Transcript UNIVERSITI TUNKU ABDUL RAHMAN

UNIVERSITI
UNIVERSITI TUNKU ABDUL RAHMAN
Faculty of Engineering and Science
Final-Year Project and
Engineering Report Writing
Ir. Prof. Dr. Chung Boon Kuan
PEng, MIEM
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Agenda
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Introduction to OBE
Importance of FYP in OBE
How to choose FYP title
How to carry out an engineering research
How to write a good project report
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Traditional Education
• A lot of differences between University and School.
• Traditional education focuses on transferring resources
to the students. Students learn what lecturer teach.
• Major shortcoming: graduates lack of creativity and
innovation. Students tend to learn only the content that lecturers teach them, and don’t
have the ability to solve new engineering problems or design new devices.
• Industry expect more than Knowledge: Creativity,
Attitude, Soft-skills.
• Examination only gauge the retention and
comprehension of the course. It does not evaluate the
desired learning outcomes. (Exam doesn’t measure soft-skills, attitude
towards life-long learning etc.)
• Passing exam doesn’t prove that the students can meet
the desired outcomes expected by industry.
• Mismatch between the content provided to students and
industry’s expectation.
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Outcome-based Education (OBE)
• Advocated by EAC to obtain international mutual
recognition of engineering programmes
(Washington Accord)
• A student-centered learning philosophy that
focuses on empirically measuring student
performance, which are called outcomes.
• Assume students as knowledge seekers who
constantly construct meaning from experience
and seek to understand phenomena surrounding
them - mature adults, eagle to learn
• A set of Programme Outcomes are specified
based on industry input.
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Programme Outcomes of 3E
Programme Outcomes of EC
i.
Ability to apply acquired fundamental knowledge of
science and engineering
i.
Apply acquired fundamental knowledge of science
and engineering;
ii.
Possess the relevant technical skills in electrical and
electronic engineering
iii.
Possess the relevant technical skills in electronic
and communications engineering;
iii.
Ability to identify, formulate and solve problems of
high- and low-power circuits and systems
iv.
Identify, formulate and solve communication
engineering problems;
iv.
Ability to design and evaluate electrical and electronic
systems based on system approach
ii.
Design and evaluate electronic and communication
systems based on system approach;
viii. Be aware of the current good practices of electrical &
electronic engineering for sustainable development
vi.
Be aware of the current good practices of electronic
and communication engineering for sustainable
development;
vii.
Ability to understand and commit to prevailing
professional and ethical responsibilities
vii.
Demonstrate commitment to ethical and
professional responsibilities;
v.
Ability to communicate effectively
v.
Communicate effectively with technical and nontechnical people;
vi.
Ability to function effectively as an individual and in a
group
ix.
Function effectively as an individual and in a team;
x.
Be aware that a professional engineer’s work have
social, cultural, global and environmental ramifications
x.
Be aware of a professional engineer’s social,
cultural, global and environmental responsibilities.
ix.
Recognize the importance of and be able to engage in
life-long learning
viii. Recognize that electronic communication is a fast
evolving field and is committed to carry out life-long
learning;
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Sustainable Development
• Climate change - global issue most
concerned today
• From scarcity of water to new supplies of
fossil to meet energy demands
• Minimum impact to the environment
• Minimize energy consumption
• Minimize use of material and waste
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Industry Expectation
Engineers are expected to make quick and
useful contribution in work.
Not enough to rely on technical expertise;
employers will expect you to demonstrate
a range of practical skills and soft skills.
You will therefore need to think about the
skills that you have to offer the employer.
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Learning Process in OBE
• Traditional education: students learn what
lecturer teach → students lack of creativity and
innovation.
• OBE: students told what skills are required,
students find own ways to learn, prove/show
lecturer that required skills are achieved.
• Discourages traditional education approaches
based on direct instruction of facts and standard
methods.
• Lecturer act as manager and guide (ask
question, set assignment, examine achievement
of required outcomes)
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Assessment Method in OBE
• Examination
• Problem-based Learning (PBL) –
Assignment, Presentation
• It requires the students to demonstrate
that they have learnt/acquired the required
competency (technical, attitude, soft-skills)
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Programme Objectives & Outcomes
• Programme Outcomes describe the
attributes that the students are expected to
attain at the point of graduation.
• Programme Objectives describe the
career and professional accomplishments
that the programme would prepares the
graduates to achieve in a few years after
their graduation.
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Programme Objectives
Programme Objectives of 3E
Programme Objectives of EC
The graduates of Electrical and Electronic
Engineering Programme will use the latest
knowledge and techniques in developing,
maintaining, servicing, sales and
marketing, and research of electrical and
electronics technologies
The graduates of Electronic and
Communication Engineering Programme
will use the latest knowledge and
techniques in design, developing,
maintaining, servicing, sales and
marketing, and research of electronic
telecommunication and technologies
The graduates will assume technical,
managerial and ethical roles effectively in
the organizations they work in.
The graduates will assume technical,
managerial and ethical roles effectively in
the organizations they work in.
The graduates will be involved in the affairs
of professional institutions and keep
abreast of the nation’s needs and
developments, and provide services to the
engineering communities and the nation
The graduates will be involved in the affairs
of professional institutions and keep
abreast of the nation’s needs and
developments, and provide services to the
engineering communities and the nation
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Online Student Survey
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Self Assessment
Log on to UTAR Student Portal
Student Survey → Programme Outcomes
March 2010
All final-year students must do the survey.
(FYP mark will be deducted for those who
skip.)
• Survey on Programme Objectives will be
done 5 years after graduation.
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Importance of FYP in OBE
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To demonstrate achievement of POs
Technical skills
Ethical and professional skills
Teamwork and leadership skills
Communication skills
Awareness of cultural, global and
environmental responsibilities
• Life-long learning
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Assessment Methods
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Progress report
Oral Presentation
Project Demonstration
Written Report
General Effort
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How to choose FYP title?
• Choose one that will give you the opportunity to
demonstrate that you have attained the 10
desired POs
• Involve problem-solving: technical skills
• Fundamental, Specialize knowledge,
Formulation, Systematic approach, Sustainable
Development
• Require further reading beyond what you have
learnt in the classroom: Life-long learning
• Fill up the form, get supervisor signature and
pass it to FYP coordinator (Dr. Stella).
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Demonstrate PO Achievement
• Working with peer, supervisor, technician, and
supplier: teamwork
• Do not plagiarize, create original thoughts,
citation of references: ethical and professional
skills
• Give clear explanations in oral presentation,
demonstration, and written report (according to
required format): communication skills
• Highlight Awareness of cultural, global and
environmental responsibilities
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How to carry out research?
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Literature Review: find out what others have
done? what are their merits and demerits?
Info source: journal, magazine, books,
handbooks, encyclopedia, patent, www, etc.
Think out-of-the-box: better way of doing
things
Make design trade-offs to achieve a good
balance of cost and effectiveness
Keep a design logbook
Test plan, measure and compare with
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analysis
How to write a good report?
• Content is the “King”
• Logical flow of topics
• Standard format: abstract, introduction,
background theory, design analysis, test
plan, measurement and discussion of the
results, conclusion
• Marking scheme
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Content
• Facts that show you posses the desired
quality of an engineer: POs
• Be professional: don’t think of yourself as
a student, imagine you are an engineer
reporting to your employer/supervisor.
• Supervisor’s role: evaluate achievement of
POs and provide guidance
• Supervisor is not suppose to give solution.
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Abstract
• A summary of the report which contains the statements
of what was done, how it was done, the results and the
conclusion drawn.
• It is usually written last after the main body of the
documentation is completed.
• It should not be used to define the purpose of the project
or to give a general introduction.
• It should be short and concise, containing only the most
critical information meant for the readers who have
limited time to read the full report.
• Very often, technical professionals only read the abstract
and will continue reading the entire report only if the
abstract attracts their interest.
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Example 1
“Many wireless communications systems must be able to measure received signal
strength. To provide sufficient bandwidth to cover the Ultra Wideband (UWB) spectrum,
improvements are accomplished to an integrated CMOS broadband detector that uses
the nonlinear behavior of a CMOS transistor in deep triode mode. The detector is
incorporated into a feedback loop for gain and filter control of an impulse-UWB receiver.
The wideband RF power-detection system uses NMOS devices operating in the triode
regime to generate an average current that is proportional to RF input power. Using a
piecewise linear logarithmic approximation, the current is converted to voltage and then
amplified. The power detector occupies an active area of 0.36 mm2 in a 0.18-µm process.
It consumes 10.8 mW from the power supply. When measured at discrete frequencies,
error between the output and a linear-in-decibel best-fit curve is ±2.4 dB for a 20-dB input
range. It achieves ±2.9 dB accuracy when dynamic range is defined to include all of the
frequencies within the UWB spectrum.
The measured power metric is applied to an algorithm that tunes a notch filter to remove
narrowband interferers from the UWB spectrum. For the algorithm to operate correctly,
the power detector must produce a frequency-independent output within the band of
interest. The output response varies by less than 1.8 dB for fixed input power as
frequency is swept across the UWB spectrum.”
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Example 2
“The release of a license-free 7-GHz band around 60 GHz has prompted researchers
around the globe to focus on millimeter-wave circuit and system design for this frequency
band. Although such frequencies suggest the use of semiconductor processes like GaAs
and InP, the constant scaling of CMOS technology has spawned receivers that are fast
enough for millimeter-wave operation. In the current project, a 90-nm, digital-CMOS, twopath, 52-GHz phased-array receiver based on local-oscillator (LO) phase shifting is
demonstrated. The quadrature voltage-controlled oscillator (QVCO) flaunts an 8-GHz
tuning range. The receiver achieves 30 dB of maximum gain and 7.1 dB of minimum
noise figure per path around 52 GHz while consuming 65 mW. It occupies an area of just
0.1 mm2.
To implement beamforming, the 52-GHz phased-array receiver relies on phase shifting in
the LO path. The receiver comprises two antenna paths that each has a low-noise
amplifier (LNA), mixer, and phase generator. A QVCO generates quadrature LO outputs,
which are buffered and distributed to the phase generators. The QVCO is tunable
between 48.2 and 51.7 GHz. It boasts phase noise of –87 dBc/Hz offset 1 MHz from the
carrier and draws 19 mA from a +1.2-VDC supply.
A high-impedance cascading approach is adopted between stages. An algorithm to allow
in-situ measurement of the LNA center frequency is proposed. Using the techniques for
implementation of variable gain and expansion of QVCO tuning range, a gain-selection
range of 12.6 dB and a QVCO tuning range of 8 GHz are achieved.”
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Introduction
• An introduction is necessary to give an
overview of the overall topic and the
purpose of the report.
• Project Objective: targeted spec. or
achievement
• The motivation to the initialisation of the
project can be included.
• Its content should be general enough to
orientate the reader gracefully into the
subject materials.
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Theoretical Background / Literature
Review
• This section is to discuss the theoretical aspects leading
to the implementation of the project.
• Typically, this involves the historical background of the
theories published in the research literature and the
questions or ambiguities arose in these theoretical
works.
• Citations for the sources of information should be given
in one of the standard bibliographic formats (for
example, using square brackets with the corresponding
number [2] that points to the List of References).
• Explore this background to prepare the readers to read
the main body of the report. It should contain sufficient
materials to enable the readers to understand why the
set of data are collected, and what are the salient
features to observe in the graph, charts and tables
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presented in the later sections.
Research Methodology
• Awareness of various possible
investigative / design methods
• Main tasks, difficulties and problems are
listed and explained
• Operating principles of various designs are
explained
• Evidence of planning and organization to
achieve milestones and demonstrate
problem solving skills
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Experimental Method, Procedure
and Equipment
• This section describes the approach and
the equipment used to conduct the
experiment. It explains the function of
each apparatus and how the configuration
works to perform a particular
measurement.
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Observations, Data, Findings,
Results
• The data should be organized and
presented in the forms of graphs, charts,
or tables in this section.
• Raw data which may take up a few pages,
and most probably won’t interest any
reader, could be placed in the appendices.
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Discussions
• The interpretation of the data gathered is
discussed in this section.
• Sample calculations may be included to show
the correlation between the theory and the
measurement results.
• If there exists any discrepancy between the
theoretical and experimental results, an analysis
or discussion should follow to explain the
possible sources of error.
• The experimental data and the discussions may
also be combined into one section, for example,
under the heading called “Discussion of
Experimental Results”.
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Conclusion
• The conclusion section closes the report
by providing a summary to the content in
the report.
• It indicates what is shown by the work,
what is its significance, and what are the
advantages and limitations of the
information presented.
• The potential applications of the results
and recommendations for future work may
be included.
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Appendices
• The appendices are used to present
derivations of formulae, computer program
source codes, raw data, and other related
information that supports the topic of the
report.
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List of References
• Journals, magazines, books, handbooks,
encyclopedia, patent, rather than websites
• The sources of information are usually
arranged and numbered according to the
order they are cited in the report. The
reference materials must be entered in the
required formats.
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Other Guidelines
• Chapter organization shall be individualized
• Don’t include datasheet as appendix: not
your work, just cite it in the text and list it
under references, or cut the essential info
• Don’t talk about things that are too basic
like what is transistor, diode, capacitor, etc
• Follow the required report format
(sequence, spacing, font size, etc.): read
the guidelines, don’t simply follow senior
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Final Remarks
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Know what is OBE
Know the 3-PEO, and 10-PO
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Purchasing Procedure
• < RM100 per receipt
• > RM100 must get HoD prior approval
(Purchase Request form, 3 quotations)
• Cannot claim if not following procedure
• Claim at the end of project (fill up the
required forms and attach receipts)
• Max claim: RM500 per student
• Return all components to supervisor at the
end of project.
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