ECE 1341: Electronics 1 Course Charter

NORTHEASTERN UNIVERSITY Department of Electrical and Computer Engineering

CAPSTONE DESIGN COURSE CHARTER ECE 790 & 792

Professor Bahram Shafai NORTHEASTERN UNIVERSITY Department of Electrical and Computer Engineering CAPSTONE DESIGN COURSE CHARTER ECE 790 & 792

ECE 790 and ECE 792: Capstone Design 8SH

Course Description: ECE 790 is a course to be taken in Semester 7 before its continuation course ECE 792 in Semester 8. A project requiring design and implementation of an electrical, electronic, electromechanical and/or software system will be selected. A team will be formed to carry out the project and a detailed proposal with a final progress report for the work will be submitted.

ECE 792 is to be taken in Semester 8 after the project proposal completed in ECE 790. The proposed project will be designed and implemented considering cost effectiveness. Progress will be evaluated with interim milestone reports and the final design project will be presented with written and oral reports.

Prerequisites:

Senior Standing

Textbooks:

General Reference Texts:  Project Planning, Scheduling, and Control by J. Lewis, Probus Publishing, 1991.  Engineering Design and Design for Manufacturing: A Structured Approach by J. Dixon and C. Poly, Field Stone Publishers, 1996.  Planning, Performing and Controlling Projects: Principles and Applications by R. B. Angus and N. A. Gundersen, Prentice Hall, 1997.

Specific Reference Texts (Control Oriented Projects):  Modern Control Systems by Dorf and Bishop, Addison Wesley, 2005.  Feedback Control Systems by Phillips and Harbor, Prentice Hall, 2001.  Modern Control Engineering by K. Ogata, Prentice Hall, 2000.  Automatic Control Systems by B. C. Kuo, Prentice Hall, 1994.  Introduction to Control Systems Technology by R. Bateson, Prentice Hall, 1996.  Control Sensors and Actuators by C. W. DeSilva, Prentice Hall, 1989.  Automatic Control System and Components by J. Carstens, Prentice Hall, 1990.  Industrial Control Electronics, by J. M. Jacob, PrenticeHall, 1988.  Digital Control of Dynamic Systems by G. F. Franklin, J. D. Powell and M. L. Workman, Addison-Wesley, 1990.  Discrete-Time Control Systems, by K. Ogata, Prentice Hall, 1996.  Use Additional References on Control System Technology, Microprocessor- based control systems and IEEE Publications.

Course Objectives: The main objective of the senior capstone design course is to provide a multidisciplinary experience, integrating knowledge from the core, intermediate, and advanced courses in electrical engineering. Not every design project can include elements from all areas, but it is a suggested goal that a project calls on knowledge from at least three areas. Toward this end, it is recommended that computer skills be used in most projects and whenever possible it should involve assembling, debugging, and testing of an actual hardware system.

The capstone design course is focused around a single major course project with a working product as an output. While some necessary background material may most efficiently be transmitted through lectures, it is not intended to transfer large amounts of new information. Instead, the student should apply what he or she has already studied, and to find out how to access a wide range of available resources for gathering necessary information to complete the project.

The capstone design course intends to give students experience in finding a satisfactory solution of an open-ended problem which has more than one solution, and where the solution involves actual hardware that needs to work. The design will be carried out in engineering teams. A project involving each team would give valuable experience in planning, division of the work, and maintaining individual accountability within a framework of group success. A well thought-out project would also offer an opportunity for students to learn from each other, and for the individual talents of each team member to be recognized and used. This course is an opportunity to reinforce the writing skills of the student to be developed throughout his or her undergraduate education. A final written report edited and compiled by the team, with sections authored by individual student team members, is a part of the course requirements. In addition, opportunities for oral expression will be provided for each team member by interim oral reports and a final presentation.

A typical project that utilizes a systematic approach consists of four phases:

1. The Conception Phase, in which ideas are devised and brainstormed 2. The Study Phase, in which potential designs are investigated 3. The Design Phase, in which the system is actually designed in detail 4. The Implementation Phase, in which the system is constructed and delivered

The goal of the Conception Phase is the preparation of a list of practical ideas that will lead to a viable project and involves the following activities:

 Organize a team and formulate a concept  Propose projects to be considered  Select one project and gather more information and initiate conception phase  Prepare the project description and list tasks, schedule, and budget constraints  Identify team members responsibilities  Contact supporting organizations and complete planning for the next phase  Convert document drafts and notebook into a proposal draft

The goal of the Study Phase is to develop and to evaluate ways to implement selected projects. requires a detailed study that effectively directs the final design and involves the following activities:  Organize the study phase work  Divide the tasks to small groups  Study potential solutions and determine risks and trade-offs  Gather and evaluate information (contact potential vendors, cost analysis, etc)  Select and plan one solution  Document the selected solution and prepare the final proposal The goal of the Design Phase is to prepare a complete set of working plans for the selected project solution. It involves the following activities:

 Organize and assign design tasks  Develop design phase details (specifications, drawings, etc.)  Study potential implementation solutions  Determine the solution to be implemented  Analyze cost and determine make-or-buy decisions  Document the design and prepare for the implementation phase work

The goal of the Implementation Phase is to produce the completed design in accordance with results of the previous phases. The activities for this phase consist of the following:

 Obtain means, facilities, materials for the implementation of the design  Perform the tasks and monitor the productivity  Produce and evaluate subsystems  Realize the overall system and check its functionality  Prepare final report and oral presentation

Topics Covered:

This course is taught by 4 faculty members, each from a distinct area of specialization. The first area is communications, control and signal processing. If the project is control oriented, then the outline of the course is directed towards the need of the students in better understanding of practical issues related to control systems. This does not mean that we only focus on control systems. Capstone course is an integration of other areas. Consequently, technical discussions and lectures are also arranged with other faculty members to gather information and clarify unresolved aspects of the design such as sensors, A/D-D/A converters, PWM, wireless communication, acoustics, image processing, microcontroller, etc. The second area is computer, which plays an important role by itself and to other areas through software and hardware implementations. Again, the main focus is computer oriented projects, but it certainly incorporates other areas. Finally, the third general area is electro-magnetic, fields, and optics. The professor in charge of each area arranges the necessary topics to be covered in the course. This is identified below as specific outline and shown for the control oriented project. However, in parallel, the following generic course outline is used in all areas. 1A. Generic Outline of the Course: ECE 790 (Summer)

Week 1: Introduction and Guidelines, Week 1: Form Project Group Week 2: Discuss Proposal Ideas; Prepare a Brief “White” Paper Week 2: Discuss Literature Search Week 3: Present Tasks Breakdown, Study Phase Week 3: Discuss Approach for Each Task, Solution Strategies for Design Week 4: Select a Feasible Solution, Divide Responsibilities Week 5: Set Goals and Organize Time Plan, Choose & Order Equipment Week 6: Prepare Proposal Draft Week 7: Progress Report for Project Realization Week 8: Final Proposal Presentation

1B. Specific Outline of the Course: ECE 790 (Control Oriented Project)

Week 1: Basic Elements of Feedback Systems Week 1: Mathematical Modeling Week 2: Analysis of Feedback Control Systems Week 2: Design of Feedback Control Systems Week 3: MATLAB Simulation of Design Project Week 3: Feasibility Study of Design Project Week 4: Presentation and Report Guidelines, Proposal Writing Week 5: Technical Discussion of Design Project, Oral Presentations Week 6: Material Selection and Cost Analysis Week 7: Technical Realization of Design Project, Digital Implementation Week 8: Final Report and Oral Presentations

2. Outline of the Course: ECE 792 (Fall or Spring)

In this second part of the capstone design course the students are performing the design phase activities and implement the final product. The weekly meeting takes place in the capstone design laboratory while students are in the process of constructing their systems. The technical discussions are organized based on the following schedule.

Week 1: Organize the Design Phase Work Week 2: Determine the Solution to Be Implemented and Document It Week 3: Obtain Implementation Phase Funding and Equipment Week 4: Allocate Implementation Tasks to the Team Members Week 5: Prepare and Produce the Subsystems Week 6: Check the Functionality of Each Subsystem Week 7: Realize the System by Interconnection Week 8: Evaluate and Test the Operation of the Designed System Week 9: Identify Possible Problems and Make Corrections Week 10: Prepare the Final Report Week 11: Prepare the Oral Report Week 12: Final Report and Oral Presentations (Capstone Competition) Class/Laboratory Schedule:

Each faculty member has approximately 5 design teams and spends one hour per week to meet with each team. During this one hour the design advisor covers the required topics according to the above weekly schedule. He or She will also participate in group discussions related to technical aspects of the design project. The meetings take place in class or in the conference room of the capstone design studio.

General Procedures and Policies:

The purpose of adding this item to the list of ABET requirements is to facilitate the connection among items 4 – 8.

Reports and Presentation Expenses: Students are responsible for all expenses related to the preparation and reproduction of reports as well as those expenses that relate to the preparation of presentations. The design advisor will help the group as much as possible to reduce such expenses.

Technical Decisions on Design Project: The students will propose technical approaches and solutions regarding the project, and should sell their ideas to the design advisor who has full responsibility for final decisions. The design advisor has the responsibilities to supervise and guide the project toward successful completion. Decision on Hardware Construction: The professor-in-charge or the design advisor will decide if hardware construction should proceed. He or she will decide how much resource should be allocated to the project construction. This decision is based on the financial and laboratory infrastructure of the Department, the nature of the project, and the cost involved.

Project Selection for Award: A group that submits a strong report that is based on sound engineering performance, and is cost effective, will be appropriately rewarded. A subset of the projects, each year, will be chosen to participate in the ECE Department Capstone Design Competition. The design advisor will also award independently the group winner.

Cost Proposal: The group must prepare and submit a complete cost proposal for the completion of the project. The cost proposal should be signed and approved by the design advisor, Director of Laboratories, and the Chairman of the Department. A purchase form will be distributed to the group. However, before considering any purchase, you must consider all reasonable alternative that involve no expenditure of funds. One of the most important objectives is to produce a design prototype that costs the least possible.

Weekly Progress Reports: The group is responsible for informing the design advisor about the progress made in the project. For the first part of the capstone design course ECE 790, the weekly progress report will start on the 3rd week. The weekly progress report for ECE 792 will start at the beginning of the spring Semester. The progress reports should be presented either orally or written depending on the agreement between students and the design advisor. The reports should identify the following points:  Work performed during the week  Overall work status  Issues of concern  Proposed solution  Cost

Final Report: The final report or the proposal for the project should be submitted to the design advisor at the end of the Semester. This final report is a collection of weekly progress reports prepared by the students during the Semester. A sample of style guide is attached for the preparation of your manuscript. It is recommended that you use Latex which is commonly used by scientists and engineers. However, you are allowed to use any other word processing package as long as you follow the style guide. This final report of ECE 790 will be evaluated and prepare the students for actual implementation of the project in ECE 792.

Laboratory Safety Policy: The students in the capstone design course will have access to the ECE Laboratory facilities located in the basement of Hayden Hall. In particular, the capstone laboratory (capstone design studio) is the location, which you are allowed to perform your design project. Every effort is made to make the laboratory as safe as possible. The students should follow the laboratory safety policy, which is listed in the Hayden Laboratory.

Grading Policy:

ITEM POINTS ______Midterm Progress Report Oral Presentation 15 Written Reports 15 Final Report Oral Presentation 15 Written Reports 15

Technical Approach & Weekly Progress Report 20

Ability to Work as a Team 10

Class Participation and Notebook 10 ______TOTAL 100

The oral presentations and written reports are credited based on

 Clarity of Project Definition  Clarity of Plan/Approach  Creditability of Plan/Approach  Creativity  Style of Oral Presentation (e.g. Quality of Transparencies, Audience Relations, etc.)  Technical Content of Written Report (e.g. Writing Styles, Clarity, Illustration, etc.) Participants: Prof. B. Shafai: Director of Capstone Design Lab., Design Advisor and Coordinator, X2984, 429 Dana, [email protected], Office Hours: TBA.

Prof. A. Farhat: Director of ECE Laboratories, X3024, 415 Dana.

Mr. Mike MacNeil: Technical Assistance, X2175, Electronic Shop, Hayden Lab.

Other Technical Assistance: Equipment Signout, X2175, Instrument Room, Hayden Lab.

Mr. TBA: Class Assistant, Xxxxx, Office, [email protected]

Other Sources:

Vendors Academic Computing Services Library

Contribution of Course to Meeting Professional Components:

The above items clearly show the contribution of the capstone design course to meeting professional components. Since our program objectives spell out these components of the program, the response to item 8 covers item 7 as well. However, one should note that, unlike other courses, ABET professional components are integrated in capstone design course and its assessment can not be characterized easily.

Engineering topics: 6 SH

General engineering component: See relation to Program Objectives below.

Name of Person who Prepared Course Charter and Date of Preparation:

Prepared by Bahram Shafai, September 2006 Relationship of course to program objectives: Capstone Design, ECE 790, 792

Program Objective Assessed

1.1 Formulate and solve ECE problems RO: One midterm graded by instructor count 30% of grade. The midterm grade is based on the formulation of the design problem, its proposed solution (specified in course objectives) and documentation. The final grade of ECE 790 is based on several items including the written report and detailed technical approach as shown in the grading policy above. The written and oral presentations are evaluated by 4 instructors and count 30% of the grade. Weekly progress report, technical discussions, team work, class participation and notebook graded by instructor count 40% of grade. The same policy is used in ECE 792. However, implementation phase and final design are concentrated in the evaluation process.

1.2 Laboratory and computing tools R: Software tools such as MATLAB, SIMULINK, PSPICE, are used in almost all design projects for simulation purposes. Similarly, laboratory tools such as oscilloscope, function generators, spectrum analyzer, are used for measurements and tests. These are all documented in the written report and are evaluated.

1.3 Design/conduct experiments, analyze data R: Experiments are performed with each project to test the functionality of the subsystems. The results are collected in notebook and written report, which is graded as part of the grading policy.

1.4 Design systems, components or processes RO: The students are required to design components to realize the overall capstone design project. They design circuits, devices, and control or communication systems and describe their functions in the written report and the oral presentation.

1.5 (CE) Design and implement computer R: A number of software-based tools are used in the class. programs

2.1 Understand/apply mathematics

2.1.1 Differential Calculus R: Used depending on the type of project. It appears naturally in almost all areas. The students are expected to perform differentiation of functions as part of their analysis. Extensive usage in electromagnetic, fields, waves and optics.

2.1.2 Integral Calculus R: Used depending on the type of project. The same as in differential calculus.

2.1.3 Complex algebra/analysis R: Used depending on the type of project. Complex variable theory is used in the mathematical analysis of several projects. The most notable ones are related to stability analysis of control systems, analysis of rotating machinery and power systems.

2.1.4 Differential/difference equations R: Used depending on the type of project. Extensive usage in systems and control oriented projects. Dynamical systems in continuous and discrete time are represented by differential and difference equations, respectively. A major involvement of students in digital control is the implementation of difference equations in DSP board. R: Used depending on the type of project. Extensive usage in systems and 2.1.5 Linear Algebra control oriented projects. Modern control deals with state space model, which requires a great deal of manipulation with matrices. 2.1.6 Multivariate Calculus R: Used depending on the type of project. Similar to 2.1.1 and 2.1.2.

2.1.7 Probability/Stochastic Processes R: Used depending on the type of project. Extensive usage in communication oriented projects.

2.2 Understand/apply physics

2.2.1 Solid-state physics R: Physical concepts applied in projects involving circuits and power electronics. They are also used in solid-state devices and circuit fabrication related to specific project. R: Electric and magnetic field considerations in modeling and analysis of 2.2.2 Electricity & Magnetism electromechanical systems. 2.3 (EE) Apply knowledge of programming

(CE) Solve engineering problems using programming

2.3.1 Flow-charting/program design R: Software development is a major component of almost all design projects.

2.3.2 Language syntax/debugging R: MATLAB and SIMULINK learned and used to analyze and simulate the behavior of the system. C++ is also used to program DSP board.

2.3.3 Output analysis R: Analysis and design of systems using various software packages. R: Capstone is a multidisciplinary experience, integrating knowledge from the 2.4 Connect ECE subfields core, intermediate and advanced courses in electrical engineering. As an example, circuit theory and electromagnetic are connected in a design project related to magnetic levitation of a steel ball. These connections are reflected in the notebook and transferred in the written report R: Outside references and handbook used for various aspects of the course. 2.5 Information sources/literacy Web and print sources accessed for information, pricing and ordering. Downloading of software tools that facilitate project completion

2.6 Connect between theory and application RO: Theoretical concepts, used to formulate the problem and analyze the solution, have direct tie to applications. Students perform simulation based on theoretical results and actually implement them on the test-bed to verify the applicability of the solution in reality. They accomplish their tasks by bridging the gap between theory and practice. This connection plays an important role in the final grade of the students.

2.7 Connect between classroom, work/coop RO: Students relate course work to industry applications through projects inspired by co-op experiences. Examples from industry and co-op are proposed in class and used as possible capstone design projects. Part time students, taking capstone design course at night, tie their work experiences with the classroom knowledge and help companies solve real problems.

3.1 Effective written communication R: Documentation is required at the end of each phase of the project. Documents are prepared for conception phase, study phase, design phase, and implementation phase. A proposal is written and evaluated after the first two phases in ECE 790. In the conception phase, proposal ideas are discussed and a brief “white” paper is prepared. Meetings are held to compare the various concepts and meeting reports are written in notebooks, which eventually lead to a proposal draft. During the study phase, more meetings are held to compare and evaluate the various proposed solutions. The tasks, schedules and costs needed to design and construct the selected project solution is written in the final proposal. 35% of the final grade in ECE 790 is devoted to documentation and written reports. In the design phase, the proposed solution is examined in more detail and the document is modified as variety of design tasks is pursued. During the implementation phase, construction proceeds according to the specifications, detail drawings, and guidelines provided in the proposal. After the last two phases, a final report is required to be neatly written with full explanations, which constitutes 40% of the final grade in ECE 792.

3.2 Effective oral communication O: In addition to the written reports (see 3.1), the students are expected to have two oral presentations in each part of the capstone design course. The criterion for oral presentation is outlined in the grading policy above. Weekly technical discussions and final oral presentation in ECE 790 count 35% of the final grade. The same strategy is used in the evaluation of ECE 792. The final oral presentation in ECE 790, which defends the proposal, takes place in front of three faculty members assigned for three sections of this course. The final oral presentation in ECE 792 is open to all faculty members, and alumni judges are invited to evaluate the best three projects in the capstone design competition ROC: In each phase of design project students analyze new information and 3.3 Analyze information/compare alternatives compare alternatives. In conception phase, each team brainstorm to select projects to be considered. Students gather information, develop new ideas, identify risks for each potential project and continually revise all plans, including cost estimates in order to select one feasible project. In study phase, solutions are proposed and design alternatives are evaluated. Alternative solutions are compared and one solution is selected based on several factors such as complexity, individual talents, costs, urgency, and availability of components. These steps facilitate the planning of the design and implementation phases. Technical discussion and participation in class and occasional oral presentations with documentation are required and account for 20% of grade. Report involves interpretation of design, technical approach, and selection of components, cost analysis, and time management. 3.4 Multidisciplinary teams RO: During the conception phase, it is required that students organize teams. The team members should be compatible, with complementary skills and abilities. They must all contribute to and investigate solution strategies for the proposed project. One team member is designated as team leader or manager with the responsibility of organizing and directing the efforts of all the other team members. The team leader establishes, directs, controls, and verifies project performance and reports status to the design advisor. Teamwork is evaluated 10% of the grade and part of this effort is reflected in the written report and oral presentation.

3.5 (CE) Document engineering work R: A large amount of documentation is required during this course. appropriately

4.1 Professional/ethical issues ROC: In developing a personal and professional set of ethical standards, students are challenged to recognize and handle conflict, balance individual rights and needs, assume responsibility and examine the consequences of their decisions. Capstone design course creates an atmosphere, in which students are involved with such issues within their team activities. Topics covered in group discussions to enhance individual moral and sense of cooperation leading to a successful outcome. This program objective is assessed implicitly throughout the process.

4.2 Lifelong learning R: Capstone design course is a lifelong learning experience. The students demonstrate their awareness and understanding of the need and utility of lifelong learning. The ability to work well as part of a team initiates a sense of self-worth and growth into leaders capable of making informed and responsible decisions. The students are expected to learn from experience, adapt to changing situations, plan and manage time and resources, articulate and achieve goals. These are all parts of skills necessary for success in this environment. The assessment is implicit.

4.3 Career management R: The kinds of life management, career, and interpersonal skills students should acquire are the same steps towards lifelong learning experience. The type of capstone project and its involvement provide a vehicle for career choices. Related issues are discussed individually and occasionally as part of group discussions. The assessment is implicit.

4.4 (CE) Copyright and privacy standards N/A specific to computer hardware and software

5.1 Social/cultural context of ECE OC: Since capstone design is a team effort, all interactions occur in a heterogeneous social and cultural environment. Interdependence and diversity are the key characteristics. The students learn how different people behave as individuals and as members of groups. They also learn to place their academic, professional, and life experiences in international and multicultural contexts.

5.2 Historical/contemporary issues of ECE RC: History of circuits and electronics, electric power systems, computer and communications are discussed in class, and central issues that led to its present development and future trends are further elaborated. The students realize this historical perspective and encouraged to apply their skills and innovative ideas to accomplish their design task which leads to future advancement in this field.

5.3 Esthetics in Engineering RO: Various alternative schemes considered in group discussions. The students are exposed to the major accomplishments that provide a continuing appreciation of, and appetite for, innovation and esthetic considerations.

5.4 Esthetics in written/oral communication RO: The students are encouraged to incorporate esthetic criteria to enhance written reports and oral presentations. This has a direct impact in evaluation and judgement. Guidelines are given by the design advisors and students recognize the emotional impact of visual and auditory impressions. The capstone teams accomplish esthetics in written and oral communication by applying advanced software packages and artistic performances. The grades in 3.1 and 3.2 are affected by esthetic considerations.

Prepared by Bahram Shafai, September 2006