EE Senior Design 2017-18 - Milwaukee School of Engineering SD Packet 2017... · EE Senior Design 2017-18 ... Final Design Report ... Engineering Project Report 20% c, g Engineering

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.


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



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.


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


Senior Design Show 5% g


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



4 Team Meeting w/ Instructor Final Design Report* (Friday noon)


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)


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)


4 Team Meeting w/ Instructor Professional Practices (Sunday start wk 4)


6 Team Meeting w/ Instructor Annotated Bibliography (Sun. start wk 6)

7 Team Meeting w/ Instructor Personal Growth Evaluation (Sun. start wk 7)


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:_____________________________

Time Sunday Monday Tuesday Wednesday Thursday Friday Saturday

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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



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



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


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



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



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



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


Blocks labeled and

connected � � �

Table: block descriptions � � �

Table: material, power,

signal characteristics � � �

Narrative description of

system solution � � �

Multiple solutions

considered � � �

Completeness of solutions � � �


� � �

� � �

� � �

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



(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



Subsystems Test Plan Grading


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?

� � �


Expected results � � �

Analysis tools/techniques

specified � � �

Statistically accounts for

experimental error � � �

Page 23 of 61



Subsystems Test Results Report Grading


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 � � �


measurement error � � �

Writing quality

� � �

Subsystem(s) successfully

tested � � �

� � �

Page 24 of 61



Subsystems Test Demonstration Grading


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


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


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 � � �


� � �

� � �

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



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



EE-407: Growth Planning Grade:


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



EE-409: Growth Achievement Grade:


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


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


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


Actual

Deliverables

Achieved

Future

Deliverables

Promised


Actual

Deliverables

Achieved

Future

Deliverables

Promised


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



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


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



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


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



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


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


21 Compliance Test

Compliance Test Results Report Grading

Grade:


Includes updated test plan

Testing followed test plan

procedures

Present results

meaningfully and

appropriately

Compares measured

results to expected results

Analyzes and interprets

data


measurement error

Writing quality

System successfully tested

Page 51 of 61


21 Compliance Test

Compliance Test Demonstration Grading

Grade:


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


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


information.

Language used is mostly


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


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.

Page 56 of 61

Call for Electrical Engineering Senior Design Project Proposals ver. 8/20/13

25 Call-for-Proposals

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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Documents

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