EE 2304 Lab Specific Information and Guidelines


TA:  _________________

Email: _________________

Office:  _____ EERC

Mailbox: 7th floor EERC, #_____

Phone: ____________

Home Phone: _______


Office Hours: _______________


Course Goals: The goal  for this course is to ensure each student is successful in learning the proper laboratory techniques necessary to:

·         Design combinatorial and sequential circuits ranging from simple to complex.

·         Implement DSP techniques using Matlab

·        Use various measuring devices to analyze circuits.

·        Use different software packages to construct and evaluate circuits ranging from simple to complex.

·        Realize the similarities between laboratory experiments and lecture theory.



Grading: Points will be awarded for each experiment based on the following criteria:


Attendance: You are expected to attend the lab session for which you are registered.  In order to receive any credit for a particular laboratory experiment, you must attend that class or schedule a make up.

Contact your TA or Glen Archer ahead of time ( if you must miss a lab.  We will work with you to make up a lab in another section if you contact him ahead of time.  After the fact notifications are not looked on with favor.



Prelabs: It is your responsibility to print off and read through each week’s lab before coming to lab.  The labs are located at:

Some of these labs contain prelab design activities that enable work in the lab.   Prelabs are due at the beginning of lab.  Turn them in.

25 points each           


Current Affairs Presentations: Each student will be required to make one 3 - 5 minute informal presentation to the class on a current topic in Digital Signal Processing or Digital Logic Design.  The topic must be approved by the GTA in advance.  Each presentation will be graded according to the matrix below.  80 Points


Experimental Data/Functional Verification: Your TA will check each student’s work as they finish the experiment for that week.  Having complete and correct results in the time allotted will earn the maximum points in this area.

50 points for each lab session



Lab Reports: As an engineer, reports are often necessary to inform others of your work, and the results obtained. Some labs will require well-written lab reports.  Lab reports will be due according to the Activity Schedule below.  Points will be deducted  for unexcused tardiness. 

90 points each


Included with this syllabus are guidelines for proper report writing and organization.  Reports will be graded based on the attached matrix.


Activity Schedule



Comments / Suggestions:  The ECE Department is always looking for ways to improve the student’s lab experience.  Please include in each lab report a brief section with your personal comments and suggestions for each lab.


Conclusion:  If the TA and the students follow the same set of guidelines, a common communication path will be created and we can both achieve the most out of this lab experience.  You have made a significant financial commitment to taking this lab, and I believe that should be taken seriously by both parties.  With that in mind, let’s put forth our best efforts and have a great semester.


For any questions concerning any ECE labs: please contact your TA or Mr. Glen Archer ( anytime.

Laboratory Report Guidelines


Reports are to include the following:


Cover sheet with course number, section number, title of the lab project, your name, your lab instructor’s name, date due, and date submitted.

Objective section that states the goals of the experiment, the definition of the problem and identifies any constraints or assumptions made.

Procedure section that describes the procedure used.  This should be a cohesive summary of the steps taken in lab, not a word for word copy of the lab handout. Schematic diagrams for all circuits constructed are strongly encouraged in the Procedures section.

Discussion section that answers all questions posed in the lab handout.  It should also show all completed calculations (word processed equations) and tabulated results.  Describe any extra investigations that you performed, or and discrepancies you may have encountered in this section.

Conclusion section to discuss the outcome of the experiment and, most importantly, what you learned from performing it.  It is also encouraged to include personal statements and suggestions about the lab in this section.

Appendix is used to include extra information or printouts that are too large to be integrated with text.  If any figures are included in this section, they must be properly referenced in the text.


Text.  All text should be word-processed and single-spaced.  Reports are to be written in third person (avoid terms like I, We, You – instead use terms like “The lab called for…,” “It was decided then to..”).


 Paragraphs should be grouped with descriptive headings, and where needed, with subheadings.  Indentation can also be helpful.  This page illustrates one acceptable format.


The MTU Writing Center is located in Walker 107.  They are provided, free of charge, to assist you in improving your writing.  If a good lab report seems difficult to write, or if English is not your first language, please visit the writing center.


Figures.  Figures are often graphs, but they also include schematic sketches and drawings.  Your ability to machine produce a figure will depend upon the nature of the figure itself, so both hand-prepared and computer drawn figures are acceptable.  Note that hand-prepared is not the same as “freehand”; neatness requires prudent use of drawing aids.  Whenever possible, figures should be understood on their own.  They must have a figure number (Arabic numeral) and title below the figure, a legend (if applicable), and units must always be clearly marked.  Figures should support the text, not replace it.  For this reason, all figures should be referenced in the text.  Preferably, the reference will be on the same page as the figure, but if this is not possible then the page they are located on must be stated.  For an illustration, see Figure 1 on the following page. 

Figure Example

Tables.  Tables are often confused with figures, but in engineering writing they are treated differently.  A Table Number (Roman numeral) and Table Caption should appear at the top of the table.  We recommend that they be boxed into the table itself. Columns must be annotated with quantities and their units.  Any remarks enabling the table to stand alone can be boxed immediately below the table.  If a table is not found directly below the related text, it must be referenced by number.  For an illustration, see Table I.




Table I

Load Voltage and Current


Resistance (W)

Voltage (V)

Current (mA)














Note: Short Circuit Current = 15.38 mA




Equations.  Equations should be word processed and integrated into the text.  When presenting a series of related equations, it is not necessary to show every single step of a derivation so long as the method is clear to the reader.  Use of transitional phrases between key steps will add greatly to the reader’s understanding.  Equations may be numbered at the right margin for convenience of reference.  For example:



V = 10e -2000t cos (2pft)                                                                                          (1)

Laboratory Report Grading Matrix


Student_________________________         Instructor__________________________________


Section ____________________  Lab Number ___________________




0-2 Unacceptable

3-5 Below


6-8 Meets


9-10 Exceeds Expectations

Points Awarded

Report Mechanics







Inappropriate content in most sections of report

Some inappropriate content in some sections of report

Content appropriate in all sections of report

Unique organization enhances readability and/or understandability of report



Tables and figures can not be read/understood, fonts difficult to read, so many format errors as to make the report useless

Some portions are sloppy and difficult to read,  some format errors

Text, tables, figures are readable and understandable. 

Text, tables, figures so clear and understandable as to enhance the report’s impact, unique format enhances report’s impact


Grammar, Punctuation, Spelling

Excessive spelling, grammar, and punctuation errors

Some spelling, grammar, and punctuation errors

Only a few spelling, grammar, and punctuation errors

Completely free of spelling, grammar, and punctuation errors



Far too long or too short

Too long or too short

Appropriate report length









Problem not stated, constraints or assumptions not explained, contains results/conclusions

Problem stated poorly, limited discussion of constraints, assumptions

Problem clearly stated, impact of constraints and assumptions clearly discussed

So clear and complete as to enhance impact of report




Lab handout restated verbatim, or summary is far too brief to be of use

Good summary of steps taken to perform the lab

Summary includes all steps taken and challenges overcome.  Includes ample use of figures


Discussion—Quantitative Analysis--

No apparent understanding of lab tasks, no quantitative support provided

Poor understanding of lab tasks, poor quantitative support,

Lab tasks clearly understood and discussed, solid quantitative support,

Discussion clearly reveals insight and understanding beyond level expected


Conclusion—What did you learn




Conclusion clearly reveals insight and understanding beyond level expected



Does not address questions posed in lab materials

Some questions correctly answered

All questions correctly answered






Report Total















                                                                        Total points possible_______ Total points awarded_______








L               Satisfactory       H











Emotional; failed to introduce self/subject; vague/laundry listed.

Appropriate; claimed audience’s attention/highlighted main points.

Stimulating; original; clear/well expanded; prepared listeners fully.

















Inadequate development/ errors/sloppy; awkwardly used, inadequate sources.

Adequate development; credible facts/supported or illustrated ideas, cited sources.

Comprehensive development/ stimulating; well timed; skillfully used, incorporated sources throughout.

















Vague; lacked balance/mechanical transitions throughout.

Main ideas related to purpose/each other/used some creative transitions.

Skillfully led audience/creatively related previous points to new points.

















Incomplete; laundry listed/abrupt; no sense of finality.

Reviewed highlights of main points/ definite; appropriately tied to subject.

A synthesis; fostered retention of ideas/positive impact creative.

















Articulation problems; incorrect grammar/pronunciation; vocalized pauses; poorly worded; monotone; too soft/loud; too slow/fast; artificial; lacked confidence.

Not distracting; natural force, pitch, rate, and emphasis; positive.

Exceptional articulation, pronunciation, grammar; precise word choice; dynamic; spontaneous; conversational; varied.
















Static movement, pacing, distracting, hindered communication, nervous.

Varied movement, usually purposeful.

Purposeful movement, comfortable, confident, enhanced presentation.

















Mechanical gestures, mechanical, exaggerated, poorly timed, distracting, nervous.

Appropriate gestures, aided communication.

Gestures enhanced presentation, spontaneous, natural, consistently reinforced meaning.
















Missing or partial eye contact; focused on visual-aids or notes.

Included most listeners; acceptable reference to notes.

Direct eye contact; random; rarely used notes, sought feedback.


















   TIME _______________  Total points possible_______    Total points awarded ___________




U = unsatisfactory, L = Low satisfactory, S = satisfactory, H = high satisfactory, O = outstanding