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.
 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

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 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
System/Component/Process
Engineering Product
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 Student Name Signature

ID

Project Title

Supervisor Signature

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 Form 4: Attendance Sheet
EEN 498

Project Advisor:
Project Title:

Student Name: Student ID:

No. Date Advisor Name Advisor Signature

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:

Task given Task due Date Advisor

Procedure date date completed signature

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 Form 6: Attendance Sheet
EEN 499

Project Advisor:
Project Title:

Student Name: Student ID:

No. Date Advisor Name Advisor Signature

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:
Task given Task due Date Advisor
Procedure date date completed signature

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 Form 8: Senior Design Project Checklist

Project Title:

Supervisor:

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

Implemented
Item Indicate page(s) in the report for yes,
Yes No
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

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Student Name:
Student ID:

OUTCOME (a)
An ability to apply knowledge of mathematics, science, and engineering
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
Does not understand the
Combines mathematical and/or Chooses a mathematical model or
connection between
Mathematical scientific principles to formulate scientific principle that applies to an
a1 mathematical models and
Modeling models of physical processes and engineering problem, but has trouble 𝟓𝟓
physical processes and systems
systems relevant to engineering in model development
in engineering
Shows appropriate engineering Mathematical terms are
Most mathematical terms are
a2 Terms interpretation of mathematical and interpreted incorrectly or not at
interpreted correctly 𝟓𝟓
scientific terms all
Translates academic theory in to
Some gaps in understanding the Does not appear to grasp the
engineering applications and accepts
a3 Theory application of theory to the problem connection between theory and
limitations of mathematical models of 𝟓𝟓
and expects theory to predict reality the problem
physical reality
Calculations not performed or
Executes calculations correctly by Minor errors in calculations by hand performed incorrectly by hand
a4 Calculations
hand and using mathematical software and applying mathematical software or does not know how to use 𝟓𝟓
mathematical software
Total Score
𝟓𝟓𝟓𝟓

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Student Name:
Student ID:
An ability to design and conduct experiments, as well as to analyze and interpret data
No. Attribute Outstanding (4-5)
Observes good laboratory safety
b1 Lab Safety
Designs a Objectives are identified and measurable.
reliable and Covers relevant Background/ Theory with
relevant exhaustive references. Work Plans are
experiment meticulously developed step by step.
b2
Identifies Variables and selects appropriate
Tools. Lists and explains all pertinent
Safety/Environmental/ Ethical issues
comprehensively.
Conducts the Experimental Set-up is always neat and
experiment accurate. Always records complete data,
identifies possible sources of error.
Measurements are always accurate with
b3
symbols, units and significant digits.
Collects data always in a meaningful way.
Always demonstrates reproducibility and
good knowledge of lab procedures.
Analyzes and Comprehensively understands the data in
interprets terms of variables (dependent/
data independent), assumptions, deviations and
experimental uncertainties etc. Organizes
the data in figures and tables using modern
software tools extensively for analysis.
b4
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.
Total Score
OUTCOME (b)
Fair (2-3)
Unsafe lab procedures observed
infrequently
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.
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.
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.
Poor (1) Score
Practices unsafe, risky behaviors in lab
𝟓𝟓
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
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 𝟓𝟓
digits. Does not demonstrate
reproducibility as well as required
knowledge of lab procedures.
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 𝟓𝟓
light of obtained results/theoretical
models of similar studies from other
sources. Fails to conclude rationally
based on experimentation and
acceptable reasoning.
𝟓𝟓𝟓𝟓
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Student Name:
Student ID:
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
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
Define the problem The problem to be solved is clearly The problem to be solved is No mention is made to the
stated. Objectives are complete, described but: 1) there are minor problem to be solved.
specific, and concise. Customer needs omissions or vague details, 2)
are correctly identified and objectives are incomplete, 3)
c1
transformed into design requirements. objectives are badly transformed into 𝟓𝟓
All applicable realistic constraints are design requirements, or 4) some
identified important realistic constraints are
neglected.
Plan an effective A workable Design strategy is An attempt is made to develop a No design strategy; haphazard
design strategy developed, including a plan of attack, workable design strategy but it is approach.
c2
decomposition of work into subtasks, either incomplete or unclear. 𝟓𝟓
development of a timetable.
Develop and Several potential solutions are Multiple solutions are developed and The student focuses on one
compares developed and compared to find the compared, but one or two key solution to a problem.
alternative best baseline design aspects are neglected.
c3
solutions and 𝟓𝟓
selects a baseline
design
Considers realistic Developed specifications include Developed specifications include Developed specifications
constraints economic, safety, environmental and only minor or cursory consideration obviously violate some realistic
c4
other realistic constraints. of economic, safety, and constraints. 𝟓𝟓
environmental constraints.
Engineering Select appropriate standards and fully Select appropriate standards and not
c5 Select inappropriate standards
standards incorporated in the design fully incorporated in the design 𝟓𝟓

Total Score
𝟓𝟓𝟓𝟓

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Student Name:
Student ID:

OUTCOME (d)
An ability to function on multidisciplinary teams
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
Absent occasionally, but does not
Routinely present at team meetings or
Attendance/ inconvenience group. Sometimes Is absent from team meetings or
d1 work sessions. Contributes a fair share
Contribution depends on others to complete the work sessions>50% of the time 𝟓𝟓
to the project workload
work; contributes less than fair share
Occasionally works as a loner or
Does not contribute to group
Cooperates with others (outside of the interacts to a minor extent with
d2 Cooperation work at all or submits own
discipline) extra-disciplinary team 𝟓𝟓
work as the group's
members
Information Shares information with others and Sometimes keeps information to Does work on his own; does not
d3
Sharing provides assistance to others himself; not very willing to share value team work 𝟓𝟓
Values alternative perspectives and Persuades others to adopt only his
Valuation of Does not consider the ideas of
d4 encourages participation among all ideas or grudgingly accepts the ideas
Others' Ideas others 𝟓𝟓
team members of others
Total Score
𝟓𝟓𝟓𝟓

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Student Name:
Student ID:
OUTCOME (e)
An ability to identify, formulate, and solve engineering problems
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score

Uses appropriate resources to locate Uses limited resources to solve Uses no resources to solve
e1 Resources
information needed to solve problems problems problems 𝟓𝟓
Demonstrates understanding of how Does not realize when major
Component Is missing some of the pieces of the
e2 various pieces of the problem relate to components of
Relationship whole problem 𝟓𝟓
each other and the whole the problem are missing
Has some strategies for problem-
Formulates strategies for solving Has no coherent strategies for
e3 Strategy solving, but does not apply them
problems problem solving 𝟓𝟓
consistently
Outcome
Can predict and defend problem Occasionally predicts and defends Is unable to predict or defend
e4 Prediction and
outcomes problem outcomes problem outcomes 𝟓𝟓
Defense
labeled (within reasonable and logical The answer is incorrect and not
The answer is correct and properly
e5 Solution range of the correct answer-it's in the checked for its
labeled 𝟓𝟓
"ballpark") reasonableness
No attempt at checking the
The solution is correct and checked The solution is correct, but not
e6 Validation obviously incorrect
in other ways when it checked in other ways 𝟓𝟓
solution--no commentary
Total Score
𝟓𝟓𝟓𝟓

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Student Name:
Student ID:

OUTCOME (f)
An understanding of professional and ethical responsibility
No. Attribute Outstanding (5-4) Fair (3-2) Poor (1) Score
Knowledge of Student understands and abides by the Student is aware of the existence of
Student is not aware of any
f1 Standardized Code of Ethics and the Students' Code the Code of Ethics and other bases
codes for ethical behavior 𝟓𝟓
Code of Ethics of Conduct for ethical behavior
Does not participate in or
Does not take the discussion of ethics contribute to discussions
Participation in Participates in class discussions and
f2 seriously but is willing to accept its of ethics; does not accept the
Ethical Discussions exercises on ethics and professionalism 𝟓𝟓
existence need for professional
ethics
Student has been caught
Demonstrates ethical behavior among Does not model ethical behavior
f3 Behavior cheating or plagiarizing
peers and faculty among peers and faculty 𝟓𝟓
the work of others
Takes personal responsibility for his Doesn't recognize the need to take Blames others for own issues
f4 Responsibility
actions personal responsibility for his actions and problems 𝟓𝟓
Is frequently absent from class
Sometimes exhibits unprofessional
Respect for Is punctual, professional, and collegial; and is generally not collegial to
f5 behavior; is sometimes absent from
Others attends classes regularly fellow students, staff, and 𝟓𝟓
class without reason
faculty
Total Score
𝟓𝟓𝟓𝟓

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Student’s Name:
Student’s ID:

OUTCOME (g)– ORAL

An ability to communicate effectively (Oral)
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
Plans and delivers an oral presentation Presents key elements of an oral Talk is poorly organized, e.g. no
g1 Delivery effectively; applies the principle of presentation adequately, but "tell clear introduction nor summary
"(tell them)" well organized them" not clearly applied of talk is presented 𝟓𝟓
Presentation has enough detail Presentation contains excessive or Presentation is inappropriately
Length and
g2 appropriate and technical content for insufficient detail for time allowed or short or excessively long; omits
Detail 𝟓𝟓
the time constraint and the audience level of audience key results during presentation
Occasionally uses an inappropriate
g3 Dialect Uses proper language Uses poor language
style of language-too conversational 𝟓𝟓
Visual aides have minor errors or are Multiple slides are unclear or
g4 Visual Aides Uses visual aids effectively
not always clearly visible incomprehensible 𝟓𝟓
Does not listen carefully to
Listens carefully and responds to Sometimes misunderstands questions,
Listening questions, does not provide an
questions appropriately; is able to does not respond appropriately to the
g5 and Response to appropriate answer, or is unable
explain and interpret results for various audience, or has some trouble 𝟓𝟓
Questions to answer questions about
audiences and purposes answering questions
presentation material
Total Score
𝟓𝟓𝟓𝟓

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Student’s Name:
Student’s ID:

OUTCOME (g)– WRITTEN

An ability to communicate effectively (Written)
No. Attribute Outstanding (5) Fair (3) Poor (1) Score
Organizes written materials in a logical Material are generally organized Little or no structure or
sequence to enhance the reader's well, but paragraphs combine organization; no subheadings or
g1 Organization
comprehension (paragraphs, multiple thoughts or sections and proper paragraph structure 𝟓𝟓
subheading, etc.) sub-sections are not identified clearly used
Use of Uses graphs, tables, and diagrams,
Uses graphs, tables, and diagrams to Graphs, tables or diagrams are
Supporting but only in a few instances are they
g2 support points-to explain, interpret, and used, but no reference is made to
Graphs, Tables, applied to support, explain or 𝟓𝟓
assess information them
etc. interpret information
Written work is presented neatly and Work is not neatly presented
g3 Neatness Work is not presented neatly
professionally throughout 𝟓𝟓
Spelling/grammar errors present
Grammar and One or two spelling/grammar errors
g4 Grammar and spelling are correct throughout more
Spelling per page 𝟓𝟓
than 1/3 of the paper
Style is informal or inappropriate, The writing style is
g5 Writing Style Uses good professional writing style jargon is used, improper voice, inappropriate for the audience
tense… and for the assignment 𝟓𝟓

Total Score
𝟓𝟓𝟓𝟓

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Student Name:
Student ID:

OUTCOME (h)
The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
Demonstrate awareness of Deeply understands the extent of Well understands the extent of the Never understands the extent of
the scope of impact of the impact of engineering solutions impact of engineering solutions at the impact of engineering
h1
engineering solutions at the local and global levels. the local and global levels. solutions at the local and global 𝟓𝟓
levels.
Demonstrate awareness of Deeply understands the economic Well understands the economic Never understands the
h2 economic impact of impact of engineering solutions. impact of engineering solutions. economic impact of engineering
engineering solutions. solutions. 𝟓𝟓
Demonstrate awareness of Deeply understands the societal Well understands the societal Never understands the societal
h3 societal impact of impact of engineering solutions. impact of engineering solutions. impact of engineering solutions.
engineering solutions. 𝟓𝟓
Demonstrate awareness of Deeply understands the Well understands the Never understands the
h4 environmental impact of environmental impact of environmental impact of environmental impact of
engineering solutions. engineering solutions. engineering solutions. engineering solutions. 𝟓𝟓

Total Score
𝟓𝟓𝟓𝟓

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Student Name:
Student ID:

OUTCOME (i)
A recognition of the need for, and an ability to engage in life-long learning
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
Access information Accesses information from a variety of Accesses information from a variety Unable to access information
effectively and sources and critically assess their of sources and assess their quality, unless clearly guided to pending
i1
efficiently quality, validity and accuracy. validity and accuracy to a limited sources. 𝟓𝟓
extend.
Demonstrate Comprehensively analyzes new Considerably analyzes new content Never analyzes new content by
ability to learn content by breaking it down, by breaking it down, comparing, breaking it down, comparing,
independently comparing, contrasting, recognizing contrasting, recognizing patterns, contrasting, recognizing
i2
patterns, interpreting information interpreting information and/or patterns, interpreting 𝟓𝟓
and/or drawing conclusions. drawing conclusions. information and/or drawing
conclusions.
Total Score
𝟓𝟓𝟓𝟓

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Student Name:
Student ID:

OUTCOME (j)
A knowledge of contemporary issues
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
Knowledge of The student is able to identify and The student is able to identify The student cannot identify
contemporary issues completely analyze contemporary contemporary issues and somehow contemporary issues.
j1
issues by discussing causes, analyze them by discussing causes, 𝟓𝟓
impacts and solutions. impacts and solutions.
Total Score
𝟓𝟓

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Student Name:
Student ID:

OUTCOME (k)
An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
No. Attribute Outstanding (4-5) Fair (2-3) Poor (1) Score
Use modern project Can choose independently and apply Can use modern computer-based or Student has significant technical
management tools correctly modern computer-based or web-based project management tools problems in using computer-
k1 web-based project management tools correctly with occasional guidance for based or web-based project
for planning, prioritizing, and planning, prioritizing, and scheduling management tools . 𝟓𝟓
scheduling tasks in a design project tasks in a design project.
Use computer Can choose independently and apply Can use modern software packages The student is familiar with a
software/hardware correctly modern software packages and/or computer hardware correctly few (or totally unaware)
for analyzing and and/or computer hardware for with occasional guidance for analysis, appropriate software packages
k2
solving engineering analysis, modeling, simulation, modeling, simulation, design, or and/or computer hardware but 𝟓𝟓
problems design, or solution of engineering solution of engineering problems. seldom uses them appropriately.
problems.
Total Score
𝟓𝟓𝟓𝟓

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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.

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