ENGR 131 Transforming Ideas to Innovation I

Sections: All

Students Performance Analysis

Course Project (20%)

Project Deliverable 1 (10%)-W11
Project Deliverable 2 (10%)-W16

Semester: Fall 2023

2023- 2024

11
Contents

I. INTRODUCTION………………………………………………………………………….…3
II. LEARNING OUTCOMES……………………………………………………………………4
III. PROJECT FILES……………………………………………………………………………..4
IV. PROJECT SUMMARY……………………………………………………………………..4
V. DELIVERABLES & PROJECT MANAGEMENT……………………………………….9
VI. PLAGIARISM………………………………………………………………………………..9

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 I. 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 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 that requires
gathering information about the problem.
• The design loop: design is a repetitive process of:
a. Synthesis (Brainstorming - Generating new ideas)
b. Analysis (Breaking ideas – Finding expected results)
c. Decision-making (Deciding the best alternative)
• Evaluation: The 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. LEARNING OUTCOMES
By completing this project, the student should be able to:

• Understand an engineering problem and define its boundaries.

• Work as a team member to achieve a practical solution to a defined
problem
• Analyze and design solution for assessing students’ performance
problem (SO (a) – PI 1). [1,6]
• Make an informed choice of implementation method for the solution
of a given problem.
• Implement and document a structured program to meet a given
specification. [1, 2]
• Apply knowledge of mathematics, science, and engineering. [1]
• Analyze a problem, and identify and define the computing
requirements appropriate to its solution. [1]
• Use current techniques, skills, and tools necessary for computing
practice. [1,2]
• Work on multidisciplinary team to attain the ability of: (SO (a) – PI
2). [3,4,5,7]
a. Conduct research and gather information.
b. Equally distribute and fulfill team roles & duties.
c. Actively listening to other teammates.

III. PROJECT FILES

• Project Description File.
• Dataset File.

IV. PROJECT SUMMARY

Education plays a pivotal role in producing qualified human power that
accelerates economic development and solves the real problems of a
society. One of the most critical factors that determines the educational
outcome is the academic achievement. By investing in academic
achievement, students can develop the skills necessary to succeed inside
and outside the classroom. The importance of academic achievements
can also lead to more excellent career opportunities after graduation.
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 Employers often prioritize hiring candidates who have proven their
ability to excel academically over those who may not have done well
academically. In addition, the importance of students’ performance is
not only evident to the students but also to the universities as it is a
measure the success of their education process.

Beyond the quality of schools, various personal and family factors have
been considered to influence the academic performance. In this project,
we seek to study the impact of some of such factors on the student
performance by applying the engineering design process and using
some software, mainly excel and Matlab.

The dataset used in the analysis is the StudentsPerformance.xlsx. It

consists of 480 student records and 16 features. The dataset excel file
consists of two sheets: (1) Attributes sheet: gives a description of each
column along with its values. (2) Dataset sheet: contains students’
records.

This project assesses your understanding and evaluate your capabilities

in order to develop an innovative engineered solution to the problem of
assessing the students' academic performance. This involves identifying
and analyzing the requirements, designing, testing, implementing and
evaluating a solution. Working successfully as a team is a key
requirement for this project and you will be working in small groups of
3 students.

❖ Deliverable 1 - (100 points) [10%]

In Deliverable 1, you are requested to prepare a power point presentation

with voice over explaining your slides. The presentation duration should
not exceed 5 minutes. Your power point presentation should include the
following:

1) Task 1: Data Enrichment and Analysis

Students are required to use Excel to perform the following:
- Each team member has to insert a new row at the beginning of the
Dataset sheet and fill the columns with random data except the
following ones: gender should be filled with the corresponding letter
of your section, Topic should be filled with ENGR, raisedhand
should be filled with the first two numbers in your student ID,
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 VisITedResources should be filled with the last two numbers of your
student ID, Discussion should be filled with your section number.
For instance, if you are in section F8 and your student ID is 43986,
the gender will be filled with F, raisedhand will be filled with 43,
VisITedResources will be filled with 86, and Discussion will be
filled with 8.
- Insert a new column “Functions” just after the “Class” column and
apply the following:
o In the first column cell, count the number of Kuwait students
who got class H.
o In the second column cell, count the number of Kuwait
students who were absent less than 7 days in all courses.
o In the third column cell, calculate the number of students who
raised their hands more than 30 times and got class H.
o In the fourth column cell, calculate the number of students
participated more than 20 times in the group discussion or got
class M.
o In the fifth column cell, the number of students who did not
get class L and were not absent more than 7 times, and their
parents answered the survey and were satisfied from the
school.

2) Task 2: Data Visualization

Students are required to create the following charts using Excel:
- Column chart for all countries showing their number of students in
each course.
- Bar chart showing the number of male and female students
registered in each course.
- Line chart showing the total number of raised hands, the total
number of announcement views and the total number of discussions
for each student class (L, M and H).
- Pie chart showing the number of students got Class H in each course.
- For each of the above charts, students are requested to insert
appropriate title and axis-labels.

3) Task 3: Knowledge Extraction and Conclusions

The objective of this task is to study the results obtained in tasks 1 and
2, extract useful information and make conclusions. Each group is
requested to discuss the obtained results then to make 3 conclusions
related to the students’ performance assessment. Conclusions could be
answers to the following questions:
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 - What factors affect positively and negatively the student
performance?
- Find countries having the best/worst students’ performance?
- Do the parents play an important role in determining the student
performance?
- What is the satisfaction level of parents from their student schools?
- Which type of courses students are mostly enjoying?

4) Task 4: Proposition of Solutions

• In this task, team members are requested to organize a brainstorming
to discuss the results and the conclusions of the project, then they
have to propose 3 solutions that can improve the student
performance in the classroom.

❖ Deliverable 2 - (100 points) [10%]

In Deliverable 2, the following is requested:

• Each group should create a Matlab script with respect to the
following name:
ENGR131_FirstMemberInitials_SecondMemberInitial_ThirdMem
berInitial.m. For instance, if the group member names are Sarah
Mutairi, Fatemah Azmi and Laila Shammari, then the script name
will be ENGR131_SM_FA_LS.m.
• The created script should contain the Matlab code performing the
following tasks:
1) Task 1: Displaying Team Information
- Define 3 variables named Member1FName, Member2FName
and Member3FName and initialize their values to the first
name of each team member respectively.
- Prompt the user to enter the AUM IDs of all team members.
- Prompt the user to enter the section of the team members.
- Print on the screen the values of all the defined variables as
follows:

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 2) Task 2: Plot and Matrices
- Define a vector StudentNumbers with a range from 1 to 20
and an increment of 1.
- Define a vector variable RaisedHands and fill with the first
20 values in the raisedhands column in
StudentsPerformance.xlsx file.
- Define a vector Score and fill its values according to the
2
following formula: 𝑆𝑐𝑜𝑟𝑒 = × √𝑅𝑎𝑖𝑠𝑒𝑑𝐻𝑎𝑛𝑑𝑠 3 +
3
𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑁𝑢𝑚𝑏𝑒𝑟𝑠 × 2
- Write a code to plot both of RaisedHands and Score on the
same graph vs StudentNumbers. Add a legend to your graph
and coloring scheme so that each plot has a different color.
Provide a descriptive title to your plot. Label your x and y
axes.
- Define a matrix StudentsInfo containing the values of
raisedhands, VisITedResources, AnnouncementsView, and
Discussion columns in the StudentsPerformance.xlsx file for
the first 4 students only. The structure of StudentsInfo matrix
is as follows:

- Print on the screen the transposed matrix of StudentsInfo.

- Plot on the same graph the information of each student (each
row in the matrix StudentsInfo) vs column names. Consider
that the column names are defined by a vector with values 1
to 4. Add a legend to your graph and coloring scheme so that
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 each plot has a different color. Provide a descriptive title to
your plot. Label your x and y axes.

3) Task 3: Conditions and Flowchart

- You are requested to write a Matlab code to develop the logic
outlined in the below flowchart:

• You will be given an individual oral examination

about the completed code.

Important note:

The evaluation of every group is done individually. In other words, a

group of 3 peoplecan have three different grades based on the oral exam.

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 V. DELIVERABLES & PROJECT MANAGEMENT

Due Date Task How to Submit

Week 11 Deliverable 1 (10 %) Submit power point presentation with

voice over through Moodle.

Week 16 Deliverable 2 (10 %) Code Demonstration + OralExam

VI. Plagiarism
• 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
authenticityof the work, then the Instructor will apply the
academic misconduct rules as mentioned in the AUM
Student Handbook which may include awardingthe work
a zero grade.

• For a detailed description of academic misconduct please

refer to the undergraduate AUM Student Handbook.

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 VII. Grading Rubrics
PD1 Grading Rubric: (Presentation with voiceover)
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)

Slides Content The slides fail to meet any of the The slides meet only one of the The slides meet only two of the The slides meet all of the
(20% - Group) following criteria: following criteria: following criteria: following criteria:
1) Information presented is 1) Information presented is 1) Information presented is 1) Information presented is
accurate and relevant to the accurate and relevant to the accurate and relevant to the accurate and relevant to the
presentation topic presentation topic presentation topic presentation topic
2) Content is well-organized, all 2) Content is well-organized, all 2) Content is well-organized, all 2) Content is well-organized, all
key points are covered and clearly key points are covered and clearly key points are covered and clearly key points are covered and clearly
articulated. articulated. articulated. articulated.
3) An adequate level of detail is 3) An adequate level of detail is 3) An adequate level of detail is 3) An adequate level of detail is
provided to cover and analyse the provided to cover and analyse the provided to cover and analyse the provided to cover and analyse the
topic comprehensively topic comprehensively topic comprehensively topic comprehensively
Slides Design The slides fail to meet any of the The slides meet only one of the The slides meet only two of the The slides meet all of the
(10% - Group) following criteria: following criteria: following criteria: following criteria:
1) Video is of very good quality, 1) Video is of very good quality, 1) Video is of very good quality, 1) Video is of very good quality,
visually engaging, and balanced in visually engaging, and balanced in visually engaging, and balanced in visually engaging, and balanced in
terms of text and figures. terms of text and figures. terms of text and figures. terms of text and figures.
2) Effective use of font and colors 2) Effective use of font and colors 2) Effective use of font and colors 2) Effective use of font and colors
to emphasize key points and to emphasize key points and to emphasize key points and to emphasize key points and
maintain visual appeal. maintain visual appeal. maintain visual appeal. maintain visual appeal.
3) Consistent use of fonts, colors, 3) Consistent use of fonts, colors, 3) Consistent use of fonts, colors, 3) Consistent use of fonts, colors,
and design elements throughout and design elements throughout and design elements throughout and design elements throughout
the presentation. the presentation. the presentation. the presentation.
Voiceover The voiceover fails to meet any of The voiceover meets only one of The voiceover meets only two of The voiceover meets all of the
Delivery the following criteria: the following criteria: the following criteria: following criteria:
(20% - 1) Clear and audible voiceover, 1) Clear and audible voiceover, 1) Clear and audible voiceover, 1) Clear and audible voiceover,
Individual) appropriate use of English appropriate use of English appropriate use of English appropriate use of English
language, and terminologies. language, and terminologies. language, and terminologies. language, and terminologies.
2) The student is explaining, not 2) The student is explaining, not 2) The student is explaining, not 2) The student is explaining, not
just reading, the presented just reading, the presented just reading, the presented just reading, the presented
information effectively. information effectively. information effectively. information effectively.
3) Effective integration between 3) Effective integration between 3) Effective integration between 3) Effective integration between
the voiceover and slide content the voiceover and slide content the voiceover and slide content the voiceover and slide content
with minimal stumbles, filler with minimal stumbles, filler with minimal stumbles, filler with minimal stumbles, filler
words, or awkward pauses. words, or awkward pauses. words, or awkward pauses. words, or awkward pauses.
Voiceover The team voiceover fails to meet The team voiceover meets only The team voiceover meets only The team voiceover meets all of
Delivery any of the following criteria: one of the following criteria: two of the following criteria: the following criteria:
(10% - Group) 1) The time allocation between 1) The time allocation between 1) The time allocation between 1) The time allocation between
team members is fair and provides team members is fair and provides team members is fair and provides team members is fair and provides
equal opportunities for each equal opportunities for each equal opportunities for each equal opportunities for each
member to contribute member to contribute member to contribute member to contribute
2) The presentation is delivered 2) The presentation is delivered 2) The presentation is delivered 2) The presentation is delivered
within the exact provided time. within the exact provided time. within the exact provided time. within the exact provided time.
3) Smooth transitions between 3) Smooth transitions between 3) Smooth transitions between 3) Smooth transitions between
team members' segments. team members' segments team members' segments team members' segments
Proposed The proposed design(s) fails to The proposed design(s) meets only The proposed design(s) meets only The proposed design(s) meets all
Design(s) meet any of the following criteria: one of the following criteria: two of the following criteria: of the following criteria:
(40% - group) 1) Well-developed and detailed 1) Well-developed and detailed 1) Well-developed and detailed 1) Well-developed and detailed
with no mistakes with no mistakes with no mistakes with no mistakes
2) Clear and understandable 2) Clear and understandable 2) Clear and understandable 2) Clear and understandable
explanation of the design concept explanation of the design concept explanation of the design concept explanation of the design concept
3) Adequate consideration of 3) Adequate consideration of 3) Adequate consideration of 3) Adequate consideration of
relevant and realistic constraints relevant and realistic constraints relevant and realistic constraints relevant and realistic constraints
 PD2 Grading Rubric: (Code with Q&A)

Unsatisfactory Developing Satisfactory Excellent

(0-59%) (60%-74%) (75%-87%) (>88%)
1) The design is exceptionally well-
1) The design is partially developed 1) The design well-developed developed and detailed through the
1) The design is not well-developed
through the needed approaches , has through the needed approaches and needed approaches and has no
through the needed approaches or
some mistakes, but may lack detail or detailed with minimal mistakes mistakes, with a clear and cohesive
may be incomplete or has numerous
cohesiveness 2) Prototype/model/simulation is of design that demonstrates an
mistakes.
2) Prototype/model/simulation good quality, demonstrating exceptional level of thought and
2) Prototype/model/simulation is
Proposed Design shows some functionality, but functionality and providing a creativity
poorly executed, lacking
(50% - group) improvements are needed to enhance realistic representation of the 2) Prototype/model/simulation is of
functionality or demonstrating
its quality and effectiveness proposed design exceptional quality, accurately
significant flaws
3) Prototype/model/simulation 3) Prototype/model/simulation representing the proposed design and
3) Prototype/model/simulation
results are partially analyzed while results are briefly analyzed and showcasing advanced functionality.
results are not or incorrectly
not showing students understanding discussed showing students 3) Prototype/model/simulation
analyzed
of the results understanding of the results results are carefully analyzed and
discussed
1) Provides incorrect or incomplete 1)Provides partially correct or vague 1) Provides mostly correct answers 1) Provides correct and detailed
answers. answers. with minor mistakes or limited answers.
Questions and
2) Does not exhibit any confidence in 2) Shows limited confidence in details. 2) Consistently demonstrates a high
Answers (50% -
answering questions. answering questions and often 2) Shows confidence in answering level of confidence while answering
Individual)
appears hesitant/unsure. questions but occasionally appears questions.
hesitant/unsure.