Course Project Guidelines (30%)
2024-2025
Electric and Magnetic Fields
EE 311
Semester: Fall 2024
Table of Contents
1. Introduction .................................................................................................................................... 3
2. Project learning Objectives .............................................................................................................. 3
3. ABET Student Outcome ................................................................................................................... 3
4. Project Narrative ............................................................................................................................. 3
4.1 Description: .................................................................................................................................. 3
4.2 Technical requirement: ................................................................................................................ 3
4.3 Deliverables: ................................................................................................................................ 6
4.4 Any other relevant subsections.................................................................................................... 7
5. Project Management ....................................................................................................................... 8
5.1 Project planning ........................................................................................................................... 8
5.2 Group formation .......................................................................................................................... 8
6. Project Grading................................................................................................................................ 9
6.1 Grading Distribution..................................................................................................................... 9
6.2 Deliverable Rubrics ...................................................................................................................... 9
Appendix A ............................................................................................................................................ 10
1. Introduction
Engineering projects help students learn and acquire practical knowledge. In addition to
theoretical concepts, various industries also need to assess students' capacity to complete
projects using specific initiatives. Therefore, we recommend that students undertake
engineering projects during their four years of engineering studies and strive to present as
many white papers as possible.
2. Project learning Objectives
Students who prioritize their course projects are expected to learn how to:
• Work effectively in teams, including multidisciplinary teams where applicable.
• Develop significant design experience based on the knowledge and skills acquired in
coursework.
• Incorporate appropriate engineering standards and addresses multiple realistic
constraints.
• Apply both analysis and synthesis in the engineering design process, resulting in designs
that meet the desired needs.
3. ABET Student Outcome
A student who successfully fulfills the course project requirements will have:
a) Develop and apply engineering design processes to meet the requirements of engineering
standards taking into consideration the impactful constraints of global, economic, environmental,
societal, health, safety, and welfare factors. [SO2, SO4]
b) Work within a team, apply new knowledge, enhance hands-on experience, draw conclusions, and
communicate results through the offered course project. [SO2, SO3, SO5, SO7]
*[SO2] An ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and
economic factors.
*[SO3] An ability to communicate effectively with a range of audiences.
*[SO4] An ability to recognize ethical and professional responsibilities in engineering situations and make
informed judgments, which must consider the impact of engineering solutions in global, economic,
environmental, and societal contexts.
*[SO5] An ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives.
*[SO7] An ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
4. Project Narrative
4.1 Description:
Microwave devices are used commonly in wireless and satellite communications. Among those,
microstrip antennas, filters and couplers are well known. In this project, students are required to
design, simulate and finally submit a technical report in an academic paper format. Here are the
three devices that you need to choose from:
1. The microstrip antennas have a wide range of applications due to their light weight, low
fabrication cost, frequency bandwidth and relatively simplistic feeding lines. The microstrip
antenna designs despite being implemented in various domains the improvement over the
simplistic structures can be observed by utilizing the array structure for which the
improved gain is obtained. Given that the microstrip antenna can be utilized for various
applications in the sub-6 GHz region, it is designed primarily for 5-6G Wireless
communications.
Figure 1. A Microstrip quadruple antenna.
2. The Couplers may be utilized in various microwave applications ranging from
implementation of hybrid couplers in antenna arrays, amplifiers and phase shifters to
modulators of data, various balanced mixers etc. Moreover, the overall design is modified,
simulated and fabricated to the specifications required for a particular microwave
application. Due to the simplicity of the design and relatively straight-forward
implementation and manufacturing microstrip hybrid couplers are more commonly used
for the applications specified above. The microstrip hybrid coupler can perform two
resonant structures with a miniature phase shift such that the magnitudes of coupling
factor and return losses can slightly vary and thus provide expected simulated results after
the fabrication.
Figure 2. A Microstrip Hybrid Coupler.
3. Microstrip Filters: Among varied RF filters, microstrip bandpass filters have gained
attention for their compact size, convenience of fabrication and high performance. The
bandpass filter can be used to pass signals in a specific frequency range and to attenuate
signals out of its range. It would also seem that the coupled square open-loop resonators
are more flexible to construct a variety of cross coupled planar filters which have similar
coupling configurations as those of waveguide cavity cross-coupled filters. These are
making filters suitable for applications requiring high performance RF filtering in C, S bands
and sub 6 GHz 5G applications.
Figure 3. Four samples of microstrip filters.
Simulation program: There will be a tutorial about the devices and electromagnetic
simulation program, used for the design. For example, Sonnet Suites
[Link]
Technical report: Samples of the academic paper format will be shared with students
before the final submission.
4.2 Technical requirement:
A possible example of Microstrip Filters:
Figure 4. Microstrip hairpin filter dimensions
Simulation Inputs Simulation Outputs
- Length=L - Resonant frequency fr
- Width=W - Current graph
- Substrate (Dielectric) - Gain (for the antennas)
Constant=4.4
- Substrate (Dielectric)
Height =1mm
Table 1. Possible Values needed in simulation program
GROUPING WILL BE LIKE THIS:
Group 1 = Microstrip Lowpass filter, Group 2 = Microstrip high pass filter, Group 3 = Microstrip
bandpass filter Group 4= Microstrip band stop filter, Group 5= Microstrip Branch line coupler, Group
6 = Microstrip Directional Coupler, Group 7= Microstrip Rectangular Patch antenna, Group 8 =
Microstrip Patch Antenna with slits, Group 9 = Microstrip Patch Antenna with Slots, Group 10 = Inset
fed Microstrip Patch Antenna
***Resonance frequencies will be EQUAL TO SECTION NUMBERS x 1GHz FOR THE MALE SECTIONS
Section numbers x 1.5 GHz for the FEMALE SECTIONS.
FOR EXAMPLE: Section M1’s frequency fr = 1 GHz
Section F1’s frequency fr = 1.5 GHz.
Some online tools can assist students in determining approximated geometrical dimensions based
on resonant frequency and substrate type. Here’s one example:
Printed Circuit board (PCB) RF Microstrip Calculators with Formulas | Microstrip Calculation
Measurement Tool - Pasternack
4.3 Deliverables:
This project is divided into the following deliverables.
PD-1 (10%): Conceptual Design
Students of each class section need to form project groups (groups 3 depending on the number of
students).
• Each group of students will be assigned a different set of simulation parameters.
• Students are required to propose/describe a design regarding the project which includes
a detailed description of the idea and motivation. Also, the full schematic for the circuit
should be provided along with a description of the circuit operation.
• A scientific report (power point presentation) 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 file should include a full analysis of the project.
• Students should clarify the followed learning strategy to get an optimum
solution/design/knowledge of their work
A rough structure of the presentation is as follows:
- Problem Definition (What is the problem or need? Who has the problem or need? Why is it
important to solve?)
- Background Research (Find out about existing solutions to similar problems.)
- Requirements (These are the important characteristics that your solution must meet to succeed.
Requirements can be identified by analyzing an example of a similar, existing product.)
- Criteria and Constraints
- Applicable Engineering Standards and Codes
- Brainstorming Solutions (Generate at least three alternative solutions to the problem)
- Choosing the Best Solution (This is the solutions that meets requirements and abides by criteria
and constraints.)
- Designing the best solution (Use flowcharts, block diagrams, and Fritzing designs to explain the
functioning of your solution)
- Simulation results shown in graphs
- Reflections on Students’ Learning
- Conclusion and Future Work
- References
- Students are required to submit a technical report IN AN ACADEMIC PAPER FORMAT (samples
will be provided in advance). Good projects are candidates of paper submissions and/or will be
a preliminary work for your next year’s Graduation projects.
PD-2 (10%): Technical Report
An IEEE format paper must contain graphs required for the project by using the simulation
software, such as input reflection coefficient (S11), current diagram, radiation pattern (for
antennas).
PD-3 (10%): Simulation - Q & A
All group members will be asked questions about the whole process (design, simulation and the technical
report).
5. Project Management
5.1 Project planning
Project Deliverable Deliverable Type Due Date
PD1 Conceptional Design Week 12 Dec 09 23.59
PD2 Technical Report Week 13 Dec 19th 23.59
Week 16 Jan 5, 2025, 12.30
PD3 Simulation - Q&A
5.2 Group formation
Students in each class need to form project groups
- It is the students' responsibility to form a group and submit the group members to the
instructor.
- If a student is unable to find a group, they are required to report to the instructor for assistance.
- Once groups are formed, each group must submit the following table to the instructor:
Team Members Responsibility of each team member
1-
2-
Notes:
✓ Students have the full responsibility of:
o submitting the required documents within the deadline
o verifying that the correct files are submitted
o verifying that the submitted files are not corrupted
✓ Softcopies are required to be uploaded into Turnitin when applicable.
✓ The regulations mentioned in the course syllabus apply. Please ensure you are fully aware of all
sections in the syllabus, especially (but not limited to) the following: APA style, plagiarism, AI
usage, group work, group submission, and forming groups.
✓ Students of each class need to form project groups (Group of 3)
6. Project Grading
6.1 Grading Distribution
Weight
PD1: Conceptional Design 10%
Project PD2: Technical Report 10%
PD3: Simulation - Q&A 10%
Total 30%
6.2 Deliverable Rubrics
The project is worth 30% of the total grade of your course; each deliverable is worth 10%. The
grade will be based on every group’s work, simulation, prototype, analysis, etc. The student will be
evaluated based on the below rubric
PD-1: Conceptional Design (10%): A powerpoint presentation
Introduction Literature Proposed Solution Conclusion References Formatting and
(20%) Search (10%) (30%) (10%) (5%) language used
(25%)
• Problem • Similar papers at • Background and Theory • Summary of • Use IEEE or • Grammatical and
Definition (5%) least 5 must be (5%) the work APA sentence structural
• Criteria and examined (5%) • Top view (5%) done. (5%) references mistakes (15%)
Constraints (5%) • Comparison must • Steps of building the • Future work. • Formatting: Cover
• Objectives (5%) be made circuit/Design/simulations (5%) page, group
• Structure of the between your with pictures of final members’ names,
Report (5%) design and each design (10%) consistent fonts, and
references (5%) • Discussion/ Simulation/ size throughout the
results with clear graphs document (i.e., no
(5%) copy-pasting from
the net) (10%)
PD2: Technical Report (10%): IEEE style paper format
a. Does the simulation work or not? (20%)
b. How does the simulation look? [nice/catchy/basic design] (5%)
c. Results meet initial expectation. Are the outputs satisfactory? (10%)
d. Are the material/components used to build the circuit adequate for such problems? (5%)
e. Is the proposed solution/idea the most optimized? (5%)
f. What is the impact of the material/components on the environment? (5%)
g. Explaining the engineering design process clearly based on the proposed design. (10%)
h. A detailed sections needed such as 1- Introduction, 2 Design parameters 3- Simulation results,
4- Conclusion and References (10%)
i. Graphs show the S11-reflection (and gain for antenna) by using the software program (5%)
j. Steps of building the circuit/code/schematic (with its code if applicable) (5%)
k. Using real illustrations extracted from design / simulation (graphs, tables, trends, pictures) and
proper organization using IEEE style or APA style (5%)
l. Explaining the exact same components and elements used in the design/circuit (5%)
m. Clear and convincing explanation on implementation of the design (10%)
PD3: Simulation - Questions & Answers:
EE 311
Project Deliverable 3– Simulation - Q & A (10%) Grading Rubric
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)
Provides incorrect or Provides partially Provides mostly Provides correct and
incomplete answers. correct or vague correct answers with detailed answers.
Q&A Does not exhibit any answers. minor mistakes or Consistently demonstrates
(Individual - 100%) confidence in answering Shows limited limited details. a high level of confidence
questions. confidence in answering Shows confidence in while answering
questions and often answering questions questions.
appears but occasionally
hesitant/unsure. appears
hesitant/unsure.
Appendix A
A.1. Electrical Engineering Program Student Outcomes – ABET:
1. an ability to identify, formulate, and solve complex engineering problems by applying principles of
engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social, environmental,
and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering situations and make
informed judgments, which must consider the impact of engineering solutions in global, economic,
environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and
use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
A.2 Course contribution to the global goals
AUM is committed to encouraging sustainable practices and supporting the 17 Sustainable
Development Goals (SDGs), also known as global goals. For more information about the global goals,
please refer to Sustainability at AUM.
This course project particularly focuses on the following SDG(s):
SDG 4: Quality Education
SDG8: Decent work and economic growth
SDG9: Industry, innovation and infrastructure
SDG11: Sustainable cities and communities
SDG13: Climate action
SDG15: Life on land