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Fyp Guidelines 2014 (Version 5 0) - May2014 - Final Version
Fyp Guidelines 2014 (Version 5 0) - May2014 - Final Version
Fyp Guidelines 2014 (Version 5 0) - May2014 - Final Version
: UTP-ACA-PROG-FYP-01
Issue Version : 5.0
Date : Jan 2014
FOR
1. INTRODUCTION 1
2. PURPOSE 2
3. SCOPE OF WORK 2
4. RESPONSIBILITIES 2
4.1 FYP Committee
4.2 Supervisor
4.3 Co-supervisor
4.4 Panel of examiners
4.5 Students
6. WRITING FORMAT 15
6.1 Extended Proposal
6.2 Interim Report
6.3 Progress Report
6.4 Dissertation
6.5 General Writing Format
6.6 General Content
7. EVALUATION 23
8. GRADING SCHEME 24
9. CLAIMS 25
10. PLAGIARISM 25
11. COPYRIGHT 26
ii
14. APPENDICES 27
APPENDIX 2-1: Suggested Milestone for the First Semester of a 2 Semester FYP
APPENDIX 2-2: Suggested Milestone for the Second Semester of a 2 Semester FYP
iii
1. INTRODUCTION
All final year students in UTP are required to undertake a Final Year Project (FYP)
course, which is a design and/or research-based subject. This course is a compulsory
element in all programmes offered in UTP.
solutions. It is an opportunity for students to use the tools and techniques of problem-
solving to solve the problems they have encountered. With this approach, the learning
which provide students with skills required for managing a project are also
incorporated. Thus, the students are expected to be well rounded by mastering various
useful disciplines, which will enable them to participate and prepare for future
employment.
Working under the guidance of a supervisor / supervisors, students may shape the
direction of what they want to be, as well as gain better understanding of the
responsibilities they have to shoulder when they undertake a project. Teamwork will
be inculcated with the development of good and professional relationships with their
supervisor(s) and colleagues. The undertaken project can also be used as a basis for
job employment by fully exploiting the learning process they have gone through, the
skills they have gathered and the experience they have gained from the project.
These guidelines are prepared for students and supervisors to enable them to execute
both parties. With that, the successful implementation of this course can then be
realised.
1
2. PURPOSE
The purpose of the project is to develop a framework, which will enhance students'
3. SCOPE OF WORK
modelling, simulations, analysis and product design. The area and scope of the project
should be narrowed down so that the project is feasible and could be completed within
the allocated time frame. The project work must exhibit an element of originality and
indicates the maturity level for final year bachelor degree programme.
4. RESPONSIBILITIES
supervisor, Panel of Examiners and Students is formed to manage the Final Year
Project. They should work closely with each other as shown in Appendix 1-1. It is the
responsibility of each party to ensure that the project is completed and delivered
within the project time frame. The team responsibilities are as indicated in the Project
The Chairman of the FYP Committee for each Programme is the respective
4.1.1 The main tasks and responsibilities of the FYP Coordinator are as
follows:
2
(a) To produce a milestone for the managing the final year project
(b) To identify the students who have registered for the final year
project.
Appendix 3-1.
supervisor(s).
examiners.
in Appendix 3-3.
3
(n) To arrange students’ oral presentation at the end of the
semester.
(q) To collect two (2) hard cover copies and three (3) CD-ROMs of
(r) To compile and retain Forms 01, 02, 03, 04, 05, 06, 07, 08, 09,
10, and 11 for at least one year after graduation for auditing
purposes.
(a) The Chairman is responsible for all final decisions based on the
committee’s recommendations.
field of study.
related to projects.
4
4.2 Supervisor
follows:
(a) To work together with students until the submission of the final
report.
(b) To assist students on the accessibility of the tools needed for the
project.
(c) To monitor the schedule and progress of the students and their
projects.
(d) To assist and guide students on the project and the preparation
(j) To compile and retain all evaluation for at least one year after
5
4.3 Co-Supervisor
in solving specific tasks within his/her expertise as and when necessary within
the project time frame. In certain cases, the Co-Supervisor may represent the
Supervisor in oral presentations, and evaluate the students’ progress and final
dissertation.
The FYP Committee appoints the Panel of Examiners. The Examiners will
from the industry while the other will be an internal examiner. If it is not
possible to get an External Examiner from the industry, the FYP Committee
4.5 Students
analyses. Students should take their own initiative by proposing a title for their
project. They are also required to work independently through exercising self-
6
It is compulsory for students to complete ALL assessment processes as
follows:
(e) Pre-SEDEX
(g) Dissertation
(h) Viva
(a) To select a project topic on their own, or the one suggested by the
Supervisor/s.
(d) To adhere to the meeting schedule with the Supervisor/s for the
matters.
7
5. PROJECT PROCESS FLOW
(c) All proposals must be submitted to the FYP Coordinator for each
(a) The FYP Coordinator will forward the list to the FYP committee
for approval.
clarification is required.
(d) Once the project is approved, the FYP Committee will endorse a
(e) The FYP Coordinator will advertise the list of approved projects to
the students.
8
5.3 Selection of Project Titles
have to select a maximum of three (3) titles from the given list in
(b) The FYP Coordinator will forward the students’ selection to the
Supervisors to students.
assigned Supervisors.
practices.
9
5.6 Submission of Extended Proposal (FYP 1)
Form 04.
(b) Identify the problem statement, objective and scope of the study
(b) The Supervisor will evaluate the report and submit the marks to the
In this seminar students should be able to verbally report the progress of their
project to the supervisor, fellow students and other lecturers attending the
seminar. The seminar is also an avenue for the student to get feedback on how
groups. The students need to do the oral presentation to the supervisor and one
internal examiner. The examiners will evaluate the presentation and submit the
marks to the FYP Coordinator using Form 05 (Appendix 3-5). If the students
fail to attend the oral presentation, the students will be barred and will not be
10
5.8 Submission of Interim Report (FYP 1)
(b) Identify the problem statement, objective and scope of the study
(a) Students will submit an Interim Report to the FYP Coordinator for
examiner.
(b) The supervisor and internal examiner will evaluate the Interim
Report and submit the marks to the FYP Coordinator using Form
06 as in Appendix 3-6.
(b) Identify the problem statement, objective and scope of the study
(a) Students will submit a Progress Report to the FYP Coordinator for
11
(b) The Supervisor will evaluate the Progress Report and submit the
5.10 Pre-SEDEX
(a) Explain verbally to the audience about their project, through the
effectively.
departmental level.
evaluate the students’ posters and submit the marks to the FYP
the contents of the project and its significance, the problem statement,
in Appendix 10-1.
12
(b) The Supervisor/s will evaluate the technical paper and submit the
the contents of the project and its significance, the problem statement,
and recommendations.
(a) Students are required to submit a draft of the final report to the
(b) The FYP Coordinator will distribute one copy to the Examiners.
(c) The Supervisor and Examiners will evaluate the draft final report
5.13 Viva
(b) Demonstrate how well they are able to explain and understand the
(a) The Viva evaluation will be conducted (at a scheduled time) using
13
(b) The Supervisor/s and Examiners will give comments on the final
(c) Students have to defend their findings in the reports and make
Problem Statement
Literature Review
Procedure/Methodology
(f) The Supervisor and Examiners will evaluate the viva and submit
(a) Students must submit two (2) hard-bound copies and three (3)
FYP Coordinator.
(b) Students who fail to submit the hard-bound dissertation will not
14
5.15 Grading of Project
(a) The FYP Coordinator will compile all the marks and obtain
(b) The FYP Coordinator will submit the endorsed result or grading to
6. WRITING FORMAT
The writing of the extended proposal/ interim report/ progress report and dissertation
should adhere to the following format. The report consists of many parts arranged in a
certain order. It is recommended that the contents be arranged in the following order:
Background
Problem Statement
(f) References
(g) Appendices
(b) Abstract
Background
Problem Statement
15
Objectives and Scope of Study
(h) References
(i) Appendices
(b) Abstract
Background
Problem Statement
(h) References
(i) Appendices
6.4 Dissertation
(b) Certification
(c) Abstract
(d) Acknowledgements
Background
Problem Statement
(n) References
(o) Appendices
Students must follow specific guidelines for writing all the reports as indicated
in Section 6.
(a) Language
All text should be 1.5 spacing between lines and 3 spacing between
17
The following however should be single spaced:
(c) Length
follows:
(d) Pagination
(e) Margin
The top, bottom and right margins are 25 mm except the left
(g) Heading
18
The report should not have more than three levels of numbered
headings as follows:
1. FIRST-LEVEL HEAD
the main text. If it is of the size that is less than a page, it should be
inserted into the text near the point of reference with a 3 spacing
from the text. Tables should be on the same page. Margin limits of
figures and tables should be the same as the full-page text. All
….)
Students are required to cite the sources from which ideas were
19
(j) References
following:
dissertation.
Students must submit two (2) hard cover copies and three (3) softcopies
colour for each programme is listed in Table 1. Please refer to Appendix 6-2
Programme Colour
Chemical Engineering Dark Green
Electrical & Electronic Engineering Dark Brown
Mechanical Engineering Maroon
Civil Engineering Black
Information Technology/Information System Dark Blue
Petroleum Engineering Dark Red
Petroleum Geoscience Dark Green
20
6.6 General Content
This section will elaborate the general content needed in each part for each
report format.
The title of the report should reflect the focus on core issues of the
(b) Certification
student.
(c) Abstract
(d) Acknowledgements
the project work, including the supervisors and the members of the
21
(f) Introduction
data which are relevant to the objective and findings of the project.
All gathered data from the project work must be presented in the
discussed.
22
(j) Conclusion and Recommendation
(k) References
This section is the list of references used in the project. The method
(l) Appendices
1. Questionnaire Sample”.
7. Evaluation
Students are evaluated based on their capability in undertaking the project, producing
the written report and presenting the results. Overall commitment, as well as personal
conduct, is also to be observed at all times. The main components of evaluation and
the grading structure are given in Table 2.1 and Table 2.2.
23
Table 2.1: Grading Structure for FYP 1
8. GRADING SCHEME
Students will be graded according to the UTP grading scheme as in Table 3.
24
9. CLAIMS
Students are entitled to final year project claims of RM 500 per semester for the
following items.
(d) Travel/visit for data requisition (with the most economical mode of travel)
All claims shall be submitted using Form 03 to the Supervisor, requires support from
the FYP Coordinator and must be endorsed by the FYP Chairman.
10. PLAGIARISM
Plagiarism is the act of obtaining or attempting to obtain credit for academic work by
representing the work of another as one's own without the necessary and appropriate
acknowledgment. More specifically, plagiarism is:
(a) The act of incorporating the ideas, words of sentences, paragraphs, or parts
thereof without appropriate acknowledgment and representing the product as
one's own work; and
(b) The act of representing another's intellectual work such as musical
composition, computer program, photographs, painting, drawing, sculpture, or
research or the likes as one's own.
(Source: www.sonoma.edu/uaffairs/policies/cheatingpolicy.htm)
If a student is in doubt of the nature of plagiarism, he/she should discuss the matter
with the supervisor. If a student is caught committing plagiarism, stern action will be
taken against the student. This includes the student being given zero marks for the
particular assessment in FYP1. However, for FYP2, the student will be given a grade
of F.
25
11. COPYRIGHT
The university shall be the owner for all findings, designs, patents, and other
26
Organisation Chart on the Management of the Final Year Project
CHAIRMAN
(HEAD OF DEPARTMENT)
COORDINATOR &
COMMITTEE
SUPERVISOR(S)
EXAMINER(S)
CO-SUPERVISOR(S)
EXTERNAL
INTERNAL EXAMINER SUPERVISOR EXAMINER (FYP
(WITHIN DEPARTMENT) II only)
STUDENTS
APPENDIX 1-1
27
APPENDIX 1-2
FINAL YEAR PROJECT FLOW PROCESS
Process Responsibility / Document
Action
START
NOT
ACCEPTED
5.2 Approval FYP List of
on Project Coordinator/ Approved
Proposal & Committee Titles &
Supervisor Supervisors
Student,
5.3 Selection of Supervisor Form 02
Project Titles
Supervisor FYP
Assessment Form 04
Coordinator/Committee
28
APPENDIX 1-2
FINAL YEAR PROJECT FLOW PROCESS
Student,
Supervisor Interim
5.8 Submission of Internal Examiner, Report
Interim Report FYP Coordinator/Committee
Supervisor Form 6
Assessment Internal Examiner,
FYP Coordinator/Committee
Supervisor Form 7
Assessment
FYP Coordinator/ Committee
29
APPENDIX 1-2
FINAL YEAR PROJECT FLOW PROCESS
Student, Supervisor,
5.12 Submission of FYP Coordinator/ Draft Final
Dissertation Committee Report
(Draft Final Report)
END
30
Timelines for FYP 1
4 Proposal Defence
Suggested milestone
APPENDIX 2-1
Process
31
Timelines for FYP 2
4 Pre-SEDEX
8 Viva
Suggested milestone
Process
APPENDIX 2-2
32
APPENDIX 3-1
FORM 01A
Project Title:
Objectives:
Tools/equipment required:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
33
APPENDIX 3-1b
Doc. Ref. No. Issue Version Date
UTP-ACA-PROG-FYP-01.01b 5.0 Jan 2014
FORM 01B
Project Title:
Problem Statement:
Objectives:
Tools/equipment required:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Project Deliverables:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
34
APPENDIX 3-2
FORM 02
TOPIC SELECTION
COMMITTEE DECISION
Topic approved:_____________________________________________
Official stamp:
Date:
35
APPENDIX 3-3
FORM 03
(Note: Supervisor can use this form to request (a )purchasing consumables and equipment , (b) testing /
technical support, (c) consultations fees and other related resources to the project, (d) visit for data
collection.)
REQUESTED BY
Supervisor’s Name
Project Title
Supervisor’s Signature
Student’s Name
Date
* Please attach this form with original receipt or any proof of purchase.
36
APPENDIX 3-4
Doc. Ref. No. Issue Version Date
UTP-ACA-PROG-FYP-01.04 5.0 Jan 2014
FORM 04
Criteria for
Unsatisfactory Satisfactory Good Excellent Marks
Judging Quality
Background of Irrelevant project with unclear and Sufficiently relevant project with Substantially relevant project with Extremely relevant project with
Study brief background of study sufficiently clear and concise substantially clear and concise extremely clear and concise
background of study background of study background of study
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Problem Irrelevant problem statement that is Sufficiently relevant problem Substantially relevant problem Extremely relevant problem statement
Statement irrational and has insufficient impact statement that is rational and has statement that is rational and has that is rational and has high impact on
on society sufficient impact on society substantial impact on society society
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Objective and Research objectives that are Research objectives that are sufficient, Research objectives are substantial, Research objectives are significant,
Scope of Study insufficient, immeasurable, irrelevant measurable, relevant and achievable measurable, relevant and achievable measurable, relevant and achievable
and unachievable within the time within the time frame within the time frame within the time frame
frame
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Critical analysis, Insufficient literature review and Sufficient literature review and In-depth and up-to-date literature Comprehensive and up-to-date
relevancy, inadequate analysis adequate analysis review and has done substantial literature review and has done critical
recentness of analysis analysis
literature
(30) (< 12) (12 to < 19.5) (19.5 to < 24) (24 to 30)
Quality of Insufficient quality references with Sufficient quality references with Substantial quality references with Comprehensive and recent quality
references, inadequate citation and cross adequate citation and cross referencing substantial citation and cross references with comprehensive citation
citation and cross referencing referencing and cross referencing
referencing
(20) (< 8) (8 to < 13) (13 to < 16) (16 to 20)
Research Research method and project activities Research method and project activities Research method and project activities Research method and project activities
Methodology are insufficient, unachievable with are sufficient, moderately achievable are comprehensive, achievable with that are highly comprehensive, highly
Project Activities inadequate methods with adequate methods suitable methods achievable with extremely appropriate
methods
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
37
Criteria for
Judging Quality Unsatisfactory Satisfactory Good Excellent Marks
Project Key Identified project milestones are Identified project milestones are Identified project milestones are Identified project milestones that are
Milestones unachievable and irrelevant to the sufficiently achievable and adequately mostly achievable and relevant to the highly achievable, very satisfactory and
objectives relevant to the objectives objectives extremely relevant to the objectives
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Project timeline Unclear, unfeasible and unstructured Sufficiently clear, feasible and Substantially clear, feasible and well- Exceptionally clear, very feasible and
(Gantt-Chart) study plans adequately structured study plans structured study plans extremely structured study plans
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Comments:
_____________________________________________________________________________________________________________________________________
.…………………………
Supervisor signature Name:_____________________________________ Date: ____________
38
APPENDIX 3-5
Doc. Ref. No. Issue Version Date
UTP-ACA-PROG-FYP-01.05 5.0 Jan 2014
FORM 05
Criteria for
Unsatisfactory Satisfactory Good Excellent Marks
Judging Quality
Background of Irrelevant project with unclear and A sufficiently relevant project with Substantially relevant project with Extremely relevant project with
Study , Objective brief background of study. Research sufficiently clear and concise substantially clear and concise extremely clear and concise
Scope of Study objectives that are insufficient, background of study. Research background of study. Research background of study. Research
immeasurable, irrelevant and objectives are sufficient, measurable, objectives are substantial, measurable, objectives are significant, measurable,
unachievable within the time frame relevant and achievable within the time relevant and achievable within the time relevant and achievable within the time
frame frame frame
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Problem Irrelevant problem statement, irrational Sufficiently relevant problem Substantially relevant problem Extremely relevant problem statement,
Statement and has insufficient impact on society statement, rational and has sufficient statement, rational and has substantial rational and has high impact on society
impact on society impact on society
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Critical analysis, Carried out insufficient literature Carried out sufficient literature review Carried out an in-depth and up-to-date Carried out a comprehensive and up-
relevancy & review and inadequate analysis and adequate analysis literature review and has done to-date literature review and has done
recentness of the substantial analysis critical analysis
literature
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Research Research method and project activities Research method and project activities Research method and project activities Research method and project activities
Methodology are insufficient, unachievable with are sufficient, moderately achievable are comprehensive, achievable with are comprehensive, highly achievable
inadequate methods with adequate methods suitable methods with extremely appropriate methods
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Project Activities Identified milestones are unachievable Identified milestones are sufficiently Identified milestones are mostly Identified milestones are highly
& Key Project and irrelevant to the objectives achievable and adequately relevant to achievable and relevant to the achievable, very satisfactory and
Milestones the objectives objectives extremely relevant to the objectives
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Project timeline Unclear, unfeasible and unstructured Sufficiently clear, feasible and Substantially clear, feasible and well- Exceptionally clear, very feasible and
Study Plan study plans adequately structured study plans structured study plans extremely structured study plans
(Gantt-Chart)
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
39
Criteria for
Judging Quality Unsatisfactory Satisfactory Good Excellent Marks
Fluency & choice Unable to communicate Sufficient ability to Substantial ability to Outstanding ability to
of words clearly and fluently; present communicate clearly communicate clearly communicate clearly and
(10) the data using appropriate (< 4) and fluently; present the (4 to < 6.5) and fluently; present the (6.5 to < 8) fluently; present the data (8 to 10)
Use of aids graph, diagrams, table and data using appropriate data using appropriate using appropriate graph,
(graphs, other suitable aid; engage graph, diagrams, table graph, diagrams, table diagrams, table and other
diagrams) audience, not confidence and and other suitable aid; and other suitable aid; suitable aid; engage
(10) unpresentable. (< 4) engage audience, (4 to < 6.5) engage audience, (6.5 to < 8) audience, confidence and (8 to 10)
Gesture confidence and confidence and presentable
(5) (< 2) presentable (2 to < 3.3) presentable (3.3 to < 4) (4 to 5)
Appearance
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Questions & Unable to defend his/her work by Sufficient ability to defend his/her Substantial ability to defend his/her Outstanding ability to defend his/her
Answers giving accurate factual and technical work by giving accurate factual and work by giving accurate factual and work by giving accurate factual and
(20) reasoning using appropriate theoretical technical reasoning using appropriate technical reasoning using appropriate technical reasoning using appropriate
knowledge or published examples. theoretical knowledge or published theoretical knowledge or published theoretical knowledge or published
examples. examples. examples
(< 8) (8 to < 13) (13 to < 16) (16 to < 20)
Comments:
_____________________________________________________________________________________________________________________________ ___________________
.…………………………
Supervisor/ Examiner signature Name:_____________________________________ Date: ____________
40
APPENDIX 3-6
Doc. Ref. No. Issue Version Date
UTP-ACA-PROG-FYP-01.06 5.0 Jan 2014
FORM 06
Criteria for
Unsatisfactory Satisfactory Good Excellent Marks
Judging Quality
Abstract Poor abstract (Insufficient objective, Sufficient abstract (Sufficient Substantial abstract (Substantial Comprehensive abstract
problem statement, scope of study objective, problem statement, scope of objective, problem statement, scope of (Comprehensive objective, problem
and/or methodology) study and/or methodology) study and/or methodology) statement, scope of study and/or
methodology)
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Background of Insufficient background of study, Sufficient background of study, Substantial background of study, Comprehensive background of study,
study, problem objectives, problem statement, scope objectives, problem statement, scope objectives, problem statement, scope objectives, problem statement, scope
statement, of study, relevancy and feasibility of study, relevancy and feasibility of study, relevancy and feasibility of study, relevancy and feasibility
objective, scope
of study,
relevancy and
feasibility
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10 )
Critical analysis, Insufficient literature review and Sufficient literature review and In-depth and up-to-date literature Comprehensive and up-to-date
relevancy, inadequate analysis adequate analysis review and substantial analysis literature review and critical analysis
recentness of the
literature
(20) (< 8) (8 to < 13) (13 to < 16) (16 to 20)
Quality of Inadequate quality of references with Adequate quality of references with Good quality references with Excellent quality of recent references
references, inadequate citation and cross adequate citation and cross referencing substantial citation and cross with comprehensive citation and cross
citation, cross referencing referencing referencing
referencing (4 to < 6.5)
(10) (< 4) (6.5 to < 8) (8 to 10 )
Research Research method and
Methodology Research method and Research method and
Research method and project project activities are
(10) project activities are project activities are
activities are insufficient, (< 4) (4 to < 6.5) comprehensive, (6.5 to < 8) (8 to 10 )
sufficient, moderately comprehensive, highly
Project Activities unachievable with inadequate achievable with
achievable with achievable with extremely
methods suitable methods
adequate methods appropriate methods
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10 )
41
Criteria for
Judging Quality Unsatisfactory Satisfactory Good Excellent Marks
Key Project Identified key project milestones are Identified key project milestones are Identified key project milestones are Identified key project milestones are
Milestones unachievable and irrelevant to the sufficiently achievable and adequately mostly achievable and relevant to the highly achievable, very satisfactory and
objectives relevant to the objectives objectives extremely relevant to the objectives
exceptionally clear
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Project timeline Unclear, unfeasible and unstructured Sufficiently clear, feasible and Substantially clear, feasible and well- Very feasible and extremely structured
(Gantt-Chart) project timeline adequately structured project timeline structured project timeline project timeline
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Summary of Insufficient conclusion and irrelevant Sufficient conclusion and sufficiently Substantial conclusion and Comprehensive conclusion and
project progress with objective. Insufficient future work relevant with objective. Sufficient substantially relevant with objective. extremely relevant with objective
& future work recommended future work recommended Substantial future work recommended Significant future work recommended
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10 )
Standard Report that has frequent major Report that has frequent minor Report that has some mistakes with Report that complies with the standard
guidelines and mistakes with the standard guidelines mistakes with the standard guidelines the standard guidelines and format guidelines and format
format and format and format
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
English usage Poor English and writing skills Average English and writing skills Good English and writing skills Excellent English and writing skills
and writing skill
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Comments:
_____________________________________________________________________________________________________________________________ ___________________
.…………………………
Supervisor/ Examiner signature Name:_____________________________________ Date: ____________
42
APPENDIX 3-7
Doc. Ref. No. Issue Version Date
UTP-ACA-PROG-FYP-01.07 5.0 Jan 2014
FORM 07
Criteria for
Unsatisfactory Satisfactory Good Excellent Marks
Judging Quality
Abstract Poor abstract (Insufficient objective, Sufficient abstract (Sufficient Substantial abstract (Substantial Comprehensive abstract
problem statement, scope of study objective, problem statement, scope of objective, problem statement, scope of (Comprehensive objective, problem
and/or methodology) study and/or methodology) study and/or methodology) statement, scope of study and/or
methodology)
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Background of Insufficient background of study, Sufficient background of study, Substantial background of study, Comprehensive background of study,
study, problem objectives, problem statement, scope objectives, problem statement, scope objectives, problem statement, scope objectives, problem statement, scope
statement, of study, relevancy and feasibility of study, relevancy and feasibility of study, relevancy and feasibility of study, relevancy and feasibility
objective, scope
of study,
relevancy and
feasibility
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10 )
Critical analysis, Carried out insufficient literature Carried out sufficient literature review, Carried out an in-depth and up-to-date Carried out a comprehensive and up-
relevancy & review, inadequate analysis and adequate analysis and sufficient literature review and has done to-date literature review and has done
recentness of the insufficient references with inadequate references with adequate citation and substantial analysis and references critical analysis from comprehensive
literature and citation and cross referencing cross referencing with substantial citation and cross references with comprehensive citation
quality references referencing and cross referencing
(15) (< 6) (6 to < 9.6) (9.6 to < 12) (12 to 15)
Research Research method and
Research method and Research method and
Methodology Research method and project activities are
project activities are project activities are
(5) project activities are (< 2) (2 to < 3.3) (3.3 to < 4) comprehensive, highly (4 to 5)
sufficient, moderately comprehensive,
Project Activities insufficient, unachievable achievable with
achievable with achievable with suitable
with inadequate methods extremely appropriate
adequate methods methods
(5) (< 2) (2 to < 3.3) (3.3 to < 4) methods (4 to 5)
43
Criteria for
Judging Quality Unsatisfactory Satisfactory Good Excellent Marks
Key Project Identified milestones are unachievable Identified milestones are sufficiently Identified milestones are mostly Identified milestones are highly
Milestones and inadequately relevant to the achievable and adequately relevant to achievable and relevant to the achievable, very satisfactory and
objectives the objectives objectives extremely relevant to the objectives
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Project timeline Unclear, unfeasible and unstructured Sufficiently clear, feasible and Substantially clear, feasible and well- Very feasible and extremely structured
(Gantt-Chart) study plan adequately structured study plan structured study plan study plan
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10 )
Result and Major problems with presentation of Result presented is not sufficient to Result presented is sufficient to meet Result presented is sufficient to meet
Discussion results, data are poorly organized, meet objectives, lack professional objectives but problems with objectives, presented professionally,
limited discussion of theory or presentation; result is not critically presentation; result is analyzed but presentation is thorough and complete
relevance of result analyzed with respect to the theory does not link to the theory with important result presented in the
text, result is critically analyzed with
respect to the theory
(35) (< 14) (14 to < 22.8) (22.8 to < 28) (28 to 35)
Conclusions and Conclusions are not logical or are Some of the conclusions are logical Conclusions are logical, attempt to Conclusions are logical and related to
Recommendations completely unrelated to the objectives, but are not necessarily related to the relate them to objectives, attempt to the objectives, clearly evaluate
limited evaluation of significance and originally stated objectives, limited evaluate significance and quality of significance and quality of results,
quality of results, recommendations are evaluation of significance and quality results, recommendations are clearly recommendations for future work are
missing or irrelevant of results, recommendations are stated and justified, going beyond clearly stated and justified, going
attempted but not justified or do not recommendations for equipment beyond recommendations for
go beyond changing equipment modifications equipment modifications
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10 )
Comments:
_____________________________________________________________________________________________________________________________ ___________________
.…………………………
Supervisor signature Name:_____________________________________ Date: ____________
44
APPENDIX 3-8
Doc. Ref. No. Issue Version Date
UTP-ACA-PROG-FYP-01.08 5.0 Jan 2014
FORM 08
Criteria for
Unsatisfactory Satisfactory Good Excellent Marks
Judging Quality
Poster : Some of the expected components are Most expected components are All components are present, but layout All components are present, clearly
Expected present, but layout is untidy and present, but layout is confusing to is crowded or confusing to follow in laid out, and easy to follow in the
Components confusing to follow in the absence of follow in the absence of the presenter the absence of presenter absence of presenter
the presenter
(20) (< 8) (8 to < 13) (13 to < 16) (16 to 20)
Poster : Text is hard to read due to font size or Text is relatively clear, but some Text is relatively clear, mostly free of Text is concise, free of spelling and
Text colour, some spelling and spelling and typographical errors; spelling and typographical errors; typographical errors; background is
typographical errors; background may background may be distracting background is unobtrusive unobtrusive
be distracting
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Poster : Figures and tables not related to text, Figures and tables not always related Most figures and tables are appropriate All figures and tables are appropriate
Figures & Tables or are not appropriate, or poorly to text, or are not appropriate, or and labelled correctly and labelled correctly
labelled poorly labelled
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Poster : Photograph/table/graph limited and do Photograph/table/graph sufficient and Photograph/table/graph sufficient and Photograph/table/graph sufficient and
Visual Aids not improve understanding somehow improve understanding able to improve understanding improve understanding and enhance
visual appeal
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Delivery : A questionable hypothesis was A questionable hypothesis or project A logical hypothesis or goal was Project had a goal or a logical
Introduction presented and was not well supported goal was presented. Background presented. Background information hypothesis that was stated clearly and
or the goal of the project was not clear information was relevant, but was relevant, but connections were not concisely, showed clear relevance.
connections were not made clear
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Delivery : Conclusions were given. Little Reasonable conclusions were given. Reasonable conclusions were given Reasonable conclusions were given
Conclusion connection to hypothesis or goal was Conclusions were not compared to the and supported with evidence. and strongly supported with evidence.
apparent hypothesis or project goal and their Conclusions were connected to Conclusions were connected to project
relevance was not discussed hypothesis or project goals but their goals or hypothesis and their relevance
relevance was not discussed in a wider context was discussed
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
45
Criteria for
Judging Quality Unsatisfactory Satisfactory Good Excellent Marks
Delivery : Has difficulty answering challenging Has some difficulty answering Answers most questions Answers complex questions clearly and
Questions and questions challenging questions sufficiently
Answers
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Delivery: Presentation unclear and illogical. Presentation is generally unclear and Presentation is clear for the most part, Presentation is consistently clear.
Fluency, Choice Does not use the visual aid (poster) to inconsistent. Uses some visual aid but not consistently. Comfortably Comfortably uses visual aid (poster) to
of words enhance presentation effectively. (poster) to enhance presentation. uses some visual aid (poster) to enhance presentation. Speaks clearly,
Reads from poster or script most of the Reads from poster or script some of enhance presentation. Speaks clearly, naturally and with enthusiasm, makes
time. the time. naturally, makes eye contact. eye contact.
(20) (< 8) (8 to < 13) (13 to < 16) (16 to 20)
Comments:
_____________________________________________________________________________________________________________________________ ___________________
.…………………………
Examiner signature Name:_____________________________________ Date: ____________
46
APPENDIX 3-9
Doc. Ref. No. Issue Version Date
UTP-ACA-PROG-FYP-01.09 5.0 Jan 2014
FORM 9
Criteria for
Unsatisfactory Satisfactory Good Excellent Marks
Judging Quality
Abstract Poor abstract (Insufficient objective, Sufficient abstract (Sufficient Substantial abstract (Substantial Comprehensive abstract
problem statement, scope of study objective, problem statement, scope of objective, problem statement, scope of (Comprehensive objective, problem
and/or methodology) study and/or methodology) study and/or methodology) statement, scope of study and/or
methodology)
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Background of Insufficient background of study, Sufficient background of study, Substantial background of study, Comprehensive background of study,
study, problem objectives and problem statement objectives and problem statement objectives and problem statement objectives and problem statement
statement and
objective
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Critical analysis, Insufficient literature review and Sufficient literature review and In-depth and up-to-date literature Comprehensive and up-to-date
relevancy, inadequate analysis adequate analysis review and substantial analysis literature review and critical analysis
recentness of the
literature
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Research Research method and project activities Research method and project activities Research method and project activities Research method and project activities
Methodology are insufficient, unachievable with are sufficient, moderately achievable are comprehensive, achievable with are comprehensive, highly achievable
inadequate methods with adequate methods suitable methods with extremely appropriate methods
(20) (< 8) (8 to < 13) (13 to < 16) (16 to 20)
Result and Major problems with presentation of Result presented is not sufficient to Result presented is sufficient to meet Result presented is sufficient to meet
Discussion results; data is poorly organized, meet objectives, lack professional objectives but problems with objectives, presented professionally;
limited discussion of theory or presentation; result is not critically presentation; result is analyzed but presentation is thorough and complete
relevance of results analyzed with respect to the theory does not link to the theory with important result presented in the
text, result is critically analyzed with
respect to the theory
(30) (< 12) (12 to < 19.5) (19.5 to < 24) (24 to 30)
47
Criteria for
Judging Quality Unsatisfactory Satisfactory Good Excellent Marks
Conclusions Conclusions are not logical or are Some of the conclusions are logical Conclusions are logical, attempt to Conclusions are logical and related to
completely unrelated to the objectives, but are not necessarily related to the relate them to objectives, attempt to the objectives, clearly evaluate
limited evaluation of significance and originally stated objectives, limited evaluate significance and quality of significance and quality of results
quality of results evaluation of significance and quality results
of results
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Standard Report that has frequent major Report that has frequent minor Report that has some mistakes with Report that complies with the standard
guidelines and mistakes with the standard guidelines mistakes with the standard guidelines the standard guidelines and format guidelines and format
format and format and format
(5) (< 2) (2 to < 3.3) (3.3 to < 4 ) (4 to 5 )
English usage Poor English and writing skills Average English and writing skills Good English and writing skills Excellent English and writing skills
and writing skills
(5) (< 2) (2 to < 3.3) (3.3 to < 4 ) (4 to 5 )
Comments:
_____________________________________________________________________________________________________________________________ ___________________
.…………………………
Supervisor signature Name:_____________________________________ Date: ____________
48
APPENDIX 3-10
Doc. Ref. No. Issue Version Date
UTP-ACA-PROG-FYP-01.10 5.0 Jan 2014
FORM 10
Criteria for
Unsatisfactory Satisfactory Good Excellent Marks
Judging Quality
Abstract Poor abstract (Insufficient objective, Sufficient abstract (Sufficient Substantial abstract (Substantial Comprehensive abstract
problem statement, scope of study objective, problem statement, scope of objective, problem statement, scope of (Comprehensive objective, problem
and/or methodology) study and/or methodology) study and/or methodology) statement, scope of study and/or
methodology)
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Background of Insufficient background of study, Sufficient background of study, Substantial background of study, Comprehensive background of study,
study, problem objectives, problem statement, scope objectives, problem statement, scope objectives, problem statement, scope objectives, problem statement, scope
statement, of study, relevancy and feasibility of study, relevancy and feasibility of study, relevancy and feasibility of study, relevancy and feasibility
objective, scope
of study,
relevancy and
feasibility
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Critical analysis, Carried out insufficient literature Carried out sufficient literature review, Carried out an in-depth and up-to-date Carried out a comprehensive and up-
relevancy & review, inadequate analysis and adequate analysis and sufficient literature review and has done to-date literature review and has done
recentness of the insufficient references with inadequate references with adequate citation and substantial analysis and references critical analysis from comprehensive
literature and citation and cross referencing cross referencing with substantial citation and cross references with comprehensive citation
quality of referencing and cross referencing
references (< 4)
(10) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Research Research method and project activities Research method and project activities Research method and project activities Research method and project activities
Methodology are insufficient, unachievable with are sufficient, moderately achievable are comprehensive, achievable with are comprehensive, highly achievable
inadequate methods with adequate methods suitable methods with extremely appropriate methods
(20) (< 8) (8 to < 13) (13 to < 16) (16 to 20)
Result and Major problems with presentation of Result presented is not sufficient to Result presented is sufficient to meet Result presented is sufficient to meet
Discussion results; data is poorly organized, meet objectives, lack professional objectives but problems with objectives, presentation is thorough
limited discussion of theory or presentation; result is not critically presentation; result is analyzed but and complete with important result
relevance of results. analyzed with respect to the theory. does not link to the theory. presented in the text, result is critically
analyzed with respect to the theory.
(30) (<12) (12 to < 19.5) (19.5 to < 24) (24 to 30)
49
Criteria for
Judging Quality Unsatisfactory Satisfactory Good Excellent Marks
Conclusions and Conclusions are not logical or are Some of the conclusions are logical Conclusions are logical, attempt to Conclusions are logical and related to
Recommendations completely unrelated to the objectives, but are not necessarily related to the relate them to objectives, attempt to the objectives, clearly evaluate
limited evaluation of significance and originally stated objectives, limited evaluate significance and quality of significance and quality of results,
quality of results, recommendations are evaluation of significance and quality results, recommendations are clearly recommendations for future work are
missing or irrelevant. of results, recommendations are stated and justified, going beyond clearly stated and justified, going
attempted but not justified or do not recommendations for equipment beyond recommendations for
go beyond changing equipment. modifications. equipment modifications.
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Standard Report that has frequent major Report that has frequent minor Report that has some mistakes with Report that complies with the standard
guidelines and mistakes with the standard guidelines mistakes with the standard guidelines the standard guidelines and format guidelines and format
format and format and format
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
English usage Poor English and writing skills Average English and writing skills Good English and writing skills Excellent English and writing skills
and writing skill
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Comments:
_____________________________________________________________________________________________________________________________ ___________________
.…………………………
Supervisor/ Examiner signature Name:_____________________________________ Date: ____________
50
APPENDIX 3-11
Doc. Ref. No. Issue Version Date
UTP-ACA-PROG-FYP-01.11 5.0 Jan 2014
FORM 11
Criteria for
Unsatisfactory Satisfactory Good Excellent Marks
Judging Quality
Background of Irrelevant project with unclear problem A sufficiently relevant project with Substantially relevant project with Extremely relevant project with
Study , Problem statement and brief background of sufficiently clear and concise substantially clear and concise extremely clear and concise
Statement, study. Research objectives that are background of study and problem background of study and problem background of study and relevant
Objective & insufficient, immeasurable, irrelevant statement. Research objectives are statement. Research objectives are problem statement. Research
Scope of Study and unachievable within the time sufficient, measurable, relevant and substantial, measurable, relevant and objectives are significant, measurable,
frame achievable within the time frame achievable within the time frame relevant and achievable within the time
(5) (< 2) (2 to < 3.3) (3.3 to < 4) frame (4 to 5)
Critical analysis, Carried out insufficient literature Carried out sufficient literature review Carried out an in-depth and up-to-date Carried out a comprehensive and up-
relevancy & review and inadequate analysis and adequate analysis literature review and has done to-date literature review and has done
recentness of the substantial analysis critical analysis
literature (5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Research Research method and project activities Research method and project activities Research method and project activities Research method and project activities
Methodology are insufficient, unachievable with are sufficient, moderately achievable are comprehensive, achievable with are comprehensive, highly achievable
inadequate methods with adequate methods suitable methods with extremely appropriate methods
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Project Activities Identified milestones are unachievable Identified milestones are sufficiently Identified milestones are mostly Identified milestones are highly
& Key Project and irrelevant to the objectives achievable and adequately relevant to achievable and relevant to the achievable, very satisfactory and
Milestones the objectives objectives extremely relevant to the objectives
(5) (< 2) (2 to < 3.3) (3.3 to < 4) (4 to 5)
Result and Major problems with presentation in Data presented is not sufficient to meet Sufficient data presented to meet Data presented is sufficient to meet
Discussion content, data is poorly organized, figures objectives, lack professional objectives but problems with objectives, presented professionally,
and tables are included but not described presentation, significant figures are presentation, majority of significant significant figures are consistent,
in text, limited discussion of theory or inconsistent, figure captions are not as figures are consistent, effective figure effective figure captions used,
relevance of results, deviations from effective in summarizing key results, captions used, presentation is thorough, presentation is thorough and complete
literature not discussed material is not presented in appropriate only important data presented, data is with important data presented in the text,
place, data is not critically analyzed with analyzed but does not link to the theory, data is critically analyzed with respect to
respect to the theory, significance is not significance of results mentioned but not the theory, significance of results is clear
clear, deviations from literature clearly described, deviation from and deviations from literature are
mentioned but not analyzed thoroughly. literature discussed but not in sufficient discussed in detail
(10) (< 4) (4 to < 6.5) detail (6.5 to < 8) (8 to 10)
51
Criteria for
Judging Quality Unsatisfactory Satisfactory Good Excellent Marks
Conclusions and Conclusions are not logical or are Some of the conclusions are logical Conclusions are logical, attempt to Conclusions are logical and related to
Recommendations completely unrelated to the objectives, but are not necessarily related to the relate them to objectives, attempt to the objectives, clearly evaluate
limited evaluation of significance and originally stated objectives, limited evaluate significance and quality of significance and quality of results,
quality of results, recommendations are evaluation of significance and quality results, recommendations are clearly recommendations for future work are
missing or irrelevant of results, recommendations are stated and justified, going beyond clearly stated and justified, going
attempted but not justified or do not recommendations for equipment beyond recommendations for
go beyond changing equipment modifications equipment modifications
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Fluency, choice Insufficient ability to Sufficient ability to Substantial ability to Outstanding ability to
of words communicate clearly and communicate clearly communicate clearly communicate clearly and
(10) fluently; present the data (< 4) and fluently; present the (4 to < 6.5) and fluently; present the (6.5 to < 8) fluently; present the data (8 to 10)
Use of aids using appropriate graph, data using appropriate data using appropriate using appropriate graph,
(graphs, diagrams, table and other graph, diagrams, table graph, diagrams, table diagrams, table and other
diagrams) suitable aid; engaging and other suitable aid; and other suitable aid; suitable aid; engaging
(10) audience, confidence and (< 4) engaging audience, (4 to < 6.5) engaging audience, (6.5 to < 8) audience, confidence and (8 to 10)
Gesture presentable confidence and confidence and presentable
(10) (< 4) presentable (4 to < 6.5) presentable (6.5 to < 8) (8 to 10)
Appearance
(10) (< 4) (4 to < 6.5) (6.5 to < 8) (8 to 10)
Technical and Insufficient ability to Sufficient ability to Substantial ability to Outstanding ability to
factual accuracy defend his/her work by defend his/her work by defend his/her work by defend his/her work by
(10) giving accurate factual and (< 4) giving accurate factual (4 to < 6.5) giving accurate factual (6.5 to < 8) giving accurate factual (8 to 10)
Creativity-use of technical reasoning using and technical reasoning and technical reasoning and technical reasoning
example appropriate theoretical using appropriate using appropriate using appropriate
knowledge or published theoretical knowledge theoretical knowledge theoretical knowledge or
(10) examples (< 4) or published examples (4 to < 6.5) or published examples (6.5 to < 8) published examples (8 to 10)
Comments:
________________________________________________________________________________________________________________________________________________
.…………………………
Supervisor/ Examiner signature Name:_____________________________________ Date: ____________
52
APPENDIX 4-1
SAMPLE OF PAGE SETUP
Top margin
1.0” 25mm
50 mm
1.5 spacing,
Times New
Roman,
capital, CHAPTER 1
bold and
14 font size
TITLE OF THE CHAPTER
Double spacing,
Times New
Roman,
1. MAJOR HEADING
1.0” 2
53
APPENDIX 4-2
SAMPLE OF TABLE AND FIGURE
54
APPENDIX 5-1
SAMPLE OF DOCUMENTING SOURCES
A. The followings are the variations of APA Citations. For further reference,
please refer to the internet under Documenting Sources.
What is entirely clear is that the Internet “can’t be neatly encapsulated in any
one set of commands or maxims” (Gilster, 1993, p.2).
3. The author has several works listed in the References. If they have different
dates, no special treatment is necessary; if an author has two works dated the
same year, differentiate them in the text and in the References with a lower-
case letter after each date (1993a,1993b).
Gilster (1993a) points out that the Internet “ can’t be encapsulated in any one
set of commands or maxims” (p.2).
4. Paraphrases are handled like quotations. Give the author’s last name, the date,
and the appropriate page numbers.
Gilster (1993) says that the Internet changes so fast that you must come to see
your experience with it as daily learning process.
55
APPENDIX 5-1
5. When citing block quotations, the period is placed before the page
parentheses. Do not place quotation marks before and after a block quotation.
Indent the left margin 5 spaces and double-space. Do not indent the right
margin.
B. The followings are the variations of IEEE Citations. For further reference,
please refer to the internet under Documenting Sources.
56
APPENDIX 5-2
SAMPLE OF REFERENCE FORMATS
A. APA
1. Journal
Meguid, S.A. and Zhu, Z.H., 1995, "A novel finite element for treating
inhomogeneous solids," International Journal Numerical Methods
Engineering 38 (2): 1579-1592
2. Book
Glister P. 1993, The Internet Navigator, New York, John Wiley & Sons
3. Book in series
Ochoa, O.O and Reddy, J.N. 1989. Finite Element Analysis of Composite
Laminates, (7), New York, Pergamon Press
5. Thesis
6. Interview
7. Technical report
B. IEEE
In-text references
Using this system, references are numbered in the order in which they are first cited
in the text. If the same reference is cited later in the text, the same number is given.
For example
"The theory was first put forward in 1987 [1]"
"Scholtz [2] has argued that......."
"Several recent studies [1], [3], [4], [15], [16] have suggested that..."
Preferred Acceptable
[1], [3], [5] [1, 3, 5]
[1] - [5] [1-5]
1. Books
In addition, to the above citation details, provide page numbers if you have
quoted specific facts or materials e.g. pp. 28-30.
Example:
C. W. Lander, Power Electronics, 3rd. ed., London: McGraw-Hill, 1993.
B. Hancock, Advanced Ethernet/802.3 Network Management and
Performance. Boston: Digital Press, 1994, pp. 5-8.
58
2. Sections / chapters of books
Example:
G. K. Knopf and A. S. Bassi, "Biological-based optical sensors and
transducers," in Opto-mechatronic Systems Handbook: Techniques and
Applications, Hyungsuck Cho, Ed. Boca Raton, FL: CRC Press, 2003, pp.
195-210.
Example:
A. H. Cookson and B. O. Pedersen, "Thermal measurements in a 1200kV
compressed gas insulated transmission line," in Seventh IEEE Power
Engineering Society Transmission and Distribution Conference and
Exposition, 1979, pp. 163-167.
4. Journal articles
Example:
K. P. Dabke and K. M. Thomas, "Expert system guidance for library users,"
Library Hi Tech, vol. 10, (1-2), pp. 53-60, 1992.
5. Theses or dissertations
The following example is taken from the IEEE Computer Society Style Guide
<http://www.computer.org/author/style/index.htm>
59
Example:
S. Birch, "Dolphin-human interaction effects: frequency mediated
psychophysiological responses in biological systems," doctoral dissertation,
Dept. Electrical and Computer Systems Engineering, Monash University,
Victoria, Australia, 1997.
Example:
A. K. Salkintzis. (2004). Mobile Internet: enabling technologies and services.
[Online]. Available: http://www.engnetbase.com/books/1253/1631_fm.pdf
Author(s) First name or initials. Surname. (year, month). Title of article. Title
of Journal. [Type of medium]. volume number (issue number), pp. pages.
Available: site/path/file
Example:
J. S. Fulda. (2000, Mar.). The Internet as an engine of scholarship. ACM
SIGCAS Computers and Society. [Online]. 30 (1), pp. 17-27. Available:
http://doi.acm.org/10.1145/572217.572222
Example:
X. Yang. (2003, Aug.). NIRA: a new Internet routing architecture. Presented
at ACM SIGCOMM FDNA 2003 Workshop. [Online]. Available:
http://www.isi.edu/newarch/DOCUMENTS/yang.nira.pdf
60
9. Website
Example:
Dr Jean Armstrong. (2007, March): Brief Biography [Online]. Available:
http://www.ecse.monash.edu.au/staff/jeana/aboutarmstrong.html
References must be listed in the order in which they were cited (numerical order) not
in alphabetical order.
[5] K. P. Dabke and K. M. Thomas, "Expert system guidance for library users,"
Library Hi Tech, vol. 10, (1-2), pp. 53-60, 1992.
61
[10] J. Farrell. (2007, May). In Wikipedia we trust? Cosmos Online [Online].
Available: http://www.cosmosmagazine.com/node/1339
[11] X. Yang. (2003, Aug.). NIRA: a new Internet routing architecture. Presented
at ACM SIGCOMM FDNA 2003 Workshop. [Online]. Available:
http://www.isi.edu/newarch/DOCUMENTS/yang.nira.pdf
62
APPENDIX 6-1a
Project Title
by
Student name
Student ID number
63
APPENDIX 6-1b
SAMPLE OF TITLE PAGE
by
JANUARY 2006
64
APPENDIX 6-2
SAMPLE OF FRONT HARD COVER
INTAN BT. A. RAHIM
CHEMICAL ENGINEERING
JANUARY
JANUARY2006
65
APPENDIX 7-1
SAMPLE OF CERTIFICATION OF APPROVAL
CERTIFICATION OF APPROVAL
by
Approved by,
_____________________
(Name of Main Supervisor)
TRONOH, PERAK
January 2006
66
APPENDIX 7-2
SAMPLE OF CERTIFICATION OF ORIGINALITY
CERTIFICATION OF ORIGINALITY
This is to certify that I am responsible for the work submitted in this project, that the original work is my
own except as specified in the references and acknowledgements, and that the original work contained
___________________________________________
AHMAD NAWAB BIN AHMAD AL-BAB
67
APPENDIX 8-1
SAMPLE OF ABSTRACT
The following abstract is taken from Ramos, Juan, Florentina Davalos, and Jorge Sandoval. High-brightness
CMP from Eucalyptus globulus using a nitric acid pretreatment. TAPPI Journal 79 (12 December 1996):
169-177. Copyright TAPPI 1996.
A high-brightness, high-yield cheminmechanical pulp was obtained from Eucalyptus globulus using low-
environmental-impact chemical reagents. The pulping chemicals were nitric acid and sodium hydroxide, and
bleaching chemical was hydrogen peroxide. Chips were impregnated for 24 h in nitric acid, cooked under
variable conditions, washed, impregnated with soda for 24 h, cooked again, rewashed, defibrated, refined,
screened, and finally bleached under variable conditions. Under the optimal pulping conditions identified in
this study, pulp strength was not especially high (tensile strength 2.04 km, tea strength 3.9 mN m2/g), but
the ease of bleaching and final pulp brightness were impressive enough (light-scattering coefficient 49.3
m2kg, brightness 81.3% Elrepho) to warrant further research.
68
APPENDIX 9-1
SAMPLE OF TABLE OF CONTENTS
TABLE OF CONTENTS
CERTIFICATION . . . . . . i
ABSTRACT . . . . . . . . ii
ACKNOWLEDGEMENT . . . . . . iii
CHAPTER 1: INTRODUCTION . . . . 1
1.1 Background of Study . . . 1
1.2 Problem Statement . . . 2
1.3 Objectives and Scope of Study . 3
CHAPTER 2: THEORY . . . . . 4
2.1 Leaching . . . . 4
CHAPTER 3: METHODOLOGY . . . . 5
3.1 Elements Determination . . 5
3.2 Sample Preparation . . . 7
3.3 Sample Testing . . . 9
REFERENCES . . . . . . . 25
APPENDICES . . . . . . . 27
69
APPENDIX 9-1
LIST OF FIGURES
LIST OF TABLES
70
APPENDIX 10-1
SAMPLE OF TECHNICAL PAPER
Authors Name/s per 1st Affiliation (Author) Authors Name/s per 2nd Affiliation (Author)
line 1 (of Affiliation): dept. name of organization line 1 (of Affiliation): dept. name of organization
line 2: name of organization, acronyms acceptable line 2: name of organization, acronyms acceptable
line 3: City, Country line 3: City, Country
line 4: e-mail address if desired line 4: e-mail address if desired
Abstract—This electronic document is a “live” template. The are prescribed; please do not alter them. You may note
various components of your paper [title, text, heads, etc.] are peculiarities. For example, the head margin in this template
already defined on the style sheet, as illustrated by the portions measures proportionately more than is customary. This
given in this document. (Abstract) measurement and others are deliberate, using specifications
Keywords-component; formatting; style; styling; insert (key
that anticipate your paper as one part of the entire proceedings,
words) and not as an independent document. Please do not revise any
of the current designations.
I. INTRODUCTION (HEADING 1)
III. PREPARE YOUR PAPER BEFORE STYLING
This template, modified in MS Word 2003 and saved as
“Word 97-2003 & 6.0/95 – RTF” for the PC, provides authors Before you begin to format your paper, first write and
with most of the formatting specifications needed for save the content as a separate text file. Keep your text and
preparing electronic versions of their papers. All standard graphic files separate until after the text has been formatted
paper components have been specified for three reasons: (1) and styled. Do not use hard tabs, and limit use of hard returns
ease of use when formatting individual papers, (2) automatic to only one return at the end of a paragraph. Do not add any
compliance to electronic requirements that facilitate the kind of pagination anywhere in the paper. Do not number text
concurrent or later production of electronic products, and (3) heads-the template will do that for you.
conformity of style throughout a conference proceedings. Finally, complete content and organizational editing before
Margins, column widths, line spacing, and type styles are formatting. Please take note of the following items when
built-in; examples of the type styles are provided throughout proofreading spelling and grammar:
this document and are identified in italic type, within A. Abbreviations and Acronyms
parentheses, following the example. Some components, such
Define abbreviations and acronyms the first time they
as multi-leveled equations, graphics, and tables are not
are used in the text, even after they have been defined in the
prescribed, although the various table text styles are provided.
abstract. Abbreviations such as IEEE, SI, MKS, CGS, sc, dc,
The formatter will need to create these components,
and rms do not have to be defined. Do not use abbreviations in
incorporating the applicable criteria that follow.
the title or heads unless they are unavoidable.
II. EASE OF USE B. Units
A. Selecting a Template (Heading 2) Use either SI (MKS) or CGS as primary units. (SI units
First, confirm that you have the correct template for are encouraged.) English units may be used as
your paper size. This template has been tailored for output on secondary units (in parentheses). An exception would
the A4 paper size. If you are using US letter-sized paper, be the use of English units as identifiers in trade, such
please close this file and download the file for as “3.5-inch disk drive”.
“MSW_USltr_format”. Avoid combining SI and CGS units, such as current in
amperes and magnetic field in oersteds. This often
leads to confusion because equations do not balance
dimensionally. If you must use mixed units, clearly
B. Maintaining the Integrity of the Specifications
state the units for each quantity that you use in an
The template is used to format your paper and style the equation.
text. All margins, column widths, line spaces, and text fonts
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Do not mix complete spellings and abbreviations of Do not use the word “essentially” to mean
units: “Wb/m2” or “webers per square meter”, not “approximately” or “effectively”.
“webers/m2”. Spell out units when they appear in text:
“. . . a few henries”, not “. . . a few H”. In your paper title, if the words “that uses” can
accurately replace the word “using”, capitalize the “u”;
Use a zero before decimal points: “0.25”, not “.25”. if not, keep using lower-cased.
Use “cm3”, not “cc”. (bullet list)
Be aware of the different meanings of the homophones
C. Equations “affect” and “effect”, “complement” and
The equations are an exception to the prescribed “compliment”, “discreet” and “discrete”, “principal”
specifications of this template. You will need to determine and “principle”.
whether or not your equation should be typed using either the Do not confuse “imply” and “infer”.
Times New Roman or the Symbol font (please no other font).
To create multileveled equations, it may be necessary to treat The prefix “non” is not a word; it should be joined to
the equation as a graphic and insert it into the text after your the word it modifies, usually without a hyphen.
paper is styled. There is no period after the “et” in the Latin
abbreviation “et al.”.
Number equations consecutively. Equation numbers,
within parentheses, are to position flush right, as in (1), using The abbreviation “i.e.” means “that is”, and the
a right tab stop. To make your equations more compact, you abbreviation “e.g.” means “for example”.
may use the solidus ( / ), the exp function, or appropriate An excellent style manual for science writers is [7].
exponents. Italicize Roman symbols for quantities and
variables, but not Greek symbols. Use a long dash rather than IV. USING THE TEMPLATE
a hyphen for a minus sign. Punctuate equations with commas After the text edit has been completed, the paper is
or periods when they are part of a sentence, as in ready for the template. Duplicate the template file by using the
Save As command, and use the naming convention prescribed
conference
by your of your
for the name paper. In this newly
created file, highlight all of the contents and import your
Note that the equation is centered using a center tab prepared text file. You are now ready to style your paper; use
stop. Be sure that the symbols in your equation have been the scroll down window on the left of the MS Word
defined before or immediately following the equation. Use Formatting toolbar.
“(1)”, not “Eq. (1)” or “equation (1)”, except at the beginning
of a sentence: “Equation (1) is . . .” A. Authors and Affiliations
The template is designed so that author affiliations are
D. Some Common Mistakes not repeated each time for multiple authors of the same
The word “data” is plural, not singular. affiliation. Please keep your affiliations as succinct as possible
(for example, do not differentiate among departments of the
other common scientific constants, is zero with same organization). This template was designed for two
subscript formatting, not a lowercase letter “o”. affiliations.
1) For author/s of only one affiliation (Heading 3): To
In American English, commas, semi-/colons, periods, change the default, adjust the template as follows.
question and exclamation marks are located within
a) Selection (Heading 4): Highlight all author and
quotation marks only when a complete thought or
name is cited, such as a title or full quotation. When affiliation lines.
quotation marks are used, instead of a bold or italic b) Change number of columns: Select the Columns icon
typeface, to highlight a word or phrase, punctuation from the MS Word Standard toolbar and then select “1
should appear outside of the quotation marks. A Column” from the selection palette.
parenthetical phrase or statement at the end of a c) Deletion: Delete the author and affiliation lines for the
sentence is punctuated outside of the closing second affiliation.
parenthesis (like this). (A parenthetical sentence is d) For author/s of more than two affiliations: To change
punctuated within the parentheses.)
the default, adjust the template as follows.
A graph within a graph is an “inset”, not an “insert”. e) Selection: Highlight all author and affiliation lines.
The word alternatively is preferred to the word
“alternately” (unless you really mean something that
alternates).
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f) Change number of columns: Select the “Columns”
icon from the MS Word Standard toolbar and then select “1 We suggest that you use a text box to insert a
Column” from the selection palette. graphic (which is ideally a 300 dpi TIFF or EPS file, with
all fonts embedded) because, in an MSW document, this
g) Highlight author and affiliation lines of affiliation 1
method is somewhat more stable than directly inserting a
and copy this selection.
picture.
h) Formatting: Insert one hard return immediately after
the last character of the last affiliation line. Then paste down To have non-visible rules on your frame, use the
the copy of affiliation 1. Repeat as necessary for each MSWord “Format” pull-down menu, select Text Box >
additional affiliation. Colors and Lines to choose No Fill and No Line.
i) Reassign number of columns: Place your cursor to the
Figure 1. Example of a figure caption. (figure caption)
right of the last character of the last affiliation line of an even
numbered affiliation (e.g., if there are five affiliations, place Figure Labels: Use 8 point Times New Roman for
your cursor at end of fourth affiliation). Drag the cursor up to Figure labels. Use words rather than symbols or abbreviations
highlight all of the above author and affiliation lines. Go to when writing Figure axis labels to avoid confusing the reader.
Column icon and select “2 Columns”. If you have an odd As an example, write the quantity “Magnetization”, or
number of affiliations, the final affiliation will be centered on “Magnetization, M”, not just “M”. If including units in the
the page; all previous will be in two columns. label, present them within parentheses. Do not label axes only
B. Identify the Headings with units. In the example, write “Magnetization (A/m)” or
“Magnetization {A[m(1)]}”, not just “A/m”. Do not label axes
Headings, or heads, are organizational devices that
with a ratio of quantities and units. For example, write
guide the reader through your paper. There are two types:
“Temperature (K)”, not “Temperature/K”.
component heads and text heads.
Component heads identify the different components of your
ACKNOWLEDGMENT (HEADING 5)
paper and are not topically subordinate to each other.
The preferred spelling of the word “acknowledgment”
Examples include Acknowledgments and References and, for
in America is without an “e” after the “g”. Avoid the stilted
these, the correct style to use is “Heading 5”. Use “figure
expression, “One of us (R. B. G.) thanks . . .” Instead, try “R.
caption” for your Figure captions, and “table head” for your
B. G. thanks”. Put sponsor acknowledgments in the unnum-
table title. Run-in heads, such as “Abstract”, will require you
bered footnote on the first page.
to apply a style (in this case, italic) in addition to the style
provided by the drop down menu to differentiate the head
REFERENCES
from the text.
The template will number citations consecutively
within brackets [1]. The sentence punctuation follows the
Text heads organize the topics on a relational,
bracket [2]. Refer simply to the reference number, as in [3]—
hierarchical basis. For example, the paper title is the primary
do not use “Ref. [3]” or “reference [3]” except at the
text head because all subsequent material relates and
beginning of a sentence: “Reference [3] was the first . . .”
elaborates on this one topic. If there are two or more sub-
topics, the next level head (uppercase Roman numerals)
Number footnotes separately in superscripts. Place the
should be used and, conversely, if there are not at least two
actual footnote at the bottom of the column in which it was
sub-topics, then no subheads should be introduced. Styles
cited. Do not put footnotes in the reference list. Use letters for
named “Heading 1”, “Heading 2”, “Heading 3”, and “Heading
table footnotes.
4” are prescribed.
C. Figures and Tables Unless there are six authors or more give all authors'
1) Positioning Figures and Tables: Place figures and names; do not use “et al.”. Papers that have not been
tables at the top and bottom of columns. Avoid placing them in published, even if they have been submitted for publication,
the middle of columns. Large figures and tables may span should be cited as “unpublished” [4]. Papers that have been
across both columns. Figure captions should be below the accepted for publication should be cited as “in press” [5].
Capitalize only the first word in a paper title, except for proper
figures; table heads should appear above the tables. Insert
nouns and element symbols.
figures and tables after they are cited in the text. Use the
abbreviation “Fig. 1”, even at the beginning of a sentence.
For papers published in translation journals, please give
TABLE I. TABLE TYPE STYLES
the English citation first, followed by the original foreign-
language citation [6].
Table Table Column Head
Head Table column subhead Subhead Subhead [1] G. Eason, B. Noble, and I. N. Sneddon. (1955). “On
certain integrals of Lipschitz-Hankel type involving
copy More table copya products of Bessel functions,” Phil. Trans. Roy. Soc.
a. Sample of a Table footnote. (Table footnote) London, vol. A247, pp. 529–551. (references)
73
[2] J. Clerk Maxwell. (1892). A Treatise on Electricity and
Magnetism, 3rd ed., vol. 2. Oxford: Clarendon, pp.68–73.
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