| NAME: Project Grading Criteria PROJECT: |
You will receive the highest score for which all criteria are met.
100 %(Must meet or exceed all criteria listed)
(Must meet or exceed these criteria in addition to all criteria for 90% and below)
(Must meet or exceed these criteria in addition to all criteria for 85% and below)
(Must meet or exceed these criteria in addition to all criteria for 80% and below)
(Must meet or exceed these criteria in addition to all criteria for 75% and below)
(Must meet or exceed these criteria in addition to all criteria for 70% and below)
(Must meet or exceed these criteria in addition to all criteria for 65%)
(Must meet or exceed these criteria in addition to all criteria for 60%)
(Must meet or exceed these criteria in addition to being safe and legal)
of the following conditions are true)
Be sure you meet with your instructor if you have any questions about what is expected for your project!
The purpose of this assessment rubric is to act as a sort of “contract” between you (the instructor) and your student. This way, the expectations are all clearly known in advance, which goes a long way toward disarming problems later when it is time to grade.
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I do not provide a grading rubric here, but elsewhere.
The idea of a troubleshooting log is three-fold. First, it gets students in the habit of documenting their troubleshooting procedure and thought process. This is a valuable habit to get into, as it translates to more efficient (and easier-followed) troubleshooting on the job. Second, it provides a way to document student steps for the assessment process, making your job as an instructor easier. Third, it reinforces the notion that each and every measurement or action should be followed by reflection (conclusion), making the troubleshooting process more efficient.
| NAME: Troubleshooting Grading Criteria |
You will receive the highest score for which all criteria are met.
100 %(Must meet or exceed all criteria listed)
90 %
(Must meet or exceed these criteria in addition to all criteria for 85% and below)
80 %
(Must meet or exceed these criteria in addition to all criteria for 75% and below)
70 %
(Must meet or exceed these criteria in addition to all criteria for 65%)
65 %
(Must meet or exceed these criteria in addition to all criteria for 60%)
60 %
(Must meet or exceed these criteria)
50 %
(Only applicable where students performed significant development/design work - i.e. not a proven circuit provided with all component values)
0 % (If any
of the following conditions are true)
Be sure to document all steps taken and conclusions made in your troubleshooting!
The purpose of this assessment rubric is to act as a sort of “contract” between you (the instructor) and your student. This way, the expectations are all clearly known in advance, which goes a long way toward disarming problems later when it is time to grade.
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Be sure to note everything accomplished for each day, so your instructor has a complete record of your progress.
The purpose of this report form is to familiarize students with the concept of time management as it relates to project completion. Too many students have a tendency to do little or nothing until just before their project is due. By assigning a grade value for progress made each day, you help them learn time management skills and also help them complete their projects sooner (and better!).
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Be sure to note everything accomplished for each day, so your instructor has a complete record of your progress.
The purpose of this report form is to familiarize students with the concept of time management as it relates to project completion. Too many students have a tendency to do little or nothing until just before their project is due. By assigning a grade value for progress made each day, you help them learn time management skills and also help them complete their projects sooner (and better!).
|
|
Be sure to note everything accomplished for each day, so your instructor has a complete record of your progress.
The purpose of this report form is to familiarize students with the concept of time management as it relates to project completion. Too many students have a tendency to do little or nothing until just before their project is due. By assigning a grade value for progress made each day, you help them learn time management skills and also help them complete their projects sooner (and better!).
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Check with your instructor to see whether or not your design looks viable.
The purpose of this form is to get students thinking in more concrete terms about what they intend to build. Too often, students begin assembling a prototype without a clear idea of what their circuit should look like. Once students have documented their rough ideas, the instructor may provide more targeted help to each student or team of students before they begin assembly.
Identify the problem(s) with the following project construction and wiring practices, explaining how these practices could be improved upon, and why:
Wires cut as short as possible, stretched point-to-point:
Compression lugs crimped over solid wire:
Compression lugs crimped using ordinary pliers:
Bare wire ends clamped beneath nuts (or nuts and washers) on threaded studs:
Solid wires used in places where bending regularly occurs:
Signal and power wires bundled together:
Components anchored in place by glue rather than by removable fasteners:
Wires cut as short as possible, stretched point-to-point:
When wires are strung in such a point-to-point fashion, several problems arise. First, they are more easily pulled loose from their connection points. Second, they tend to impede access to other components by occupying open space inside the enclosure rather than “hugging” flat surfaces. Third, short wire lengths place more stress on the wires and the connections when vibration occurs.
Compression lugs crimped over solid wire:
Solid, electrical-grade copper does not have enough elasticity to maintain proper tension against the barrel of a small compression-style lug. Over time, a solid wire will work itself loose from a such a lug. Stranded wire is the proper type of wire to use in this application.
Compression lugs crimped using ordinary pliers:
Special crimping pliers are designed to compress the barrel of the lug unevenly, so that the wire is securely held between ridges formed under the pressure of crimping. Regular pliers with their flat jaws are unable to produce these ridges in the barrel, leaving the wire much less secure.
Bare wire ends clamped beneath nuts (or nuts and washers) on threaded studs:
When any tension is placed on the wire, it will try to turn the nut. This is why lugs should always be crimped on to the end of a wire to attach that wire to a stud: the lug will not exert a torque on the holding nut.
Solid wires used in places where bending occurs:
Copper will harden if repeatedly stressed, leading to brittleness and fatigue. Solid wire does not bend easily, and will eventually break where it is forced to bend. Stranded wire is much more supple, and takes bending much better than solid wire.
Signal and power wires bundled together:
Close proximity between wires leads to inductive and capacitive coupling. When power and signal wires are placed together, the larger currents and voltages in the power conductors will likely couple unwanted noise into the signal wiring. As a rule, always separate power and signal wiring. If these wires must cross paths, do so at right angles to minimize coupling.
Components anchored in place by glue rather than by removable fasteners:
Glued components are much more difficult to replace than fastened components. Always build your projects with future maintenance in mind!
The purpose of this question is to introduce students to good wiring practices. By asking them to identify what is wrong with a set of improper practices, they are more likely to pay attention than if you simply tell them the right way to do things.
Published under the terms and conditions of the Creative Commons Attribution License
In Partnership with Würth Elektronik eiSos GmbH & Co. KG
by Jake Hertz
by Jake Hertz
