’d.
Most appropriate physical properties
and/or operating conditions specified
All appropriate physical properties
and/or operating conditions specified
Power requirements not specified Power requirements mostly specified Power requirements fully specified
Specifications difficult or impossible to
verify
Most specs may be verified; some
specs have uncertain verification All specs may be verified
Current standards are not fully
considered
Current standards are incorporated in
the project Considers new or pending standards
Specifications/constraints that would
be considered in industry are not
examined
Specifications/constraints that would
be considered in industry are
reviewed
Fully understands all vital customer
needs
Low Medium High
Customer Does not identify principal customers Identifies principal customers Identifies primary and secondary
customers
Identifies only most obvious customer
needs
Identifies most important customer
needs
Identifies all vital needs for
competitive advantage
Does not show understanding of
customer needs
Shows moderate understanding of
customer needs
Fully understands all vital customer
needs
Low Medium High
Business Does not identify financial
stakeholders or their interests
Identifies principal financial
stakeholders and some interests
Knows financial stakeholders, their
desires and concerns
Unaware of business-technical
interactions
Aware that technical and financial
issues interact
Understands business-technical trade-
offs
Has no sense of time constraints for
success
Sees costs associated with time Understands business plan and market
strategies for product success
Low Medium High
Technology Not aware of technology-driven
limitations or barriers
Aware of obvious limitations and
barriers for the technology
Understands relevant technological
limitations and barriers
Sees little opportunity for the
technology
Sees some opportunity to advance the
technology
Sees opportunities for innovation and
advancement
Unaware of potential for obtaining
valuable intellectual property
Recognizes some potential for
intellectual property
Understands potential value and
issues surrounding intellectual
property
Low Medium High
Society Not aware of relevant standards,
codes, regulations
Aware of most important standards,
codes, regulations
Clearly understands relevant
standards, codes, regulations
Only cursory attention to
environmental or societal impacts
Shows concern for environmental and
societal impacts
Advocates for people, environment,
and society in general
Appears irresponsible Appears responsible Highly responsible
Page 18 of 61
System Diagram ver. 9/9/15
09 System Diagram
System Diagram(s)
The system diagram is a functional block diagram showing input/output signals (information,
material, energy flow) between blocks. The system diagram depicts a solution to the problem
statement.
Include a table for each block that lists: the name; narrative description of functionality; power
requirements (power, voltage, current, dc/ac, frequency); material requirements; and signal
characteristics (e.g., analog: voltage/current ranges and/or levels, frequency, power,
input/output impedances; digital: serial/parallel, protocol, data width, clock rate). If you are
considering different system designs (which may be a good idea), then include a system block
diagram and table for each.
Write a narrative description of the system solution that uses the system diagram.
Please submit your up-to-date problem statement with this assignment.
Page 19 of 61
System Diagram ver. 9/9/15
09 System Diagram
System Diagram(s) Grading
Category Below Adequate Above Comments
Blocks labeled and
connected � � �
Table: block descriptions � � �
Table: material, power,
signal characteristics � � �
Narrative description of
system solution � � �
Multiple solutions
considered � � �
Completeness of solutions � � �
Writing quality � � �
� � �
� � �
� � �
Page 20 of 61
Subsystem Testing ver. 9/9/15
10 Subsystem Test Plan, Results Report, and Demo
Subsystem(s) Test Plan
The subsystem(s) test plan includes statements of test objectives, list(s) of equipment required, and a
procedure for testing the subsystem(s).
Prior to writing a subsystem test plan, a subsystem specification is first developed and should be derived
from the overall system specifications. By gathering and then analyzing measured data, the subsystem
tests verify that the subsystem complies with its requirements and should provide confidence that the
overall system will comply with the system specifications.
The subsystem test plan document must satisfy the following:
• It should be written so a skilled technician could perform the tests, collect data, and write a test
report (although your team will perform these tasks).
• Required software should be thoroughly documented. If your subsystem requires customized
software (e.g., microcontroller firmware), document the software design so that a skilled
programmer could write the actual program(s).
• It should provide complete and thorough documentation so that the test procedure, data
collection, and data analysis is repeatable.
The subsystem test plan will contain the following elements:
• test objectives
• equipment required
• overall system and subsystem(s) specifications
• test procedures
• all circuits/block diagrams/flow charts showing all necessary instrumentation for testing
• features in the design that facilitate this testing.
• expected results – specify their recorded format, list expected results of each test so measured
results may be compared to the expected after the test is executed
• specify tools and techniques for analyzing data
• statistical methodology and/or other stated considerations to account for experimental error
In addition, your test plan will be graded on the appropriateness and validity of the tests. Give careful
thought to what data should be collected and how those data will be analyzed. In the event that a
subsystem test fails, the data collection should be useful in diagnosing and troubleshooting the
subsystem(s).
The subsystem test plan is to be approved by the supervisor prior to conducting the tests and recording
data for submission in the subsystem(s) Test Results Report.
Page 21 of 61
Subsystem Testing ver. 9/9/15
10 Subsystem Test Plan, Results Report, and Demo
(continued)
Subsystem(s) Test Results Report
This is a written report of the results of executing the subsystem test plan. Submit an updated test plan
with the report. The test report must:
• Contain an executive summary. The executive summary should “stand on its own” and provide
the reader with answers to the following questions:
1. What was done? (context)
2. Why it was done? (purpose)
3. How was it done? (what experimental techniques were used)
4. What were the key results? (including uncertainty and/or error estimates)
5. What can be concluded from the key results?
• Thoroughly document and explain any deviations from the test plan.
• Thoroughly document all data collected
• Present results in meaningful, appropriate ways (e.g., tabular, graphical, etc.)
• Analyze and interpret data using appropriate theory and expected results; statistically account
for measurement error
Subsystem(s) Test Demonstration
The subsystem demonstration should be capable of showing any aspect of the test plan. It provides
verification of your test results report. For the Subsystem Demonstration, your supervisor will ask you to
perform a subset of the test steps in the Subsystem Test Plan.
• Obtain supervisor approval for the tests to be demonstrated well in advance of the demo1
• All members must be present at the test demonstration
• The setup must be ready at the beginning of the test/demo session
• Demonstration is to be conducted using a step-by-step procedure – makes effective use of time
• Team members are to observe good lab practice and proficiently operate instrumentation
• Team members are to knowledgably answer questions during demonstration
1Note: The supervisor may choose to ask the team to be prepared to conduct any of the tests/steps, and
may choose to first identify the subset of test steps to be conducted at the time of the Subsystem Test
Demonstration.
Page 22 of 61
Subsystem Testing ver. 9/9/15
10 Subsystem Test Plan, Results Report, and Demo
Subsystems Test Plan Grading
Category Below Adequate Above Comments
Test objectives � � �
Equipment required � � �
System specifications � � �
Subsystem specifications � � �
Test procedures:
appropriate for specs � � �
Test procedures:
valid methodologies � � �
Test procedures: will yield
meaningful results � � �
Circuit/block diagrams
showing necessary
instrumentation
� � �
Other design features that
facilitate testing � � �
Could a skilled tech.
perform tests, collect data,
write report?
� � �
Writing quality � � �
Expected results � � �
Analysis tools/techniques
specified � � �
Statistically accounts for
experimental error � � �
Page 23 of 61
Subsystem Testing ver. 9/9/15
10 Subsystem Test Plan, Results Report, and Demo
Subsystems Test Results Report Grading
Category Below Adequate Above Comments
Executive Summary � � �
Includes updated test plan � � �
Testing followed test plan
procedures � � �
Present results
meaningfully and
appropriately
� � �
Compares measured
results to expected results � � �
Analyzes and interprets
data � � �
Statistically accounts for
measurement error � � �
Writing quality
� � �
Subsystem(s) successfully
tested � � �
� � �
Page 24 of 61
Subsystem Testing ver. 9/9/15
10 Subsystem Test Plan, Results Report, and Demo
Subsystems Test Demonstration Grading
Category Below Adequate Above Comments
Tests pre-approved � � �
All team members present � � �
Tests set up and ready � � �
Clear explanation of each
test demonstrated � � �
Effectively used time � � �
Good lab practices � � �
Proficiently operates
instrumentation � � �
Knowledgably answers
questions � � �
Demo verifies test results
report � � �
� � �
Page 25 of 61
Project/Integration Plans ver. 8/28/17
11 Project Plan
A project plan is a document in which you identify the tasks you must complete, who will complete
them (at least a tentative idea of), and the materials you anticipate needing to complete them. Since
your team is comprised only of engineers, it will be necessary for team members to assume multi-
disciplinary roles for the success of the project. In this way, you will need to learn to function on a multi-
disciplinary team.
For this assignment you will generate a project plan. Your faculty advisor (also called supervisor) may
specify a particular format for the project plan (e.g., Gantt Chart).
EE407 Assignment: Submit a project plan that:
1. identifies the major deliverables and milestones for the project (these include, but are not
limited to, the major project milestones dictated by the course schedule);
2. lists the tasks associated with producing the deliverables and achieving the milestones;
3. identifies which team member will complete each task, an estimate of how long the task will
take (in hours), and an estimate of the delivery date;
4. identifies any training the group needs to be able to complete the deliverables.
For any task that is assigned to multiple team members, the project plan should also indicate which one
of those team members has primary responsibility for completing that task.
While an ideal project plan would cover the entire span of the project (i.e., EE407, EE408, and EE409), a
detailed plan for the remainder of EE407 and all of EE408 is of primary importance in this assignment.
In EE409, the project plan will be updated to present a detailed integration plan that will lead to a
successful demonstration of the system at the Compliance Test.
EE409 Assignment: Submit an integration plan that:
1. promptly addresses any subsystem shortcomings identified during EE407 and EE408 subsystem
testing;
2. identifies any remaining decision points and associated deadlines, particularly for items in the
critical path of the project
3. presents a logical and systematic plan for subsystem integration, including testing that will occur
throughout the integration process
4. defines testing methods that will be used for the Compliance Test; list associated tasks and
present a timeline that ensures test readiness
Page 26 of 61
Project/Integration Plans ver. 8/28/17
11 Project Plan
Category Below Adequate Above Comments
Project deliverables and
milestones � � �
Tasks for producing
deliverables � � �
Associate team members
with tasks � � �
Estimate task duration (in
hours) and delivery date � � �
Training needed � � �
Project plan provides a
roadmap to successful
project completion
� � �
Overall quality of plan � � �
EE409: Addresses
subsystem shortcomings � � �
EE409: Remaining decision
points with deadlines � � �
EE409: Systematic plan for
integration, including
testing
� � �
EE409: Methods for
Compliance Testing � � �
Page 27 of 61
Subsystem Design/Selection Process ver. 9/9/15
12 Subsystem Design-Selection Process
Introduction
In any engineering design, the process by which alternative solutions are evaluated is critical for meeting requirements
and specifications, optimizing the design, as well as producing high-quality results on-time.
As part of earlier assignments you developed specifications and evaluated alternatives for the high-level system design.
A similar process must be repeated at the subsystem level. You have already developed a specification and test plan for
the subsystem to be tested in EE407. Alternative solutions for the subsystem must be evaluated and a justifiable choice
must be made. Once an alternative solution is chosen, the design process can proceed, ultimately leading to a complete
design description appropriate for the subsystem.
Assignment
As a team, complete the following:
1. Provide the updated specification for the subsystem to be tested in EE407.
2. List all alternative solutions that were considered for the subsystem.
3. Create a table showing pros and cons of each alternative solution. The example below would not apply to every
type of subsystem.
4. Identify the particular alternative solution your team chooses, and write an explanation (of one to four
sentences) on why your team chose that particular alternative.
5. If applicable, explain why the chosen alternative solution for your subsystem to be used in the MSOE project
being built and tested during this academic year is different than what your team would have chosen if this were
a design project in industry (for example, due to the availability of free, donated parts or assemblies).
6. Include a description of the chosen alternative solution that is complete enough that another student could use
it to obtain (that is, purchase or build) the subsystem. This description might include drawing(s), schematic
diagram(s), PCB layout diagram(s), a parts list, and/or model number(s) of assemblies or non-standard part(s).
Example Comparison of Subsystem-1 Alternatives
Attribute ALTERNATIVE-1 ALTERNATIVE-2 ALTERNATIVE-3 ALTERNATIVE-4
Material Cost $40 $100 $55 $22 (est.)
Design Cost (in hrs) 0 0 0 30 hours
Power Consumption 5W 2W 8W 1W (est.)
Size 2”x2”x1” 2”x2”x0.75” 2”x2.2”x1.5” 2”x1.2”x0.5” (est.)
Weight 3.5 oz. 2.2 oz. 3.4 oz. 2.5 oz. (est.)
Satisfy all Functional
Requirements?
Yes except item in Note 1. Yes Yes Yes
Note 1: ALTERNATIVE-1 would require a parallel interface to the Data Processor (DP) subsystem instead of the serial
data interface that, for simplicity, was defined in the System Diagram for interface to the DP.
Page 28 of 61
Subsystem Design/Selection Process ver. 9/9/15
12 Subsystem Design-Selection Process
Subsystem Design/Selection Grading
Category Below Adequate Above Comments
Includes updated
subsystem specification � � �
Alternative solutions
considered � � �
Pros/Cons of each
alternative solution � � �
Explanation of why
particular alternative was
chosen
� � �
Explanation of why choice
might differ in industry � � �
Description of chosen
solution � � �
Writing quality � � �
� � �
� � �
Page 29 of 61
Personal Growth Plan (EE-407 and EE-409) ver. 8/20/13
13 Personal-Growth-Plan
Your Name: _______________________________ Team: __________________________ Date: _______________
Purpose
The quality of team achievements depends upon the ability of each member to learn and grow
personally to meet challenges faced by the team. In this exercise, you will analyze personal growth
needs, plans, and/or your growth achievements while working on your project. Through this exercise
you will develop your skills for lifelong learning, which are vital for successful professionals.
A. Growth Opportunities (EE-407)
The personal abilities listed below are important to both personal development and to project success.
□ Performing analysis Applying quantitative tools to develop understanding and explore possibilities
□ Solving problems Producing valid problem solutions that address critical issues and assumptions
□ Designing to meet needs Creating designs that satisfy needs while complying with important constraints
□ Conducting research Conducting studies that yield defensible results and answer important questions
□ Communicating effectively Preparing, delivering, and receiving information for desired impact
□ Collaborating with others Using a diverse, capable team to achieve collective and individual goals
□ Leading others Promoting shared vision and empowering to achieve individual and collective goals
□ Becoming a self-grower Planning, self-assessing, and achieving important personal growth
□ Becoming a high achiever Demonstrating initiative, focus, and flexibility to deliver quality on time
□ Becoming a professional Performing with integrity, responsibility and sensitivity to societal issues.
Please enter in Tables 1 and 2 below your personal abilities of greatest importance to you. Using the
performance scale defined in Table 3, identify (in Table 1 and Table 2) your present levels of
performance with regard to each of the personal abilities you selected.
Table 1: Rating of personal abilities important to my personal career goals
Order of Importance Personal Ability Present Performance Level (1-5)
1st importance
2nd importance
3rd importance
Table 2: Rating of personal abilities important to my project
Order of Importance Personal Ability Present Performance Level (1-5)
1st importance
2nd importance
3rd importance
Table 3: Performance Levels for Personal Growth
1
Eroding
2
Stagnant
3
Responsive
4
Self-Starter
5
Star-Performer
Losing progress made
earlier
Remaining the same
without growth
Growing after being
prompted by others
Seeing need and
achieving growth
Anticipating need;
excelling in growth
Page 30 of 61
Personal Growth Plan (EE-407 and EE-409) ver. 8/20/13
13 Personal-Growth-Plan
B. Growth Focus (EE-407)
Please identify your one top priority personal ability being targeted for personal growth as you engage
in your capstone project.
Priority ability or skill area for personal growth: ______________________________________
C. Growth Planning and Achievement (See below for specific quarter assignments)
EE-407: Growth Planning. Establish (in at least 400-500 words) a personal growth plan to advance
your performance in the one skill area you selected above.
a. Begin by describing your present state and cite evidence from your team project activity
that suggests a need for growth.
b. Next, identify your desired performance level (refer to the scale above), and describe what
that would look like within the context of your project. Describe measurable performance
goals related to this skill area.
c. Finally, identify specific steps you will take to achieve the growth in this skill area.
EE-409: Growth Achievement. Assess (in at least 400-500 words) the personal growth plan you
have used to advance your performance in the skill area you selected above.
a. Begin by describing your present state and cite evidence from your team project activity
that shows the growth you have achieved.
b. Next, describe the actions you took as part of your growth plan to reach your present
performance level (refer to the scale above). Describe what had the greatest effect on your
growth within the context of your project.
c. Finally, identify how your growth plan should be changed if you were to retrace the steps
taken in your project. What would you have done differently to improve the growth you
achieved?
Grading
Your plan will be graded based on your demonstrated ability to: identify a need, state measurable goals,
give evidence of your growth status, and articulate a practical plan for achieving personal growth. The
quality of your written communication is important.
Page 31 of 61
Personal Growth Plan (EE-407 and EE-409) ver. 8/20/13
13 Personal-Growth-Plan
EE-407: Growth Planning Grade:
Category Below Adequate Above Comments
Completed personal ability
identification/rating
Describes present state
Cites evidence of need for
personal growth
Identifies desired
performance level
Describes desired,
measurable performance
goals within project
Identifies specific,
verifiable personal steps to
achieve growth
Quality of writing; clearly
articulated plan for
achieving personal growth
Page 32 of 61
Personal Growth Plan (EE-407 and EE-409) ver. 8/20/13
13 Personal-Growth-Plan
EE-409: Growth Achievement Grade:
Category Below Adequate Above Comments
Describes present state
Cites evidence that shows
growth achieved
Describes actions taken as
part of growth plan to
reach present performance
level
Describes what had the
greatest effect on growth
within context of project
Identify how growth plan
should be changed if
retrace steps taken in
project
Identify what would be
done differently to
improve the growth you
achieved
Quality of writing
Page 33 of 61
Design Reviews ver. 8/28/17
14 Design Review
Design Reviews (a formal presentation)
Design reviews consist of a 35 minute presentation followed by a 15 minute question/answer
session. Convince the supervisor(s) and your peers that the project: is technically feasible, is
economically viable, will satisfy the customer, will meet specifications, and will be completed by
the Compliance Test.
Fall Term (EE407):
• define the problem and its solution requirements with preliminary specifications
• present system solution
• consider system-level design alternatives
• identify all major subsystems and their preliminary specifications
• describe significant subsystem interfaces
• estimate overall project costs
• present fall subsystem test plan and results
• outline the project schedule that produces needed deliverables with ample time for
validation and iteration
• honestly identify all potential problems or risks, and describe how you plan to deal with
them
Winter Term (EE408):
• define the problem and its solution requirements with final specifications; highlight any
changes from EE407 presentation
• present updated system solution (suggest showing current system diagram); highlight
any changes from EE407 presentation
• describe the important subsystems and their specifications (with more emphasis on important
or challenging subsystems), and how those specifications drove your design
• describe design features, including details of decision processes (in particular, the
design/selection processes) used in formulating the subsystem designs
• present important subsystem testing and results,
• discuss plans for system integration in spring term (probably very brief/high-level at this
point in time)
• outline the remaining project schedule
• update project costs
• honestly identify all potential problems or risks, and describe how you plan to deal with
them
Page 34 of 61
Design Reviews ver. 8/28/17
14 Design Review
Some suggestions:
• Each speaker should speak only once (do not jump back and forth between speakers).
• Dress professionally. “Business casual” is typical, but depending on your customer’s
“corporate culture” you might want to be a little more formal.
• Make the presentation flow logically.
• Avoid long lists of bullets (if > 4 bullets, then split into multiple slides). Use large fonts –
at least 18 point. In tables and figures, makes font size at least 18 point if possible.
• Your slides should emphasize non-textual aspects of the presentation; e.g.: Pictures,
schematics, block diagrams, flow charts, equations, tables
• Put in just enough text to summarize important points and make the slides self-
explanatory. (Detailed textual description of your project will go into your design
report).
• Be sure your slides are readable from all locations in the room you will use to present.
Otherwise, they are useless, and create a bad impression.
• Assign numbers to your slides so people can refer to them easily
• One bit of advice: if you don’t know the answer to a question, say so, and offer to find
the answer later and report back to the questioner.
Grading
Your advisor will grade each team member based on the quality of their presentation (P), the
content (C) of their presentation, the knowledge (K) that they exhibit.
Submit an electronic version of your presentation slides to your supervisor. Bring a printed
copy for the supervisor to refer to and make notes on during the presentation. Six slides per
printed page is a good number.
Page 35 of 61
Design Reviews ver. 8/28/17
14 Design Review
Oral Peer Review Form Speaker name:
.................................................................................................................................................................................................…...... Area to Improve Area of Strength ___________________________________________________________________________________________ PLEASE ADD COMMENTS _ Eye Contact: 0 2 4 6 8 10 Had eye contact distributed equally with the entire audience Looked at screen/notes too much Seldom had to look at screen/notes Focused only on certain people Looked around the entire room Need to look at the extreme sides of the room Looked at the people on the extremes! _____________________________________________________________________________________________________________________ Posture: 0 2 4 6 8 10 Stood up straight & kept weight balanced evenly on both feet without locking knees Swaying, leaning to one side Stood up straight! _____________________________________________________________________________________________________________________ Gestures: 0 2 4 6 8 10 Used effective gestures Clasped hands together or behind back Very natural gesturing Played with fingers or jewelry Definite, energetic gesturing Held an arm, crossed arms, hand(s) in pocket(s) Able to keep hands relaxed to sides when not gesturing _____________________________________________________________________________________________________________________ Volume: 0 2 4 6 8 10 Used appropriate volume so everyone in the room could easily hear Louder! Easily heard _____________________________________________________________________________________________________________________ Articulation: 0 2 4 6 8 10 Used clear articulation and pronounced words correctly Dropping “g” off “ing” words Hit word endings nicely Articulate word endings to preventrunningwordstogether No slurring Because instead of becuz Clear, neutral pronunciation _____________________________________________________________________________________________________________________ Composure: 0 2 4 6 8 10 Appeared confident by displaying fluency, vocal confidence, & controlled body Vocalized Pauses No vocalized pauses! Fidgeting with hair, clothing, jewelry, fingers Looked very relaxed Stepping around nervously Looked in control Breathe deep! Great breathing _____________________________________________________________________________________________________________________ Energy & 0 2 4 6 8 10 Enthusiasm: Presented a positive energized image Need more enthusiasm Wow! _____________________________________________________________________________________________________________________ Extemporaneous 0 2 4 6 8 10 Style of Delivery: Maintained eye contact 90% of the time & look prepared yet still spontaneous Relied on screen/notes too much Only used screen/notes occasionally Seemed memorized Very natural speaking style …………………………………………………………………………………………………………………………………………………………………………… Things to Improve: Things I Enjoyed:
cut here
Evaluator’s NAME:
Page 36 of 61
Peer Review ver. 7/30/11
15 Peer Review
You
2
3
4
5
This quarter, Sue not only wrote the C-code for the subsystem test, she also was the
reviewer for the printed circuit board. Tom was scheduled to write about half of the C-
code functions, but ultimately his code did not work and Sue ended up writing all of the
code. Mary did a great job laying out the PCB and documenting all of the schematics,
including maintainIng the system BOM. I was the main editor of the final design report and
I was the primary point of contact with our sponsor. In addition to our normal team
meetings, I met with the sponsor on five different occasions to clarify their specifications
and give them design updates.
Senior Design Confidential Peer Review
This review represents your perception of the overall contribution of
each team member to the project. Evaluate the members of your
team in terms of the net contributions made to further the Senior
Design project you have worked on. The information may be used as
a modifier of grades. Comments are welcome, too.
Engineering
Judgement
Leadership
Contribution
Contribution to
Project Effort
Performance
Under Stress
Contribution to
Project Quality
Oral
Communication
Human Relations
You are to divide 100 points among all members of the team.
Make a split whereby the amount awarded is proportional to the
total contribution each member made to the success of the
project. The sum must total 100.
Written
Communication
Professional
Attitude
Team Member Points Awarded
Mary
(if you need more space, create and submit a separate document):
Enter Comments
Enter Name Enter Integer Points
Sue
27
23
30
Joe
100Sum:
Tom 20
Page 37 of 61
Weekly Progress Report ver. 8/31/15
16 Weekly Progress Report
EE Senior Design Report on Progress Team: ___________________ Date: _________
Reporting Interval Dates: From: ___________________ To: ___________________
• If items promised have not been achieved, attach a memo from the person responsible explaining why, the plan for completing
the items, and the impact on other milestones and on the other team members.
• “Research” is not a valid deliverable.
• Bring evidence of deliverable completion to meeting.
Team Member: Hours spent:
Actual
Deliverables
Achieved
Future
Deliverables
Promised
Team Member: Hours spent:
Actual
Deliverables
Achieved
Future
Deliverables
Promised
Team Member: Hours spent:
Actual
Deliverables
Achieved
Future
Deliverables
Promised
Team Member: Hours spent:
Actual
Deliverables
Achieved
Future
Deliverables
Promised
Page 38 of 61
17 Design Reports
Final Design Report – ver. 9/6/16
The Final Design Report is the major written document describing the first portion of your project – the actual, complete, on-paper
design, printed and bound, and submitted in accordance with guidelines provided elsewhere. One report per team is required.
Previous assignments and your engineering logbook provide the basis for this report. A manager should be able to recommend the
design and a technician could then build it, given this report. Is the design complete? Is the design valid?
The audience is a technically-adept person, such as an engineering manager, other engineer, or technician, but one who is not
familiar with your project. Specifically, chapters should be provided documenting the following:
Executive Summary: A paragraph summarizing the report for readers who want to quickly get the important facts.
Table of Contents: Include section titles and page numbers. If a CD or DVD is attached, include its table of contents here.
- The CD or DVD may have some large sections or appendices that are not included in the printed report.
Table of Figures: Include page numbers and a description (i.e., caption) of each figure that is part of your report.
Table of Tables: Include page numbers and a description (i.e., caption) of each table that is part of your report.
Description of the problem (see Note 1):
- Definition of the problem and justification of the need for a solution.
- Definition of your stakeholders and their needs and wants.
- Competing solutions on the market and their qualities.
Description of the solution approach (see Note 1):
- A general description and block diagram of your solution and how the user would interact with it.
- The solution specifications for the overall “system” with emphasis on those that can be measured at the Compliance Test.
- Applicable industry standards and/or user standards – FCC rules, National Electrical Code, etc., and how they impact the
design.
- Discuss the safety considerations of your design, and any environmental concerns.
The Final Design (see Note 1):
- The system block diagram showing specific block (or subsystems) inputs and outputs (type, technical details such as
voltages, currents, data rates, frequency ranges, etc.). Explain the design in complete detail.
- Some project reports greatly benefit by including a sequence of operation and/or a state diagram of system operation with
accompanying narrative explanation.
- Include a specification listing requirements for each subsystem.
- Include design/selection process for key aspects of the design
- Details of each hardware block: the actual schematic diagrams of each subsystem, such that a technician could replicate
the design. Components should have “reference designators” such as R1 for the first resistor, U1 for the first I.C., etc.
Explain the design and the rationale for the decisions that you made. For some designs, dimensioned mechanical drawings
may be necessary and appropriate.
- Details of each software block: the actual flowcharts and pseudo-code of each subsystem, such that a technician could
write the code. Include any significant, meaningful code segments. The inputs, outputs and functionality of each block must
be defined.
- Accompanying narrative must sufficiently describe the purpose and operation of each subsystem and how it integrates into
the whole system. Convince the reader that your design will satisfy system specs. Communicate all details of the design
here for the technicians who will build/code.
- Bill of materials (BOM) listing all parts with reference designators that match the above; and per unit cost, quantity, net
cost, and vendor
- System cost summary – this is the cost for the first prototype (including both material and labor costs)
- Subsystem Test Plan and Results: description of the EE407 testing and any other tests you have performed
Summary: What was shown in the report? What happens next? Who is responsible for those tasks? What is the schedule for their
completion? Acknowledgements
Bibliography: List of references, interviews, etc.
Appendicies: Complete schematic diagram, data sheets (as pdf files on disk), original laboratory data, simulation results.
General suggestions for your report: Be sure to proofread for errors, and have an editor who can assure a consistent tone and style.
Be consistent with fonts, and be sure to provide page and figure numbers. Produce a document that is both helpful to the reader
and to your team, and make it something you are proud of. Start writing early – the deadline will come quickly and a hastily-
assembled report usually looks that way. Proofread the report. Have the report spiral bound and electronically submit your entire
report as a single Word file.
(Note 1: The team is expected to incorporate instructor feedback from previous submissions of data in these items.) Page 39 of 61
17 Design Reports
Final Design Report ver. 8/23/11
Category Below
Adequate Adequate
Above
Adequate Comments
Title Page � � �
Executive Summary
Summarize report w/ imp. facts � � �
Table of Contents
section titles, page #’s, CD � � �
Des
crip
tion
of
pro
ble
m
Clear problem definition � � �
Define stakeholders+needs � � �
Competing solutions � � �
Des
crip
tion
of
solu
tion
ap
pro
ach Describe/block diagram � � �
Specifications � � �
Applicable standards � � �
Safety considerations � � �
Det
aile
d d
esig
n d
ocu
men
tati
on
Functional system block
diagram, I/O � � �
Operation sequence or
state diagram � � �
Describe purpose/operation
/integration of each subsys � � �
Specs and requirements for
each subsystem � � �
Design selection/process
for key aspects of design � � �
Explain design in detail � � �
Detail each hardware block
(schematics, etc.) � � �
BOM (refdes, mfr part #,
qty, cost, description) � � �
Detail each software block
(flow, pseudo) � � �
Explain software design; � � �
Include meaning code segs. � � �
Subsys. test plan/results � � �
Su
mm
ary Next tasks � � �
Assign responsibility � � �
Completion schedule � � �
Acknowledgements � � �
Bibliography � � �
Ap
pen
dic
es
Complete schematic � � �
Detailed computations/
data � � �
Manufacturer’s specs � � �
Simulations � � �
Original lab data
Page 40 of 61
Team Process Evaluation ver. 8/31/15
18 Team-Process-Evaluation
Your Name: ___________________________________________________ Team: ________ Date: _______________
Purpose
Teams establish processes to manage their relationships, achievements, responsibilities, and information
as they complete their collective assignments. In this exercise, you will review selected team processes
and define ways to use them more effectively in support of team productivity. From this exercise you will
learn how to improve processes, a critical skill for continuous improvement in many areas of life.
A. Rating Team Process Effectiveness
An effective team process is well defined, is supported by everyone involved, has clear measures for
quality, is reviewed periodically, and is improved to achieve desired results. Levels of team process
effectiveness are defined below.
---- Team Process Effectiveness Levels ----
Area of Performance
1
Novices to Team
Processes
2
Beginners with Team Processes
3
Interns in Team
Processes
4
Competent in Team
Processes
5
Expert in Team
Processes
TEAM PROCESSES:
Using team processes (e.g., communication, documentation) to achieve continuously improving team performance
No processes defined; actions
chaotic and erratic; no
improvement effort
Vague processes; little
understanding; minimal buy-in; arbitrary actions
to improve
Processes defined; casually followed; no or
careless review; occasional steps
to improve
Processes known, accepted by all;
periodically reviewed;
revisions based on reviews
Clear processes embraced by all;
performance continuously measured
and used to drive ongoing improvement
Please rate your team’s present effectiveness.
1. In the table below, rate the importance of each process to your team’s success. Use ratings of: L=
low, M = moderate, H = high importance.
2. Rate your own personal present effectiveness level for each process, using the 5-point rating scale
defined above.
Type Team Processes Importance
(L/M/H) Rating (1 – 5)
Team Relationships
□ Establishing expected interactions*
□ Building member commitment
□ Resolving conflicts
Team Achievements
□ Defining shared goals
□ Achieving shared outcomes
□ Reviewing/refining processes
Member Responsibilities
□ Distributing member assignments
□ Defining shared performance standards
□ Achieving member performance
Team Information
□ Communicating with members
□ Communicating outside the team
□ Documenting information
* Interactions inside and outside the team
Page 41 of 61
Team Process Evaluation ver. 8/31/15
18 Team-Process-Evaluation
B. Using an Effective Process
Choose your team’s most effective process from the list below (choose one). In the space provided,
demonstrate your understanding of how to use this process to support the effectiveness of your team.
Your work will be scored based on the quality of your analysis and understanding demonstrated here, not
on your current level of effectiveness in this process.
□ Establishing expected interactions* □ Building member commitment □ Resolving conflicts
□ Defining shared goals □ Achieving shared outcomes □ Reviewing/refining processes
□ Distributing member assignments □ Defining shared performance standards □ Achieving member performance
□ Communicating with members □ Communicating outside the team □ Documenting information
* Interactions inside and outside the team
Description: Describe your team’s most “effective” process. What evidence suggests that it is effective?
Improvement: Explain how to improve this process even more, as a means for continuous improvement to achieve greater team productivity (your plan for achieving improvement).
Page 42 of 61
Team Process Evaluation ver. 8/31/15
18 Team-Process-Evaluation
C. Improving an Ineffective Process
Choose your team’s least effective process from the list below (choose one). In the space provided,
demonstrate your ability to improve this process so it supports greater team productivity. Your work will
be scored based on the quality of your analysis and your proposed actions to improve the process, not on
your current level of effectiveness in this process.
□ Establishing expected interactions* □ Building member commitment □ Resolving conflicts
□ Defining shared goals □ Achieving shared outcomes □ Reviewing/refining processes
□ Distributing member assignments □ Defining shared performance standards □ Achieving member performance
□ Communicating with members □ Communicating outside the team □ Documenting information
* Interactions inside and outside the team
Description: Describe your team’s most “ineffective” process. What evidence suggests that it is “ineffective”?
Improvement: Identify steps to improve the process so it supports greater team productivity (your plan for achieving improvement).
Page 43 of 61
Team Process Evaluation ver. 8/31/15
18 Team-Process-Evaluation
Member Coaching
Demonstrate your understanding of individual member contributions to team effectiveness by assessing
two non-technical contributions of each member (including yourself). Assess an important strength and
assess an area to improve. Work will be scored by the instructor based on the quality of your assessments:
their insightfulness, clarity, and helpfulness to achieving greater team effectiveness.
1. Strength: Label it; explain how it is being used to contribute to team effectiveness.
2. Area to improve: Label it; suggest steps to achieve desired improvement in this area.
Person Recognizing a Strength Making an Improvement
(Example)
JPM
Strength: Dependability
Explanation: Always follows through on assignments and produces work of nature and quality expected. Enables team members to focus on their own work without needing to cover for others not performing.
Area to Improve: Condescending Attitude
Suggestion: Verbalize to members that their contributions have value, listen attentively, reinforce good ideas; this encourages others to share their ideas so the team’s work reflects all assets of the team.
(Me)
Strength:
Explanation:
Area to improve:
Suggestion:
#1:
Strength:
Explanation:
Area to improve:
Suggestion:
#2:
Strength:
Explanation:
Area to improve:
Suggestion:
#3:
Strength:
Explanation:
Area to improve:
Suggestion:
#4:
Strength:
Explanation:
Area to improve:
Suggestion:
#5:
Strength:
Explanation:
Area to improve:
Suggestion:
Page 44 of 61
Professional Practices ver. 8/23/15
19 Professional-Practices
Your Name: _________________________ Team: __________________________ Date: _______________
Purpose
Design teams must follow professional and ethical practices for success. Whether dealing with technical,
business, or social issues, ethical and professional considerations are important to making responsible
project decisions. In this exercise, you will consider relevant codes and apply them to your project. As a
result, you will test and strengthen your abilities in professional and ethical reasoning.
A. Professional Duties
Professions publish their codes of ethics to define acceptable professional practice. For example, the IEEE
presents the following code of ethics (2006):
“We, the members of the IEEE, in recognition of the importance of our technologies in affecting the quality of life throughout the world, and in accepting a personal obligation to our profession, its members and the communities we serve, do hereby commit ourselves to the highest ethical and professional conduct and agree: 1. to accept responsibility in making decisions consistent with the safety, health and welfare of the public, and to
disclose promptly factors that might endanger the public or the environment;
2. to avoid real or perceived conflicts of interest whenever possible, and to disclose them to affected parties when
they do exist;
3. to be honest and realistic in stating claims or estimates based on available data;
4. to reject bribery in all its forms;
5. to improve the understanding of technology, its appropriate application, and potential consequences;
6. to maintain and improve our technical competence and to undertake technological tasks for others only if
qualified by training or experience, or after full disclosure of pertinent limitations;
7. to seek, accept, and offer honest criticism of technical work, to acknowledge and correct errors, and to credit
properly the contributions of others;
8. to treat fairly all persons regardless of such factors as race, religion, gender, disability, age, or national origin;
9. to avoid injuring others, their property, reputation, or employment by false or malicious action;
10. to assist colleagues and co-workers in their professional development and to support them in following this code
of ethics.”
1. Please enter in Table 1 three professional duties from the list above that are of greatest
importance to your project.
Table 1: Rating of professional duties important to my project
Order of Importance Professional Duties Level (1-5)
1st importance
2nd importance
3rd importance
Page 45 of 61
Professional Practices ver. 8/23/15
19 Professional-Practices
2. Next, using the performance scale defined below; add to Table 1 your present level of
performance with regard to each of the professional duties you selected.
Performance Levels for Professional Practices
1 Negligent
2 Passive
3 Responsive
4 Responsible
5 Advocate
Unaware and uncaring about these
duties
Caring but unaware of specific duties or responsibilities
Caring and aware; not engaged in duties and
responsibilities
Knowledgeable and engaged in duties and
responsibilities
Expert and strong advocate; complies with responsibilities
B. Professional Practice Assessed
Succinctly describe (in at least 400 words) a situation from your project (or other work) experience that
demonstrates your professional performance in one of your professional duties.
1. State the applicable professional duty.
2. Describe and explain a situation you encountered (e.g., conflicting pressures, trade-offs, a
personal dilemma) that called for you to exercise this professional duty.
3. Next, describe your thought processes to resolve the dilemma and to reach a professional
decision; explain the decision or action taken.
4. Finally, assess the short- and long-term impacts of your actions, and how this affects your
professional decision making in the future.
Grading
Your performance for this exercise will be graded based on your assessment of your professional practice
(part B), not on your self-rating. Grading is based on:
1. Your understanding of professional/ethical issues in context
2. Your ability to apply professional/ethical reasoning in making decisions
3. Your ability to learn from your experience
4. The quality of your writing.
Page 46 of 61
Annotated Bibliography ver. 8/28/17
20 Annotated Bibliography
Your final report will need a bibliography – a listing of references to relevant engineering standards,
books, journals, websites, patents, etc. Your assignment is to create a thorough, annotated
bibliographic list of references that are relevant to your project. The sources must be academically
credible.
Your submittal must consist of two components:
Part I: Prepare a complete bibliography – a listing of references to relevant engineering standards,
books, journals, websites, patents, etc.
• Use a consistent and appropriate formatting style (e.g., the IEEE style or the MSOE
Undergraduate style). Your instructor may specify a required format.
• Use the MSOE Walter Schroeder Library EE specific database:
http://libguides.msoe.edu/
• Regarding internet webpages: Whenever possible, the bibliographic entry should be to the
source article, not to a webpage. At present, the veracity of web sources often does not rank
with refereed journal sources. It is important to assess the truthfulness and trustworthiness of
your sources.
• When using web sources, be sure to use complete notation in your bibliography indicating what
the website is all about – a URL is not enough information.
• Patent searching:
http://www.google.com/patents
http://www.uspto.gov/
• Plagiarism means passing off some else’s work as your own. Don’t do it. Correctly acknowledge
others’ work if you quote a portion of it.
Part II: Provide annotations for at least five of the more relevant entries. The annotations should
explain why the reference was chosen and how it is relevant to the project.
Page 47 of 61
Annotated Bibliography ver. 8/28/17
20 Annotated Bibliography
Grading Rubric
CATEGORY
Exceptional
Competent
Marginal
Inadequate
Quantity of
sources
Exhaustive list of
relevant sources
All major subsystems
have relevant sources
Some to most
subsystems have
relevant sources
Few sources, and/or
sources not relevant
Quality
/Reliability
of Sources
All sources cited can
be considered reliable
and/or trustworthy.
Thorough list of
applicable engineering
standards.
Most sources cited
can be considered
reliable and/or
trustworthy. Some
applicable
engineering
standards.
Some sources can be
considered reliable
and/or trustworthy. All
sources relevant to
project.
Few sources cited can
be considered reliable
and/or trustworthy. One
or more sources
irrelevant to project.
Variety of
Sources
Excellent variety of
sources; unique,
particularly relevant
sources
Good variety of
sources; cites four
types of sources.
Adequate variety of
sources; cites three
types of sources.
Poor variety of sources;
cites one or two types of
sources. Sources are all
web-based with no
effort made to refer to
originating sources
Annotation
quality
All annotations are
thoughtful, complete,
concise, and well
written. Complex
and/or original
thought
demonstrated.
Annotations clearly
explain how source
supports project,
grammatically
correct, and clearly
written.
Annotations establish
some relevance to
project; some
annotations are lacking
in completeness,
thought, and /or
writing quality.
Most annotations are
lacking in completeness,
thought, and/or writing
quality.
Citation
style
Source formats
correctly identified
and all citations are
formatted correctly in
the document.
Source formats
correctly identified
and there are a fewer
than five formatting
errors in the
document's citations.
Source formats
correctly identified and
there are five or more
formatting errors in the
document's citations.
Source formats
incorrectly identified
and/or there is little or
no adherence to the
MSOE undergraduate
style guide.
Page 48 of 61
EE-409 – Compliance Test ver. 9/9/15
21 Compliance Test
The EE Senior Design Compliance Test is a major milestone, and serves to demonstrate that your
project implementation meets your specifications. Relevant tasks are to create a Compliance Test Plan,
execute the Test, complete a Compliance Test Report, and perform a Compliance Test Demonstration
with your professor present.
• As a result of developing your prototype, create a Compliance Test Plan. It must include each of
the requirements in your system specification (those that have been driving your design for many
months) and the desired values for those requirements. The Report, a separate document you
will submit prior to the Demonstration, will additionally include values measured during the Test in
a summary table, such as:
Requirement description Expected Value
Measured Value
Meets Spec?
1 Operating voltage range 6-9 VDC 8-9 VDC No
2 Battery life 8 hours 10 hours Yes 3 Audio frequency response (-3 dB freqs) 300-5000 Hz 400-3200
Hz No
4 Prototype completely satisfies the problem statement
Yes
• Each requirement should be tested, and the method of the test should be described in detail
including text, diagrams, photos, etc.
• During the Compliance Test Demonstration your professor will visit your team and request that
you perform certain of these tests to verify your results. He/she may also request that you
demonstrate the complete system to determine if it satisfies the problem statement. You will
have less than 50 minutes to do so. What takes place during that Demonstration is graded. This
Demonstration comprises the verification of the Compliance Test.
• All team members shall be present for the demonstration unless prior arrangements are made.
Casual dress is appropriate.
• If an actual measured value does not meet the expected value in the specification, document the
impact that has on the customer.
• If you improve your prototype between the time of the Compliance Test Demonstration and the
Senior Design Show, provide that improved demonstration at the Senior Design Show. It will not
substitute for either the Compliance Test or the Compliance Test Demonstration; however, it will
be noted.
Page 49 of 61
EE-409 – Compliance Test ver. 9/9/15
21 Compliance Test
Compliance Test Plan Grading
Grade:
Category Below
Adequate Adequate
Above
Adequate Comments
Narrative description
Test objectives
Equipment required
Test procedures
Expected results
Circuit/block diagrams
showing necessary
instrumentation
Other design features that
facilitate testing
Could a skilled tech. perform
tests, collect data, write
report?
Page 50 of 61
EE-409 – Compliance Test ver. 9/9/15
21 Compliance Test
Compliance Test Results Report Grading
Grade:
Category Below Adequate Above Comments
Includes updated test plan
Testing followed test plan
procedures
Present results
meaningfully and
appropriately
Compares measured
results to expected results
Analyzes and interprets
data
Statistically accounts for
measurement error
Writing quality
System successfully tested
Page 51 of 61
EE-409 – Compliance Test ver. 9/9/15
21 Compliance Test
Compliance Test Demonstration Grading
Grade:
Category Below Adequate Above Comments
Tests pre-approved
All team members present
Tests set up and ready
Clear explanation of each
test demonstrated
Effectively used time
Good lab practices
Proficiently operates
instrumentation
Knowledgably answers
questions
Demo verifies test results
report
Page 52 of 61
EE-409 Poster Information ver. 8/28/17
22 Poster Information
The preparation of a poster describing your Senior Design Project is one of the requirements of
EE-409. Samples of past Senior Design posters are displayed on the 3rd floor of the Science
Building.
Posters are a common form of communications in industry, along with memorandums, reports,
PowerPoint presentations, and various forms of narrative.
The communication focus of a poster is to be strongly visual.
� Words, as necessary, are preferred in the form of bullet points.
� The use of narrative paragraphs should be very limited, if used at all.
� In judging the effectiveness of a poster, consider its overall appeal and quality
Process of generating the poster:
1. Design the poster using a program such as Microsoft PowerPoint or Publisher, or Adobe
Photoshop – your responsibility. Acrobat “pdf” formatted files are required. File sizes of
less than 10MB typically have fewer problems printing.
2. Print the poster – take a flash drive to the IT Help Desk with your file (alternatively, you
can email the file to [email protected]) and ask them to print it, explaining what it’s
for. Ask the IT operator to set the print options to highest quality setting before
printing.
3. Deliver the poster to your instructor before 10:00am Tuesday, Week 10. Do not expect
to print the poster at 9:00am and have it ready for delivery by 10:00am. It is your
responsibility to schedule the printing well in advance in order to meet the deadline.
Be aware that many other academic programs (BE, CE, SE) are printing posters around
that same time period.
4. Your instructor will either approve your poster, or note changes and ask you to have the
poster reprinted (this will negatively affect your grade). Approved posters will be
delivered, by your instructor, to the EECS Technical Support Center for framing.
Other relevant information:
1. Required Size – 36” (horizontal) x 30” (vertical). It is a good idea to leave some white
margin – look at the posters on the wall of 3rd floor Science. Make sure the page size in
Acrobat is 36” x 30” (to check page size in Acrobat, select > File > Properties >
Description tab)
2. The cost of printing one copy and framing the poster will be borne by MSOE.
3. MSOE will keep the poster after you display it at the SEED Show (which is on
Friday of week 11). Note that your poster may be publicly displayed.
Page 53 of 61
EE-409 Poster Information ver. 8/28/17
22 Poster Information
Poster Grading Rubric
Communicates
Mission and
Activities of
Team
Visual
Appeal
Readability Professionalism Contains Required
Information
Correct
Format
Ex
ce
lle
nt Clearly conveys the mission,
project, and activities of the team
in a manner that can be
understood by a wide audience.
The poster has
excellent visual
appeal, shows
outstanding
creativity
The poster is easily
readable from 4 ft away.
Excellent use of visuals to
convey information.
Language used is
appropriate. Poster is
exceptionally
professional in
appearance and free
from errors.
Poster contains all
required information:
Names of team
members*, Problem
Statement, name and
logos of all sponsors.
Fit
s w
ith
in 3
6”x
30
”
Go
od
Conveys the mission, project, and
activities of the team in a manner
that can be understood by most
audiences.
The poster has
good visual
appeal and
creativity.
The poster is readable
from 4 ft away. Good use
of visuals to convey
information.
Language used is
appropriate. Poster is
professional in
appearance and mostly
free from errors.
Ad
eq
ua
te
Conveys most elements of the
mission, project, and activities of
the team. Missing elements limit
understanding of some audiences.
The poster has
adequate visual
and some
creativity.
Some portions of the
poster are not readable
from 4 ft away. Some use
of visuals to convey
information.
Language used is mostly
appropriate. Poster is
somewhat professional in
appearance and contains
two or more errors.
Ma
rgin
al
Poster poorly conveys the mission,
project, and activities of the team.
The poster is not
visually
appealing or
creative.
Poster is difficult to read
from 4 ft away. Little use
of visuals to convey
information.
Language used is not
appropriate. Poster is not
professional in
appearance and contains
several errors.
Does not contain all
required information.
Poster is
not
proper
format.
Not completed
*Team member(s) may opt to not include their personally identifiable information at no penalty.
Page 54 of 61
23 EE-409 Engr Project Report Checksheet
EE-409 Engineering Project Report ver. 9/5/14
Category Below
Adequate Adequate
Above
Adequate Comments
Title Page � � �
Executive Summary
Summarize report w/ imp. facts � � �
Table of Contents
section titles, page #’s, CD � � �
Des
crip
tion
of
pro
ble
m
Clear problem definition � � �
Define stakeholders+needs � � �
Competing solutions � � �
Des
crip
tion
of
solu
tion
ap
pro
ach Describe/block diagram � � �
Specifications � � �
Applicable standards � � �
Safety considerations � � �
Det
aile
d d
esig
n d
ocu
men
tati
on
Functional system block
diagram, I/O � � �
Explain design in detail � � �
Design selection/process
for each subsystem � � �
Detail each hardware block
(schematics) � � �
Explain hardware design;
include subsys. specs. � � �
BOM (reference
designator, mfr part #, qty,
cost, description)
� � �
Detail each software block
(flow, pseudo code) � � �
Explain software design;
include subsys. specs. � � �
Include meaningful code
segments, functions � � �
Describe purpose/operation
/integration of each subsys � � �
Operation sequence or
state diagram � � �
Compliance test
plan/results � � �
Su
mm
ary What was shown in report? � � �
Successes/ shortcomings � � �
Future changes � � �
Acknowledgements � � �
Bibliography � � �
Ap
pen
dic
es Detailed compuations /
analyses / data � � �
Manufacturer’s specs � � �
Simulations � � �
Original lab data � � �
Page 55 of 61
EE Senior Design Show FAQ ver. 8/20/13
24 EE Senior Design Show FAQ
Q: What is the Senior Design Show?
A: The Senior Design Show is an opportunity for teams to communicate their design to their professor and
visitors in various manners: poster, verbal, demonstration, visual.
Q: What is the tone of the Show?
A: It is a “trade show” atmosphere – you will seek to inform the visitors about your project. It is an informal
interaction with the visitors. Set up your project to assist this interaction and to promote your project.
Q: What do we wear?
A: How do you wish to be perceived? Generally, students wear the type of clothes typical of a job interview.
Parents, other relatives, friends and others generally dress more casually, but nicely.
Q: How long does it last?
A: It begins as soon after 10 AM as possible – set up prior to that if you can. It will most likely take place in the
Library, but if you are in a classroom final exams have priority over the room – you must wait until they are
finished. It generally ends around 2:30 – 3:00 PM. Use your own best judgment about when to “close up
shop.”
Q: Do we all have to be present all of the time?
A: No. Use the day to see other teams’ projects. Your instructor will come around during the day to see your
project. Remember – the Show is graded, so what you say and do when the instructor is present matters. If
you are not all there when the instructor comes around, try to make contact so you can give your best
impression.
Q: How will grades be assigned?
A: You will be evaluated based on the overall presentation of your project, your professionalism, and the
manner in which you represent MSOE and the EE Program during the Senior Design Show.
Q: Should we invite industry sponsors?
A: Yes.
Q: How does our photo get on the Senior Design website or in print?
A: Someone from MSOE may come around and take photos. You will be asked to sign a release allowing use of
the photo. You may opt out of the release if you wish – no problem.
Q: Is the Show judged?
A: Yes, the EE-407/8/9 professors judge the designs and presentations. There is a “winner” of the Senior
Design Show. Industry sponsors may also judge the Show. The Industry judges do not determine your grade in
EE-409 – your professor does.
Q: What if our design implementation has improved since the Compliance Test?
A: An improved implementation doesn’t replace the Compliance Test, but it may be important. However, keep
in mind that the Show is really not about the compliance test.
Q: I have a final exam until 10 AM or beyond. What do I do?
A: Let your instructor know. Come to the Show as soon as you can. Help your teammates ahead of time if you
are able.
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Objectives: The intent of the senior design course sequence is to teach students how to apply
their math, science, and engineering knowledge to solve open-ended problems in response to the
needs of a customer. These projects give students an opportunity to learn design methodologies,
develop team-based designing skills, gain hands-on experience budgeting time and finances, and
become proficient in oral and written communication. Student teams solve meaningful technical
problems that require more time and talent than any one individual can contribute.
Expectation for Students: The students are expected to have necessary technical knowledge
from classes, or be able to acquire it with reasonable effort. Students starting the senior design
sequence have just completed their junior classes and most have little or no professional
industrial experience, although some may have had summer internships. Students can be
expected to work on projects from 10 to 15 hours per week. This time includes designing,
building, and testing the project; generating progress reports; preparing for design reviews,
completing formal reports and in-class activities.
Expectation for Sponsors: Sponsors of senior design projects should have a well-defined
product in mind with well-defined requirements and constraints. The scope of projects should be
suitable for teams of 3-5 students working steadily for approximately 8 months (33 weeks).
Sponsors are expected to provide all parts and/or all financial support for material consumed in
the completing the project, technical support services (e.g. surface mount board assembly,
system calibration and/or test, standards certification, etc.), and any required off-campus travel.
Sponsors should also provide regular guidance and encouragement to the team so that important
design issues can be resolved satisfactorily. Sponsors should not expect students to use personal
funds (travel, long distance calls, etc.) to complete the project.
Expectation for Projects: Every effort will be made on the part of our instructional and
professional staff to ensure a return on investment that meets expectations of sponsoring
organizations. However, advising faculty and course instructors will not micro-manage or
otherwise design projects, thus depriving student teams of ownership of project outcomes.
Characteristics of a good project
1. Projects have realistic electrical, mechanical, and/or computer-based solutions involving
proven technologies.
2. Projects contain multiple components, allowing concurrent design and subsequent
integration.
3. Projects have multiple solutions that are acceptable to the customer. Building a pre-existing
design does not make for a good project.
4. Project scope and complexity should be comparable to those given to an entry-level engineer.
5. Project milestones and deliverables are amenable to the course schedule.
6. Projects do not require development tools or instrumentation that the institution does not
possess and that the sponsor is unable to provide to the team.
7. Projects do not involve excessive proprietary material.
8. Projects should not be in the critical path of the sponsor’s business plan.
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Process for Sponsoring Senior Design Projects:
1. Submit a brief description (Statement of Need) to one of the senior design instructors listed
below.
Dr. Cory Prust ([email protected])
2. The instructor may iterate with the sponsor for clarification or redefinition.
3. Sponsor agrees to support the project and to supply necessary resources.
4. Students submit a design proposal, with work plan and schedule, to the sponsor.
This may be iterative until the sponsor, instructor and design team agree on the project outcomes,
work plan, and testing requirements.
5. Project work begins
a. Team submits regular progress reports to sponsor.
b. When possible, sponsor participates in design reviews and evaluates progress/test
results.
c. Team generates appropriate hardware and documentation.
d. Team presents their completed work at the Senior Electrical Engineering Design
(SEED) Show at the end of the spring quarter.
Attachment: Example project descriptions
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STATEMENT OF NEED
Project Title: Mobile Data Acquisition and Transmission System
Project Description:
The Trinity Industries, Inc. Railcar Division (Trinity) has a need for a rugged stand-alone data acquisition
and transmission system to be installed on a standard tank car for the purpose of reporting certain critical
information to a remote operations center. Therefore, Trinity has given the Department of Electrical
Engineering and Computer Science at Milwaukee School of Engineering funding in the amount of
$10,000.00 for the purpose of supporting a senior design project to research and develop this system. To
this end, it is requested that an MSOE senior design team design, construct, test, and evaluate a working
prototype of a Mobile Data Acquisition and Transmission System (device) and report the findings to
Trinity.
Project Requirements:
1. The device shall generate and store on board the tank car all electrical energy required for data
acquisition and transmission without utilizing energy sources not normally on board the car.
2. Proof of concept shall be demonstrated by testing the device on a small-scale tank car simulator
designed to replicate the shock and vibration typical of the rail transportation industry.
3. The device shall acquire and transmit vibration information from the tank car. This information is to
allow the operations center to diagnose and prevent wheel failures.
4. The device shall acquire and transmit the temperature of the contents of the tank car. This
information is to allow the operations center to diagnose and prevent cargo damage and unsafe operating
conditions.
5. The device shall acquire and transmit the geographic position of the tank car. This information is to
allow the operations center to physically locate and track the tank car at all times.
6. All data acquired on the tank car shall be transmitted over a wireless data channel to the remote
operations center.
7. The remote operations center shall utilize a personal computer to query and display information from
the tank car and perform tank car diagnostics.
8. Software design shall include microprocessor code for data acquisition and wireless transmission on
board the tank car, code for wireless data acquisition and tank car diagnostics in the operations center, and
control system code for the tank car simulator.
9. Hardware design shall include the device, necessary support structures, mounting fixtures,
mechanical and electrical subsystems, utilities, and instrumentation and controls required of the device.
10. The project deliverable shall be a final engineering report. The engineering report shall include
theory of operation, standard operating procedure, test results, conclusions and recommendations, and a
complete as-built drawing set of the device. (Deliverables will not include any hardware or software.)
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STATEMENT OF NEED
Project Title: Cygnal Educational Development System
Project Description:
Cygnal Integrated Products has a need for an educational development system that will support
the university classroom/laboratory environment. This system will enable Cygnal to penetrate the
educational market with their 8051-based mixed-signal controllers. Therefore, Cygnal is giving
the Department of Electrical Engineering and Computer Science at Milwaukee School of
Engineering $10,000 to design, build, and test an operational Cygnal Educational Development
System that can be used in the university classroom/laboratory environment.
Project Requirements:
1. The Cygnal Educational Development System shall consist of one fully-populated functional
development board that supports the C8051F020 mixed-signal processor.
2. Classroom and laboratory projects that demonstrate the utility of the C8051F020 shall be
designed and tested.
3. A BOM analysis shall be performed that includes an estimate of the production cost of the
board.
4. Deliverables to Cygnal shall include: one fully-populated functional development board that
supports the C8051F020 mixed-signal processor; complete documentation of board layout
and schematics (including any new library components in PADs format); BOM analysis with
production cost estimate; and all software and documentation required to operate the Cygnal
Educational Development System. If a computer is used in the system, it shall not be a
deliverable. Cygnal will provide EC2 interface logic and firmware and Cygnal IDE
software.
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STATEMENT OF NEED
Project Title: Empirical Relationships for Non-Standard Orifice Performance
Project Description: The Raytheon Aircraft Integration System (AIS) Company has a need to measure airflow rates for
individual branches of large, multiple-branch airflow distribution (Blow-thru) systems and exhaust
(Draw-thru) systems. By measuring the individual branch flow rates; the overall system balance may be
determined. Providing the proper system airflow balance ensures that the desired cabin temperature and
comfort level are achieved or that electronic equipment cooling requirements are satisfied. An airflow
balancing test system that is capable of determining mass airflow rates based on empirical correlations
would save time and provide a better product to Raytheon’s customers. The purpose of this project is to
relocate and modify the existing closed-loop wind tunnel to provide complete, high quality, correlated
data sets for non-standard orifice loss coefficients for both a Draw-thru system and a Blow-thru system.
Project Requirements: 1. Restore Test Apparatus Functionality
Leak test all subsystems. Assemble and leak test the full system. Specify and purchase new flow
meters and differential pressure transducer. Provide absolute pressure and temperature measurement.
Modify code for new measurement input. Design and implement a web page remote viewer with
video images.
2. Verify Test Apparatus Accuracy and Repeatability
Modify code to replace discharge coefficients with loss coefficient deviation. Modify statistical study
to correlate loss coefficient deviation. Perform an uncertainty analysis for the orifice mass flow rate.
Design and fabricate a new venturi flow meter. Calibrate a standard orifice meter and the new venturi
meter. Determine the best pressure tap location for orifices (use Raytheon taps). Determine
sensitivity to upstream segments for Inline orifices. Quantify the measurement accuracy and
repeatability of the test apparatus.
3. Improve Test Apparatus Control System Performance
Acquire and spectrum analyze representative differential pressure waveforms. Develop optimum
technique for extracting dc values of differential pressure. Purchase and install faster motorized
dampers for main duct and branch flow control. Modify control system code for optimal performance
with new damper motors.
4. Design Test Apparatus Configurations
Optimize test apparatus configuration for both Draw-thru testing and Blow-thru testing. Simulate
fluid flow performance for both configurations. Prepare test plans for both configurations. Purchase
appropriate range of flow meters to accommodate both test plans.
5. Provide Empirical Relationships for Non-Standard Orifice Performance
Acquire and correlate Draw-thru and Blow-thru data sets. Modify deliverable LabVIEW source code
as required. Provide compiled executable for deliverable software. Produce revised drawing set for
modified test configurations.
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