Elizabethtown College
Syllabus
EGR
491 & 492
Engineering
Senior Project 1 and 2
Fall
& Spring 2018/19
A demanding, and
perhaps original, engineering project performed under close supervision of a
faculty member. Students usually work in teams on the given project. For this
course, the scope of the project typically includes problem definition,
development of requirements, and preliminary design work. Progress reports, a
final report, and a public seminar (or
poster and video) are required.
No work in other courses may be
double-counted for this course. Register by Instructor.
PROFESSOR
Joseph T
Wunderlich PhD
Associate Professor of
Engineering and Computer Science
Program Coordinator for
Computer Engineering and
Architecture Programs
Director of the Robotics and
Machine Intelligence Lab (Design & Technology-Transfer Studio)
Offices:
E284E and E273
Office Phone: 717-361-1295 Cell Phone:
717-368-9715
Email:
wunderjt@etown.edu
Website: http://users.etown.edu/w/wunderjt
Office
Hours: http://users.etown.edu/w/wunderjt/schedules/CALENDAR3_f18_web.htm
DELIVERABLES and GRADE PERCENTAGES
EGR491
Week
4: Initial Report – (Possibly a follow-up from EGR391) (20% of course grade)
·
ABSTRACT –
200 words max
·
INTRODUCTION -- provide
overview of project. If a team project, how is the team work managed. Who is
taking the lead on what aspects of the project?
·
BACKGROUND material on
what other people have done and where your project fits in. The state of the
art in the field (i.e., where it stands with other research/designs/projects).
·
Peer Evaluation of
Team Members; Just celebrate
each other’s contributions
Week
8: Preliminary Design Report (20% of course grade)
·
DESIGN CONSTRAINTS – problem definition. Who is the customer, what are their requirements?
Include Market analysis as appropriate. Include industry standards adhered to (e.g. IEEE, ASME, ASTM, AIA, etc)
·
TIMELINE/SCHEDULE
·
BUDGET
·
SOCIAL, ETHICAL, AND ENVIRONMENTAL IMPACTS (include mitigations)
·
Peer Evaluation of
Team Members; Just celebrate
each other’s contributions
Week
12: DESIGN REPORT (40% of course grade)
·
Showing design
problem, methodology, and results of design analyses
·
What alternatives were considered and why were they
eliminated? You should include Pugh type decision matrices
·
Includes both
system level design and detailed design of specific components.
·
Peer Evaluation of
Team Members; Just celebrate
each other’s contributions
Week
15: PRESENTATION (20% of course grade)
EGR492
Week
4: IMPLEMENTATION DRAWINGS and/or PRELIMINARY SIMULATIONS and REAL-TIME
CODE (10% of course grade)
·
Complete Detailed
Working Drawings for any Implementation/Fabrication
o Shop Technician
may be asked to approve these
·
Peer Evaluation of
Team Members; Just celebrate
each other’s contributions
Week
8: TESTING REPORT (10% of course grade)
·
Detailed
Methodology, Results, and Analysis
·
Peer Evaluation of
Team Members; Just celebrate
each other’s contributions
Week
12: FINAL SIMULATIONS & REAL-TIME CODE and/or MANUFACTURING PLAN (if for mass production) (10% of course grade)
·
Peer Evaluation of
Team Members; Just celebrate
each other’s contributions
Week
13: POSTER PRESENTED ON SCHOLARSHIP DAY (20% of course grade)
Week
15: YOUTUBE VIDEO (25% of course grade) and FINAL PAPER (25% of course
grade)
TEXTBOOK
None,
but possibly mandatory assigned readings, depending on the nature of the
project
POSTER
Posters are required to be
presented on Scholarship Day – obtain Poster template from Engineering
Department Administrative Assistant Jennifer McFadden; and schedule printing at
least one week prior to SCAD.
FINAL PAPER
·
10 point,
two-column format, single-spaced
·
IEEE formatting standards for citations, equations, and paper structure as specified here: http://users.etown.edu/w/wunderjt/IEEE_CONF_PAPER_FORMATTING.pdf
·
Include sections
titled:
1.
ABSTRACT –
a 200 word maximum
2.
INTRODUCTION -- overview
of project. If a team project, how is the teamwork managed. Who is the lead on
what aspects of the project?
3.
BACKGROUND material on
what other people have done and where your project fits in. The state of the
art in the field (i.e., where it stands with other research/designs/projects).
4.
DESIGN
CONSTRAINTS – problem
definition. Who is the customer, what
are their requirements? Include Market analysis as appropriate. Include
industry standards adhered to (e.g.
IEEE, ASME, ASTM, AIA, etc)
5.
TIMELINE/SCHEDULE
6.
BUDGET
7.
SOCIAL, ETHICAL, AND ENVIRONMENTAL IMPACTS (include mitigations)
8.
DESIGN -- showing design problem, methodology, and results of design analyses. Must
include DESIGN within appropriate constraints (costs, usage, manufacturability,
etc). Design is an iterative process with data driven decisions
--your report should demonstrate this process. What alternatives were considered and why were they eliminated? You
should include Pugh type decision matrices. Includes both system level
design and detailed design of specific components. For many projects this
section should fill ½ the final report.
9.
IMPLEMENTATION/FABRICATION
REPORT -- Design modifications and adaptations during this
process.
10. TESTING METHODOLOGY, RESULTS, AND ANALYSES -- How was
the prototype tested, and what were the results of those tests?
11. MANUFACTURING PLAN if for mass production and/or
SOFTWARE ENGINEERING
12. FINAL DISCUSSION AND CONCLUSIONS – where do we
go from here?
13. BIBLIOGRAPHY Most
referenced material should be scholarly (e.g., peer-reviewed journals,
conference publications, or books); or Industry standards (e.g., IEEE, ASME,
14. APPENDICES All data spec sheets, code-listings, working drawings, or any other
materials requiring multiple pages must be put in appendices immediately
following paper – or in another labeled binder if necessary.
Many projects will include
participation by students in other majors (Computer Science, International
Business, etc). In these cases, report must be expanded to include, for
example, more on Software Engineering, an extensive business plan, and/or model
including socio-political implications. When multiple sub-teams collaborate on
a project, separate reports may be appropriate -- but these reports should work
together to tell the complete story. Further, the above template is a guide as
to scope; the model will not work for all projects. If one of these topics does
not seem to fit your Senior Project, discuss with the instructor to find a
broader theme or constraint which will include these topics. If you are
required to take EGR391 for your Major, the final paper developed in the 391
will often be the starting point for this report. If your work is unique and significant
enough, the professor will help you submit (and possible reformat all of the
above) to fit the requirements of a specific publisher.
VIDEO
Final YouTube video must be less
than 15 minutes.
DISABILITIES
Elizabethtown College welcomes otherwise qualified students with
disabilities to participate in all of its courses, programs, services, and
activities. If you have a documented disability and would like to request
accommodations in order to access course material, activities, or requirements,
please contact the Director of Disability Services, Lynne Davies, by phone
(361-1227) or e-mail daviesl@etown.edu. If your documentation meets the
college’s documentation guidelines, you will be given a letter from Disability
Services for each of your professors.
Students experiencing certain documented temporary conditions, such as
post-concussive symptoms, may also qualify for temporary academic
accommodations and adjustments. As early as possible in the semester, set up an
appointment to meet with me, the instructor, to discuss the academic
adjustments specified in your accommodations letter as they pertain to my
class.
ACADEMIC HONESTY
Elizabethtown College Pledge of
Integrity: "Elizabethtown College is a community engaged in a living
and learning experience, the foundation of which is mutual trust and respect.
Therefore, we will strive to behave toward one another with respect for the
rights of others, and we promise to represent as our work only that which is
indeed our own, refraining from all forms of lying, plagiarizing, and
cheating." -- All work that it is not your own must be clearly cited.
Engineers and scientists must conform to the highest ethical standards; if you
have questions about what’s permissible, please ask me.
LEARNING OUTCOMES
ABET
(Accrediting Board for Engineering and Technology) requires all engineering
programs to cover:
(ABET-a): An ability
to apply knowledge of mathematics, science, and engineering.
(ABET-b): An ability
to design and construct experiments, as well as to analyze and interpret data.
(ABET-c): An ability to design a system, component, or
process to meet desired needs.
(ABET-d): An ability
to function on multi-disciplinary teams if possible, or to draw on the talents of
others
(ABET-e): Identify,
formulate, and solve engineering problems
(ABET-f): An understanding of professional and ethical
responsibility
(ABET-g): Communicate
effectively orally and in writing
(ABET-h): A broad
education necessary to understand the impact of engineering solutions in a
global and societal context
(ABET-i): A recognition of the need for, and an ability to engage in
life-long learning
(ABET-j): A knowledge of contemporary issues
(ABET-k): An ability
to use the techniques, skills, and modern engineering tools necessary for
engineering practice.
This course has been determined to contribute to these outcomes as
follows (pre-2014/15 scale) with ABET-c sampled for ABET:
|
a |
b |
c |
d |
e |
f |
g |
h |
i |
j |
k |
|
3 |
4 |
5 |
4 |
5 |
4 |
5 |
3 |
3 |
2 |
5 |
5 = Very strong support of ABET Program Outcome
4 = Strong support of ABET Program Outcome
3 = Moderate support
of ABET Program Outcome
2 = Weak support of
ABET Program Outcome
1 = Little
or no support of ABET Program Outcome