course_outline
Differences
This shows you the differences between two versions of the page.
Both sides previous revisionPrevious revisionNext revision | Previous revision | ||
course_outline [2013/11/06 01:15] – egz | course_outline [2014/03/20 22:35] (current) – egz | ||
---|---|---|---|
Line 1: | Line 1: | ||
+ | ====== Course Outline ====== | ||
- | **Course Description** | + | **Project Selection: |
- | In the duration of two terms, each team (3 students per team preferably), | + | |
- | **Course Objectives** | + | When selecting an engineering research project, it is imperative to propose one that is scientifically well founded. Originality of the proposed concept should highlighted, |
- | In this course, the students will learn to | + | |
- | A. Develop | + | |
- | B. Complete | + | |
- | C. Work in a collaborative environment | + | |
- | D. Manage | + | |
- | E. Address practical problems | + | |
+ | **Project Selection Review #1-2:** | ||
+ | |||
+ | The students should present their proposal in class. A good presentation should stimulate number students from the audience, to ask questions and the presenting team should provide plausible answers to these questions. | ||
+ | |||
+ | |||
+ | ** Background Study:** | ||
+ | |||
+ | The students should run an engineering | ||
+ | |||
+ | |||
+ | **Background Review:** | ||
+ | |||
+ | AT this stage, the students should be ready to present in class, a summary of the background study they ran on the chosen topic. The goal of this writing down this papers-review and presenting it, is to demonstrate the students comprehension of the underlying concepts and that allows them to improve the founding of their proposal. The main factors influencing the mark, dedicated to this part of project, are; first, the improvements achieved in the description of the right techniques involved in the project and second, the relevance of the team's answers to the audience' | ||
+ | |||
+ | |||
+ | **Design Specification: | ||
+ | |||
+ | This a critical step, in project | ||
+ | |||
+ | |||
+ | **Critical Design Review (CDR) #1-2:** | ||
+ | |||
+ | In the first CDR, the students need to justify their approach by describing the main techniques and answering the questions. In the second CDR they will address the problems that were asked in the first CDR. The main factors affecting the mark dedicated to this part of project are; first, the quality of the description of design specifications with regard to the template and second, the relevance of the answers given to the questions. | ||
+ | |||
+ | |||
+ | **Implementation Set-up:** | ||
+ | |||
+ | Each team should provide | ||
+ | |||
+ | |||
+ | **Critical Implementation Review (CIR) #1-8:** | ||
+ | |||
+ | Each group should submit a progress report and present their accomplishments in class. Convincing answers to the questions asked at the end of the presentation, | ||
+ | |||
+ | |||
+ | **Preliminary Demonstration | ||
+ | |||
+ | The students should demonstrate the first and second parts of project and answer | ||
+ | |||
+ | |||
+ | **Final Demonstration | ||
+ | |||
+ | The main goal of this project is to train the students to integrate various engineering techniques and through a problem solving and decision making processes, demonstrate the results of their project in a successful fashion. The final report is the main and final document that will be delivered from the students. This document should include all the studies, design and implementation procedures, results tables, images and graphics, formatted according to the template. | ||
- | **Prerequisites** | ||
- | 21 3000-level Science (SC) or Engineering (ENG) credits in the Engineering program, exclusive of SC/ENG 3000 3.0. | ||
- | **Course Design** | ||
- | Engineering teams, can select any project from a wide range of applications, | ||
- | The students should share their findings and problems with other students by presenting several times in class in order to (1) demonstrate their progress, (2) resourcing for better suggestions and solutions from their classmates and the course' | ||
- | Each team should find at least one faculty member and a graduate student, willing to be their advisers and mentors respectively. The director of the course, in consultation with faculty advisers will asses, the suitability of the proposed projects and will follow the progress made in each one of them. | ||
course_outline.1383700526.txt.gz · Last modified: 2013/11/06 01:15 by egz