Senior Design Project Guidelines

Senior Design Project Guidelines

Contents 1. General Introduction: ............................................................................................................................ 3

2. Senior Design Project Objectives ......................................................................................................... 3

3. Senior Design Project Duration and Academic Year ........................................................................... 3

4. Senior Design Project Outcomes (ABET Criteria) ............................................................................... 3

5. Team Formation .................................................................................................................................... 4

6. Registration of the Senior Design Project ............................................................................................. 4

7. Senior Design ProjectLectures .............................................................................................................. 4

8. Evaluation of the senior design project ................................................................................................. 4

Form 1: Student Sign Off Form .................................................................................................................... 6

Form 2: Senior Project Proposal Form ......................................................................................................... 7

Form 3: Selection Form ................................................................................................................................ 8

Form 4: Attendance Sheet ............................................................................................................................. 9

Form 5: Progress Report ............................................................................................................................. 10

Form 6: Attendance Sheet ........................................................................................................................... 11

Design Project Assessment Rubrics ........................................................................................................... 14

Appendix 1 Senior Project Report Writing Guidelines .............................................................................. 27

1. General Introduction: The senior design project provides an integrated assessment of the students toward the desired

electrical engineering competencies. The senior design project is the first step to transfer the students from the academic community to the industrial environment. The main target of the senior design project is to improve the students' technical skills, communication skills by integrating writing, presentation and teamwork opportunities. The senior design project is comprehensive and focuses on professional practice and includes a variety of non-technical issues such as professional and ethical responsibility, safety, reliability, and social impacts.

The senior design project in the Department of Electrical Engineering consists of two consecutive phases. Phase one, is the senior project I (EEN 498) and phase two, is the senior project II (EEN 499).

The senior design project courses are used to assess the eleven ABET a-k outcomes consisting of the ability to: apply of previous knowledge, design and conduct experiments, design a system, function on multi-disciplinary teams, identify, formulate, and solve engineering problems, adhere to professional and ethical responsibilities , communicate ,understand global and local impact of engineering solutions on society, engage in lifelong learning ,have knowledge of contemporary issues ,and use modern engineering tools for engineering practice. Students’ abilities in these outcomes are measured using outcome specific project related lectures and assignments given throughout the semesters.

2. Senior Design Project Objectives The objectives of the Senior Design Project are: 1. To use the skills acquired in the other courses to solve real engineering and technical

problems. 2. To enhance creativity of the students in analyzing and solving electrical engineering

problems. 3. To create an environment to promote cross disciplinary learning and team approach to

problem solving. 4. To develop the ability of self-learning. 5. To prepare students to be successful in their industrial careers.

3. Senior Design Project Duration and Academic Year Senior students expected to graduate by the end of the academic year must take the senior

design project course which spans a two-semester. During the first semester, the student registers in phase one of the project (course code: EEN 498; one-credit unit). After successful completion of the first phase, the student registers in phase two of the project (Course code: EEN 499; three-credit units). 4. Senior Design Project Outcomes (ABET Criteria)

(a) Ability to apply knowledge of mathematics, science, and engineering. (b) Ability to design, conduct experiments, and to analyze and interpret data. (c) Ability to design a system, component, or process to meet desired needs. (d) Ability to function on multi-disciplinary teams. (e) Ability to identify, formulate, and solve engineering problems. (f) Understanding of professional and ethical responsibility. (g) Ability to communicate effectively. (h) The broad education necessary to understand the impact of engineering solutions in a

global and societal context.

(i) Recognition of the need for, and an ability to engage in life-long learning. (j) Knowledge of contemporary issues. (k) Ability to use the techniques, skills and modern engineering tools necessary for engineering

practice. 5. Team Formation

Team formation must satisfy the following requirements: • All senior projects must be performed as groups. • Senior project group may be a single discipline or multidisciplinary engineering students. • Single-discipline design group is advised by one faculty member from the relevant

discipline. • Multidisciplinary design group may include students from at least two engineering

programs and is advised by two faculty members each from a different engineering program.

• The size of a group is three to four students.

6. Registration of the Senior Design Project Students are expected to register for the senior project with a faculty member (s) whose

specialty and interests are compatible with the preferred topic of his project. Students may find a senior project supervisor by meeting with individual faculty members prior to the beginning of the term and receiving their approval as a supervisor. To assign a senior project, student(s)/faculty should go through the following steps:

1. Every Student must be signed on the off sign Form (Form1). 2. Supervisor Submit the senior project proposal (Form 2). 3. The proposal presented to the students by senior project coordinator for selection process. 4. Students may select one of the projects (Form 3). 5. Register the students with the selected faculty member.

7. Senior Design Project Lectures

The major topics covered in the lectures include: 1. ABET Student Outcomes (SOs) related to Senior Design Project (SDP). 2. Introduction to engineering design; its main components, realistic constraints,

engineering standards and impact of engineering solutions. 3. Safety. 4. Engineering ethics. 5. Contemporary issues and life-long learning 6. Report and presentation techniques 7. Senior Design Project Checklist (Form 8).

These lectures are delivered by the faculty members.

8. Evaluation of the senior design project The senior design project is evaluated by the advisor and the evaluation committee. The

advisor evaluation is based on different parameters include; student attendance (Form 4 and Form 6); Progress report (Form 5 and Form 7); awareness of ethics; understanding standards and constraints; team work, understanding of contemporary issues, life-long learning, etc. Whereas, the evaluation committee’ grade involves both the written report and the oral presentation.

Written Report evaluation takes into account the overall organization and presentation of the report, language (grammar and spelling), the technical contents (Abstract, introduction, problem definition, design realistic constraints (such as technical, economic, safety, ethical, social,…etc), engineering standards (national and international standards such as Saudi standards, IEEE standards,…etc.), alternative solutions for the design problem, implementation, result evaluation and conclusions (Appendix A). Oral Presentation evaluation is based on the clarity of purpose, problem identification, solution approach and level, presentation skills, discussion, demonstration of design functionalities.

P a g e 6 | 27

Form 1: Student Sign Off Form

Senior Design Project

Project Title: Date:

Student Name: Student ID:

I have read and understood all of the First Day Materials for the Course. In particular, this

includes:

1. I am responsible for applying engineering code of ethics.

2. I am responsible for keeping up-to-date with announcements that I will receive from the course coordinator, academic advisor.

3. I am responsible for submitting tasks on or before the due date.

4. If I am caught cheating, I know that: a) the consequences will be set by the Faculty of Engineering Policy on cheating, b) the sanctions for cheating could be as high as expulsion with a grade of Ex, failure for cheating,

recorded in my transcript, and c) cheating includes but is not limited to:

i) leaking any confidential information; ii) submitting work that is not my own or, for team work, not my team's; iii) accepting unauthorized help from other students or providing unauthorized help to other

students (for example, giving another team a copy of your team’s work); iv) using unauthorized materials; and v) accepting a grade or other credit for team work to which I have not made an appropriate

contribution.

Signature ــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ

P a g e 7 | 27

Form 2: Senior Project Proposal Form

Senior Design Project

Course #

Project Title:

Advisor:

Description: Objectives:

Special Requirements:

Requirements for Senior project Ensure Components Task/Descriptions Confirm Classification of Design of an Engineering Product

System/Component/Process

Use of Engineering Standards Provide a list of standards (IEEE, SCE, NSPE, …….)

Enough Realistic Constraints Economic, safety, ethics, social impact, …. etc.

Implementation Strategy Case studies/lab experiments/other

A physical Product or prototype will be built by the end of the project

Yes/No

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Form 3: Selection Form Senior Design Project

This form has to be completed by a group of students (3-4 students) for forming a team for the senior design project. The group students will be assigned one project by the program on the basis of the group choices.

Student ID

Student Name Signature

Project Title

Supervisor Signature

P a g e 9 | 27

Form 4: Attendance Sheet EEN 498

Project Advisor: Project Title:

Student ID: Student Name:

No. Date Advisor Name Advisor Signature

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

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Form 5: Progress Report

EEN 498

Project Title: Semester/Year: Student Name: Student ID: Advisor Name:

Procedure Task given

date Task due

date Date

completed Advisor

signature

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Form 6: Attendance Sheet EEN 499

Project Advisor: Project Title:

Student ID: Student Name:

No. Date Advisor Name Advisor Signature

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

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Form 7: Progress Report

EEN 499

Project Title: Semester/Year: Student Name: Student ID: Advisor Name:

Procedure Task given

date Task due

date Date

completed Advisor

signature

P a g e 13 | 27

Form 8: Senior Design Project Checklist

Project Title:

Supervisor:

Student Name(s): 1. 2. 3. 4.

Item Implemented

Yes No Indicate page(s) in the report for yes, cite reason(s) for no

Problem definition

Alternative solutions

Specifications and regulations Realistic constraints and Engineering standards

Impact of engineering solutions

Cost analysis

Experiment result analysis

Final product

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Design Project Assessment Rubrics

P a g e 15 | 27


OUTCOME (a)

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

No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score

a1 Mathematical Modeling

Combines mathematical and/or scientific principles to formulate models of physical processes and systems relevant to engineering

Chooses a mathematical model or scientific principle that applies to an engineering problem, but has trouble

in model development

Does not understand the connection between

mathematical models and physical processes and systems

in engineering 𝟓𝟓

a2 Terms Shows appropriate engineering

interpretation of mathematical and scientific terms

Most mathematical terms are interpreted correctly

Mathematical terms are interpreted incorrectly or not at

all 𝟓𝟓

a3 Theory

Translates academic theory in to engineering applications and accepts

limitations of mathematical models of physical reality

Some gaps in understanding the application of theory to the problem and expects theory to predict reality

Does not appear to grasp the connection between theory and

the problem 𝟓𝟓

a4 Calculations Executes calculations correctly by hand and using mathematical software

Minor errors in calculations by hand and applying mathematical software

Calculations not performed or performed incorrectly by hand or does not know how to use

mathematical software 𝟓𝟓

Total Score 𝟐𝟐𝟐𝟐

P a g e 16 | 27


OUTCOME (b)

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


b1 Lab Safety Observes good laboratory safety Unsafe lab procedures observed

infrequently Practices unsafe, risky behaviors in lab

𝟓𝟓

b2

Designs a reliable and

relevant experiment

Objectives are identified and measurable. Covers relevant Background/ Theory with

exhaustive references. Work Plans are meticulously developed step by step.

Identifies Variables and selects appropriate Tools. Lists and explains all pertinent Safety/Environmental/ Ethical issues

comprehensively.

Objectives are identified and measurable. Covers relevant Background/Theory with

sufficient references. Work Plans are meticulously developed step by step.

Identifies Variables and selects appropriate Tools. Just lists all pertinent Safety/ Environmental/ Ethical issues fairly.

Objectives are not identified. Work Plans are not developed step by step. Selects inappropriate Tools. Fails to

list any pertinent Safety/ Environmental/ Ethical issues. 𝟓𝟓

b3

Conducts the experiment

Experimental Set-up is always neat and accurate. Always records complete data,

identifies possible sources of error. Measurements are always accurate with

symbols, units and significant digits. Collects data always in a meaningful way. Always demonstrates reproducibility and

good knowledge of lab procedures.

Experimental Set-up is mostly neat and accurate. Mostly records complete data,

identifies possible sources of error. Measurements are mostly accurate with

symbols, units and significant digits. Collects data mostly in a meaningful way. Mostly demonstrates reproducibility and

good knowledge of lab procedures.

Experimental Set-up is mostly untidy and inaccurate. Rarely records and collects data in a meaningful way.

Measurements are inaccurate and often without symbols, units and significant

digits. Does not demonstrate reproducibility as well as required

knowledge of lab procedures.

𝟓𝟓

b4

Analyzes and interprets

data

Comprehensively understands the data in terms of variables (dependent/

independent), assumptions, deviations and experimental uncertainties etc. Organizes

the data in figures and tables using modern software tools extensively for analysis.

Discusses/compares his/her results in the light of obtained results/theoretical models

of similar studies from other sources extensively. Concludes rationally based on

experimentation and clear reasoning.

Sufficiently understands the data in terms of variables (dependent/independent),

assumptions, deviations and experimental uncertainties etc. Organizes the data in

figures and tables using modern software tools sufficiently for analysis.

Discusses/compares his/her results in the light of obtained results/theoretical models

of similar studies from other sources sufficiently. Concludes rationally based on

experimentation and fair reasoning.

Poorly understands the data in terms of variables (dependent/independent),

assumptions, deviations and experimental uncertainties. Fails to

Organize the data in figures and tables using modern software tools. Fails to Discuss/compare his/her results in the

light of obtained results/theoretical models of similar studies from other sources. Fails to conclude rationally

based on experimentation and acceptable reasoning.

𝟓𝟓


P a g e 17 | 27


OUTCOME (c)

An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability


c1

Define the problem The problem to be solved is clearly stated. Objectives are complete,

specific, and concise. Customer needs are correctly identified and

transformed into design requirements. All applicable realistic constraints are

identified

The problem to be solved is described but: 1) there are minor

omissions or vague details, 2) objectives are incomplete, 3)

objectives are badly transformed into design requirements, or 4) some

important realistic constraints are neglected.

No mention is made to the problem to be solved.

𝟓𝟓

c2

Plan an effective design strategy

A workable Design strategy is developed, including a plan of attack, decomposition of work into subtasks,

development of a timetable.

An attempt is made to develop a workable design strategy but it is

either incomplete or unclear.

No design strategy; haphazard approach.

𝟓𝟓

c3

Develop and compares

alternative solutions and

selects a baseline design

Several potential solutions are developed and compared to find the

best baseline design

Multiple solutions are developed and compared, but one or two key

aspects are neglected.

The student focuses on one solution to a problem.

𝟓𝟓

c4

Considers realistic constraints

Developed specifications include economic, safety, environmental and

other realistic constraints.

Developed specifications include only minor or cursory consideration

of economic, safety, and environmental constraints.

Developed specifications obviously violate some realistic

constraints. 𝟓𝟓

c5 Engineering standards

Select appropriate standards and fully incorporated in the design

Select appropriate standards and not fully incorporated in the design Select inappropriate standards

𝟓𝟓

Total Score 𝟐𝟐𝟓𝟓

P a g e 18 | 27


OUTCOME (d)

An ability to function on multidisciplinary teams


d1 Attendance/ Contribution

Routinely present at team meetings or work sessions. Contributes a fair share

to the project workload

Absent occasionally, but does not inconvenience group. Sometimes depends on others to complete the

work; contributes less than fair share

Is absent from team meetings or work sessions>50% of the time 𝟓𝟓

d2 Cooperation Cooperates with others (outside of the discipline)

Occasionally works as a loner or interacts to a minor extent with

extra-disciplinary team members

Does not contribute to group work at all or submits own

work as the group's 𝟓𝟓

d3 Information Sharing

Shares information with others and provides assistance to others

Sometimes keeps information to himself; not very willing to share

Does work on his own; does not value team work 𝟓𝟓

d4 Valuation of Others' Ideas

Values alternative perspectives and encourages participation among all

team members

Persuades others to adopt only his ideas or grudgingly accepts the ideas

of others

Does not consider the ideas of others 𝟓𝟓


P a g e 19 | 27


OUTCOME (e)

An ability to identify, formulate, and solve engineering problems


e1 Resources Uses appropriate resources to locate information needed to solve problems

Uses limited resources to solve problems

Uses no resources to solve problems 𝟓𝟓

e2 Component Relationship

Demonstrates understanding of how various pieces of the problem relate to

each other and the whole

Is missing some of the pieces of the whole problem

Does not realize when major components of

the problem are missing 𝟓𝟓

e3 Strategy Formulates strategies for solving problems

Has some strategies for problem-solving, but does not apply them

consistently

Has no coherent strategies for problem solving 𝟓𝟓

e4 Outcome

Prediction and Defense

Can predict and defend problem outcomes

Occasionally predicts and defends problem outcomes

Is unable to predict or defend problem outcomes 𝟓𝟓

e5 Solution The answer is correct and properly labeled

labeled (within reasonable and logical range of the correct answer-it's in the

"ballpark")

The answer is incorrect and not checked for its reasonableness 𝟓𝟓

e6 Validation The solution is correct and checked in other ways when it

The solution is correct, but not checked in other ways

No attempt at checking the obviously incorrect

solution--no commentary 𝟓𝟓

Total Score 𝟑𝟑𝟐𝟐

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OUTCOME (f)

An understanding of professional and ethical responsibility


f1 Knowledge of Standardized

Code of Ethics

Student understands and abides by the Code of Ethics and the Students' Code

of Conduct

Student is aware of the existence of the Code of Ethics and other bases

for ethical behavior

Student is not aware of any codes for ethical behavior 𝟓𝟓

f2 Participation in Ethical Discussions

Participates in class discussions and exercises on ethics and professionalism

Does not take the discussion of ethics seriously but is willing to accept its

existence

Does not participate in or contribute to discussions

of ethics; does not accept the need for professional

ethics 𝟓𝟓

f3 Behavior Demonstrates ethical behavior among peers and faculty

Does not model ethical behavior among peers and faculty

Student has been caught cheating or plagiarizing

the work of others 𝟓𝟓

f4 Responsibility Takes personal responsibility for his actions

Doesn't recognize the need to take personal responsibility for his actions

Blames others for own issues and problems 𝟓𝟓

f5 Respect for Others

Is punctual, professional, and collegial; attends classes regularly

Sometimes exhibits unprofessional behavior; is sometimes absent from

class without reason

Is frequently absent from class and is generally not collegial to

fellow students, staff, and faculty

𝟓𝟓


P a g e 21 | 27

Student’s Name: Student’s ID:

OUTCOME (g)– ORAL

An ability to communicate effectively (Oral)


g1 Delivery Plans and delivers an oral presentation

effectively; applies the principle of "(tell them)" well organized

Presents key elements of an oral presentation adequately, but "tell

them" not clearly applied

Talk is poorly organized, e.g. no clear introduction nor summary

of talk is presented 𝟓𝟓

g2 Length and Detail

Presentation has enough detail appropriate and technical content for the time constraint and the audience

Presentation contains excessive or insufficient detail for time allowed or

level of audience

Presentation is inappropriately short or excessively long; omits key results during presentation 𝟓𝟓

g3 Dialect Uses proper language Occasionally uses an inappropriate style of language-too conversational Uses poor language

𝟓𝟓

g4 Visual Aides Uses visual aids effectively Visual aides have minor errors or are not always clearly visible

Multiple slides are unclear or incomprehensible 𝟓𝟓

g5 Listening

and Response to Questions

Listens carefully and responds to questions appropriately; is able to

explain and interpret results for various audiences and purposes

Sometimes misunderstands questions, does not respond appropriately to the

audience, or has some trouble answering questions

Does not listen carefully to questions, does not provide an

appropriate answer, or is unable to answer questions about

presentation material 𝟓𝟓


P a g e 22 | 27

Student’s Name: Student’s ID:

OUTCOME (g)– WRITTEN

An ability to communicate effectively (Written)

No. Attribute Outstanding (5) Fair (3) Poor (1) Score

g1 Organization

Organizes written materials in a logical sequence to enhance the reader's

comprehension (paragraphs, subheading, etc.)

Material are generally organized well, but paragraphs combine

multiple thoughts or sections and sub-sections are not identified clearly

Little or no structure or organization; no subheadings or

proper paragraph structure used

𝟓𝟓

g2

Use of Supporting

Graphs, Tables, etc.

Uses graphs, tables, and diagrams to support points-to explain, interpret, and

assess information

Uses graphs, tables, and diagrams, but only in a few instances are they

applied to support, explain or interpret information

Graphs, tables or diagrams are used, but no reference is made to

them 𝟓𝟓

g3 Neatness Written work is presented neatly and professionally

Work is not neatly presented throughout Work is not presented neatly

𝟓𝟓

g4 Grammar and Spelling Grammar and spelling are correct One or two spelling/grammar errors

per page

Spelling/grammar errors present throughout more

than 1/3 of the paper 𝟓𝟓

g5 Writing Style Uses good professional writing style Style is informal or inappropriate,

jargon is used, improper voice, tense…

The writing style is inappropriate for the audience

and for the assignment 𝟓𝟓


P a g e 23 | 27


OUTCOME (h)

The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context


h1

Demonstrate awareness of the scope of impact of engineering solutions

Deeply understands the extent of the impact of engineering solutions

at the local and global levels.

Well understands the extent of the impact of engineering solutions at

the local and global levels.

Never understands the extent of the impact of engineering

solutions at the local and global levels.

𝟓𝟓

h2 Demonstrate awareness of

economic impact of engineering solutions.

Deeply understands the economic impact of engineering solutions.

Well understands the economic impact of engineering solutions.

Never understands the economic impact of engineering

solutions. 𝟓𝟓

h3 Demonstrate awareness of

societal impact of engineering solutions.

Deeply understands the societal impact of engineering solutions.

Well understands the societal impact of engineering solutions.

Never understands the societal impact of engineering solutions.

𝟓𝟓

h4 Demonstrate awareness of environmental impact of

engineering solutions.

Deeply understands the environmental impact of engineering solutions.

Well understands the environmental impact of engineering solutions.

Never understands the environmental impact of engineering solutions. 𝟓𝟓


P a g e 24 | 27


OUTCOME (i)

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


i1

Access information effectively and

efficiently

Accesses information from a variety of sources and critically assess their

quality, validity and accuracy.

Accesses information from a variety of sources and assess their quality, validity and accuracy to a limited

extend.

Unable to access information unless clearly guided to pending

sources. 𝟓𝟓

i2

Demonstrate ability to learn independently

Comprehensively analyzes new content by breaking it down,

comparing, contrasting, recognizing patterns, interpreting information

and/or drawing conclusions.

Considerably analyzes new content by breaking it down, comparing, contrasting, recognizing patterns, interpreting information and/or

drawing conclusions.

Never analyzes new content by breaking it down, comparing,

contrasting, recognizing patterns, interpreting

information and/or drawing conclusions.

𝟓𝟓

Total Score 𝟏𝟏𝟐𝟐

P a g e 25 | 27


OUTCOME (j)

A knowledge of contemporary issues


j1

Knowledge of contemporary issues

The student is able to identify and completely analyze contemporary

issues by discussing causes, impacts and solutions.

The student is able to identify contemporary issues and somehow analyze them by discussing causes,

impacts and solutions.

The student cannot identify contemporary issues.

𝟓𝟓

Total Score 𝟓𝟓

P a g e 26 | 27


OUTCOME (k)

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


k1

Use modern project management tools

Can choose independently and apply correctly modern computer-based or web-based project management tools

for planning, prioritizing, and scheduling tasks in a design project

Can use modern computer-based or web-based project management tools correctly with occasional guidance for planning, prioritizing, and scheduling

tasks in a design project.

Student has significant technical problems in using computer-based or web-based project

management tools . 𝟓𝟓

k2

Use computer software/hardware for analyzing and

solving engineering problems

Can choose independently and apply correctly modern software packages

and/or computer hardware for analysis, modeling, simulation,

design, or solution of engineering problems.

Can use modern software packages and/or computer hardware correctly

with occasional guidance for analysis, modeling, simulation, design, or solution of engineering problems.

The student is familiar with a few (or totally unaware)

appropriate software packages and/or computer hardware but

seldom uses them appropriately. 𝟓𝟓

Total Score 𝟏𝟏𝟐𝟐

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Appendix 1 Senior Project Report Writing Guidelines

The format of the final report is detailed below. The report will be reviewed by the advisor and the evaluation committee, thus it should be organized and clear. 1. Title Page: include project title, Students names, Advisor, Date 2. Abstract. The abstract should contain a very short description of the report. 3. Introduction. The introduction should be approximately two to three pages in length, and should contain the following information:

• Problem Statement: State the problem to be solved. • Background or Related Work: State who else has worked on this problem or similar

problems • Solution Statement: State your solution to the problem.

4. Literature Search. Start with your library then search of all relevant online. 5. Solution. This should be a conceptual description defining the solution to the problem. 6. Implementation and Results evaluation. This section describes your implementation and analyzed the experimental results. 7. Conclusions:

1. Summarize what you did. This can be viewed as the evidence. 2. State what you learned (the actual conclusions that you a drawing). 3. List the advantages and disadvantages of your work. 4. State future work and directions, and then list any open problems.

8. Acknowledgements. Acknowledge any individuals who have helped you during the course of the project. 9. References. 10. Appendices. Include brief code, and illustrations of results.

Senior Design Project Guidelines

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