Class: CGN 4800 – Senior Design I Instructor:
Semester: Telephone:
Section: FAX:
Time: E-mail:
Room: Office:
Office Hours: Prepared by:
Textbook: No required textbook
Reference Texts:
Practical Concepts for Capstone Engineering, Frederick Bloetscher and Daniel Meeroff, J. Ross
Publishing, 2015
“Code of Ethics for Engineers”, National Society of Professional Engineers (NSPE), July 2019,
www.nspe.org/resources/ethics/code-ethics.
“Code of Ethics”, American Society of Civil Engineers (ASCE), www.asce.org/code-of-ethics/.
Investigation of March 15, 2018 Pedestrian Bridge Collapse at Florida International University,
Miami FL. U.S. Department of Labor, Occupational Safety and Health Administration,
Directorate of Construction, 2019.
Prerequisites: Student should be classified as a Senior (Upper-division) in the Civil Engineering
Degree Program. This course shall be taken one semester prior to CGN 4802 and one semester
prior to graduation; Co- or prerequisite: CEG2202L Introduction to Geomatics Engineering
Laboratory; NOTE: Students who do not satisfy the pre- and co-requisites for this course
may be dropped from the course at any time during the semester with no refund of fees.
Course Catalog Description: 3 credit hour. This course covers issues relevant to
professional engineering practice, including codes of ethics, licensure and life-long learning.
Oral/written communications and group collaboration are emphasized as inter-disciplinary
teams work to prepare and present formal pre-design and schematic design documents
addressing engineering challenges posed by the senior design project completed in CGN 4802
Senior Design II.
Course Topics and Tentative Class Schedule (Subject to Change):
Date
Course Topic or Activity
(Student Presentations in
Boldface)
Assignment
Due Date
Week 1
Syllabus Review / Resume
Workshop
Develop/Revise Resume
Week 2
Week 2
Oral Presentation Skills / Elevator
Speeches
Week 3
Procurement of Engineering
Services / Getting the Design
Contract
Oral Presentation #1 & Project
Concept Report
Week 9
Week 4
Project Presentations from Industry
Mentors / Project Presentations from
Industry Mentors
Week 5
Form Project Teams / Technical
Writing and High Impact
Presentations
Industry Mentor Meeting
Week 6
Week 6
Ethics / Professional Codes of
Conduct & Case Studies
Ethics Case Study
Week 7
Week 7
Site Assessment and GIS / Site
Grading and ADA
Mini-Project: Site Assessment Report
Week 8
Week 8 Permitting / Hydrology Revise Ethics Case Study
Week 10
Week 9
Oral Presentation #1: Short-List
Presentation
Oral Presentation #2 & Final Project
Concept Report
Week 15
Week 10 Permitting / Hydrology Mini-Project: Site Hydrology Report
Week 11
Week 11
Guest Lecture: FBPE / Supervised
Group Work
Revise Schematic Design Report
Lecture Summary
Week 12
Week 12
Guest Lecture: Graduate School /
Supervised Group Work
Lecture Summary
Week 13
Week 13
Guest Panel: Engineer Careers /
Supervised Group Work
Five / Ten-Year Plan
Week 14
Week 14
Supervised Group Work /
Supervised Group Work
Week 15
Oral Presentation #2: Schematic
Design Presentation
Exam
Week
Attend CGN 4802 Final Design
Presentations
Mandatory Attendance
Course Learning Outcomes:
At the end of this course,
you should be able to: Assessed by: Related Student
Learning Outcomes
1. Ascertain the root cause of engineering failures and
recognize ethical dilemmas in civil engi
n
eering practice using
NSPE and/or
A
SCE Code of Ethics.
Case
study 4a, 4b, 4c
2. Describe the need to attempt the Fundamentals of
Engineering Examination while still in college.
Five/ten
year plan 4b
3. Work effectively as a valued team member.
Group project team
feedback
5a, 5b, 5c
4. Display an understanding of project procurement,
planning
, and execution.
Short-list
presentation
4b
5. Develop and evaluate design alternatives using visual site
observations,
GIS, software tools, current
design codes and
standards.
Mini-projects,
schematic design
report
2b, 2c, 2d, 7a, 7b
6. Convey information orally through formal and informal
presentations with or without visual aids.
Elevator speech, oral
presentations 1 & 2
3b, 3c
7. Present results using clear and well-organized writing. Written reports 3a, 3d
8. Explain importance of lifelong learning and continuing
education.
Five/ten
year plan 7a
9. Explore effect of societal, economic, and environmental
factors on engineering pro
j
ects, and vice versa.
Oral presentation 1
& 2, schematic
design report
2b, 2c, 2d
10. Convey ideas clearly, coherently, and effectively for a
particular purpose, occasion, or audience representative as
appropriate for the field.
Written reports
3a, 3c, 3d
Student
Leaning Outcomes relevant to this course (i.e., what do those letters and numbers in the third
column of the last table mean):
By graduation, you should have: More specifically:
2. An ability to apply engineering design to produce
solutions that meet spe
cified
needs with
consideration of public health, safety, and welfare,
as well as global, cultural, social, environmental
and economic factors.
b.
Identify the global, cultural and social impact
s
of engineerin
g designs.
c.
Evaluate the economic impact of engin
eering
designs.
d.
Explain the environmental im
pact of
engineering designs.
3. An ability to communicate effectively with a range
of audiences.
a. Write a technical document that is clear,
concise, and well organized and that presents
backgroun
d, methodology,
results, analysis,
and or recommendations.
b. Plan, prepare, and deliver an oral presentation
that is well organized, clear, and appropriate
for the target audience.
c.
Use visual aids and graphics that are eas
y to
read, appropriate, and clear.
d.
Submit work with minimal
errors in spelling,
punctuation
, g
rammar, and usage.
4. An ability to recognize ethical and professional
responsibiliti
es in engineering situations and ma
ke
inform
ed judgments, which m
ust consider the
im
pact of engineering solutions in global,
economic, environmental, and societal contexts.
a.
Demonstrate knowledge of
professional ethics
and/or responsibilities.
b.
Apply codes of eth
ics to make informed
decisions and/or jud
gments about engi
neering
dilemmas.
c.
Identify the global, econo
mic, environmental,
and/or societal im
pacts of situations or ev
ents.
5. An ability to function effectively on a team whose
me
mb
ers together provide leadership, create a
collaborative and inclusive environment, establish
goals, plan tasks, and meet objectives.
a.
Contribute individual skills and knowle
dge to
meet te
am objectives.
b.
Demonstrate leadership by setting goals,
and
planning
tasks, and completing them
in a
timely
ma
nner.
c.
Give and rece
ive constructive feedback with
team
membe
rs in a collaborative and inclusive
environment.
7. An ability to acquire and apply new knowledge as
needed, using
appropriate l
earning strategies.
a.
Retrieve and apply relevant and current
literature, codes, and/or standards.
Professional
Component of the Course: The course will teach students the importance of behaving
ethically in engineering practice and the dire consequences that can result if codes of ethical behavior are
ignored. Students will also learn the importance of licensure and continuing education. Professional practice
issues, including procurement of work and interaction between design and construction professionals, will
be covered.
Grading:
Oral presenta
tions: 30%
Elevator speech: 5%
Project presentation 1 (short-list presentation): 10%
Project presentation 2 (schematic
design presentation): 15%
Written r
eports/homework assignment
s: 50%
Professional ethics ca
se study:
10%
Submit first draft: 5%
Revise and resubmit: 5%
Mini-Projects: 10%
Site asse
ssment report: 5%
Site hydrology report: 5%
Project proposal: 30%
Pre-Design Report (concept paper): 15%
Schematic Design Report (final paper): 15%
In-class assignments/participation/attendance/lecture summaries: 20%
Grading Rubric: Maximum guaranteed cutoffs for letter grades: A = 89.5% and above, B = 79.5-
89.4%, C = 69.5-79.4%, D = 59.5-69.4%, F = 59.4% and below. At instructor’s discretion, cutoffs may be
adjusted downward to achieve a consistent mapping of number grades to letter grades. Do not count on
adjustments of more than 1-2 points.
Liberal Studies Competencies: Thi
s course has been approved to meet several liberal studies
competencies. The Liberal Studies curriculum at Florida State University is designed to insure that all
students develop a range of abilities and habits of thinking that reflect FSU’s mission, which “strives to
instill the strength, skill, and character essential for lifelong learning, personal responsibility, and sustained
achievement within a community that fosters free inquiry and embraces diversity.” The Liberal Studies
curriculum is structured so that students can become competent in broad substantive areas through a variety
of departments and types of courses.
See below for details on competency area certifications applicable to this course.
Oral Communications Competency (OCC) Requirement: CGN 4800 has been approved to partially
fulfill FSU’s Oral Communications Competency Requirement (in conjunction with CGN 4802 Senior
Design Project). In order to fulfill FSU’s Oral Communication Competency Requirement, the student must
earn a “C” or better in the course, and in order to receive a “C” or better in the course, the student must earn
at least a “C-“ on the oral communication competency component of the course. If the student does not earn
a “C-“ or better on the oral communication competency component of the course, the student will not earn
an overall grade of “C” or better in the course, no matter how well the student performs in the remaining
portion of the course.
The following competency has been established for the Oral Communications Competency Requirement:
Students (will) become flexible and proficient oral communicators for professional purposes. By the end
of the course, students will:
1
) Deliver original oral messages for a specific purpose, occasion, and type of audience.
2) Make effective use of both verbal and non-verbal delivery in presentations.
Upper Division Writing (UDW) Requirement: CGN 4800 has been approved as meeting the Liberal
Studies requirements for Upper-Division Writing and thus is designed to help you become a flexible and
proficient writer for professional purposes. In this course, you will compose as a process, including drafts,
revision, and editing. The writing cultivated by this process conforms to FSU’s definition of “college-level
writing,” which is writing that:
1) Presents a clearly defined central idea or thesis;
2) Provides adequate support for that idea;
3) Is organized clearly and logically
;
4) Is presented in a format appropriate to the purpose, occasion, and audience; and
5) Utilizes the conventions of
a standard language.
As
such, this course requires the completion of two or more substantial writing assignments or the
equivalent. Instructors will provide criteria for evaluating your performance on writing, feedback on your
writing (including instructor response), and opportunities for revision.
In order to fulfill FSU’s Upper-Division Writing requirement, the student must earn a
“C” or higher in the course, and earn at least a “C” average on the required writing assignments. If the
student does not earn a “C” average or higher on the required writing assignments, the student will not earn
an overall grade of “C” or higher in the course, no matter how well the student performs in the remaining
portion of the course. In keeping with FSU’s Upper-Division Writing requirement, at least one written
submission must be revised based on the feedback provided and resubmitted. The resubmitted assignment
will be regraded, and that grade will be incorporated into the score for that assignment. Students will be
notified which writing assignment(s) must be revised and resubmitted.
The following competency has been established for the Upper Division Writing requirement: Students
(will) become flexible and proficient writers for professional purposes. By the end of the course, students
will:
1) Use appropriate evidence from multiple sources to illustrate how a chosen topic is relevant to a
particular field.
2) Conve
y ideas clearly, coherently, and effectively for a particular purpose, occasion, or audience as
appropriate for the field.
Scholarship in Practice (SIP) Requirement: CGN 4800 has been approved as meeting the Liberal Studies
requirements for Scholarship-in-Practice and thus is designed to help you become a critical thinker, a
creative user of knowledge, and an independent learner. In order to fulfill FSU’s Scholarship-in-Practice
requirement, the student must earn a “C-” or higher in the course.
The following competency has been established for the Scholarship in Practice requirement: Students (will)
become critical thinkers, creative users of knowledge, and independent learners. By the end of the course,
students will:
1) Apply relevant areas of scholarship to produce an original proj
ect.
Student Responsibilities
Students should log on to Canvas at least every other day to check for course updates.
Students are expected to keep up with the class, engage with the course material, and submit
assign
ments by
due dates.
Assignments, quizzes, and exams are expected to be products of individual students per the Academic
Honor Polic
y of the student's home university. Students should not discuss any
of the questions with
each other before or during the actual assignm
ents, activities, quizzes, or exams without i
nstructor
approval.
To receive maximum points for questions, students need to follow the instructions carefully, follow
word lim
its as instructed, and use spell and grammar ch
ecking.
To be successful in this course, students need to complete all required assignments and tests.
Grading Policy
Students are required to earn a "C" or better in all engineering courses that apply toward the degree. In
extenuating circumstances, a maximum of one "D" may be waived. The waiver, however, shall not be
applied to Senior Design.
The department has a policy of not giving pluses or minuses with final course grades.
Incompletes (I grades) are intended for students who are passing but have not completed the coursework
due to extreme circumstances. They will not be given as a matter of course to those failing at the
semester's end.
Proctored Exams
Students needing academic accommodations may register to take exams at the available off-site testing
centers. FAMU students should register with Center for Disability Access and Resources (CEDAR) and
FSU students should register with the Student Disability Resource Center (SDRC). Refer to syllabus
section on American's with Disabilities Act for additional information. Please notify the instructor, at
least one week in advance of the scheduled exam date, of your desire to take the exam or quiz at the
testing center so proper testing arrangements can be made.
Technology Requirements
Course content is accessible through Canvas. Students may need to be able to view videos, write and
upload assignments, post to discussion boards, and take assessments via Canvas. Students should have
access to high-speed internet and updated software. Mobile devices may be used to view course content,
upload assignments, and take assessments as determined by the instructor.
Canvas Support
Need help with Canvas? Your first point of contact is College Computing Services at Engineering.
Phone: (850) 410-6446
Location: Engineering Building A, Suite A332
Hours: 8am to 5pm, Monday - Friday
To Submit a Request online, visit the CCS WorkQueue
Course Policies
Communications/Netiquette
For Discussions:
Please use polite, respectful behavior when posting your responses to prompts in the Discussion
Boards.
Be mindful of how you express your emotions and humor, and be sensitive to cultural and ability
differences of your online peers.
Keep postings to the point, and make sure your comments are relevant to the topic of discussion.
Avoid messages such as, "Wow," "Way to go," or "Ditto" and aim for comments that validate
other members’ ideas through careful explanation of why.
When replying, give a short description in the subject line of what you are replying to, and use
correct punctuation and spelling throughout your post.
For Email Communication:
For email, please respond to your instructor’s and peers’ messages within a 24-hour period.
Use a brief description in the subject line that outlines the topic of discussion.
Avoid using slang or profane words.
Use your instructor’s correct title he or she prefers for communication.
Avoid using emoticons, such as smiley faces, and maintain a professional demeanor.
Sign your email messages using your full name.
AVOID USING ALL CAPS. This makes the message visually difficult to read and is perceived
by the reader as "shouting."
Use correct spelling, grammar, and punctuation, just as you would for any communication.
Ask yourself whether you would be comfortable if someone other than the intended receiver were
to read your message. Remember, email is not a completely secure form of communication.
Refrain from "flaming," which is expressing a strongly held opinion without tact or regard for
others. Don’t assume that recipients will know the intent of the message (e.g., "just kidding"). It
reads differently when it’s in print (electronic or not).
Report any inappropriate communication considered to be of a serious nature to your instructor,
as it may be a violation of University policy.
Treat others with respect by making messages clear and succinct.
Participation & Lateness Policy
Excused absences include documented illness, deaths in the family and other documented crises, call to
active military duty or jury duty, religious holy days, and official University activities. These absences
will be accommodated in a way that does not arbitrarily penalize students who have a valid excuse.
Consideration will also be given to students whose dependent children experience serious illness.
Policy for Missed Tests
Make-up exams (Presentations) will only be allowed in cases of extreme emergency, if approved in
advance, or in cases of illness, if a note from a health care professional is provided. Documentation must
be provided with all requests. No exceptions.
Because of the difficulty in creating makeup exams (presentations) that are neither easier nor harder than,
longer nor shorter than, too similar to, or too different from the original exam, and because of the
importance of ensuring that all students are being graded using substantially the same instruments, only
one makeup exam will be permitted per course. A second missed exam will result in a grade of zero
for the missed exam.
Policy for Homework
Complete all assignments. All paper submissions are due by the beginning of class, one week from the
assignment date, unless instructed otherwise. Online submissions are due at the time and date indicated
on CANVAS. Late homework will be accepted for one week, with a 20% reduction in credit per
day. Prior to submitting homework, consider making a copy of your homework for your records.
Policy on Responding to Students
Email responses typically within 24 to 48 hours.
Graded assignments typically returned within 2 weeks after due date.
Institutional Policies & Procedures
UNIVERSITY ATTENDANCE POLICY
Excused absences include documented illness, deaths in the family and other documented crises, call to
active military duty or jury duty, religious holy days, and official University activities. These absences
will be accommodated in a way that does not arbitrarily penalize students who have a valid excuse.
Consideration will also be given to students whose dependent children experience serious illness.
ACADEMIC HONOR POLICY
Students are expected to uphold the University Student Code of Conduct and/or University Academic
Honor Code.
The Florida A&M University (FAMU) is committed to academic honesty and its core values which
include scholarship, excellence, accountability, integrity, fairness, respect, and ethics. These core values
are integrated into its academic honesty policy. Being unaware of the Academic Honesty Policy is not a
defense to violations of academic honesty. Academic Honesty Policy violations shall be reported and
appropriate actions taken by the Department Chair and
administration: https://www.famu.edu/BOT/Academic%20Honesty%20Policy%207.27.17.pdf
The Florida State University (FSU) Academic Honor Policy outlines the University’s expectations for the
integrity of students’ academic work, the procedures for resolving alleged violations of those
expectations, and the rights and responsibilities of students and faculty members throughout the process.
Students are responsible for reading the Academic Honor Policy and for living up to their pledge to “. . .
be honest and truthful and . . . [to] strive for personal and institutional integrity at Florida State
University.” (Florida State University Academic Honor Policy, found at
http://fda.fsu.edu/Academics/Academic-Honor-Policy
AMERICANS WITH DISABILITIES ACT
For FAMU Students:
Students with disabilities needing academic accommodation should (1) register with and provide
documentation to the Center for Disability Access and Resources (CEDAR) and (2) bring a letter to the
instructor indicating the need for accommodation and what type. Please note that instructors are not
allowed to provide classroom accommodation to a student until appropriate verification from CEDAR has
been provided. This syllabus and other class materials are available in alternative format upon request.
For more information about services available to FAMU students with disabilities, contact the:
Center for Disability Access and Resources (CEDAR)
667 Ardelia Court, Tallahassee, FL 32307
Email: [email protected]
Phone: (850) 599-3180
Fax: (850) 561-2513
TDD: (850) 561-2783
For FSU Students:
Students with disabilities needing academic accommodation should (1) register with and provide
documentation to the Student Disability Resource Center and (2) bring a letter to the instructor indicating
the need for accommodation and what type. Please note that instructors are not allowed to provide
classroom accommodation to a student until appropriate verification from the Student Disability Resource
Center has been provided. This syllabus and other class materials are available in alternative format upon
request. For more information about services available to FSU students with disabilities, contact:
Student Disability Resource Center (Tallahassee Campus)
874 Traditions Way
108 Student Services Building
Florida State University
Tallahassee, FL 32306-4167
(850) 644-9566 (voice)
(850) 644-8504 (TDD)
Email: [email protected]
Students Disability Resource Center (Panama City Campus)
Dr. Kimberly Leath
Office of Student Affairs
2nd Floor Barron Building (Room 215)
Email: [email protected] or [email protected]
(850) 770-2172 (office)
(866) 693-7872 (toll free)
UNIVERSITY'S NON-DISCRIMINATION POLICY STATEMENT
FAMU:
http://www.famu.edu/index.cfm?EOP&NON-DISCRIMINATIONPOLICYSTATEMENT
FSU:
http://www.hr.fsu.edu/PDF/Publications/diversity/EEO_Statement.pdf
SYLLABUS CHANGE POLICY
Except for changes that substantially affect implementation of the evaluation (grading) statement, this
syllabus is a guide for the course and is subject to change with advanced notice.
A NOTE ON SEXUAL MISCONDUCT
FAMU and FSU are committed to fostering a safe, productive learning environment. Title IX and school
policy prohibits discrimination on the basis of sex. Sexual misconduct — including harassment, domestic
and dating violence, sexual assault, and stalking — is also prohibited.
The universities encourage anyone experiencing sexual misconduct to talk to someone about what
happened, so they can get the support they need and the university can respond appropriately.
If you wish to speak confidentially about an incident of sexual misconduct, want more information about
filing a report, or have questions about university policies and procedures, please contact the Title IX
Coordinator: Carrie Gavin (850) 599-3076 http://www.famu.edu/EOP or Mandy Hambleton (850) 644-
6271 http://knowmore.fsu.edu/title-ix/title-ix-signed-statement/.
The universities are legally obligated to investigate reports of sexual misconduct, and therefore it cannot
guarantee the confidentiality of a report, but it will consider a request for confidentiality and respect it to
the extent possible.
As a teacher, I am also required by the universities to report incidents of sexual misconduct and thus
cannot guarantee confidentiality. I must provide our Title IX coordinator with relevant details such as the
names of those involved in the incident.
Confidential University Representatives are available to provide assistance and resources, without any
obligation to report allegations of Sex Discrimination and Sexual Misconduct to the Title IX Director,
designee, or any law enforcement agency. Confidential University Representatives include the following
individuals when providing medical care, advice, and/or counseling when acting in their primary
professional responsibility:
i. Licensed University and medical, University Health Services
FAMU: 850-599-3777, famu.edu/shs/
FSU: 850-644-6230 http://uhs.fsu.edu/, and mental health providers,
FAMU Office of Counseling Services: (850) 599-3145, http://www.famu.edu/counseling
FSU Counseling Center: 850-644-TALK (8255), https://counseling.fsu.edu/ ;
ii. Designated University paid and unpaid staff working under the supervision of a licensed medical or
mental health provider;
iii. University Victim Advocates
FAMU: (850) 599-3145 http://www.famu.edu/index.cfm?Counseling&VictimAdvocateProgram
FSU: (850) 644-7161, or for nights/weekends (850) 644-1234, ask for advocate on call,
https://dos.fsu.edu/vap/ ;
iv. Designated University paid and unpaid staff working under the supervision of the University Victim
Advocate Program;
v. Pastoral counselors affiliated with the University; and
vi. Designated University paid and unpaid staff working under the supervision of Pastoral counselors
affiliated with the University.
CGN 4800: Senior Design I
Ethics Assignment
Background: Personal, professional, and business ethics are important to the successful practice of engineering.
Professional organizations, including the National Society of Professional Engineers and the American Society
of Professional Engineers produce codes/canons of ethics defining ethical behavior. Engineers can draw upon
these resources to decide how to proceed in various situations.
Assignment: Read Investigation of March 15, 2018 Pedestrian Bridge Collapse at Florida International
University, Miami, FL prepared by the U.S. Occupational Safety and Health Administration.
This case involves multiple engineering companies and engineers. You may focus on either the engineering
design firm and engineer of record (EOR) or on the construction engineering inspection (CEI) firm/engineers,
peer review firm/engineers, and FDOT/engineers. For the purposes of this assignment, you are a member of the
Board of Ethical Review for NSPE and must prepare the written case study for this case. You will look at the
actions of each of the chosen companies and engineers and decide whether or not they acted in an ethical
manner in accordance with the NSPE Code of Ethics. You will then provide guidelines for correcting the
actions that were taken.
Your case study (750 – 1000 words) should include the following:
Facts - Provide a summary of the facts in the case.
Question(s) – Choose one or more ethical questions that must be answered in the case.
NSPE Code of Ethics References – List references from the NSPE Canon of Ethics that apply to the case.
NSPE BER Case References - Read the canons carefully. Visit nspe.org/resources/ethics/code-ethics and
find cases that discuss two or more of the canons you believe have been violated. Use these additional cases
to support your discussion and include them in the reference section.
Discussion – Discuss how the references listed should be applied to the case. Discuss the ethical constraints
of the case. Support your discussion by providing examples of both ethical and unethical
behaviors. Explain whether or not the engineer’s actions are consistent with the NSPE Code of Ethics. If
you believe the actions are not consistent with the Code of Ethics provide guidelines for correcting the
actions that were taken. Discuss the effect of societal, economic, and/or environmental factors. What role
did these factors have in the failure of the bridge and conversely what role did the actions or inactions of the
engineering companies and engineers have in terms of economic impacts and impacts on society.
Conclusion – Answer the ethical question(s) posed by the case.
References – Provide full citations for the NSPE Canon of Ethics and NSPE cases used in preparing your
discussion using MLA, IEEE, APA or other consistent style.
Important: All identifying information should be omitted when preparing the written case
study. For example, Pedestrian Bridge Collapse at FIU should simply be referred to as pedestrian
bridge collapse. Engineers and companies should be referred to as Engineer X, Y, Z and Company A,
B, C, etc. Examples of NSPE case studies are available at nspe.org/resources/ethics/code-ethics.
Submission: Before midnight on the due date, submit your assignment using TurnItIn.com. Double space each
page and provide the word count (not including the title/header or references). See the Assignments link on the
class website for additional instructions and due date.
Grading: The project is an individual project. Please work independently and provide proper references for all
sources cited. Twenty percent of your grade will be based on each of the five student outcomes addressed by
the assignment (see Page 2). Points will be deducted if basic requirements (number of words,
citations/references provided, etc.) are not met.
Course Outcomes addressed by this assignment
Related Student Learning Outcomes
1. Ascertain the root causes of engineering failures and recognize ethical
dilemmas in civil engineering practice using NSPE and/or ASCE Code of
Ethics.
4a, 4b
7. Present results of case studies using clear and well-organized writing
with minimal errors in spelling, punctuation, grammar, and usage.
3a,3d
9. Explore effect of societal, economic, and environmental factors on
engineering projects, and vice versa.
4c
Student Outcomes
addressed by this
assignment
1=Unsatisfactory
(0 points)
2=Developing
(8 points)
3=Satisfactory
(16 points)
4=Exemplary
(20 points)
3a. Write a technical
document that is
clear, concise and
well organized.
Poor readability;
either very wordy
or overly
simplistic; no
logical order; no
central idea and
few details
Significant issues
with readability,
wordiness and/or
tone; significant
issues with logic
and organization;
lacking in detail
Mostly clear and
concise; appropriate
vocabulary and
tone; fairly logical
order; central idea
supported with
some details
Clear and concise;
excellent
vocabulary and
tone; content
presented in logical
order; central idea
supported with
numerous details
3d. Submit work with
minimal errors in
spelling,
punctuation,
grammar, and usage.
Numerous errors in
spelling,
punctuation,
grammar, and
usage, affecting
readability of report
Numerous errors in
spelling,
punctuation,
grammar, or usage,
not affecting
readability
Few errors in some
areas, not affecting
readability
Very few, minor
errors in spelling,
punctuation,
grammar, and usage
4a. Demonstrate
knowledge of
professional ethics
and/or
responsibilities
Mentions ethics
codes without citing
specific canons
References one or
more canons with
no discussion;
incorrect references
Correctly references
one or more canons
with brief
discussion of
relevance, impact
Correctly references
one or more canons
with detailed
discussion of
relevance, impact
4b. Apply codes of
ethics to make
informed decisions
and/or judgements
about engineering
dilemmas
No use of available
case studies to
support discussion
Limited use of
available case
studies (one case) to
support discussion
Basic use of
available case
studies (two cases)
to support
discussion
Detailed use of
available case
studies (three or
more cases) to
support discussion
4c. Identify the global,
economic,
environmental,
and/or societal
impacts of situations
or events
No explanation of
impact of ethical
violations
Limited explanation
of one impact of
ethical violations
Some explanation
of a few impacts of
ethical violations
Detailed
explanation of
multiple impacts of
ethical violations
CGN 4800 Senior Design I
Pre-Design Report (Concept Paper) and Short-List Presentation
Objective: Create a plan for completing the Senior Design Project and present it to the class
orally and in writing.
Assignment: Choose a project to be completed during CGN 4800 Senior Design I and CGN 4802
Senior Design II. Form groups. Each group should have membership representing a minimum of
three sub-disciplines from within the civil and environmental engineering profession, for example,
transportation, water resources, and geotechnical engineering. Typically, groups will have three
to four members. Instructor permission is necessary for any group exceeding four members.
The amount of work performed by each group should be commensurate with the size of the group
– larger group equates to more work. You will prepare a written project concept paper and deliver
an oral short-list presentation.
Pre-Design Report (length, as needed):
As civil engineers, much of your work will be performed for clients in the public sector. Some
examples of public sector clients include cities, counties, school boards, and other government
agencies at the local, state, or federal level.
Public sector agencies are normally required to follow a stringent consultant selection process.
The typical process requires the client to advertise the project and then to collect and rate firms
based on their qualifications. Based on initial rankings most agencies then create a short-list of
the competing firms. Firms present their qualifications and ideas for the project and a final
selection is made. The agency then attempts to negotiate and enter a contract with the successful
firm.
Your team’s assignment is to meet with your industry sponsor to determine your project scope.
After receiving your project scope, prepare a project concept paper, frequently referred to in
industry as a Statement of Interest and Qualifications (SIQ) for the project. Submit your group’s
completed project concept paper on or before the assigned time and date.
Below are the typical types of information to be provided by the competing firms:
Letter of Transmittal
Cover Page
Letter of Interest
Description of the proposer’s team
Firm Experience
Project Questionnaire
Your team’s assignment is to meet with your industry sponsor to determine your project scope.
After receiving your project scope, prepare a project concept paper, frequently referred to in
industry as a Statement of Interest and Qualifications (SIQ) for the project. Submit your team’s
SIQ online on or before 12:00 p.m. (noon) on assigned due date.
A. Cover Sheet and Signatures – The cover sheet must include the group number/group
name/logo (develop a name and logo for your group’s consulting firm), project name, client
name, due date, and signature block. In addition to a client/project sponsor (recommended
but not required), each group should identify one or more faculty members to serve as
faculty advisors. To make sure that everyone is in agreement on expectations for the senior
design project, you MUST have your client/sponsor, faculty advisor, instructor, and all
team members sign the following statement on the cover sheet of your proposal: “All
parties signing the cover sheet have reviewed this proposal and endorse the initial project
plan, including initial safety assessment. Student members acknowledge that the Senior
Design instructor has final approval over the scope and requirements of the Senior Design
project, including the safety plan, and reserves the right to change them at the beginning of
the final Senior Design semester.” Proposals will not be graded without these signed
statements.
B. Letter of Interest – This letter should include the name of the person(s) authorized to make
representation on behalf of the respondent (this person should be your team leader), as well
as other pertinent contact information such as job title, address, telephone number, and
email (use creative license for these items or use the information for the COE)
C. Table of Contents, List of Figures and List of Tables
D. Description of the proposer’s team – This section should identify each group member,
group sponsor(s) and faculty advisor(s). Provide a project staffing plan, organizational
chart (create a chart showing the client and your team’s organization structure as you will
set it up to serve the client).
E. Firm experience – Each respondent should include recent (with the last 5 years or so) direct
firm experience in the design and construction of capital improvement projects, particularly
those that involved directing a similar or more complex scope of services than listed in the
solicitation, under a parallel or higher responsibility level (Provide resumes for each team
member. Include a head shot, your name/project role/business name/logo, education,
relevant coursework, course design projects, technical papers, internships,
awards/achievements, and community experience that may be relevant to the project.)
F. Project Questionnaire – Each respondent should address the required information solicited
by the client, which typically includes a project plan, schedule, communications plan, and
safety assessment.
Project Plan – For most projects, the following areas should be addressed in the
following order (and numbered accordingly):
1. Project Summary and Objectives: What is the project? Where is it located? Why
is it important? What are the problems that are to be solved and/or what are the
client’s needs that must be met?
2. Background Information and Scope: What, if anything, has been done before to
address these types of problems/needs? What is the specific scope of this project?
If the scope of the project is not clearly understood, the project will be doomed
from the start. Describe the existing conditions of the site and surrounding areas, as
applicable.
3. Approach and Method – In general, what will be done to solve these problems
and/or needs? How will it be done? This section outlines how well the responder
understands the issues associated with the project. This section requires some
groundwork to address important issues like zoning, design codes, permitting
requirements, environmental issues, and any other identified constraints, along with
proposed solutions. Discuss the items of this section with your sponsor(s),
mentor(s) and your group, conduct a site visit when possible, take or review photos
of the project location, and any other information that may be available for the
project. Think about the proposed project and the types of physical constraints that
impact the project. For example, a site project may have significant slopes,
environmental features, or access constraints. A bridge project may have MOT,
geometric, or ROW constraints, etc. What are the specific challenges for your
project? How will you solve them? When competing with other firms, this is the
area of the proposal where you attempt to look at the problems posed by the project
and using your skills and experience to determine the best, most cost effective way
to solve the problem. This is the part of the proposal process where you often land
the project or not.
4. Tasks: What specific tasks will you undertake? What deliverable will you provide
to the client upon completion of the project? Much of the success of a senior design
project depends on quantity of work, not just quality. Be specific about the scope
of your project: but expect that it might need to be changes/expanded as you
proceed. The final decision for all project requirements belongs with the instructor.
5. Alternatives: Engineers are expected to find the solution that is the best fit with all
project requirements. This is done by exploring multiple design alternatives. What
design alternatives do you plan to investigate and to what degree? (For example,
will you perform calculations, conduct literature review, experimental testing,
etc.?) How do you plan to decide which alternatives are best?
6. Constraints: What environmental concerns must be addressed in your solution?
What societal or community needs will you be addressing? How have community
concerns (e.g. NIMBY) affected the timeline and scope of similar projects? Do
you expect similar concerns for this project? What economic constraints must be
met? What are the foreseeable threats to the project or design challenges?
7. Impacts: What will be the impact (positive and/or negative) of your solution, both
from an environmental and societal/economic perspective?
Schedule – How long will each design task take, and in what order will you proceed?
Given a completion data of late during your CGN 4802 semester, when do you plan to
start and finish each task? It is recommended that you render this schedule as a Gantt
(bar) chart or flow chart using Microsoft project (if available), Excel, or a computer-
drawing tool.
Communication Plan - Describe how often your team will meet, how often the team
will meet with industry sponsors and faculty mentors. Will you meet face-to-face, on-
line, by phone, or using email? How will you update all parties on progress or obtain
required information?
Safety Assessment: Describe all safety risks associated with completing your senior
design project (risks associate with field work, lab work, use of tools and equipment,
etc.). Research and describe one or more accidents that have occurred under similar
circumstances. Describe controls, practices, or equipment that will be used to mitigate
all identified risks. In the event that such an accident was to occur, describe emergency
response procedures that you will use, and provide appropriate emergency contacts.
(All accidents or unexpected events/near misses should be reported to instructors and
faculty mentors).
Short-list Presentation:
Based on your response to the Request for Qualifications (RFQ), your firm has been chosen to
present before the review committee. Interviews of short-listed firms will be conducted at the
assigned date and time. The review committee will hear a brief 10-minute presentation from each
group followed by a 2- to 5-minute question and answer session.
Introduce the project firm and team
Provide an organizational chart for the team and define the roles of each team member
Use your team member experience (course work, internships, volunteer efforts, work
experience, etc.) to convince us of why you are the right team for this project.
Introduce the project scope and site location
Explain the reasons for the project and what is to be accomplished
Present at least two conceptual design alternatives for the project
Discuss how these alternatives meet the specific goals of the project
Present a strong conclusion that summarizes why your team should be chosen this project
and take questions
Note: The storyboard above contains 8 key points. The presentation, however, need not be exactly
8 slides. Some concepts can be combined while others may need multiple slides to discuss the
details. All presentations must be prepared using the FAMU-FSU College of Engineering
presentation template.
Fonts and Font Size
Use no font smaller than 24 point. 40 point fonts are great for titles.
Select a single sans-serif font such as Arial, Helvetica or Calibri. Do not mix fonts.
Contrast
Slides with light backgrounds and dark letters are these easiest to read followed by light
letters on dark backgrounds. It is best to use slightly larger size fonts if using light letters
on a dark background.
Avoid importing charts, tables, or AutoCad drawings with a black background as these are
difficult to read as slides. Instead, go to options and change the AutoCad background to
white or print the drawing to a PDF first with a white background and black line work.
Animation
If animation is used, keep it simple and avoid annoying audio clips (sounds) or complex
transitions. Remember that If someone in the audience asks you to go back a few slides,
you do not want to waste a lot of time waiting for these to play again.
Composition
Keep slides simple. Remember that the main point of the slide is to convey a point. Avoid
overly complex slides. It is preferable to have a simple slide with more explanation from
the presenter. Limit slides to a headline, a few bullet points, maybe an image, chart, graph,
or table.
Be sure to number all slides.
Presentation Tips
Develop an outline or storyboard for the presentation.
Select appropriate visual aids to make the important points.
Begin with an agenda (road map) for the audience, present the data, and then finish with a
strong conclusion. The old adage of tell them what you’re going to talk about, then tell
them, and then tell them again applies here.
After planning, creating, reviewing, proofreading, and revising the presentation, it is time
to rehearse, after which it may be time for some more editing and revisions to make the
presentation flow better.
Know your audience.
Content and delivery are the hallmark of an effective presentation, but a poor first
impression can doom it to failure, so make sure to look the part of a professional.
Avoid playing with personal belongings (keys, cellular phone, loose change, etc.)
Avoid moving around too much without a purpose.
Avoid walking in front of the projector and covering up or blocking the audience’s view
of the slides.
Avoid looking directly into the projector, which will cause momentary blindness.
Avoid anything that might distract the audience’s focus from the words or content of the
presentation.
Avoid slouching or never making eye contact, as the audience infers lack of confidence in
the material, which does not bode well for their perception of the speaker’s engineering
judgement.
Questions and Answers
Always repeat back the question and clarify as needed. This helps others who may not
have heard the question to understand what is being asked. It also gives you additional
time to better understand the question and to formulate a response before answering the
question.
Use a strong voice that conveys confidence.
Make eye contact with the person asking the question, and scan the rest of the audience as
well.
Use the appropriate level of formality.
Coordinate responses within the project group. If the question was directed to the project
manager but others have something important to add, they should be encouraged to chime
in without interrupting the speaker. There is likely to be one person on the team best
qualified to answer, but beware of throwing a teammate under the bus.
Answer honestly. Do not fake an answer as this will ruin all credibility that the team
worked so hard to gain from the audience during the presentation. If you do not know an
answer or did not consider what is being asked politely say so and move on. Just don’t use
this tactic on every question asked.
Never appear defensive or combative, even when disagreeing with a comment. Always
formulate answers in a positive and professional manner.
Grading: This assignment will form the basis of two class grades, the written project concept
paper and the oral short-list presentation. For the pre-proposal, the writing and content grades
are weighted equally (50% each). Detailed rubrics for both grades will be provided online.
CGN 4800 Senior Design I
Schematic Design Report (Final Paper) and Presentation
Objective: Revise and expand upon the work prepared for the Pre-Design Report (concept paper)
and Short-List Presentation to prepare and present the Schematic Design Report (final paper) and
oral presentation for the Senior Design Project to be completed in CGN 4802 Senior Design II.
Assignment: The questionnaire section of the Pre-Design Report provided an abbreviated project
description, summary of goals and objectives, background information and discussion of the
approach and methods to be used in completing the Senior Design Project as well as preliminary
information related to project schedule, communications, and safety. In this assignment, the group
is to revise and extend this work to develop a full schematic design report and schematic design
presentation by adding more detail, including conceptual project drawings. It is expected that the
team will incorporate all feedback received on the Pre-Design Report (concept paper) and Short-
List Presentation into the Schematic Design Report (final paper) and Presentation.
Schematic Design Report (length, as needed):
The schematic design report should include the following sections:
1. Letter of Transmittal
2. Report
Cover Page
Table of Contents
List of Figures
List of Tables
Abstract
Chapter 1.0 - Introduction
Provide detailed information on the description of the project, the project location,
problem statement, objective, and scope. The final section of the chapter should provide
an overview of the material to be included in the remaining chapters of the report.
Chapter 2.0 – Design Criteria
For each major design component provide information complete with code references the
design criteria that will be used for the project. For example, provide code references for
items such as building setbacks, number of parking spaces, design storms, structural
loads, etc. Provide information on all permits and permit requirements such as review
times, checklists, and fees.
Chapter 3.0 –Approach/Procedure and Methods
Discuss physical site constraints and how the project will be designed in order to meet all
design criteria and permit requirements while at the same time meeting the objectives,
goals, and intended use of the project. Provide information on the specific design
methods, tools, and software to be used in the design.
Chapter 4.0 – Design Alternatives
Describe in detail all design alternatives being considered for your project. Include maps,
photographs, figures, tables. Explain how each alternative will be designed and how they
will be evaluated.
Chapter 5.0 – Discussion
Discuss the advantages and disadvantages of design alternative in terms of which project
goals and objectives they meet and do not meet. Discuss impacts of each project during
and after construction. Discuss features of the proposed design alternatives that will
assist in limiting public opposition to the project. Explain why the design alternatives
chosen are the best alternatives for the project. Consider the following statements when
preparing this section of the report. Permit and code requirements must always be met
unless the codes allow exemptions and the project can be modified to use an exemption.
Physical project constraints such as high water table, topography, etc. typically impact
cost and schedule but can be overcome if adequate resources are available. The client has
specific goals and objectives for the project. Some of these goals and objectives
absolutely have to be met in order to continue with the project while a compromise may
be reached on others. No project is constructed in isolation. During construction, the
project may generate increased noise, dust, vibration, stormwater run-off, etc. The
project may also impact wetlands, or endangered and threatened species, floodplains, etc.
as permits do allow limited impacts in most cases. Once constructed, the project may
permanently alter traffic patterns, produce undesirable lighting, reflections, noise. Many,
if not most projects, face some sort of opposition by the communities in which they are
located (NIMBY). Think about and design your project while balancing economic,
environmental, and societal factors.
Chapter 6.0 – Group Member Contributions
(Describe the work contributed by each group member).
Chapter 7.0 – Works Cited
(Cite references for all codes, books, manuals, websites, software, images, and other
copyrighted materials used in the completion of the design project).
Appendices
Provide copies of geotechnical reports, environmental site assessments, and any other
pertinent data used to prepare the report.
3. Drawings
Consult with your project mentor for the specific sheets needed to complete the schematic
design portion of your project, but you may use the list below as a guide. In some
instances, projects may consist primarily of a “assessment report or process” rather than
drawings for construction. In this case, provide flow charts, tables, diagrams, or other
graphical aids to describe the project and design alternatives.
All Projects
Cover Sheet
o Project Title
o Vicinity Map
o Location Map
o Drawing Index
Existing Conditions Sheet
(Show the site and any structures existing on the site prior to this project).
Demolition Plan
(Include if existing structures, utilities, etc. are impacted by the project).
Schematic Plan
(Include a preliminary drawing of the site, bridge, roadway, etc. to show the major
components of the project).
Schematic Design Presentation:
Introduce the project team and the role of each team member
Introduce the project scope and site location
Explain the reasons for the project and what is to be accomplished
Identify and describe design constraints
Discuss design criteria such as codes, standards, and permitting
Present a minimum of two major design alternatives
Discuss the impact of design constraints on each alternative
Discuss how each design alternative does or does not meet your project goals
Discuss potential project impacts and how these will be mitigated
Summarize the key points of your presentation, give us your best recommendations for
the future direction of the project, and take questions.
Note: The storyboard above contains 10 key points. The presentation, however, need not be exactly
10 slides. Some concepts can be combined while others may need multiple slides to discuss the
details. All presentations must be prepared using the FAMU-FSU College of Engineering
presentation template.
Fonts and Font Size
Use no font smaller than 24 point. 40 point fonts are great for titles.
Select a single sans-serif font such as Arial, Helvetica or Calibri. Do not mix fonts.
Contrast
Slides with light backgrounds and dark letters are these easiest to read followed by light
letters on dark backgrounds. It is best to use slightly larger size fonts if using light letters
on a dark background.
Avoid importing charts, tables, or AutoCad drawings with a black background as these are
difficult to read as slides. Instead, go to options and change the AutoCad background to
white or print the drawing to a PDF first with a white background and black line work.
Animation
If animation is used, keep it simple and avoid annoying audio clips (sounds) or complex
transitions. Remember that If someone in the audience asks you to go back a few slides,
you do not want to waste a lot of time waiting for these to play again.
Composition
Keep slides simple. Remember that the main point of the slide is to convey a point. Avoid
overly complex slides. It is preferable to have a simple slide with more explanation from
the presenter. Limit slides to a headline, a few bullet points, maybe an image, chart, graph,
or table.
Be sure to number all slides.
Presentation Tips
Develop an outline or storyboard for the presentation.
Select appropriate visual aids to make the important points.
Begin with an agenda (road map) for the audience, present the data, and then finish with a
strong conclusion. The old adage of tell them what you’re going to talk about, then tell
them, and then tell them again applies here.
After planning, creating, reviewing, proofreading, and revising the presentation, it is time
to rehearse, after which it may be time for some more editing and revisions to make the
presentation flow better.
Know your audience.
Content and delivery are the hallmark of an effective presentation, but a poor first
impression can doom it to failure, so make sure to look the part of a professional.
Avoid playing with personal belongings (keys, cellular phone, loose change, etc.)
Avoid moving around too much without a purpose.
Avoid walking in front of the projector and covering up or blocking the audience’s view
of the slides.
Avoid looking directly into the projector, which will cause momentary blindness.
Avoid anything that might distract the audience’s focus from the words or content of the
presentation.
Avoid slouching or never making eye contact, as the audience infers lack of confidence in
the material, which does not bode well for their perception of the speaker’s engineering
judgement.
Questions and Answers
Always repeat back the question and clarify as needed. This helps others who may not
have heard the question to understand what is being asked. It also gives you additional
time to better understand the question and to formulate a response before answering the
question.
Use a strong voice that conveys confidence.
Make eye contact with the person asking the question, and scan the rest of the audience as
well.
Use the appropriate level of formality.
Coordinate responses within the project group. If the question was directed to the project
manager but others have something important to add, they should be encouraged to chime
in without interrupting the speaker. There is likely to be one person on the team best
qualified to answer, but beware of throwing a teammate under the bus.
Answer honestly. Do not fake an answer as this will ruin all credibility that the team
worked so hard to gain from the audience during the presentation. If you do not know an
answer or did not consider what is being asked politely say so and move on. Just don’t use
this tactic on every question asked.
Never appear defensive or combative, even when disagreeing with a comment. Always
formulate answers in a positive and professional manner.
tƌŝƚŝŶŐZƵďƌŝĐ
ϭсhŶƐĂƚŝƐĨĂĐƚŽƌLJ ϮсĞǀĞůŽƉŝŶŐ ϯс^ĂƚŝƐĨĂĐƚŽƌLJ ϰсdžĞŵƉůĂƌLJ
^Ŭŝůů>ĞǀĞůϭ;ϮͬϭϬƉŽŝŶƚƐͿ ^Ŭŝůů>ĞǀĞůϮ;ϱͬϭϬƉŽŝŶƚƐͿ ^Ŭŝůů>ĞǀĞůϯ;ϴͬϭϬƉŽŝŶƚƐͿ ^Ŭŝůů>ĞǀĞůϰ;ϭϬͬϭϬƉŽŝŶƚƐͿ
>ŝƚƚůĞƚŽŶŽŐƌĂƐƉŽĨ
ŝŶĨŽƌŵĂƚŝŽŶƉƌĞƐĞŶƚĞĚ͖
ŵĂŶLJŝŶĐŽƌƌĞĐƚƐƚĂƚĞŵĞŶƚƐ
&ĂŝƌŐƌĂƐƉŽĨŝŶĨŽƌŵĂƚŝŽŶ
ƉƌĞƐĞŶƚĞĚ͖ƐŽŵĞŝŶĐŽƌƌĞĐƚ
ƐƚĂƚĞŵĞŶƚƐ
'ŽŽĚŐƌĂƐƉŽĨŝŶĨŽƌŵĂƚŝŽŶ
ƉƌĞƐĞŶƚĞĚ͖ĨĞǁŽƌŶŽ
ŝŶĐŽƌƌĞĐƚƐƚĂƚĞŵĞŶƚƐ
džĐĞůůĞŶƚŐƌĂƐƉŽĨ
ŝŶĨŽƌŵĂƚŝŽŶƉƌĞƐĞŶƚĞĚ͖ŶŽ
ŝŶĐŽƌƌĞĐƚƐƚĂƚĞŵĞŶƚƐ
DĞĐŚĂŶŝĐƐ
DĂŶLJŵĞĐŚĂŶŝĐƐĞƌƌŽƌƐ
;ƉƵŶĐƚƵĂƚŝŽŶ͕ƐƉĞůůŝŶŐ͕
ĐĂƉŝƚĂůŝnjĂƚŝŽŶͿ
^ŽŵĞŵĞĐŚĂŶŝĐƐĞƌƌŽƌƐ
;ƉƵŶĐƚƵĂƚŝŽŶ͕ƐƉĞůůŝŶŐ͕
ĐĂƉŝƚĂůŝnjĂƚŝŽŶͿ
&ĞǁŵĞĐŚĂŶŝĐƐĞƌƌŽƌƐ
;ƉƵŶĐƚƵĂƚŝŽŶ͕ƐƉĞůůŝŶŐ͕
ĐĂƉŝƚĂůŝnjĂƚŝŽŶͿ
EŽŵĞĐŚĂŶŝĐƐĞƌƌŽƌƐ
;ƉƵŶĐƚƵĂƚŝŽŶ͕ƐƉĞůůŝŶŐ͕
ĐĂƉŝƚĂůŝnjĂƚŝŽŶͿ
tŽƌĚƵƐĂŐĞ
ZĂƌĞůLJƵƐĞƐǁŽƌĚƐ͕ƚĞŶƐĞƐ͕
ĂŶĚƉĂƌƚƐŽĨƐƉĞĞĐŚ
ĐŽƌƌĞĐƚůLJ
^ŽŵĞƚŝŵĞƐƵƐĞƐǁŽƌĚƐ͕
ƚĞŶƐĞƐ͕ĂŶĚƉĂƌƚƐŽĨƐƉĞĞĐŚ
ĐŽƌƌĞĐƚůLJ
DŽƐƚůLJƵƐĞƐǁŽƌĚƐ͕ƚĞŶƐĞƐ͕
ĂŶĚƉĂƌƚƐŽĨƐƉĞĞĐŚ
ĐŽƌƌĞĐƚůLJ
hƐĞƐǁŽƌĚƐ͕ƚĞŶƐĞƐ͕ĂŶĚ
ƉĂƌƚƐŽĨƐƉĞĞĐŚĐŽƌƌĞĐƚůLJ
^ĞŶƚĞŶĐĞƐƚƌƵĐƚƵƌĞ
ZĂƌĞůLJǁƌŝƚƚĞŶŝŶĐŽŵƉůĞƚĞ
ƐĞŶƚĞŶĐĞƐ͖ŵĂŶLJƌƵŶͲŽŶ
ƐĞŶƚĞŶĐĞƐĂŶĚͬŽƌƐĞŶƚĞŶĐĞ
ĨƌĂŐŵĞŶƚƐ
^ŽŵĞƚŝŵĞƐǁƌŝƚƚĞŶŝŶ
ĐŽŵƉůĞƚĞƐĞŶƚĞŶĐĞƐ͖ƐŽŵĞ
ƌƵŶͲŽŶƐĞŶƚĞŶĐĞƐĂŶĚͬŽƌ
ƐĞŶƚĞŶĐĞĨƌĂŐŵĞŶƚƐ
DŽƐƚůLJǁƌŝƚƚĞŶŝŶĐŽŵƉůĞƚĞ
ƐĞŶƚĞŶĐĞƐ͖ĨĞǁƌƵŶͲŽŶ
ƐĞŶƚĞŶĐĞƐĂŶĚͬŽƌƐĞŶƚĞŶĐĞ
ĨƌĂŐŵĞŶƚƐ
tƌŝƚƚĞŶŝŶĐŽŵƉůĞƚĞ
ƐĞŶƚĞŶĐĞƐ͖ĂǀŽŝĚƐƌƵŶͲŽŶ
ƐĞŶƚĞŶĐĞƐĂŶĚͬŽƌƐĞŶƚĞŶĐĞ
ĨƌĂŐŵĞŶƚƐ
WŽŽƌƌĞĂĚĂďŝůŝƚLJ͖ĞŝƚŚĞƌ
ǀĞƌLJǁŽƌĚLJŽƌŽǀĞƌůLJ
ƐŝŵƉůŝƐƚŝĐ
^ŝŐŶŝĨŝĐĂŶƚŝƐƐƵĞƐǁŝƚŚ
ƌĞĂĚĂďŝůŝƚLJ͕ǁŽƌĚŝŶĞƐƐ
ĂŶĚͬŽƌƚŽŶĞ
DŽƐƚůLJĐůĞĂƌĂŶĚĐŽŶĐŝƐĞ͖
ĂƉƉƌŽƉƌŝĂƚĞǀŽĐĂďƵůĂƌLJĂŶĚ
ƚŽŶĞ
ůĞĂƌĂŶĚĐŽŶĐŝƐĞ͖
ĞdžĐĞůůĞŶƚǀŽĐĂďƵůĂƌLJĂŶĚ
ƚŽŶĞ
EŽůŽŐŝĐĂůŽƌĚĞƌ͖ŶŽĐĞŶƚƌĂů
ŝĚĞĂĂŶĚĨĞǁĚĞƚĂŝůƐ
^ŝŐŶŝĨŝĐĂŶƚŝƐƐƵĞƐǁŝƚŚůŽŐŝĐ
ĂŶĚŽƌŐĂŶŝnjĂƚŝŽŶ͖ůĂĐŬŝŶŐŝŶ
ĚĞƚĂŝů
&ĂŝƌůLJůŽŐŝĐĂůŽƌĚĞƌ͖ĐĞŶƚƌĂů
ŝĚĞĂƐƵƉƉŽƌƚĞĚǁŝƚŚƐŽŵĞ
ĚĞƚĂŝůƐ
>ŽŐŝĐĂůŽƌĚĞƌ͖ĐĞŶƚƌĂůŝĚĞĂ
ƐƵƉƉŽƌƚĞĚǁŝƚŚŶƵŵĞƌŽƵƐ
ĚĞƚĂŝůƐ
ŽĞƐŶŽƚŵĞĞƚƌĞƋƵŝƌĞĚ
ĞůĞŵĞŶƚƐ
DĞĞƚƐĨĞǁƌĞƋƵŝƌĞĚ
ĞůĞŵĞŶƚƐĂŶĚƉƌŽǀŝĚĞƐ
ůŝƚƚůĞƌĞƋƵŝƌĞĚŝŶĨŽƌŵĂƚŝŽŶ
DĞĞƚƐŵŽƐƚƌĞƋƵŝƌĞĚ
ĞůĞŵĞŶƚƐĂŶĚƉƌŽǀŝĚĞƐ
ŵŽƐƚŽĨƌĞƋƵŝƌĞĚ
ŝŶĨŽƌŵĂƚŝŽŶ
DĞĞƚƐĂůůƌĞƋƵŝƌĞĚ
ĞůĞŵĞŶƚƐĂŶĚƉƌŽǀŝĚĞƐĂůů
ƌĞƋƵŝƌĞĚŝŶĨŽƌŵĂƚŝŽŶ
'ƌĂŵŵĂƌ
^ƵďũĞĐƚŬŶŽǁůĞĚŐĞͬŽŶƚĞŶƚ
tƌŝƚŝŶŐ^ƚLJůĞ
ŽŵƉŽƐŝƚŝŽŶ
dŚŽƌŽƵŐŚŶĞƐƐĂŶĚĐŽŵƉůŝĂŶĐĞ
%FUBJMFEXSJUJOHSVCSJDVTFEGPSBMMNBKPSXSJUJOHBTTJHONFOUTPSJHOBMBOESFWJTFETVCNJTTJPOT
ŽŶƚĞŶƚZƵďƌŝĐ
ϭсhŶƐĂƚŝƐĨĂĐƚŽƌLJ ϮсĞǀĞůŽƉŝŶŐ ϯс^ĂƚŝƐĨĂĐƚŽƌLJ ϰсdžĞŵƉůĂƌLJ
^Ŭŝůů>ĞǀĞůϭ;ϮͬϭϬƉŽŝŶƚƐͿ ^Ŭŝůů>ĞǀĞůϮ;ϱͬϭϬƉŽŝŶƚƐͿ ^Ŭŝůů>ĞǀĞůϯ;ϴͬϭϬƉŽŝŶƚƐͿ ^Ŭŝůů>ĞǀĞůϰ;ϭϬͬϭϬƉŽŝŶƚƐͿ
hŶĚĞƌƐƚĂŶĚŝŶŐŽĨ
ĞƐŝŐŶWƌŽďůĞŵ
>ŝƚƚůĞŽƌŶŽŐƌĂƐƉŽĨ
ƉƌŽďůĞŵ͘/ŶĐĂƉĂďůĞŽĨ
ƉƌŽĚƵĐŝŶŐĂƐƵĐĐĞƐƐƵů
ƐŽůƵƚŝŽŶ͘
^ŽŵĞƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨ
ƐŽůƵƚŝŽŶ͘^ŝŐŶŝĨŝĐĂŶƚ
ĚĞĨŝĐŝĞŶĐŝĞƐƚŚĂƚǁŝůů
ŝŵƉĂĐƚƚŚĞƋƵĂůŝƚLJŽĨ
ƐŽůƵƚŝŽŶ͘
KǀĞƌĂůůƐŽƵŶĚ
ƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨƚŚĞ
ƉƌŽďůĞŵĂŶĚĐŽŶƐƚƌĂŝŶƚƐ͘
ůĞĂƌĂŶĚĐŽŵƉůĞƚĞ
ƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨĚĞƐŝŐŶ
ŐŽĂůĂŶĚĐŽŶƐƚƌĂŝŶƚƐ͘
dŚŽƌŽƵŐŚŶĞƐƐŽĨ
ĂĐŬŐƌŽƵŶĚ
ZĞƐĞĂƌĐŚ
WƌŽǀŝĚĞƐŶŽƌĞƋƵŝƌĞĚ
ĞůĞŵĞŶƚƐ
WƌŽǀŝĚĞƐĨĞǁƌĞƋƵŝƌĞĚ
ĞůĞŵĞŶƚƐĂŶĚƉƌŽǀŝĚĞƐ
ůŝƚƚůĞƌĞůĞǀĂŶƚŝŶĨŽƌŵĂƚŝŽŶ
WƌŽǀŝĚĞƐŵŽƐƚƌĞƋƵŝƌĞĚ
ĞůĞŵĞŶƚƐĂŶĚƉƌŽǀŝĚĞƐ
ŵŽƐƚŽĨƌĞƋƵŝƌĞĚ
ŝŶĨŽƌŵĂƚŝŽŶ
WƌŽǀŝĚĞƐĂůůƌĞƋƵŝƌĞĚ
ĞůĞŵĞŶƚƐĂŶĚƉƌŽǀŝĚĞƐĂůů
ƌĞůĞǀĂŶƚŝŶĨŽƌŵĂƚŝŽŶ
'ƌĂƉŚŝĐƐ EŽŽƌǀĞƌLJĨĞǁŐƌĂƉŚŝĐƐ
^ŽŵĞŐƌĂƉŚŝĐƐ͕ŵŽƐƚůLJ
ŝƌƌĞůĞǀĂŶƚĂŶĚƵŶŚĞůƉĨƵů
^ŽŵĞŐƌĂƉŚŝĐƐ͕ŵŽƐƚůLJ
ƌĞůĞǀĂŶƚĂŶĚŚĞůƉĨƵůŝŶ
ƵŶĚĞƌƐƚĂŶĚŝŶŐĐŽŶƚĞŶƚ
^ƵƉĞƌŝŽƌŐƌĂƉŚŝĐƐ;ŚĞůƉĨƵů͕
ĐůĞĂƌ͕ǁĞůůĚĞƐŝŐŶĞĚĂŶĚ
ůĂŝĚŽƵƚͿ
ZĞĨĞƌĞŶĐĞƐĂŶĚ
ƐŽƵƌĐĞƐ
>ŝƚƚůĞŽƌŶŽƵƐĞŽĨĐŝƚĂƚŝŽŶƐ͘
DĂŶLJŶĞĐĞƐƐĂƌLJƐŽƵƌĐĞƐ
ŵŝƐƐŝŶŐ͖ĐŝƚĞƐƐŽŵĞ
ƐŽƵƌĐĞƐďƵƚŽĨƚĞŶ
ŝŶĂĐĐƵƌĂƚĞůLJ͘
ĨĞǁƌĞĨĞƌĞŶĐĞƐŵŝƐƐŝŶŐ
ŽƌŝŶĂƉƉƌŽƉƌŝĂƚĞ͕ďƵƚĐŝƚĞƐ
ĂŶĚĨŽƌŵĂƚƐƐŽƵƌĐĞƐ
ĐŽŶƐŝƐƚĞŶƚůLJ͘
WƌŽǀŝĚĞƐŶĞĐĞƐƐĂƌLJ
ƌĞĨĞƌĞŶĐĞƐĂŶĚĐŝƚĞƐĂŶĚ
ĨŽƌŵĂƚƐƐŽƵƌĐĞƐĂĐĐƵƌĂƚĞůLJ
ĂŶĚĐŽŵƉůĞƚĞůLJ͘
