Chapter 44 — Engineering capstone I | Engineering Human factors and cyber policy

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Chapter 44 — Engineering capstone I

Lesson map

Lesson 44 published. Map, example, EX130.

flowchart TD
  N0["Learning outcomes"]
  N1["44.1 The capstone problem"]
  N2["44.2 Requirements and constraints"]
  N3["44.3 Design and evaluation plan"]
  N4["Synthesis"]
  N0 --> N1 --> N2 --> N3 --> N4
  N4 --> EX["Worked example"]
  EX --> Q["Exercise EX130"]

Logical drawing

flowchart LR
  N0["Learning outcomes"]
  N1["44.1 The capstone problem"]
  N2["44.2 Requirements and constraints"]
  N3["44.3 Design and evaluation plan"]
  N4["Synthesis"]
  N0 --> N1 --> N2 --> N3 --> N4 --> Q["EX130"]

[Learning outcomes]
    |
    v
[44.1 The capstone problem]
    |
    v
[44.2 Requirements and constraints]
    |
    v
[44.3 Design and evaluation plan]
    |
    v
[Synthesis]
    |
    v
[Worked example] --> [Exercise EX130]

Learning outcomes

You will (1) define a capstone design problem; (2) gather requirements and constraints; (3) plan the design and evaluation.

44.1 The capstone problem

Aiko's capstone tackles a gap found during the placement: contractors and temporary staff, about a fifth of the workforce, are outside most of the programme. They lack the report button on personal devices, receive no refreshers and are often the target of fake supplier messages. The capstone asks how to extend reporting, controls and feedback to contractors fairly and in proportion to their access. She defines success as contractors reporting at a rate similar to employees within six months, without adding significant burden.

44.2 Requirements and constraints

Aiko interviews eight contractors and four managers. Contractors want a simple way to report from any device and do not want to be monitored more than employees. Managers want contractors to follow the same verification rules for payments and access. Constraints include contracts that limit training time and devices Greyford does not control. She writes requirements, including a web form and forwarding address for reports, a ten-minute induction module and identical verification rules, and checks each against the constraints with the procurement team.

44.3 Design and evaluation plan

Aiko plans the design in two parts: a reporting route independent of device and an induction covering the three questions from chapter 35 and the verification steps. Evaluation will compare contractor reporting rates with employee rates monthly, using a significance test suited to small groups, and survey burden after three months. She writes a timeline with milestones for design, review, pilot and evaluation. Prof. Kerr asks her to define in advance what result would lead her to abandon the design, which she adds to the plan.

Worked example

Aiko defines a contractor reporting capstone, gathers needs from contractors and managers and plans design and evaluation with a stopping rule.

Synthetic case. The capstone is synthetic.

Errors and limits

Contractor turnover complicates evaluation. Small groups give wide uncertainty.

Exercises

EX130 — Gap addressed. Which group did the capstone address? Rubric: 3 = contractors and temporary staff;; 2 = contractors;; 1 = vague;; 0 = none.
EX131 — Contractor concern. What did contractors not want? Rubric: 3 = more monitoring than employees;; 2 = monitoring;; 1 = vague;; 0 = none.
EX132 — Stopping rule. What did Prof. Kerr ask Aiko to define in advance? Rubric: 3 = the result that would lead her to abandon the design;; 2 = abandon;; 1 = vague;; 0 = none.

Synthesis

A capstone starts from a real gap, gathers needs from those affected and plans evaluation with clear criteria.

Continue studying — chapter 44 of 50

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