EE 2303 Lab Specific Information and Guidelines
TA: _________________
Email: _________________
Office: _____ EERC
Mailbox: 7th floor EERC, #_____
Phone: ____________
Home Phone: _______
Office Hours: _______________
Course Goals: The goal for this course is to ensure each student is successful in learning
the proper laboratory techniques necessary to:
• Construct circuits from diagrams or descriptions ranging from simple to
complex.
• Use various measuring devices to analyze circuits.
• Use different software packages to construct and evaluate circuits ranging
from simple to complex.
• Realize the similarities between laboratory experiments and lecture theory.
• Write an informative and interesting report.
Grading: Points will be awarded for each experiment based on the following criteria:
Attendance: You are expected to attend both the lab session and the discussion
meeting. The intent of the discussion meeting is to prepare you to make the best
use of your time in the lab. In order to receive any credit for a particular
laboratory experiment, you must attend that class.
Be on time.
Show up for each lab.
Contact your TA ahead of time if you must miss a lab. We will work with you to
make up a lab in another section if you contact him or her ahead of time. After
the fact notifications are not looked upon with favor.
Quizes: The majority of the discussion meetings will include a short quiz
covering the topics of the previous week’s lab. The quizzes may cover either lab
techniques, theory, or both. They will be administered ONLY in the discussion
meetings.
25 points each
Prelabs: It is your responsibility to print off and read through each week’s lab
before coming to lab. The labs are located at: http://www.ee.mtu.edu/labs
Some of these labs have prelabs. Prelabs are due at the beginning of lab. Turn
them in.
25 points each
Current Affairs Presentations: Each student will be required to make one 3 - 5
minute informal presentation to the class on a current topic in electrical
engineering. The topic must be approved by the GTA in advance. Each
presentation will be graded according to the matrix below.
50 Points
Book Review: Each student will read and review the book, “The Chip
How Two Americans Invented the Microchip and Launched a Revolution.”
This book traces the innovative development of the monolithic integrated circuit,
or silicon chip, discussing the scientists who created it, its structure and functions,
the evolution of the semiconductor industry, and the vast implications of the
silicon chip.
A book review is different from a book report. A book report is a distillation of
the contents of the book. That’s not what I’m looking for here. I want you to
provide your reaction to the information in the book. How does what the author
say affect you and the world around you? What is your reaction to the author’s
assessment of the impact that that monolithic integrated circuit has had on the
world? How will the integrated circuit affect your life?
100 Points
Experimental Data: Your TA will check each student’s work as they finish the
experiment for that week. Having complete and correct results in the time allotted
will earn the maximum points in this area.
50 points for each lab session
Lab Reports: As an engineer, reports are often necessary to inform others of your
work, and the results obtained. Two of the labs will require well-written lab
reports. Lab reports will be due at the beginning of class one week from the
completion of the lab for which they are assigned. Points will be deducted at the
discretion of the TA for unexcused tardiness.
100 points each
Included with this syllabus are guidelines for proper report writing and
organization. Also included are samples of reports to use as a guide. Reports will
be graded based on the attached matrix.
Lab Practical: The semester will conclude with each student participating in a
one hour individual lab practical. The goal will be to assess how well you have
attained the course goals.
100 points
Comments / Suggestions: The ECE Department is always looking for ways to improve
the student’s lab experience. Please include in each lab report a brief section with your
personal comments and suggestions for each lab.
Conclusion: If the TA and the students follow the same set of guidelines, a common
communication path will be created and we can both achieve the most out of this lab
experience. You have made a significant financial commitment to taking this lab, and I
believe that should be taken seriously by both parties. With that in mind, let’s put forth
our best efforts and have a great semester.
For any questions concerning any ECE labs: please contact your TA or Mr. Glen
Archer (gearcher@mtu.edu) anytime.
EE 2303 Lab Schedule for Spring 2004
Week
Number
Quiz
Topic
1
2
3
None
None
Exp 1
4
5
6
7
8
9
10
Exp 2
Exp 3
Exp 4
Exp 5
Exp 6
Exp 7
Exp 8
11
12
13
14
15
Exp 9
Exp 10
Exp 11
Exp 12
Description
Discussion Meeting ONLY
Exp 1 Resistive Measurements
Exp 2: Schematic Capture and Circuit
Simulation
Exp 3 Time Varying signals
Exp 4 Measurement Uncertainty
Exp 5 Intro to LABVIEW
Exp 6 Advanced LABVIEW
Exp 7 Measuring Transient Signals
Exp 8 MATLAB Programming
Exp 9 Advanced MATLAB
Programming
Exp 10 Semiconductors
Exp 11 Integrated Circuits
Exp 12 Phun with Photonics
Exp 12 continued
Lab Practical
Assignment
Date
Due
Book Review
Report
Week 13
Week 3
Report
Week 12
Laboratory Report Guidelines
Reports are to include the following:
Cover sheet with course number, section number, title of the lab project, your name, your
lab instructor’s name, date due, and date submitted.
Objective section that states the goals of the experiment, the definition of the problem and
identifies any constraints or assumptions made.
Procedure section that describes the procedure used. This should be a cohesive summary
of the steps taken in lab, not a word for word copy of the lab handout. Schematic
diagrams for all circuits constructed are strongly encouraged in the Procedures section.
Discussion section that answers all questions posed in the lab handout. It should also
show all completed calculations (word processed equations) and tabulated results.
Describe any extra investigations that you performed, or and discrepancies you may have
encountered in this section.
Conclusion section to discuss the outcome of the experiment and, most importantly, what
you learned from performing it. It is also encouraged to include personal statements and
suggestions about the lab in this section.
Appendix is used to include extra information or printouts that are too large to be
integrated with text. If any figures are included in this section, they must be properly
referenced in the text.
Text. All text should be word-processed and single-spaced. Reports are to be written in
third person (avoid terms like I, We, You – instead use terms like “The lab called
for…,” “It was decided then to..”).
Paragraphs should be grouped with descriptive headings, and where needed, with
subheadings. Indentation can also be helpful. This page illustrates one acceptable
format.
The MTU Writing Center is located in Walker 107. They are provided, free of
charge, to assist you in improving your writing. If a good lab report seems
difficult to write, or if English is not your first language, please visit the writing
center.
Figures. Figures are often graphs, but they also include schematic sketches and
drawings. Your ability to machine produce a figure will depend upon the nature of
the figure itself, so both hand-prepared and computer drawn figures are acceptable.
Note that hand-prepared is not the same as “freehand”; neatness requires prudent
use of drawing aids. Whenever possible, figures should be understood on their
own. They must have a figure number (Arabic numeral) and title below the figure,
a legend (if applicable), and units must always be clearly marked. Figures should
support the text, not replace it. For this reason, all figures should be referenced in
the text. Preferably, the reference will be on the same page as the figure, but if this
is not possible then the page they are located on must be stated. For an illustration,
see Figure 1 on the following page.
Tables. Tables are often confused with figures, but in engineering writing they are
treated differently. A Table Number (Roman numeral) and Table Caption should
appear at the top of the table. We recommend that they be boxed into the table
itself. Columns must be annotated with quantities and their units. Any remarks
enabling the table to stand alone can be boxed immediately below the table. If a
table is not found directly below the related text, it must be referenced by number.
For an illustration, see Table I.
Table I
Load Voltage and Current
Voltage (V)
Resistance (Ω)
0
0
200
2.35
500
3.81
1000
4.80
Note: Short Circuit Current = 15.38 mA
Current (mA)
15.38
11.76
9.52
6.06
Equations. Equations should be word processed and integrated into the text. When
presenting a series of related equations, it is not necessary to show every single
step of a derivation so long as the method is clear to the reader. Use of transitional
phrases between key steps will add greatly to the reader’s understanding.
Equations may be numbered at the right margin for convenience of reference. For
example:
V = 10e -2000t cos (2πft)
(1)
Laboratory Report Grading Matrix
Student_________________________
Instructor__________________________________
Section ____________________ Lab Number ___________________
Attribute
Report
Mechanics
Organization
Format
Grammar,
Punctuation,
Spelling
Length
Content
Introduction
0-2 Unacceptable
3-5 Below
Expectations
6-8 Meets
Expectations
9-10 Exceeds
Expectations
Inappropriate content
in most sections of
report
Some
inappropriate
content in some
sections of
report
Some portions
are sloppy and
difficult to read,
some format
errors
Content
appropriate in
all sections of
report
Unique organization
enhances readability
and/or understandability
of report
Text, tables,
figures are
readable and
understandable.
Text, tables, figures so
clear and
understandable as to
enhance the report’s
impact, unique format
enhances report’s
impact
Completely free of
spelling, grammar, and
punctuation errors
Tables and figures can
not be
read/understood, fonts
difficult to read, so
many format errors as
to make the report
useless
Excessive spelling,
grammar, and
punctuation errors
Far too long or too
short
Some spelling,
grammar, and
punctuation
errors
Only a few
spelling,
grammar, and
punctuation
errors
Too long or too short
Problem not stated,
constraints or
assumptions not
explained, contains
results/conclusions
Problem stated
poorly, limited
discussion of
constraints,
assumptions
Procedure
Omitted
Discussion—
Quantitative
Analysis--
No apparent
understanding of lab
tasks, no quantitative
support provided
Conclusion—
What did you
learn
Omitted
Lab handout
restated
verbatim, or
summary is far
too brief to be of
use
Poor
understanding of
lab tasks, poor
quantitative
support,
Weak
Questions
Does not address
questions posed in lab
materials
Appropriate report
length
Problem clearly
stated, impact of
constraints and
assumptions
clearly
discussed
Good summary
of steps taken to
perform the lab
So clear and complete
as to enhance impact of
report
Lab tasks clearly
understood and
discussed, solid
quantitative
support,
Clear
Discussion clearly
reveals insight and
understanding beyond
level expected
Some questions correctly answered
Points Awarded
Summary includes all
steps taken and
challenges overcome.
Includes ample use of
figures
Conclusion clearly
reveals insight and
understanding beyond
level expected
All questions correctly
answered
Report Total
Prelab
Data
Total points possible_______ Total points awarded_______
PRESENTATION GRADE SHEET
NAME OF STUDENT
TOPIC
DATE
Unsatisfactory
L
Satisfactory
H
Outstanding
INTRODUCTION
(ATTENTION STEP
& OVERVIEW)
Emotional; failed to introduce
self/subject; vague/laundry listed.
Appropriate; claimed audience’s
attention/highlighted main points.
Stimulating; original; clear/well
expanded; prepared listeners fully.
SUPPORT
(VISUAL & VERBAL)
Inadequate development/
errors/sloppy; awkwardly used,
inadequate sources.
Adequate development; credible
facts/supported or illustrated ideas,
cited sources.
Comprehensive development/
stimulating; well timed; skillfully used,
incorporated sources throughout.
ORGANIZATION
(LOGIC &
TRANSITIONS)
Vague; lacked balance/mechanical
transitions throughout.
Main ideas related to purpose/each
other/used some creative transitions.
Skillfully led audience/creatively
related previous points to new points.
CONCLUSION
(SUMMARY &
CLOSURE)
Incomplete; laundry listed/abrupt; no
sense of finality.
Reviewed highlights of main points/
definite; appropriately tied to subject.
A synthesis; fostered retention of
ideas/positive impact creative.
VERBAL
EXPRESSION
Articulation problems; incorrect
grammar/pronunciation; vocalized
pauses; poorly worded; monotone; too
soft/loud; too slow/fast; artificial;
lacked confidence.
Not distracting; natural force, pitch,
rate, and emphasis; positive.
Exceptional articulation,
pronunciation, grammar; precise word
choice; dynamic; spontaneous;
conversational; varied.
MOVEMENT
Static movement, pacing, distracting,
hindered communication, nervous.
Varied movement, usually purposeful.
Purposeful movement, comfortable,
confident, enhanced presentation.
GESTURES
Mechanical gestures, mechanical,
exaggerated, poorly timed, distracting,
nervous.
Appropriate gestures, aided
communication.
Gestures enhanced presentation,
spontaneous, natural, consistently
reinforced meaning.
EYE CONTACT
Missing or partial eye contact; focused
on visual-aids or notes.
Included most listeners; acceptable
reference to notes.
Direct eye contact; random; rarely used
notes, sought feedback.
U
L
S
H
O
1-3
4-6
7-9
10
ORGANIZATION
DELIVERY
COMMENTS:
TIME _______________ Total points possible_______ Total points awarded ___________
U = unsatisfactory, L = Low satisfactory, S = satisfactory, H = high satisfactory, O = outstanding
0