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ECE 492/493
SENIOR DESIGN PROJECT -- ELECTRICAL
1.0 INTRODUCTION
Students majoring in engineering must carry out a senior design project during the final year of their undergraduate studies. Normally those specializing in electrical and computer engineering register to take ECE492 - 493: The Senior Design Project--Electrical. Senior design courses administered by other engineering departments (ME 486AB, IE 430, AM 430 CE 430) may be substituted only by advance approval of the ECE Department Chair.
The senior design project provides students with an opportunity to apply the physical theory and engineering design principles learned in their course work to the creation of a useful product or device. Students will be expected to plan and carry out the design of selected project(s) following the established procedures used by practicing engineers to help them ensure that their designs will be successfully completed in a timely manner. Classroom instruction will acquaint the student with these disciplines and afford an opportunity to develop skills in their use.
2.0 OBJECTIVES
Carrying out an engineering design project differs from solving an assigned homework problem in a lecture class in several significant ways:
1. It will require more extensive commitment of the students time.
2. It will involve the application and integration of multiple technologies or disciplines.
3. Greater individual effort will be required. These may include
a. Independent study
b. Reference materials
c. Faculty and other consultants
4. Advance planning will be required:
a. Time allotted for each task and interrelated activities
b. Breakdown of each task relative to the finishing date
c. Preparation of Charts or other methods to show the time line
5. No unique solution will exist for your particular problem:
a. No good solution may exist -- The best of the worst
b. Acceptable alternatives
6. Actual components do not necessarily perform as the ideal models:
a. Need to do computer or other modeling
b. May have to measure exact component characteristics
7. May have to interact and communicate with other people
What are the differences between an engineering design and construction and a hobbyist making the same device. Hobbyists do build, assemble and demonstrate a working model of their projects, but they are usually building someone else's design. An engineer starts a design with a set of requirements (specifications) that not only describes what overall performance the design will exhibit (functional performance) but also delineates quantitatively all of the measurable parameters associated with the design and its constituent subassemblies. This set of specifications which evolves and matures as the design progresses, includes all the design parameters such as input and output signals at each circuit interface, all bias requirements, environmental constraints, etc., including tolerances.
The second step in the design process is the development of the general or system block diagram which shows the interconnection of the fundamental or subsystem blocks and their functional relation to the whole. At this time the engineer identifies and attempts to quantify the following:
1. Software functions are identified and quantified as to time and code
2. Specifications are developed for each subsystem or subassembly
3. The general design specification is now made and allocated
One can then proceed to the next step.
The design process usually consists of one or more of the following methodologies or processes:
1. Development of a general or specific schematic diagram
2. Development of a analytic model of the system at the lowest level (component) to find the viability of the system design.
a. Can the components selected do the job
b. Do these components actually exist.
3. Analysis of the model
a. Hand calculations using tables, approximations, experience -- There should be no guesses here. Every calculation should be justified. Words such as Let us assume, Use, As an approximation, I choose , etc are not acceptable in an engineering design analysis.
b. Computer simulation to help in narrowing down the design specifications and choices.
At this point if the above analysis shows that all is well one then proceeds to the prototype or breadboard stage of the subsystem. Finally, if all subsystems perform as expected, then one can go on to the last stage which is the integration of all subsystems into the final overall system.
The overall system is now built and tested to see if one has achieved the specifications set forth in the design process. If the system meets the specifications at this time, one then proceeds to the final stage of packaging and marketing. If the specifications are not met, one then has to go back and modify and redesign or retrofit the system before going to the last stage.
Documentation during the design process :
During the design process the engineer may have to iterate the design many times before finalizing the design. This set of iterations is documented in the Engineering Design Notebook. This notebook is a book which has no loose pages and has a solid cover. Other documentation is reported periodically in engineering reports of various types to superiors or their peers.
PURPOSE OF THE SENIOR DESIGN COURSE
1. Application of the principles and procedures learned in course work
2.Introduction and development of skills in the following :
a. Proposal preparation
b. Plan development
c. Scheduling
d. Estimating
e.Reviewing and reporting
3. Practicing oral and written communication skills (individually/collectively)
4. Participation in design reviews
a.Participant
b. Part of a review team
5. Familiarization with the technical literature.
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6. Gain experience in part selection, procurement, packaging, layout, assembly and techniques such as soldering, wire-wrapping, and trouble shooting.
3.0 PROJECT/GROUP SELECTION
The student will be given two projects to be completed as part of this one year sequence, both projects will be assigned by the instructor(course coordinator).
- The first project will be a relatively simple analog or digitally oriented project which the student will finish by the end of ECE492. This project will be used to give the student an idea of the type of reporting expected as discussed in the purpose section above. If the project is not finished by the end of ECE492 the student will receive an SP(Satisfactory Progress) for ECE492 but may continue on to ECE493.
- The second project will be a group project which will be the design of a
relativelylarge system by a group. All group assignments will be made
by the instructor. Each person will take responsibility for the design of a
section of the system including the reporting, paperwork, design and
construction of that part of the system. This project will start in ECE492 and continue on in ECE493. The project must be completed by the
end of ECE493 or the whole group will given an F grade and the group may be broken up into other groups.
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One can see that this method of assigning projects better emulates the way that industry and laboratories actually work. The time line is designed to show the student that one does not have infinite time to finish a particular design or project. The grading is to give the student an incentive to finish on time and emulate monetary compensation. Note:The PENALTY for failure is severe -- this is normal in real life. Hopefully, this course will better prepare the engineering graduate in the transition from the academic to the professional world.
4.0 PROPOSING THE PROJECT
In this course, since the projects will be assigned by the instructor, one will not have a true proposal. However, the student will still have to prepare a proposal as if one were doing it for the first time.
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A proposal is an offer, generally to supply a product or service. In order for an offer to be accepted it is necessary that "customers" be given sufficient information regarding the product or service so that they understand exactly what is being offered. An engineering proposal accomplishes this by providing explicit quantitative information defining at a minimum what will be supplied, how it will perform, the method by which the design will be carried out, how long it will take, what resources are required (people and equipment), and how much it will cost.
The student will present preliminary proposals:
1. Orally
2. Written description: not over one page in length.
The instructor will define the exact format for both the oral and written presentation. The student should be as explicit as possible in describing the project. Include some idea of proposed design approaches and the expected performance.
The outline required for submitting a formal proposal for a senior design project is shown in Appendix I. (Appendix V, illustrates the title page to be used for this and other documents that require a title page.) The key elements of a formal proposal are described below.
PROJECT DESCRIPTION
A project is simply a planned task or undertaking. The senior design projects are planned efforts in which the student plans and executes a set of designs in which the end result will be two working models.
The project should be described by :
1. Physical characteristics
2. Overall performance
The physical description can be illustrated by an outline drawing or an isometric sketch. The performance should be described in terms of the design's FUNCTIONAL REQUIREMENTS. The functional requirements are a quantitative listing, often with tolerances, of the operating characteristics of the overall project.
FOR EXAMPLE:
The functional requirements for an audio amplifier would include:
GAIN
MINIMUM INPUT SIGNAL STRENGTH
MAXIMUM OUTPUT POWER
BANDWIDTH
NOISE FIGURE
INPUT POWER REQUIREMENTS
SOURCE AND LOAD IMPEDANCES
OPERATING ENVIRONMENT
POWER SUPPLY REQUIREMENTS
To achieve the overall design, it is generally necessary to allocate a number of individual functions to specific circuits or software modules, such that when all of these elements are integrated, the total design is realized. Thus, for the audio amplifier one may have to combine the following:
1. Audio preamplifier
2. High gain amplifier
3. Power Amplifier
4. Power Supply
in order to achieve the overall design.
One way to show this design approach is to use a "Block Diagram".
A block diagram is a drawing depicting the design as a series of functional blocks interconnected by lines to indicate signal paths. Traditionally the block diagrams are drawn with the input sections on the left and the outputs on the right side of the diagram. An example of a block diagram for the audio amplifier is shown below.
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AUDIO AMPLIFIER BLOCK DIAGRAM
From the functional requirements we then develop the design approach or philosophy and the design specifications. Design specifications are detailed quantitative lists of all of the input, output parameters, input signals, output signals, bias voltages, bias currents, impedances, waveforms, bandwidths, truth tables, logic diagrams and any other performance characteristics that need to be specified. Note:
specifications are required only for the complete design.
It is normally not possible to allocate requirements to individual circuits without completing a large part of the design. Therefore, the process of developing a design specification is an iterative process.
A. PROPOSAL STAGE
The student is expected to describe the design primarily in terms of overall functional requirements and specifications and provide a block diagram
Preliminary design specifications for individual blocks should be provided by the student to the extent that one is able.
Design philosophy and approach for each block should be addressed.
Actual designs with schematics should be provided if possible.
B. SCHEDULE (MILESTONE OR GANTT CHART)
Once a design concept has been developed to realize the functional requirements of the project, the engineer must develop a plan for carrying out the design in an orderly manner. One must list each event that must occur for each segment of the project, assign a probable period of time for each event to occur and arrange the events in the proper sequence. This list then becomes the project schedule. One can graphically depict this on a chart called a milestone chart or GANTT chart. An example of a GANTT chart is shown in Appendix. The GANTT chart is prepared when the project plan is first developed and is included in the proposal. The chart is revised periodically to display progress in accordance with the plan or any changes in the actual schedule of events or the events themselves.
The student will submit periodic revisions of the chart as part of the required oral and written progress reports. Students will also be required to develop an expenditure plan to forecast both material and time costs. As part of the costs of the project the student will also submit a present worth futurecast cost for five (5) years and approximately 100,000 units.
If parts or materials are obtained free of charge, the estimated cost to purchase must be included for these parts.
C. TEST PLANS
Design specifications serve two basic purposes for engineers:
1. They provide the definition of what must be designed
2. They tell the engineer when a design has been completed-- The design is complete when the specifications are met.
In order to determine when this result has been attained, designs must be tested to demonstrate specification compliance. Thus, designs must also provide ease of maintenance and testing. The designs should provide good access to important test points for both instrumentation and signal insertion. For this, the engineer must provide a Test Plan.
Test Plan: Defines:
1. The circuits and parameters to be measured.
2. The excitation signals that are applied.
3. The environmental and other constraints that will apply.
The Demonstration Procedure:
This is a detailed, step by step set of instructions for carrying out the Test Plan. The Demonstration Procedure must describe the way in which the project demonstration will be conducted.
D. ABSTRACTS
The final report is a formal report and an abstract is required. An abstract is a concise description of the contents of a document. A reader should be able to obtain enough information from the abstract to understand the documents contents and decide whether to read further. For example: "This proposal describes my senior design project which is an audio amplifier" is not an acceptable abstract. It provides no information about the design itself.
E: BIOGRAPHICAL SKETCH
Each student will submit a biographical sketch or resume at the time stated for the course. Biographical sketches are included in proposals to provide the reader with an understanding of the persons qualifications for carrying out the project. Therefore, the key elements of such a biography are those which depict technical competence. Emphasis should be given to work experience, education and applicable hobbies. In listing educational achievements, it is important to emphasize major technical fields of study. For example, just a listing of courses taken may not be the best approach if one is not familiar with the school catalog.
Technical Writing:
All of the above are technical documents and should be written in the third person, passive voice as much as possible. The writer should try not to use "I" or "We" in the report. Similarly, the writer's personal feeling about the work should never be included (e.g. "I learned a great deal about analog circuits by designing my audio amplifier" is not a suitable conclusion for a technical report).
5.0 REPORTING AND COMMUNICATING
Engineers do not work in isolation. Their professional activities involve interacting with supervisors, peers, and subordinates. They frequently have to draw upon the resources of allied organizations. In all these contacts they need to explain their work and their needs concisely and clearly. Also, they must be able to communicate by both written and spoken word. The students will be given the opportunity to improve their skills in both areas.
When a student enrolls in ECE492/3 they are assumed to be familiar with the rules and guidelines required for recording data and writing reports. These guidelines are to be followed in this course except as noted or as stipulated by the course instructor.
ORAL PRESENTATIONS
An oral presentation requires careful thought and planning. The following is a set of general guidelines that one can use to prepare an oral presentation.
ORGANIZE THE MATERIAL TO FINISH IN THE ALLOTTED TIME
WRITE OUT A SCRIPT TO ORGANIZE ONE'S THOUGHTS AND REHEARSE
THE TALK TO ENSURE THAT IT CONFORMS TO THE TIME LIMITS
DO NOT READ FROM A WRITTEN TEXT--THIS LEAVES THE IMPRESSION
THAT THE SPEAKER IS NOT READY
USE NOTES OR OTHER MEMORY AIDS
USE PROJECTION DEVICES AND CHARTS FOR EFFECT--THIS IS A MEMORY AID FOR THE SPEAKER AND EMPHASIZES KEY POINTS FOR THE AUDIENCE
An overhead projector and computer will be provided and the students will be expected to use them.
RULES FOR TRANSPARENCIES
1. Use large block letters ( at least 1/4" high) so that charts can be easily read from the rear of the room.
2. Keep the number of ideas or points to a minimum for each chart. A good rule to follow is to limit the chart to no more than four separate items, one line per item.
3. Use very few words to identify key messages
4. Limit the number of charts used
5. Charts showing block diagrams, schematics, etc., would be made with bold black lines. Pencil drawings utilizing 0.7 mm pencils do not project well.
OTHER GENERAL RULES
Project schedule charts are relatively complex but provide useful information. For presentation purposes in this class you may have to abbreviate this portion. A good general rule is to assume that one will take on the average three to five minutes to discuss one complex chart. Photographs of equipment will normally require less time.
Speak slowly and clearly and loud enough to be heard in the back of the room. Look directly at the audience and vary the voice to convey interest and emphasize important points. You must keep your audience awake.
Make sure you leave time for the audience to ask questions.
For written reports, organization, clarity and brevity are probably the most important points to remember.
RULES FOR THIS COURSE
1. Reports must be typewritten or wordprocessed and double spaced. Only Arial or Helvetica fonts are acceptable.