COURSE Project (30%)

2023-2024

Linear Circuit Analysis I

EE-CE 201
Semester: FALL 2023
 Table of Contents
1. Introduction .................................................................................................................... 3
2. Project Description ......................................................................................................... 4
3. ABET Learning Outcome ............................................................................................... 6
4. Student Project Evaluation ............................................................................................. 7
5. Overall Course Grading Scale........................................................................................ 7
6. Group formation ............................................................................................................. 7
7. Project Management & Deliverables .............................................................................. 7
8. Turnitin ........................................................................................................................... 9
9. Artificial Intelligence AI-based content............................................................................ 9
10. APA Style....................................................................................................................... 9
11. Academic Honesty and Integrity Assurance ................................................................. 10
12. Copyrights.................................................................................................................... 11
13. Project and team-based work....................................................................................... 11
14. Student Assessment Rubric ......................................................................................... 11
15. Appendix A .................................................................................................................. 15

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 1. Introduction
Projects for engineering students give an edge over the race of recruitment to work hard to ensure a
good career. In spite of employment practices in recent times, students are progressively taking up
projects to pad up their skill-set. Engineering projects help students to learn and acquire practical
knowledge. Despite of theory concept they acquire, various industries also need to know their capacity
to complete projects using their specific initiatives. Thus, we recommend students to realize
engineering projects in their four years of engineering and try to present as many white papers as
possible. Students who give importance to their course projects are expected to learn how to:
• Work in teams including multidisciplinary teams
• Build a major design experience based on the knowledge and skills acquired in the course
work
• Build a major design experience incorporates appropriate engineering standards and multiple
realistic constraints
• Apply both analysis and synthesis in the engineering design process, resulting in designs
that meet the desired needs
In the design process, both creativity and criticism are essential. The followings are the seven steps
that students should consider while designing their projects:
• Recognition of the need and identifying opportunities: Every project begins with recognition
that needs improvement. These needs may be obvious or hidden to be revealed by
investigation, surveys or research.
• Definition of the design problem: It is a major task requires gathering information about the
problem.
• Definition of the design criteria and constraints: While the problem is being defined, the
design criteria and constraints must be defined
a. Design criteria are performance standards to be met by the design
b. Design constraints are limitations placed on the designer, the final design or
manufacturing process. Examples of possible constraints include accessibility, aesthetics,
codes, constructability, cost, ergonomics, extensibility, functionality, interoperability, legal
considerations, maintainability, manufacturability, marketability, policy, regulations,
schedule, standards, sustainability, or usability.
c. Risk analysis
• The design loop: design is a repetitive process of:
a. Synthesis (Brainstorming - Generating new ideas)
b. Analysis (Breaking ideas – find expected results)
c. Decision-making (Deciding the best alternative)
• Optimization: Design team must ask themselves if it is the optimum design. Optimum is the
best design that can be achieved at reasonable cost. The proposed design is judged against
the design criteria
• Evaluation: Design team should hold a design review to approve drawings and specifications
before they are released. If an optimum design cannot be achieved, the design team might
revise the problem definition, the design criteria or the constraints in order to achieve the
optimal solution or prototype.

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 2. Project Description
Many real-world engineering applications are based on linear circuits. Your task in this project is to
design and build an electric circuit that can perform at least one function of a practical application. In
your analysis/design, you should cover some of the topics that have been covered in the course,
including Ohm’s law, voltage division, current division, operational amplifiers, etc.
The project should be done collectively by the group (3 members), but the contributions from each
group member should be clearly identified. Each group member must have the primary responsibility
for a major part of the project, and should write the corresponding sections on each of the reports.
Note-1: Students can use PSpice or any other software for simulation as long as the required
simulation results are provided. A working prototype is required for every project. Every group is
required to do a demonstration on their prototype.
Note-2: Microcontrollers are not allowed to be used in all projects without the approval of the class
instructor.
Project proposals:
Approach 1 (Distance evaluation). You have been hired by a company that manufactures
measurement devices for several applications. You are in charge of a circuit that measures the
distance between two points and activates LEDs based on the measured distance. A linear
potentiometer can be used in this circuit. The distance that will be measured will range from 0cm to
the maximum extent 𝐷𝑚𝑎𝑥 of the potentiometer. The LEDs will be activated as follows:
- A green LED will be activated if the measured distance 𝐷 satisfies the following condition:
𝐼𝐷1
𝐷< × 𝐷𝑚𝑎𝑥
𝐼𝐷1 + 𝐼𝐷2 + 𝐼𝐷3
- A yellow LED will be activated if the measured distance 𝐷 satisfies the following condition:
𝐼𝐷1 + 𝐼𝐷2
𝐷< × 𝐷𝑚𝑎𝑥
𝐼𝐷1 + 𝐼𝐷2 + 𝐼𝐷3
Where the students in the group will be numbered as Student1, Sudent2 and Student3
and:
𝐼𝐷1 is the sum of the digits in the university ID of Student1
𝐼𝐷2 is the sum of the digits in the university ID of Student2
𝐼𝐷3 is the sum of the digits in the university ID of Student3
The developed circuit should address the following points:
a. At least one operational amplifier should be used in the circuit.
b. A linear potentiometer should be used and its maximum stretch clarified.
c. Parameters should be calculated as shown above.
d. LEDs to operate as indicated above.
e. A push button should be included and it will allow to turn the whole circuit ON and OFF.

Approach 2 (Security system)

You have been hired by a company that manufactures security systems for domestic use. The company
is in the process of designing and manufacturing intruder detection devices and you are in charge of

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a laser and weight-based intruder detection circuit. The circuit will consist of a laser beam emitted
between the two sides of a room entrance and a weight measuring device placed on the floor.
A warning consisting of a buzzer and a LED will be ON if a person passes the entrance and stops the
beam from going from a side to the other and if the weight measuring device measures a weight 𝑤
such that
𝐼𝐷1 + 𝐼𝐷2
𝑤> × 𝑊𝑚𝑎𝑥
𝐼𝐷1 + 𝐼𝐷2 + 𝐼𝐷3
Where
𝑊𝑚𝑎𝑥 is the maximum weight that can be measured by the weight measuring sensor you
will use, the students in the group will be numbered as Student1, Sudent2 and Student3, and:
𝐼𝐷1 is the sum of the digits in the university ID of Student1
𝐼𝐷2 is the sum of the digits in the university ID of Student2
𝐼𝐷3 is the sum of the digits in the university ID of Student3
The developed circuit should address the following points:
a. Appropriate sensors / transducers shall be used. For example, a light dependent resistor for
the laser beam detection and a force sensitive resistor for the weight.
b. The light sensor should be calibrated to separate the presence of the laser beam from its
absence
c. Parameters should be calculated as shown above.
d. Commercial resistive force sensors may not be able to measure the weight of an adult. For the
prototype development, the maximum capacity of the acquired sensor will be taken into
account as shown in the calculations above.
e. The output of the system consists of both a LED and a buzzer to operate as indicated above.
f. Operational amplifiers should be used in the circuit with a number that is enough to perform
the duties explained above.
g. A push button should be included and it will allow to turn the whole circuit ON and OFF.

Approach 3 (Battery voltage comparator)

In many applications, batteries are used together in series or parallel configurations where they should
be identical with the same characteristics. In some cases, batteries supposed to be identical may have
different voltages, which can affect their performance in the circuits. You have been hired by a
company that develops devices for battery voltage monitoring and you are in charge of a system that
compares the voltages of two batteries and shows the level of their difference and which one has a
higher voltage. The circuit should work as follows: 𝑉1 and 𝑉2 are the respective battery voltages and
LEDs are activated as follows:

- The left LED is ON if 𝑉1 − 𝑉2 > 𝑉𝐿

- The right LED is ON if 𝑉1 − 𝑉2 < −𝑉𝐿
Where the students in the group will be numbered as Student1, Sudent2 and Student3 and

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 1.5 × 𝐼𝐷1
𝑉𝐿 = 𝑉𝑜𝑙𝑡𝑠
𝐼𝐷1 + 𝐼𝐷2 + 𝐼𝐷3
𝐼𝐷1 is the sum of the digits in the university ID of Student1
𝐼𝐷2 is the sum of the digits in the university ID of Student2
𝐼𝐷3 is the sum of the digits in the university ID of Student3
The developed prototype should address the following parts:
a. Operational amplifiers should be used.
b. LEDs to be activated or deactivated as shown above.
c. Parameters should be calculated as shown above.
d. Other circuit components that allow the system to perform its duty.
e. A push button that allows to turn the whole system on or off.

Approach 4(Smart glove)

You have been hired by a company that works in biomedical applications. The company is in the
process of developing solutions to help persons in rehabilitation for hands. You are in charge of
designing and implementing a glove equipped with resistive flex sensors for two fingers, that will be
used to detect the opening and closing of a person’s hand. The glove is equipped with two LEDs that
work as follows:
- A red LED is ON if the hand is closed.
- A green LED is ON if the hand is opened.
The hand is considered to be closed if the resistances 𝑅1,2 of both flex sensors are such that
𝐼𝐷1 + 0.5 × 𝐼𝐷2
𝑅1,2 > × 𝑅𝑚𝑎𝑥
𝐼𝐷1 + 𝐼𝐷2 + 𝐼𝐷3
Where 𝑅𝑚𝑎𝑥 is the maximum resistance that the used flex sensors can have. Also, the students in the
group will be numbered as Student1, Sudent2 and Student3 and
𝐼𝐷1 is the sum of the digits in the university ID of Student1
𝐼𝐷2 is the sum of the digits in the university ID of Student2
𝐼𝐷3 is the sum of the digits in the university ID of Student3
The developed prototype should address the following parts:
a. Resistive flex sensors should be used.
b. LEDs to be activated or deactivated as shown above.
c. Parameters should be calculated as shown above.
d. Other circuit components that allow the system to perform its duty.
e. A push button that allows to turn the whole system on or off.

3. ABET Learning Outcome

A student who successfully fulfills the course project requirements will have:
a) An ability to analyze linear resistive circuits. [1]
b) An ability to work within a team, develop hands-on experience, draw conclusion, and communicate
results through the offered project. [2,3,5]

*SO [1]: an ability to identify, formulate, and solve complex engineering problems by applying

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principles of engineering, science, and mathematics.
[2]: an ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social, environmental,
and economic factors.
[3] an ability to communicate effectively with a range of audiences.
[5] an ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.

4. Student Project Evaluation

Weight

PD 1: Conceptual Design –
15%
Presentation with Voiceover
PD 2:
Project
PD 2-A: Prototype Demonstration (5%)
15%
PD 2-B: Technical Report (5%)
PD 2-C: Q & A (5%)
Total 30%
Notes:
✓ Students have the full responsibility of:
o submitting the required documents within the deadline
o verifying that the correct files are submitted
o verifying that the submitted files are not corrupted
✓ Softcopies are required to be uploaded into Turnitin when applicable.

5. Overall Course Grading Scale

Please refer to the Student Handbook for more information on the Letter Grading System.

6. Group formation
Important notes:

✓ Students of each class need to form project groups (Group 2-3)

7. Project Management & Deliverables

This project is divided into the following deliverables.

7.1. Deliverable 1 (PD 1 – 15%): Conceptual Design - Presentation with Voiceover (due date is
week 10 – Thursday 30/11/2023):
The first project deliverable consists of a presentation with voiceover where students record their
voices over each slide to explain the content. The slide show should cover the following key points:
- Problem definition, context and objectives of the project.
- Literature review of related work.
- Culminating design content:
o realistic constraints that are relevant to the project

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 o engineering standards that are relevant to the project
o brainstorming
o commercializing the product
o design process
- Circuit design and calculation of parameters involved in the design.
Each of these key points should be clearly explained with enough detail for a person watching the
presentation to understand it. The slide show should be well formatted and organized with a level of
detail high enough to clarify all the content. Each slide should show the name of the student explaining
it. The voiceover should be clear and audible. English language and terminologies should be
appropriately used. Students should be explaining clearly and not just reading. The voiceover and the
slide content should be effectively integrated with a steady flow of information, free from awkward
pauses and stumbles. Additionally, the time allocation between team members should be fair with
smooth transitions between the students’ segments.
A rough structure of the presentation is as follows:
- Introduction, problem definition, context and objectives
- Realistic constraints
- Engineering standards
- Literature review
- Possible solutions
- Brainstorming
- Design process
- Final design
- Commercializing the product

7.2. Deliverable 2 (PD 2 – 15%): Prototype Demonstration, Technical Report, Q & A (due date
is week 16):
The second project deliverable is divided into three parts where the students will demonstrate the
effectiveness and functionality of a prototype of the circuit they designed, and write a technical
report about simulations made to test and evaluate the design they made. Questions and answers
will be asked to students about both parts and they are graded. The total percentage (15%) of
Project Deliverable 2 will be divided into three parts: 5% for the prototype demonstration, 5% for the
technical report and 5% for the questions and answers. Below is a description of each of these parts:

PD 2-A: Prototype Demonstration (5%):

• A hardware prototype demonstration must be done by each group to show and explain the
operation and the function of each part of the project. The demonstration should show that the
prototype meets all the project requirements. It should be built on a breadboard in a neat way using
optimal components for the project. The demonstration will be divided into two parts, a group part
and an individual part.
• The group part (70%) covers the prototype organization and functionality and optimality of
the used components.
• The individual part (30%) covers the student’s knowledge of the subject through
demonstrating an excellent understanding of the prototype, its functionality and implementation.
Note: The prototypes will be collected by the instructor after the demonstration.

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PD 2-B: Technical Report (5%):
• The designed circuit should be tested thoroughly using a simulation software in different
scenarios to verify its fulfilment of the requirements stated in the description.
• A technical report document must be made by each group to show and explain how
simulations were conducted on the designed circuit. These simulations will be done in the aim to show
the operation of the circuit and to prove that it fulfills all the requirements shown in the approach
description by testing it in different conditions.
• For each test, the document should show and explanation of what was applied/modified in the
circuit to perform the test. It should show the designed circuit schematic as it was made with the
simulation software with the characteristics of the components written on it. For example: for resistors,
the resistances should be shown, for voltage sources, the voltage and polarity should be shown, etc.
An explanation of parameters used should be clarified and justified.
• Simulation tests results should be shown adequately, i.e. through graphs (relevant signals in
function of time) and figures displaying signals related to the operation of the circuit. Each simulation
result should be accompanied by a written explanation, analysis and discussion clarifying and justifying
clearly whether it shows that each requirement has been fulfilled or not.

PD 2-C (5%): Questions and Answers:

• Questions will be addressed to each student and will cover all parts of the project: the
conceptual design (PD 1) content as well as the prototype demonstration and simulations. Students
answers will be graded based on their correctness and the confidence that students show while
answering.

8. Turnitin
Turnitin is a web-based solution that lets AUM faculty and AUM students check written work for
improper citation or misappropriated content. You may be assigned a username and a password to be
able to upload your assignments online, when and if requested. If you face any technical problem,
please contact IT at AUM.

9. Artificial Intelligence AI-based content

AI-powered content generating tools are still under development. Students must be particularly aware
that the use of AI-based tools in their academic work may hinder their creativity, critical thinking, and
the attainment of other learning objectives.
As part of assessments, students should refrain from using or submitting any content generated
through the use of AI-based tools as it will be considered as a breach of academic integrity (refer to
the section Academic Honesty and Integrity Assurance).
In particular cases where the use of this tool will be explored, studied or evaluated, the faculty member
will clearly state it and authorize students to use it in their work.

10. APA Style

AUM adopts the APA writing style for all its academic programs. AUM students need to use this style
for their assignments. The following web site is of value for students:
http://owl.english.purdue.edu/owl/resource/560/01/. Students are also encouraged to visit the AUM
Writing Lab to receive help and guidance on all APA-related questions.

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 11. Academic Honesty and Integrity Assurance
Honesty when completing assignments is an indication that the course material has been properly
understood. Lack of academic integrity (e.g. plagiarism, copying another person’s work, submitting
work done by a third party, submission of content generated through the use of AI-based tools as own’s
work, using unauthorized aids on examinations, cheating, facilitating acts of academic dishonesty by
others,) will not be tolerated. Therefore, if students include ideas, sentences, or other material that are
not theirs in their work, they must properly reference the source(s). Students are encouraged to consult
with the instructor if they have any questions on the issues of academic integrity or technical
formatting of the references. Students are also encouraged to contact the AUM Writing Lab to receive
help and guidance on all APA-related questions.

Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the right to
ask the student to verify her/his work. This can be done through, but not limited to, repeating the
work, oral examination or discussion, alternative or similar on spot class assignment, quiz, or any
other action deemed necessary. If the student fails to prove the authenticity of the work, then the
instructor will apply the academic misconduct rules as mentioned in the AUM Student Handbook
which may include awarding the work a zero grade.

Students are expected and encouraged to be honest and maintain the highest standards of academic
integrity in their academic work and assignments at the university. Any act of academic dishonesty
may result in severe consequences for violations range from zero grades given for the assignments,
failing the course, and suspension from the University. Students will refrain from any academic
dishonesty or misconduct including, but not limited to:

• Plagiarism: the presentation of someone else’s ideas, words, or artistic, scientific, or technical
work as one’s own creation. Also, paraphrasing, summarizing, direct quotations, are
considered as plagiarism, if the original source is not properly cited.
• Cheating: is an act of lying, deception, trickery, imposture, or imposition. Cheating
characteristically is employed to create an unfair advantage, usually in one’s own interest, and
often at the expense of others. The person who is sending or receiving assistance is considered
cheating.
• Assisting in cheating
• Substituting for another student in the taking of an examination
• Substituting examination booklets/papers
• Submitting the same work for more than one course
• Submitting papers and other work written by others
• Submitting content generated through the use of AI-based tools as own’s work
• Receiving or providing unauthorized help or assistance in any academic work or assignment
• Intentional violation of program and degree requirements and regulations as established by
the University
• Dishonest reporting of computational, statistical, experimental, and research results, or the
like

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 • Using any format of smart or electronic devices as a tool of cheating
• [Update] Group responsibility: If plagiarism/cheating or other academic misconduct is
detected in a group work, all members of the group are responsible. Students cannot claim
their ignorance of the plagiarism/cheating in a report submitted by a member of the group.
Students are responsible of the entire work/report, even if they have previously agreed on
splitting the tasks between the group members.
• [Update] Securing your work: It is the responsibility of the student/group to ensure that their
work/report is secure and not plagiarized or disseminated. If other students or groups re-use
their work or parts of it, they will be considered as responsible of facilitating plagiarism and
cheating.

For a detailed description of academic misconduct please refer to the AUM Student Handbook.

12. Copyrights
Students are expected to adhere to copyright practices, refer to the undergraduate AUM Student
Handbook.

13. Project and team-based work

The Project component of the course, if exist, is essential to passing this course. The project shows
competency in understanding and applying the course objectives and achieving the learning outcomes.
The project should allow the student to investigate, apply, research, and practice real-life business
situations. It is expected that each student to fully and actively participate in the project as an effective
team member. A project document will be distributed later in the semester with details about the
project.

For all group related work, the entire team is responsible for the team outcome and the deliverables,
except for the specific parts of the project that may be graded individually depending on the project’s
requirement and as communicated in the project document.

14. Student Assessment Rubric

The project is worth 30% of the total grade of your course; each deliverable is worth 15%. The grade
will be based on every group’s work, simulation, prototype, analysis, etc. The student will be evaluated
based on the following rubrics.

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Project Deliverable 1: Conceptual Design - Presentation with voiceover
EE 201
Project Deliverable 1 - Conceptual Design – Presentation with Voiceover (15%) Grading Rubric
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)
The slides fail to meet any The slides meet only one The slides meet only two The slides meet all of the
of the following criteria: of the following criteria: of the following criteria: following criteria:
1) Information presented 1) Information presented 1) Information presented 1) Information presented
is accurate and relevant to is accurate and relevant to is accurate and relevant to is accurate and relevant to
the presentation topic the presentation topic the presentation topic the presentation topic.
Slides 2) Content is well- 2) Content is well- 2) Content is well- 2) Content is well-
Content organized, all key points organized, all key points organized, all key points organized, all key points
(40% - shown in Section 7.1 of shown in Section 7.1 of shown in Section 7.1 of shown in Section 7.1 of
Group) this document are covered this document are covered this document are covered this document are covered
and clearly articulated. and clearly articulated. and clearly articulated. and clearly articulated.
3) An adequate level of 3) An adequate level of 3) An adequate level of 3) An adequate level of
detail is provided to cover detail is provided to cover detail is provided to cover detail is provided to cover
all the key points all the key points all the key points all the key points
comprehensively comprehensively comprehensively comprehensively
The slides fail to meet any The slides meet only one The slides meet only two The slides meet all of the
of the following criteria: of the following criteria: of the following criteria: following criteria:
1) Slides are of very good 1) Slides are of very good 1) Slides are of very good 1) Slides are of very good
quality, visually engaging, quality, visually engaging, quality, visually engaging, quality, visually engaging,
and balanced in terms of and balanced in terms of and balanced in terms of and balanced in terms of
Slides text and figures. text and figures. text and figures. text and figures.
Design 2) Effective use of font and 2) Effective use of font and 2) Effective use of font and 2) Effective use of font and
(10% - colors to emphasize key colors to emphasize key colors to emphasize key colors to emphasize key
Group) points and maintain visual points and maintain visual points and maintain visual points and maintain visual
appeal. appeal. appeal. appeal.
3) Consistent use of fonts, 3) Consistent use of fonts, 3) Consistent use of fonts, 3) Consistent use of fonts,
colors, and design colors, and design colors, and design colors, and design
elements throughout the elements throughout the elements throughout the elements throughout the
presentation. presentation. presentation. presentation.
The voiceover fails to meet The voiceover meets only The voiceover meets only
The voiceover meets all of
any of the following one of the following two of the following
the following criteria:
criteria: criteria: criteria:
1) Clear and audible
1) Clear and audible 1) Clear and audible 1) Clear and audible
voiceover, appropriate use
voiceover, appropriate use voiceover, appropriate use voiceover, appropriate use
of English language, and
of English language, and of English language, and of English language, and
terminologies.
terminologies. terminologies. terminologies.
Voiceover 2) The student is
2) The student is 2) The student is 2) The student is
Delivery explaining, not just
explaining, not just explaining, not just explaining, not just
(20% - reading, the presented
reading, the presented reading, the presented reading, the presented
Individual) information effectively.
information effectively. information effectively. information effectively.
3) Effective integration
3) Effective integration 3) Effective integration 3) Effective integration
between the voiceover
between the voiceover between the voiceover between the voiceover
and slide content with
and slide content with and slide content with and slide content with
minimal stumbles, filler
minimal stumbles, filler minimal stumbles, filler minimal stumbles, filler
words, or awkward
words, or awkward words, or awkward words, or awkward
pauses.
pauses. pauses. pauses.

The team voiceover fails The team voiceover meets The team voiceover meets
The team voiceover meets
to meet any of the only one of the following only two of the following
all of the following criteria:
following criteria: criteria: criteria:
1) The time allocation
1) The time allocation 1) The time allocation 1) The time allocation
between team members is
between team members is between team members is between team members is
fair and provides equal
Voiceover fair and provides equal fair and provides equal fair and provides equal
opportunities for each
Delivery opportunities for each opportunities for each opportunities for each
member to contribute
(10% - member to contribute member to contribute member to contribute
2) The presentation is
Group) 2) The presentation is 2) The presentation is 2) The presentation is
delivered within the exact
delivered within the exact delivered within the exact delivered within the exact
provided time.
provided time. provided time. provided time.
3) Smooth transitions
3) Smooth transitions 3) Smooth transitions 3) Smooth transitions
between team members'
between team members' between team members' between team members'
segments
segments. segments segments

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 The proposed design(s) The proposed design(s) The proposed design(s) The proposed design(s)
fails to meet any of the meets only one of the meets only two of the meets all of the following
following criteria: following criteria: following criteria: criteria:
1) Well-developed and 1) Well-developed and 1) Well-developed and 1) Well-developed and
detailed with no mistakes detailed with no mistakes detailed with no mistakes detailed with no mistakes
2) Clear and 2) Clear and 2) Clear and 2) Clear and
Proposed understandable understandable understandable understandable
Design(s) explanation of the design explanation of the design explanation of the design explanation of the design
(20% - concept concept concept concept
group) 3) Adequate consideration 3) Adequate consideration 3) Adequate consideration 3) Adequate consideration
of relevant and realistic of relevant and realistic of relevant and realistic of relevant and realistic
constraints constraints constraints constraints
4) Calculations of 4) Calculations of 4) Calculations of 4) Calculations of
parameters involved in the parameters involved in the parameters involved in the parameters involved in the
design are shown and design are shown and design are shown and design are shown and
clearly explained. clearly explained. clearly explained. clearly explained.

Project Deliverable 2: Prototype Demonstration, Technical Report, Q & A:

PD 2-A: Prototype Demonstration:
EE 201
Project Deliverable 2-A - Prototype Demonstration (5%) Grading Rubric
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)
• The prototype is neat,
• The prototype is the components are all
• The prototype is neat.
messy. visible and the
• The prototype is • The prototype is built
• The prototype is built connecting wires are
messy. on a breadboard and is
on a breadboard and is easy to trace.
• The prototype is built functioning – results
partially functioning – • The prototype is fully
Design, on a breadboard but meet part of the initial
results do not meet functioning – the
implementation and not functioning. expectations.
initial expectations. demonstration covers all
operation • The solution uses • Some of the
• The solution is not the required
(70% - group) inadequate materials/components
optimal, many of the functionalities.
components which do used to build the
used components • The solution is most
not allow to perform prototype can be
should be replaced to optimized and the
the goals of the project. replaced with more
improve the materials/components
adequate ones.
performance. used to build the
prototype are adequate.

• student • student • student • student demonstrated

demonstrated weak demonstrated basic demonstrated good excellent understanding
understanding on the understanding on the understanding on the on the
Knowledge of subject prototype/simulations
prototype/simulations prototype/simulations prototype/simulations
(30% - individual) etc., its main
etc., its main etc., its main etc., its main
functionality, the functionality, the functionality, the functionality, the
implementation, etc. implementation, etc. implementation, etc. implementation, etc.

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PD 2-B: Technical Report:
EE 201
Project Deliverable 2-B – Technical Report (5%) Grading Rubric
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)
Tests and results • Tests are not made
• Tests are made for all
(70% - group) for all the possible • Tests are made for all
the possible operation
operation cases of the the possible operation
cases of the circuit as
circuit as shown in the cases of the circuit as
• Tests are not made shown in the project
project description. shown in the project
for all the possible description.
• Each test is briefly description.
operation cases of the • Each test is explained:
explained: which • Each test is explained:
circuit as shown in the which condition it is
condition it is targeting which condition it is
project description. targeting but what has
but what has been targeting and what has
• Tests are not been applied in the
applied in the circuit is been applied to
explained. circuit is not clarified.
not clarified. simulate it.
• For each test, the • For each test, the
• For each test, the • For each test, the
results are not results are explained
results are explained results are explained,
explained and briefly and it is stated
briefly and it is stated analyzed and discussed
discussed. whether the
whether the to show whether the
requirement is satisfied
requirement is satisfied requirement is satisfied
or not without a clear
or not without a clear or not.
discussion.
discussion.
Formatting and
Excellent English with
language (30% - group) Weak English with Good English with some Very good English with
no grammatical and
many grammatical and grammatical and few grammatical and
language mistakes.
language mistakes. language mistakes. language mistakes.
Illustrations are of great
No illustrations, Illustrations are of bad Illustrations are of
quality and resolution,
equations, or tables are quality, resolution, size acceptable quality and
sized correctly, and in
utilized in the and dimension. resolution.
the right place.
document. No captioning or Mistakes in captioning
No mistakes in
labeling for illustrations. or labeling the
captioning or labeling
Equations are badly illustrations.
the illustrations.
formatted. Equations are correctly
Equations are correctly
formatted with minor
formatted.
mistakes.

PD 2-C: Questions & Answers:

EE 201
Project Deliverable 2-C – Q & A (5%) Grading Rubric
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)
Q&A Provides incorrect or Provides partially Provides mostly correct Provides correct and
(100% - individual) incomplete answers. correct or vague answers with minor detailed answers.
Does not exhibit any answers. mistakes or limited Consistently
confidence in answering Shows limited details. demonstrates a high
questions. confidence in answering Shows confidence in level of confidence
questions and often answering questions while answering
appears but occasionally questions.
hesitant/unsure. appears
hesitant/unsure.

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 15. Appendix A
A.1 Electrical Engineering Program Student Outcomes – ABET:
1. an ability to identify, formulate, and solve complex engineering problems by applying
principles of engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social,
environmental, and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering situations and
make informed judgments, which must consider the impact of engineering solutions in global,
economic, environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide leadership,
create a collaborative and inclusive environment, establish goals, plan tasks, and meet
objectives
6. an ability to develop and conduct appropriate experimentation, analyze and interpret data,
and use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate learning
strategies.

A.2 Course contribution to the global goals

AUM is committed to encouraging sustainable practices and supporting the 17 Sustainable

Development Goals (SDGs), also known as global goals. For more information about the global goals,
please refer to Sustainability at AUM.

This course project particularly focuses on the following SDG(s):

9- Industry, Innovation and Infrastructure

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