Fall 2017

version 4 December 2017

Important Note

This document is available at and provides critical resources for this course, including a schedule, homework assignments, handouts, hyperlinked materials, etc. Check the posted version for updates.


Dr. Damon A. Miller, Associate Professor of Electrical and Computer Engineering, Western Michigan University, College of Engineering and Applied Sciences, Parkview Campus, Room A-240, 269.276.3158, 269.276.3151 (fax),,

Course Development and Acknowledgements
Dr. John Gesink developed and collected much of the material used in this course. Dr. Daniel M. Litynski has also contributed course improvements. Student suggestions for improvement are encouraged. Some course notes (including figures) may be verbatim from course texts or other references.


Office Hours
Office hours are posted on Dr. Miller’s door and at Please respect course instructor office hours.  Other times are available by appointment.

WMU Catalog Description
ECE 4810 Electrical/Computer Engineering Design I (1--3), 2 hrs. First of a two-semester sequence on engineering design in which students work in teams on approved design projects. A preliminary design is expected at the conclusion of this course.

Prerequisites:  IME 3160; consent of department chair.

Consent of the department chair is obtained by completion of an application to enroll in ECE 4810 and is based on:

1.      completion of ECE 2510/IME 3160/ECE 3550 or ECE 4510 (for CpE students);

2.      completion of ECE 2510/IME 3160/ECE 3200 or ECE 3300 (for EE students); and an

3.      ability to work independently and as part of a design team, accepting responsibility for specific portions of a design project.


Project Constraints

  1. Projects requiring knowledge of subject matter presented in courses not yet successfully completed by at least one project team member will not be approved.
  2. In consideration of federal export control laws, senior design projects will only utilize information that is broadly available to the engineering and scientific community.  No restrictions on dissemination of any project information or results will be accepted.  Project final reports (ECE 4820) will be available to the public.  Projects that require or involve non-disclosure agreements, trade secrets, etc. will not be accepted.  Student are cautioned that the export of project material goods is subject to federal export control laws and should be carefully reviewed beforehand.  Federal export laws apply now and after graduation.  This policy was prepared using information provided in Export Control Laws and Senior Design Projects by Vicki Janson, former Research Compliance Coordinator, Office of the Vice President for Research.


In short, senior design projects must be entirely “open”.


Course Tasks and Description

Students will be responsible forming a three-person design team, selecting a design project, and for writing a formal proposal, which describes the project as well as its implementation. The designed device or system will be constructed in ECE 4820 based on this proposal. Lectures and assignments will examine topics relating to engineering design such as needs and specifications, patents, feasibility, engineering design methodology, project scheduling, and human factors engineering. Students will explore topics critical to the practice of engineering, including engineering ethics, intellectual property, and professional registration.  Written communication skills are also emphasized throughout the course.  Each student is urged to keep a permanently bound journal/log/lab notebook in which individual contributions to the design proposal are recorded.  Students are required to attend all ECE 4810 class meetings, and register with the WMU Career Services office (See Bronco Jobs at


Department and Course Level Learning Outcomes


Department Level Learning Outcomes1


Graduates must have:

a.      an ability to apply knowledge of mathematics, science, and engineering;

b.      an ability to design and conduct experiments, as well as to analyze and interpret data;

c.      an ability to design a system, component, or process to meet desired needs2;

d.      an ability to function on multi-disciplinary teams;

e.      an ability to identify, formulate, and solve engineering problems;

f.       an ability to understand professional and ethical responsibility;

g.      an ability to communicate effectively;

h.      a broad education necessary to understand the impact of engineering solutions in a global and societal context;

i.       a recognition of the need for, and an ability to engage in, life-long learning;

j.       a knowledge of contemporary issues; and

k.      an ability to use techniques, skills, and modern engineering tools necessary for engineering practice and/or further graduate study.


In addition to these learning outcomes ECE 4810/20 is designed to contribute to the professional component3 (PC) of the student's education.



1The following is adapted (with only slight modification) from the Accreditation Board for Engineering and Technology (ABET) Engineering Criteria 2000, Criteria for Accrediting Engineering:


Criterion 3. Program Outcomes and Assessment Engineering programs must demonstrate that their graduates have: (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.


2Definition directly from the Annual Report of the ABET circa 1992-93:


(3) Engineering Design. (a) Engineering design is the process of devising a system, component, or process to meet desired needs.  It is a decision-making process (often iterative), in which the basic sciences, mathematics, and engineering sciences are applied to convert resources optimally to meet a stated objective.  Among the fundamental elements of the design process are the establishment of objectives and criteria, synthesis, analysis, construction, testing, and evaluation.  The engineering design component of a curriculum must include at least some of the following features: development of student creativity, use of open-ended problems, development and use of modern design theory and methodology, formulation of design problem statements and specifications, consideration of alternative solutions, feasibility considerations, production processes, concurrent engineering design, and detailed system descriptions.  Further, it is essential to include a variety of realistic constraints such as economic factors, safety, reliability, aesthetics, ethics, and social impact.


3The following is taken from the ABET Engineering Criteria 2000, Criteria for Accrediting Engineering:


Criterion 4. Professional Component. The professional component requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The engineering faculty must assure that the program curriculum devotes adequate attention and time to each component, consistent with the objectives of the program and institution. Students must be prepared for engineering practice through the curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political.  The professional component must include (a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline (b) one and one-half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study (c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives.



ECE 4810 Course Learning Outcomes


The course level learning outcomes contribute to the departmental learning outcomes as indicated below. The relevance of specific course activities to the departmental learning objectives is indicated in the course schedule at the end of the syllabus.  Graduates of ECE 4810 must have:

1.      an appreciation of the importance of using notebooks to document engineering research and development work (ABET: g);

2.      an ability to develop a needs analysis (ABET: a,c,e,h,j);

3.      a working knowledge of the sources of engineering design specifications (e.g. consumers, companies, groups having authority) (ABET: c,e);

4.      an ability to develop a comprehensive set of quantitative and qualitative engineering design specifications based on a needs analysis (ABET: a,c,e,h,j);

5.      an ability to apply and understand the advantages and disadvantages of the three primary methods of engineering design: synthesis, repeated analysis, and device evolution (ABET: a,c,e,k);

6.      an ability to conduct a physical and economic feasibility study for a proposed device or system (ABET: a,b,c,e,k);

7.      an ability to conduct a literature and patent search to support an engineering design project (ABET: a,b,c,e,k);

8.      an ability to design a device or system to meet a specified need using knowledge of mathematics, science, and engineering, while considering (as listed by ABET Engineering Criteria 2000) “economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political” issues (ABET: a,b,c,e,h,j,k);

9.      an ability to communicate a solution to an engineering problem (ABET: g);

10.   an ability to effectively function as a member of a design team (ABET: c,d,g);

11.   an ability to develop a strategy for designing a device or system based on a precedence matrix (ABET: a,b,c,e,k);

12.   an ability to use physical and/or mathematical models to verify that a designed device or system satisfies the design specifications (ABET: a,b,c,e,k);

13.   an ability to provide effective documentation for an engineering design project (ABET: g);

14.   an ability to estimate time needed to complete an engineering project using the critical math method and the program evaluation and review technique (ABET: c,k);

15.   a knowledge of the role that human factors engineering has in engineering design (ABET: a,c);

16.   an ability to determine the tolerance on a device or system based on the tolerances of the individual components comprising that device or system (ABET: a,c,e,k);

17.   a basic understanding of mechanisms to protect intellectual property, including patents, copyrights, trademarks, semiconductor masks, and trade secrets (ABET: c,e,k);

18.   an understanding and appreciation of engineering ethics, including an ability to cite examples where engineering ethics were compromised with disastrous consequences (ABET: f);

19.   a knowledge of the IEEE and the NSPE Code of Ethics (ABET: f);

20.   an understanding of the importance of, and how to obtain, a professional engineering license (ABET: f);

21.   an appreciation for the role engineers play in society (ABET: f,h,i,j);

22.   an awareness of basic electronic system prototyping techniques (ABET: k);

23.   and an ability to correctly and effectively communicate via the written word (ABET: d,g,k).


Textbook and Materials


  1. Access to the webpage; visit this webpage often to check for updates.
  2. W. H. Middendorf and R. H. Engelmann, Design of Devices and Systems, Marcel Dekker, 3rd ed., 1998.
  3. J. E. Aaron, Little, Brown Essential Handbook, Pearson, 2017 (9th edition).



  1. List of resources provided by Professor E. Eckel, Associate Professor of University Librarian:

                                                    i.     ASTM STANDARDS are available via the “Standards” tab

                                                  ii.     IEEE STANDARDS are available vi the “Standards” tab

    1. For online videos on finding reference materials etc., please go to
    2. Engineering Subject Guide

d.      Computer Science Subject Guide

  1. S. Wolf and R. F. M. Smith, Student Reference Manual for Electronic Instrumentation Laboratories, Pearson Prentice Hall, 1990 (1st ed.) or 2004 (2nd ed.). Available for checkout in the ECE office.
  2. Linear Technology, LTspice IV, available at no cost at  This software can be used to simulate circuits of any complexity.
  3. A high level mathematics software suite is useful but not required for course assignments.  Such packages are practically indispensable for your senior design project. These packages are typically offered to students at significantly reduced rates. Pick one and master it for use throughout your academic and professional career:

a.      The MathWorks®, MATLAB® & SIMULINK® (student version).  This is a tremendous value as this package includes many toolboxes and blocksets that must be purchased separately for use in a professional version. Use this opportunity to learn MATLAB®; this is one of the most widely used software packages, especially in electrical engineering.

b.      Wolfram Research, Mathematica®.  This is a remarkable, unified symbolic approach to computing.  Visit to see some of the extraordinary capabilities of this package developed by Stephen Wolfram.

c.      MapleSoft®, MapleTM, available on main campus.



  1. John Fiske Brown, Engineering Report Writing, United Western Press, revised 3rd edition, 1989. Available for checkout in the ECE Office.
  2. M. Collins, Carrying the Fire: An Astronaut’s Journeys, Farrar, Straus and Giroux, 40th Anniversary Edition, 2009. Autobiography of Apollo 11 astronaut.
  3. M. J. Neufeld, Von Braun: Dreamer of Space, Engineer of War, Vintage Books, 2008.
  4. C. Riley and P. Dolling, NASA MISSION AS-506 Apollo 11 1969 (including Saturn V, CM-107, SM-107, LM-5): Owners’ Workshop Manual, Haynes Publishing, 2009.
  5. Lunar and Planetary Institute (resources include beautiful photos from Apollo missions).
  6. J. H. Fielder , “Defects and Deceptions – The Bjork-Shiley Heart Valve,” IEEE Technology and Society Magazine, vol. 14, pp. 17-22, 1995. Available through IEEE Xplore®.
  7. E. T. Smerdon, “Let’s Make Engineering a Profession,” ASEE Prism, March 1999, available online at
  8. A. Collins, G. Dean, and J. Steadman, “A Dozen Reasons Why You Should Obtain Your PE License,” ieee-usa today’s engineer, 2010, available at
  9. Information on Gothic cathedrals:
  10. Robert Mark, Experiments in Gothic Structure, The MIT Press, 1984.
  11. Passive Voice, UNC Writing Center,


1.      Valuable resource for help with written communication skills: WMU Writing Center: (Ellsworth Hall, room 1343)

2.      See for events in the WMU College of Engineering and Applied Sciences.

3.      Hyperlinks are provided later in this document for resources related to engineering design, vendors, engineering ethics, etc.

4.      IEEE Editorial Style Manual is a valuable reference including how to format references.

Course Documents and Forms:

  1. Characteristics of an Ideal ECE Senior Design Project
  2. Policy on Patents and Release of Reports
  3. Senior Design Style and Grammar Conventions
  4. Project Topic Application Cover Sheet
  5. Project Topic Application Grading Form
  6. Suggested Proposal Outline
  7. Proposal Evaluation Form
  8. Sponsor Acknowledgment of Receipt and Evaluation of Final Project Proposal


Useful Links:

  1. Electronic Design:
  2. Electronic Products Magazine:
  3. Sensors Magazine:
  4. techonline (includes design, learning, and product center):
  5. Standards:;;

6.      Find components and datasheets:

7.      Components purchase:;

Course Policies

Academic Honesty


“Students are responsible for making themselves aware of and understanding the University policies and procedures that pertain to Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. The academic policies addressing Student Rights and Responsibilities can be found in the Undergraduate Catalog at and the Graduate Catalog at If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s) and if you believe you are not responsible, you will have the opportunity for a hearing. You should consult with your instructor if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.

Students and instructors are responsible for making themselves aware of and abiding by the “Western Michigan University Sexual and Gender-Based Harassment and Violence, Intimate Partner Violence, and Stalking Policy and Procedures” related to prohibited sexual misconduct under Title IX, the Clery Act and the Violence Against Women Act (VAWA) and Campus Safe. Under this policy, responsible employees (including instructors) are required to report claims of sexual misconduct to the Title IX Coordinator or designee (located in the Office of Institutional Equity). Responsible employees are not confidential resources. For a complete list of resources and more information about the policy see

In addition, students are encouraged to access the Code of Conduct, as well as resources and general academic policies on such issues as diversity, religious observance, and student disabilities:

·        Office of Student Conduct

·        Division of Student Affairs

·        University Relations Office

·        Disability Services for Students

— provided by the WMU Faculty Senate Professional Concerns Committee


For an in-depth exploration of plagiarism, see

Grading Basis

Project Proposal (written)


Proposal Preparation Process and Homework


Examination and Quizzes (announced or unannounced)


Penalty for avoidable non-3-person team



OUTSTANDING WORK might earn extra credit.  Incorrect assignments may be returned for rework and resubmission. The first student to report an error in any material prepared by the course instructor will earn extra credit.


Boomerang Policy:  Assignments may be returned for rework and possibly additional credit.  Some particularly critical assignment(s) must be satisfactorily completed to earn a passing grade.


Scale: 0-60 E | 60-65 D | 65-70 DC | 70-75 C | 75-80 CB | 80-85 B | 85-90 BA | 90-100 A |

Class attendance is required and might be factored into the final class grade; for example, a drop of one half letter grade per three unexcused absences. A midterm grade, if assigned, serves only as an indication of your progress in the course, and should not be used as an indicator of your final grade.


ECE 4820:  You must earn at least a “C” in ECE 4810 before you can enroll in ECE 4820.


EXAMINATIONS AND QUIZZES will be closed-notes and closed-book unless otherwise noted. You must have a WMU issued ID with you at the exam.


Only under extremely unusual circumstances will make-up examinations and quizzes be considered.  If an emergency prevents you from attending a scheduled examination or quiz, contact your instructor PRIOR to the test or as soon as you can reach a telephone, e-mail terminal, etc. If the instructor cannot be reached directly, leave a message with the department (276-3150).  Failure to adhere to this policy will result in zero credit for the exercise.


Use of Calculators
Calculators may not be used on exams and quizzes.

HOMEWORK will be assigned regularly. Some of it will be collected and evaluated. Collected homework should normally be done on 8 1/2'' by 11'' sheets.  “Engineer's Pad” sheets are preferred. Solutions must be done in a neat, structured, logical, and orderly manner with frequent brief notations enabling the grader to readily verify the author's source of information, steps taken, sources of formula, equations, and methods used. (USE THE PARTIAL CHECK LIST FOR HOMEWORK SUBMITTED FOR EVALUATION below).  Papers failing to meet these guidelines may not be graded and may be returned, with or without an opportunity for resubmission with a penalty. LATE HOMEWORK will not be accepted, except under extraordinary circumstances.


For reading assignments, submit a signed and dated statement “I certify that I have read [reading assignment here] in its entirety” as part of the homework to be turned in. For websites, use a statement “I certify that I have substantially explored [website address here]”.




  1. The first page must include: (a) author's name, (b) course name/number, (c) due date, and (d) name/title/identification of the assignment (e.g. R&D problems 3, 7 & 9 chapter 4, Middendorf).
  2. Use only one side of the paper and include a brief and concise statement of the problem prior to its solution. Begin each problem on a new page.
  3. Number the pages and {DOUBLE SPACE} the text.
  4. Place problems in ascending order and staple in the upper left corner.
  5. In answers to subjective questions, USE COMPLETE SENTENCES and proper grammar, punctuation, style and terminology appropriate to technical writing. Consult Pfeiffer. Responses must be justified and demonstrate your mastery of the related material.
  6. GRAPHS:  Entitle graphs, label and include axes, include key symbols for multiple curve graphs, and give brief notes of explanation where appropriate.
  7. Briefly but clearly annotate your document in a way which will provide the document reader with information such as:
  8. You may not use circuit design software tools alone to complete homework without prior permission. You may use such tools to check homework hand analyses.


The author's sense of professional pride should be discernible from the manner of information presentation.


Electronic Devices
Electronic devices are to be turned off (unless there is a safety issue) during lecture unless arrangements have been made with the instructor.


Schedule subject to change. Additional Friday class meetings might be scheduled. All homework assignments are to be completed individually except as noted. Religious observances will be accommodated with advanced notice.


class #






course introduction
discuss course learning objectives and syllabus
discuss ideal 4810/20 project
importance of engineering notebooks
project search
formation of senior design teams
example proposal




HW #1 DUE 9/13

Note: for reading assignments you must SIGN the statement “I certify that I have read [reading assignment here] in its entirety” if applicable to receive credit.


Note: for websites you must SIGN the statement “I certify that I have substantially explored [website address here]” if applicable to receive credit.


1.      Read syllabus

2.      Read Middendorf CH 1.1-1.2 and CH 3

3.      Read sections 43 Finding sources; 44 Evaluating and synthesizing sources; 45 Integrating sources into your text; and 46 Avoiding Plagiarism in Aaron

4.      Complete the plagiarism tutorial found at and turn in signed statement to that effect.

5.      Discuss how plagiarism might arise in ECE 4810 and how plagiarism can be completely avoided.

6.      Complete the Circuit Analysis Review Problem Set. Be sure to follow homework preparation guidelines as described in the syllabus.


HW #2 DUE 9/13

1.      Read descriptions of previous senior design projects available at

2.      Read Characteristics of an Ideal ECE Senior Design Project

3.      Read Policy on Patents and Release of Reports

4.      Reread syllabus section on Project Constraints, and in particular the course policy on accepting only “open” projects


HW #3 DUE 9/13

Form design team and submit memo identifying group members (one memo per group).


HW #4 DUE 9/20

Note: As always, responses to subjective questions must be justified and demonstrate your mastery of the related material.


1.      Read Middendorf chapters 6 and 10

2.      Middendorf, CH 1, Review and Discussion, questions 1, 2, and 3; Middendorf, CH 6, Review and Discussion question 1

3.      Provide two example sentences that are a) first person active; b) first person passive; c) third person passive; and d) third person active. Your technical writing text may be useful here or see [Brown 1989].




plagiarism (including proper use of quotes in homework, citing sources,

collaborative learning, etc.)


writing style for engineering documents


engineering design vs. engineering analysis

“Tree Swing” cartoons

engineering design: needs analysis and specifications

Note: course instructor to email project leads list.







engineering design:  needs analysis and specifications




parameters example:  Note: course instructor to bring example device: straight-line trainer [constructed by former 4810/4820 group]

engineering design: sources and types of specifications; specifications taxonomy

introduction to engineering design methods

engineering design: device evolution



Attend Engineering Expo



project topic application (PTA)

Note: course instructor to bring example PTA

engineering design: device evolution




engineering design: synthesis
discuss PP 10.100

engineering design: feasibility studies


HW #5 DUE 10/4

1.      A DC-AC power converter connected to a solar array provides three phase wye-connected AC power rated at 13.8kV RMS phase-to-neutral voltage at a maximum phase current of 100A RMS.  The solar array is located on an island in Lake Michigan 500 yards from an on-shore substation.  You are responsible for designing the high voltage transmission power lines to transport the power from the inverter to the on-shore substation.  Describe how at least three sections of the 2017 National Electrical Safety Code (NESC) C2-2017 will apply to your design.  The standard is available at

2.      Middendorf CH 3, Review and Discussion, questions 1, 2, 6, 7, 10

3.      Using WMU’s library website, obtain an electronic copy of the article “Floating a Challenge” by Carlson in Scientific American, vol. 279, issue 5, pgs. 112 and 114, November 1998. Read (but do not turn in) that article.

4.      Complete PP3.5

5.      Read Middendorf CH 4 up to and including 4.4.1 and CH 15



in-class grading HW#1


HW #6 DUE 10/16

1.      Middendorf, CH 10, Review and Discussion, questions 2, 10

2.      Complete PP10.100. Carefully document your work. Attach a signed statement stating that your results have been verified and are correct. Assignments will not be accepted without this statement.  This critical assignment is worth 100 points and must be satisfactorily completed by each student.  You are reminded that all homework assignments must be completed independently by each student except as noted.

3.      Read Middendorf CH 8

4.      Using the WMU library website, obtain an electronic copy of the article “Chilling Tale: GE Refrigerator Woes Illustrate the Hazards in Changing a Product” by O’Boyle in the May 7, 1990 The Wall Street Journal. Read (but do not turn in) that article. Prepare a memo describing how feasibility studies might have avoided the described fallout of developing a new rotary compressor.




in-class grading HW#4



proposal preparation

discuss project concept defense

planning the design process: precedence table/matrix
discuss 8.3.2h






planning the design process: work flow diagrams project scheduling: PERT
discuss 8.3.2k



Project Concept Defense


Formal 5-10 minute class presentation on your senior design project concept to classmates and faculty.  Prepare 3 slides:  need statement, example specifications, and a block diagram of the design concept.  Bring 2 copies of the slides for faculty to mark-up during your presentation.
Guest Reviewer:  Dr. Steve Durbin




planning the design process: work flow diagrams project scheduling: PERT

system vs. component tolerances
discuss 8.3.2k



system vs. component tolerances

senior design project proposal evaluation criteria
intellectual property: patents




intellectual property

PTA DUE (turn in ONE copy only) with completed “Project Topic Application Cover Sheet”



Christy Martin, Human Resource Specialist, Parker Aerospace

Bring your resume to class


HW #7 DUE 11/3

1.      Read CH 5 Middendorf

2.      Using the WMU library (“IEEE Spectrum”) locate and read the article “It’s All in Your Head” by Harry Goldstein, IEEE Spectrum, vol. 39, issue 3, pp. 65-68.


HW #8 DUE 11/8

PP 8.3.2h (one per group)




review HW#5 and #6




review PTAs (instructor meets with each group)




quiz:  circuit analysis/design; engineering design methods; plagiarism





Be sure to attach a proposal evaluation form (“Evaluation Criteria for ECE 4810 Project Proposals”) as the cover of your proposal; FILL OUT THE PROJECT TITLE AND TEAM MEMBERS on that form. Also TURN IN YOUR GRADED PTA with your proposal (without the grading sheet).


Go over design methods/circuit analysis quiz


Discuss Exam #1
engineering ethics: introduction

Who decides what is “right” and “wrong”?

Is there absolute “right” and “wrong”?

Who defines moral law?




HW #9 DUE 11/20

1.      Read Middendorf sections 1.3-1.4

2.      Locate and read IEEE Code of Ethics

3.      Locate and read NSPE Code of Ethics

4.      Locate and read the article “Artificial Heart Valves That Fail Are Linked To Falsified Records…” in the Wall Street Journal by W. M. Carley.  HINT:  search on “Wall Street Journal” in WMU library catalog, navigate to full text issues and search using “au(carley) AND ti(heart)”

5.      Explore the engineering ethics cases described at; pick three REAL cases to read in detail

6.      Locate and read the article “Defects and Deceptions – The Bjork-Shiley Heart Valve,” IEEE Technology and Society Magazine, Fall 1995. (EXTRA CREDIT).


HW #10 DUE 11/27

PP 8.3.2k (one per group)






Go over design methods/circuit analysis quiz



EXAM #1 (bring “blue book” or eight pages of stapled blank lined paper)




engineering ethics


SECOND DRAFT OF PROJECT PROPOSAL DUE to 4810 instructor’s (Dr. Miller) mailbox (be sure to include a copy of the proposal evaluation form as the proposal cover sheet)









engineering ethics

assign country to each group for HW#12

engineering registration


HW #10 DUE


HW #11 DUE 12/4

1.  Ethics assignment:  Provide a recommendation to “Christopher” on what to do next for the situation “Software Design Testing” described at

You must use a code of ethics (e.g. IEEE or NSPE) to justify your response.

2.  Read Middendorf CH 2


HW #12 (one per group) DUE 12/6

1.      DM-1

2.      DM-2



product liability


HW #13 DUE 12/6

1.      DM-3

2.      DM-4

3.      Visit the website




final examination preparation

electronic system fabrication techniques


HW #11 DUE



TUESDAY: attend at least two ECE presentations at the senior design conference if at all possible. Sign attendance sheet.



FINAL DRAFT OF PROJECT PROPOSAL DUE to 4810 advisor (be sure to include a copy of the proposal evaluation form as the proposal cover sheet); Submit Sponsor Evaluation and Acknowledgement of Receipt of Final Project Proposal form to the ECE 4810 instructor.  See form for instructions before submitting final proposal draft.




in-class presentations of DM-1 and DM-2

review exam #1

encourage instructor evaluation participation

course wrap-up


HW #12 DUE

HW #13 DUE





FINAL EXAM (Bring “blue book” or eight pages of stapled blank lined paper)

(confirm the date/time on your own)



Credits and Copyright


Parts adapted/adopted from syllabi by J. Gesink and J. Kelemen.


© 2017 Damon A. Miller. All rights reserved.


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