COURSE Project (25%)

2020-2021

Electric and Magnetic Fields

EE 311
Fall 2020
 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 Available Conclusion References Formatting
(20%) Solutions and (10%) (5%) and
Proposed language
Solution (40%) used (25%)
 Problem Definition  Brainstorming (5%)  Summary of the work  Use IEEE or APA  Grammatical and
(5%)  Advantages and done. (5%) references sentence structural
 Criteria and Constraints Inconvenient of each  Future work. (5%) mistakes (15%)
(5%) solution (5%)  Formatting: Cover
 Objectives (5%)  Background and Theory page, group
 Structure of the Report (5%) members’ names,
(5%)  Block Diagram/ flow chart consistent fonts and
(Using MS-Visio). (5%) size throughout the
 List of Components if document (i.e. no
applicable (5%) copy-pasting from
 Steps of building the the net) (10%)
circuit/Design/simulations
with pictures of final
prototype (10%)
 Discussion/ Simulation/
Code correctly follows the
flowchart/ block diagram
(5%)

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 Presentation (15%):
Presentation Slides (35%) - Knowledge of Presentation Skills
Group subject (45%) - (20%) - Individual
Individual
 Clear presentation content  Demonstrated full knowledge;  Excellent language skills,
 Clear results (figures, graphs…) and answered all questions with gestures, etc.
illustrations elaboration
 Sequencing of ideas  Have adequate knowledge
 Format and language used about the working principles.

XI. Student Assessment Rubric

Bare pass mark C classification B classification A classification

Deliverables
(60%-69%) (70%-79%) (80%-87%) (>87%)

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Final report  The report is succinct and  The report gives clear  The report gives clear  The report gives clear details on
to the point. The maximum details on all of the details on all of the all of the components of
size of the report is met. components of components of application.
Weighting 10% application. application.
 The report includes only  The report includes detailed
brief analysis.  The report includes some  The report includes analysis.
analysis. detailed analysis.
 Brief conclusion and  The conclusion/discussions on
discussion.  The  The the application are relevant.
conclusion/discussion on conclusion/discussions on
 The writing of the report the application partially the application are  The report is well structured and
includes some mistakes. relevant. relevant. it does not include mistakes.

 The writing of the report  The writing of the report

does not include does not include mistakes.
mistakes.

Oral presentation  The presentation covered  The presentation covered  The presentation covered  The presentation covered all of
most of the topics in the all of the topics in the all of the topics in the final the topics in the final report.
Weighting 15% final report. final report. report.
 Information is presented in
 The team Spoke clearly  Information is presented  Information is presented logical order.
and made only few in logical order. in logical order.
mistakes.  The analysis are clearly discussed
 Some questioned are  All of the questions are and the implemented method is
 Only few questions are answered. answered.
answered.  All of the questions are
answered.

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