assignment 205

COURSE Project (25%)

2020-2021

Electric and Magnetic Fields

EE 311

Fall 2020

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Table of Contents I. Introduction .................................................................................................................... 3

II. Project Description ......................................................................................................... 4

III. ABET Learning Outcome ............................................................................................... 4

IV. Project Management & Deliverables .............................................................................. 5

V. Turnitin ........................................................................................................................... 5

VI. APA Style....................................................................................................................... 6

VII. Academic Honesty and Integrity Assurance ................................................................... 6

VIII. Copyrights ...................................................................................................................... 7

IX. Project and team-based work......................................................................................... 7

X. Marking Scheme ............................................................................................................ 7

XI. Student Assessment Rubric ........................................................................................... 8

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I. Introduction

Projects for electrical 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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II. Project Description

The purpose of this project is to introduce the students to hands-on experience and application to the

concepts of the electric and magnetic fields taught in the course. There are wide applications of the

electric and magnetic fields in real life. Here in this document some applications of electromagnetic

theory are suggested as course project subject. First one is Capacitive Rain Gauge in which change of

the capacitance of a home-made capacitor, due to the dielectric material (water, rain) between the

conducting plates of the capacitor, enables us measuring the volume of collected water or rain.

Another example is Wireless Power Transmission in which electricity can be transmitted using

inductive coupling for short range or resonant induction for mid-range. Final application is

Magnetic Levitation systems which are the main principle of maglev trains that will replace the

traditional trains. Students are requested to explore one of the above examples and develop a model

of the selected application.

The project should be done collectively by the group, but the contributions from each group member

should be clearly identified. Each group member must have primary responsibility for a major part of

the project, and should write the corresponding sections on each of the reports.

Number of students in each group should not be more than 2 students.

Capacitive Rain Gauge

In this stage, students are requested to design a low cost capacitive rain gauge that can measure the level of collected rain or water. The design is based on the fact that the capacitance, between two conducting surface filled with a dielectric material, has a relationship with the dielectric constant of the material. Student in this stage need to develop a theoretical background and design/build a prototype model of the system.

Wireless power transfer system

There are different methods for transmitting electricity wirelessly. In this project, the recommended method is to use magnetic resonant coupling. Student in this stage need to develop a theoretical background and design/build a prototype model of the system. Magnetic Levitation

In this subject students are requested to design a low cost magnetic levitation circuit. Magnetic levitation can be used in transportation such as maglev trains. In this project, two points are essential; i) sufficiently enough lifting force against the gravity, ii) stability of the system. Students need to explain and to understand the theoretical background of the topic; thereafter a prototype will be built.

III. ABET Learning Outcome

The aim of this project is to gain ability to identify, formulate, and solve complex engineering problems

by applying principles of engineering, science, and mathematics.

 Work with electrostatic fields and to be able to find electric and potential fields from

charge distributions including the presence of dielectric materials. [1]

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 Work with magnetostatic fields and to be able to find magnetic fields from current

distributions including the presence of magnetic materials. [1]

 Work with time varying fields including wave propagation. [1]

 Work with transmission lines in the time and frequency domains. [1]

 Use hardware components to implement and execute the design. [1,2]

 Function on team to attain the ability of: [3,5,7]

a) Acquire new knowledge using appropriate learning strategies.

b) Build-up and function in collaborative and inclusive environment.

c) Compose clear and professional content, reports and graphical

communication documents.

IV. Project Management & Deliverables

This project is divided into the following deliverables.

Deliverable 1: Project Report (due date is end of week 13):

 A scientific report must be written and submitted. The provided template should be

used. The report should begin with a discussion of system architecture. It should

contain the same headings as in the presentation, with more details given. In the

conclusions, discuss the difficulties encountered, changes you would like to make, and

lessons learned from the project.

 The report should include the full analysis of the project

Students should clarify the followed learning strategy in order to get an optimum

solution/design and knowledge of their work.

Deliverable 2: Oral Presentation and Prototype Demo (due date is week 14):

 The presentation duration is 5 minutes that is followed by 5 minutes of a discussion

period. All presentations must be done using presentation software like MS

PowerPoint. An electronic copy of the presentation and report must be submitted

through Moodle (Turnitin) prior to the presentation due date. A rough structure of

oral presentation is as follows:

a. Introduction

b. Project Overview and Project Statement (Explanation of project goals and

aims)

c. Steps and methods involved in the project

d. Representation of final product (Prototype, creative product, simulations or

research product exc.)

e. Reflections of the project on students` learning

f. Conclusion and Future Remarks

g. References

V. Turnitin

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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.

VI. 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.

VII. Academic Honesty and Integrity Assurance

One of the signs that the course material has been properly understood is honesty when accomplishing the assignments. Lack of academic integrity (e.g. plagiarism, copying another person’s work, the use of 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 quote 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. 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, pop 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 to 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:

 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,

oral examination or discussion, 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

 A zero grade will be given to all students that share exactly the same results: You will also be

held responsible if someone else copies your work - unless you can demonstrate that you have

taken reasonable precautions against copying.

 Any violation of the AUM standards will be taken as a violation to AUM policy and can lead to

penalties. If you wonder whether a course of action violates this policy, simply ask in advance

and please refer to the undergraduate AUM Student Handbook.

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

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VIII. Copyrights

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

IX. 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.

X. Marking Scheme

The project is worth 25% of the total grade of your course. The grade will be based on every group’s

work, report, code, prototype, etc. The student will be evaluated based on the below grading

scheme:

Final Report (10%):

Introduction

(20%)

Available

Solutions and

Proposed

Solution (40%)

Conclusion

(10%)

References

(5%)

Formatting

and

language

used (25%)  Problem Definition

(5%)

 Criteria and Constraints

(5%)

 Objectives (5%)

 Structure of the Report

(5%)

 Brainstorming (5%)

 Advantages and

Inconvenient of each

solution (5%)

 Background and Theory

(5%)

 Block Diagram/ flow chart

(Using MS-Visio). (5%)

 List of Components if

applicable (5%)

 Steps of building the

circuit/Design/simulations

with pictures of final

prototype (10%)

 Discussion/ Simulation/

Code correctly follows the

flowchart/ block diagram

(5%)

 Summary of the work

done. (5%)

 Future work. (5%)

 Use IEEE or APA

references

 Grammatical and

sentence structural

mistakes (15%)

 Formatting: Cover

page, group

members’ names,

consistent fonts and

size throughout the

document (i.e. no

copy-pasting from

the net) (10%)

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Presentation (15%):

Presentation Slides (35%) -

Group

Knowledge of

subject (45%) -

Individual

Presentation Skills

(20%) - Individual

 Clear presentation content

 Clear results (figures, graphs…) and

illustrations

 Sequencing of ideas

 Format and language used

 Demonstrated full knowledge;

answered all questions with

elaboration

 Have adequate knowledge

about the working principles.

 Excellent language skills,

gestures, etc.

XI. Student Assessment Rubric

Deliverables Bare pass mark

(60%-69%)

C classification

(70%-79%)

B classification

(80%-87%)

A classification

(>87%)

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Final report

Weighting 10%

 The report is succinct and

to the point. The maximum

size of the report is met.

 The report includes only

brief analysis.

 Brief conclusion and

discussion.

 The writing of the report

includes some mistakes.

 The report gives clear

details on all of the

components of

application.

 The report includes some

analysis.

 The

conclusion/discussion on

the application partially

relevant.

 The writing of the report

does not include

mistakes.

 The report gives clear

details on all of the

components of

application.

 The report includes

detailed analysis.

 The

conclusion/discussions on

the application are

relevant.

 The writing of the report

does not include mistakes.

 The report gives clear details on

all of the components of

application.

 The report includes detailed

analysis.

 The conclusion/discussions on

the application are relevant.

 The report is well structured and

it does not include mistakes.

Oral presentation

Weighting 15%

 The presentation covered

most of the topics in the

final report.

 The team Spoke clearly

and made only few

mistakes.

 Only few questions are

answered.

 The presentation covered

all of the topics in the

final report.

 Information is presented

in logical order.

 Some questioned are

answered.

 The presentation covered

all of the topics in the final

report.

 Information is presented

in logical order.

 All of the questions are

answered.

 The presentation covered all of

the topics in the final report.

 Information is presented in

logical order.

 The analysis are clearly discussed

and the implemented method is

 All of the questions are

answered.