ENG20009: Engineering Technology Inquiry Project

Tasks Descriptions

General Information

This unit of study is a project-based unit in which students work in teams and aims to provide the skills to enquire and solve challenges oriented around engineering technologies. For the portfolio project, you will work in a group of 5 students. Your team will be formed on the first week of your laboratory class. The project tasks will generally involve planning, design, construction, programming, testing and debugging. When you form the group, discuss allocation of these roles among your team members. Moreover, you should be actively involved in the discussion of each task design and fully understand the design details of your entire project, although some designs do not belong to your main role. It is advised that each team should choose a team coordinator to lead the team and chair group meetings.

Project Assessments

1. Project Brief:

• Project planning and task division of each member. Particularly your individual tasks can be explained in more detail. 
• Literature review on one of the applications of the SDI-12 sensor. The application of the SDI-12 sensor can be based on selected majors (electrical/electronics, software, robotic &mechatronics and software). This can be included a review of the hardware and software/firmware. 
• The structure of the report includes the following:
• Introduction (project planning and task division),
  • Main body of the review 
  • Conclusion 
  • References (IEEE style), please ensure there is in-text citation in the main body of the review.

2. Project Demonstration 

• To demonstrate project according to the design requirements. 
• Each student needs to complete the Peer Review form by Week 12. Order of group members must be the same within each group’s submission. 
• One student in each group must submit a copy of project code demonstrated in class by Week 12. 
• Code to be submitted as a single zip file named as “Workshop Day-Time-Group #- Code” .

3. Project Report 

• Individual submission. 
• Flowchart or pseudo code of the project tasks based on the task division. This is only for the codes that you programmed and contributed. 
• Risk Assessment for the application of the sensor. Please use the information/provided with the General Risk Assessment (Week 8). You can choose to be applied to the project of this unit or one of the applications that you used in your project brief assignment. 
• Reflection on knowledge learned in seminar, facilitation, lab and workshop for project work.
• Reflection on the teamwork according to the unit learning outcomes:
  • How you function as an effective team member. 
  • How you communicated with the team, any stakeholders through appropriate verbal, written or technological communication to complete the project.
  • Any outstanding work achieved, or major room for improvement, from yourself or the other team members.

Assessment Summary

The assessment for this unit is designed to develop and evaluate students’ applied engineering knowledge, teamwork, and project management skills through a project-based portfolio. Students work in groups of five to plan, design, construct, program, test, and demonstrate an engineering technology solution using an SDI-12 sensor. The key components of this assessment include:

1. Project Brief Students create a project plan detailing task division, team roles, and individual responsibilities. They also conduct a literature review on the SDI-12 sensor application relevant to their engineering specialization (e.g., electrical, electronics, mechatronics, or software).
   • Key sections: Introduction, Main Body (review), Conclusion, and IEEE-style References.
2. Project Demonstration Each group demonstrates the functioning of their designed system in line with the technical requirements.
   • Students also complete peer reviews and submit a group code file in a structured format by Week 12.
3. Project Report Each student submits an individual report including:
   • A flowchart or pseudocode of their programmed tasks.
   • A Risk Assessment for sensor applications.
   • Reflections on technical learning, teamwork, and communication throughout the project.

The assessment tests students’ ability to integrate theoretical learning into practical design and to collaborate effectively within a team environment.

Mentor’s Step-by-Step Guidance Approach

The academic mentor guided the student through each assessment phase systematically to ensure clarity, teamwork efficiency, and technical competence. The mentoring approach was structured as follows:

Step 1: Understanding the Project Framework

The mentor first explained the scope and objectives of the unit emphasizing collaboration, design thinking, and project execution. Students were briefed on team role allocation, project planning techniques, and how to align individual contributions with overall project goals. Guidance was also provided on leadership roles and conducting effective group meetings.

Step 2: Developing the Project Brief

The mentor assisted the student in:

• Structuring the Project Brief report logically, ensuring the inclusion of project planning, task allocation, and literature review sections.
• Demonstrating how to research credible sources for the SDI-12 sensor and its applications in various engineering domains.
• Explaining the use of IEEE referencing style and importance of in-text citations to maintain academic integrity.

This phase strengthened the student’s analytical and documentation skills.

Step 3: Preparing for the Project Demonstration

The mentor provided technical guidance on the design, programming, and testing phases.

• Students were encouraged to conduct iterative debugging and team-based code reviews.
• The mentor ensured that all group members understood the complete system design, not just their assigned part.
• Instructions were also given on completing Peer Review forms, maintaining consistency in submission formats, and compiling code files.

Step 4: Drafting the Project Report

The mentor guided the student in developing a comprehensive individual project report.

• Emphasis was placed on visual documentation using flowcharts or pseudocode for clarity.
• The mentor walked the student through the Risk Assessment process, explaining how to identify, evaluate, and mitigate potential hazards in sensor applications.
• The Reflection section was developed through guided discussions on teamwork, communication, leadership, and lessons learned.

Step 5: Reviewing and Finalizing

The mentor conducted a final review session to ensure:

• The report aligned with unit learning outcomes.
• All documentation met formatting and submission requirements.
• Students understood how to articulate their contributions and outcomes effectively during the demonstration.

Final Outcome and Learning Achievements

Through this guided process, the student successfully completed the project, demonstrating both technical and collaborative competence. The following outcomes were achieved:

• Technical Proficiency: Enhanced understanding of sensor integration, coding, debugging, and system testing.
• Research Skills: Ability to conduct targeted literature reviews and apply engineering concepts to real-world applications.
• Risk Management: Gained insights into professional safety standards and risk assessment frameworks.
• Teamwork & Communication: Improved skills in coordination, peer collaboration, and stakeholder communication.
• Reflective Learning: Developed awareness of strengths, areas for improvement, and strategies for continuous professional growth.

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