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Complex Engineering Problem-RTES Spring 2022

The document outlines the course information for Real Time Embedded Systems (EEE446) at COMSATS University Islamabad, including prerequisites, course structure, and assessment methods. It details the Complex Engineering Problem (CEP) framework, emphasizing the need for substantial knowledge, hands-on experience, and teamwork in solving engineering problems. Evaluation criteria for the CEP include problem identification, proposal development, and final reporting, with specific weightage assigned to various components.

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hassan ejaz
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2 views

Complex Engineering Problem-RTES Spring 2022

The document outlines the course information for Real Time Embedded Systems (EEE446) at COMSATS University Islamabad, including prerequisites, course structure, and assessment methods. It details the Complex Engineering Problem (CEP) framework, emphasizing the need for substantial knowledge, hands-on experience, and teamwork in solving engineering problems. Evaluation criteria for the CEP include problem identification, proposal development, and final reporting, with specific weightage assigned to various components.

Uploaded by

hassan ejaz
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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COMSATS University Islamabad, Wah Campus

(Department of Electrical and Computer Engineering)

Course Information:
Course Title Real Time Embedded Systems
Course Code EEE446
Credit Hours 03 +01
Pre-requisite Microprocessor Systems and Interfacing (EEE342)
Course In-charge Dr. Muhammad Adeel Akram

Complex Engineering Problem (CEP):

An engineering problem is said to be complex if solving it requires


Mandatory

 substantial knowledge of various subjects that lay the foundation of engineering


(breadth)
 sufficient knowledge of elementary concepts and methods/ theorems directly
related to the given problem (depth) as per the guidelines given by the instructor
 usage of modern tools and already gained sufficient hands-on experience of those
tools
 a healthy team/individual effort

Recommended

 investigation of experimental data and verification of the achieved results by means


of simulations, tests, and\or formal methods, if applicable

Optional

 students to draw a detailed (qualitative but critical) comparison between choices, to


justify their preference
CEP Assessment Rubrics and Method
 CEP assessment rubrics may be adopted from Lab Rubrics
 It is highly recommended to assess.
1. Problem Identification
In the first phase, students are asked to bring the problems they intend to work on. Counselling
is given to students in lab and contact hours for finalizing their ideas and preparing a proposal.
Students have to explore the problems/issues around us, which they can solve using embedded
system constructs. If the problem brought by the students are irrelevant to the course or not
feasible at this level, they are asked to bring some other problem or make some modifications.
2. Proposal
In initial study phase, students have to explore the literature or existing solutions for
their selected project idea. In this phase, students are also encouraged to have a
detailed analysis of the problem to solve it in a better way. Each student’s project is
unique, may have many possible solutions as well as may be explored and developed in
a different way.
Evaluation
Following characteristics of complex engineering problem are targeted for evaluating the CEP
solution:

C1 Breadth of Knowledge Required


C2 Range of Conflicting Requirements
C3 Depth of Analysis Required

Idea/Initial Study: 20%


CEP Proposal: 20%
CEP Progress: 10%
Demo: 20%
Report: 30%

This CEP will be evaluated against 1 Quiz, 1 Assignment and Lab Project.
Sr.# Attribute (A) Description
1. Task Real Time Embedded Systems

Details:
 Design of circuit
o Able to
2. Breadth Electronics I & II, Circuit Analysis, Object Oriented Programming

3. Depth Microprocessor Systems and Interfacing

4. Tools Raspberry Pi, Arduino, Sensors


5. Investigation (i)

6. Team Work Independent tasks

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