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1. Introduction . . . Projects for 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. . . .
II. Project Description As an engineer working for a green power generation company that uses sea-level tidal changes for the purpose of power generation, you need with your team to design, simulate, and build a functioning prototype that will be monitoring the sea-tidal levels at Kuwait Bay. Assuming that the tides will change the sea levels twice a day in a range of 60 cm, the prototype measures the sea level at three levels (Low, medium, and High) indicated using different color LED lights for each given level, with a buzzer required if sea-water level reaches the maximum. Low Tide Half Tide High Tide The designed system should meet the following conditions: 1. Follow the engineering design process steps throughout the project. 2. You need to use only MOSFET transistors in the design. 3. You are not allowed to use any microcontrollers. 4. The circuit should have three outputs, each corresponding to one of the three levels of sea height. A green LED switches on the low level, an orange LED switches on the medium level, and a red LED with a buzzer is used if the level reaches the High level. 5. Take into consideration that suitable currents should be applied for each element/sensor/actuator in your circuit; otherwise, they may not work well, or they may burn out; (e.g., when the LED is connected in the circuit as an indicator, if the current applied to it is below a specific limit, it will not work well. Also, if the current exceeds the max allowed current for the LED, it will burn out after some time.) These values can be taken from the datasheets for the LEDs or other components you are using in your project. 6. You need to simulate your circuit in Pspice and add snapshots in your report including the values of the current and the voltage. 7. Build the circuit on breadboard, and measure the current in each branch and the voltage at each node in the circuit and add snapshots in your report. 8. Compare, in a tabulated form, ALL hand calculation with PSpice simulation and the real measurements. 9. Make sure to explain any discrepancies between hand calculation, simulation and real measurements. 10. The Low, medium, and High levels will be generated based on your Section and Group numbers as per the formulas below: Low = (10 + S + 0.5G) Medium = (30 + S + 0.5G) High = (50 + S +0.56)
III. ABET Learning Outcome The aim of this project is to Identify and correctly utilize the external lead structure and basic electrical characteristics of The MOSFET and other electronic devices. [1] Analyze and design d.c. bias circuits. [1,2] • Use a CAD tool (e.g., SPICE) in circuit analysis and design. (1,2,6] Work within a team, develop hands-on experience, draw conclusion and communicate results through the offered course project. (2,3,5) IV. Project Management & Deliverables This project is divided into the following deliverables. Deliverable 1 (15%): Project report (due on week 11): Students of each class need to form project groups (group of 3-4 students) Students are required to propose a design regarding the project, which includes a detailed description of the idea and motivation. In addition, the full schematic for the circuit should be provided along with a description of the circuit operation. • A scientific report must be written and submitted. The provided template should be used. The report should begin with a discussion of system architecture. 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 as requested in the description. Students should clarify the followed learning strategy in order to get an optimum design of their work