assessment: course four column - el camino collegettl or cmos logic gates to design, construct, and...

El Camino: Course SLOs (IND) - Automation, Robotics, and Manufacturing (ETEC, MTEC,MTT)

SPRING / SUMMER 2016Assessment: Course Four Column

ECC: ETEC 10B:Principles of Engineering Technology II

Course SLOs Assessment MethodDescription Results Actions

SLO #1 Marble Sorter - Students willbuild an automated marble sorter.

Course SLO Assessment Cycle: 2015-16 (Spring 2016)

Course SLO Status: Active

Input Date: 11/29/2013

Standard and Target for Success:Based on Mastery. This is a pass-failoutcome. All students are expectedto master the concept. Somestudents will accomplish theobjective on the first try, others mayrequire multiple attempts. Thisoutcome is foundational andrequired for students to progress inthe course.

Faculty Assessment Leader: Ron WayFaculty Contributing to Assessment: Nancy Brown, DanaHagan, Charles Klimcak, Jason Takamoto, Jose Rivas

Action: Increased demonstration ofprogramming and use of visionsensors to increase studentunderstanding. The instructors feltthat this SLO was foundational andshould remain as a key SLO for thecourse. (06/22/2019)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met291 students enrolled in 13 sections mastered the outcomein the Spring 2016 semester. Mastery was demonstrated byhaving each team of from two to four students activatetheir machine to sort 50 marbles of different colors with100% accuracy. Students were able to test their machinesas often as needed before performance was confirmed andrecorded by the instructor. The length of time teamsrequired to build and program the machine varied from 6 to12 hours. (06/22/2016)

Project - Assembly line operationsfrequently use vision systems to sortmaterials for processing. In thislaboratory project, the student willbuild a machine from standard VEXcomponents and use computersoftware and coding techniques toprogram the machine to sortmarbles into different bins based ontheir color.

SLO #2 Optimized Bridge - Studentswill build an optimized bridge usingWest Point Bridge simulationsoftware.

Performance - The project consistsof three phases; design andsimulation, model construction andtest. Students upload their designs

06/14/2017 of 16Generated by TracDat® a product of Nuventive


Course SLO Assessment Cycle: 2013-14 (Spring 2014), 2017-18 (Spring2018)



Standard and Target for Success:Based on Mastery In essence, this isa pass-fail outcome. In the designphase, if the design specificationsare not met in the simulation phase,the student teams modify theirdesign. In the real world, we do notwant to drive over a bridge that wasonly 70% or even 99% successful,only 100% is acceptable. Likewise, inthis assessment, students will designa bridge in iterations until thespecifications are met, perfectly and100% of the time. If the simulationtool is effective, then the test of themodel should also meet the designspecifications. Some students willaccomplish the objective on the firsttry and others may require multipleattempts.

in to the simulation software andreceive output indicating if thedesign met the design specifications.The final criterion is a destructivestress analysis test of the model,which clearly indicates if the designcriteria were satisfied.

SLO #3 Bridge Construction & Testing- Students will build a bridge frompopsicle sticks and load test theirdesign to failure.




Standard and Target for Success:Based on Mastery. This is a pass-fail

Project - Students worked in teamsto build a truss bridge from amaximum of 200 Popsicle Sticks. Thebridge was required to span aminimum of 14” with a load of 20pounds minimum. A stress analyzer(where available) or calibratedweights were used to load the bridgeuntil it failed. The failure point wasreported for evaluation.



outcome. All students are expectedto master the concept. Somestudents will accomplish theobjective on the first try, others mayrequire multiple attempts. Thisoutcome is foundational andrequired for students to progress inthe course.


ECC: ETEC 12B:Introduction to Engineering Design II


SLO #1 Two and Three-DimensionalModels - Given a simple designproblem statement and set of designconstraints, the student shall be ableutilize AutoCad Inventor software toproduce a design package includingtwo-dimensional drawings and three-dimensional models




SLO #2 Design Project - Uponcompletion of the course, the studentshall be able to take a design projectfrom problem statement to finalproduction drawings.




Standard and Target for Success:Based on Mastery. This is a pass-failoutcome. All students are expectedto master the concept. Somestudents will accomplish theobjective on the first try, others mayrequire multiple attempts. Thisoutcome is foundational andrequired for students to progress in

Presentation/Skill Demonstration -This is a traditional end of courseassignment for a design student toassess their comprehension of thecourse materials. Each of theessential elements of the processmust be completed in orderconsistently (define problem,brainstorm, research, explorepossibilities, select an approach,develop design proposal, create 3Dmodel and production drawings). Inthis assignment, the student isprovided with the problem and willwork independently to complete theprocess as specified.



the course.

SLO #3 Design Process - Uponcompletion of the course, the studentshall be able to describe the steps ofthe design process and give examplesof documents appropriate for eachstep.




Standard and Target for Success:The project grade was scored fromwhat they submitted in theirengineering notebooks using theattached Rubric.Related Documents:ETEC 12B Rubric-Puzzle Cube.pdf

Faculty Assessment Leader: Ron WayFaculty Contributing to Assessment: Joe Carpenter, JoseRivas, Mike McClendon, Jason Takamoto, Dana Hagen

Action: Emphasize documentingdesign process steps in anengineering notebook. Theinstructors felt that this SLO wasfoundational and should remain as akey SLO for the course. (06/22/2019)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met268 students enrolled in 16 sections completed theoutcome in the Spring 2016 semester. The length of timeand required for completion varied widely and averagedfour lab periods. The end result was scored from what theysubmitted in their engineering notebooks using theattached Rubric. (06/22/2016)

Project - Students were first giventhe design brief for the Puzzle Cube.From that point, they were asked to1) define the problem in their ownwords, 2) brainstorm possible cubecombinations, 3) develop 2solutions, 4) select a solution using adecision matrix, 5) CAD model andsee if they solution actually worksand lastly 6) present their productindividually or as a team to the classusing Inventor animations andimages.


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ECC: ETEC 14:Electronics for Engineering Technologists


SLO #1 Logic Equivalencies - Studentswill be able to use NAND and NORGates to configure and test logicequivalencies of: NOT, AND, OR,Exculsive OR and Exclusive NOR logicfunctions.




SLO #2 Logic Circuit - Using discreteTTL or CMOS Logic Gates to design,construct, and demonstrate a logiccircuit which displays the studentsBirth Date using three toggleswitches, various logic gates, and asingle seven segment common anodeLED display.




Standard and Target for Success:Given a truth table, the studentdesigns the circuit; scoring is asfollows(3) student is able to complete thetask without help.(2) student is able to complete thetask with a minor amount of help.(1) student is able to complete thetask with a major amount of help.(0) student can't do the task evenwith help.

Laboratory Project/Report - Studentwill design, construct anddemonstrate a logic circuit.

SLO #3 Karnaugh Map - Given a 4 bit(16 items) binary truth table,generate a Karnaugh Map to find asimplified solution.




Standard and Target for Success:75% of the students should be ableto solve this without asking for anyhelp.

Faculty Assessment Leader: Robert Diaz

Action: Include how to sheets andpractice problems in class before thislab is assigned. (03/01/2018)

Follow-Up: Prepare how tosheets and practice problems forclass. (02/01/2018)

Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not MetOf the 12 students, 7 (58%) did the task correctly withoutany help, 4 (33%) required a minor amount of help, 1 (8%)required a major amount of help. (05/10/2016)

Laboratory Project/Report -Students were give a Karnaugh Mapas a lab assignment and asked tosolve it.

SLO #4 Base 10 Conversion - Given a



negative two’s complement binarynumber, convert this to a base 10number.





ECC: ETEC 14B:Electronics for Engineering Technologists II


SLO #1 Logic Equivalencies - Studentswill be able to use NAND and NORGates to configure and test logicequivalencies of: NOT, AND, OR,Exculsive OR and Exclusive NOR logicfunctions.




SLO #2 Base 10 Conversion - Given anegative two’s complement binarynumber, convert this to a base 10number.





Laboratory Project/Report - Two'scomplement is a mathematicaloperation on binary numbers, aswell as a binary signed numberrepresentation based on thisoperation. Its wide use in computingmakes it a most important conceptin digital electronics. There is onlyone answer to this problem andsuccess will be demonstrated anddocumented in a laboratory report.

SLO #3 Asynchronous - CounterDesign and build a basic 4-bitAsynchronous Counter.

Course SLO Assessment Cycle: 2015-Course SLO Status: Active

Action: Emphasize need forunderstanding of counters applied indigital logic, and keep as a key SLOfor the course. (09/16/2019)Action Category: Teaching

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met39 students enrolled in 3 sections mastered the outcome inthe Spring 2016 semester. Student success of the outcome

Laboratory Project/Report - Indigital logic and computing, acounter is a device which stores (andsometimes displays) the number oftimes a particular event or process



16 (Spring 2016)Input Date: 11/29/2013


Faculty Assessment Leader: Ron WayFaculty Contributing to Assessment: Ted Harder, Jose Rivas

Strategieswas demonstrated by completing a laboratory report whichgraphically represented the counter simulation.(09/16/2016)

has occurred. While it is possible tobuild a physical counter on aprototyping board, this laboratoryproject is done virtually on acomputer using Multisim software.Each student will build, test anddemonstrate that the circuit countsthe units as specified.

SLO #4 JK Flip Flop - Given a JK FlipFlop, identify what the output will befor all possible states of J and K.





Project - Students designed a 4-bitcounter using flip flops. They firstdiagramed the circuit, and thentested the circuit with a simulatorand constructed a counter circuit ona powered breadboard to countsomething of their choice, such asthe number of cars that pass anoptical sensor or the number oftimes a door is opened or closedmeasured by a magnetic sensor.


ECC: ETEC 16:Computer Integrated Manufacturing


SLO #1 Solid Modeling - Students willmeasure and solid model a providedassembly.




SLO #2 Robotic Arm: Palletize -Students will program a robot arm topalletize parts.




Standard and Target for Success:The standard for success is set at70%.

Faculty Assessment Leader: Eric CarlsonFaculty Contributing to Assessment: Eric CarlsonReviewer's Comments: Student do not have access toequipment to assist in experiencing to concept.

Action: Incorporate more equipmentand resources that student could useto demonstrate robot palletizing.(10/06/2016)Action Category: Program/CollegeSupport

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Not Met8 students were quizzed using 8 questions on palletizing.The average performance was 55%. (10/06/2016)

Exam/Test/Quiz - Students will bequizzed on the necessary elementsto properly program robot arms topalletize parts.

SLO #3 CNC Mill: Initials - Studentswill program a CNC mill to engravetheir initials in a block of wood.




Standard and Target for Success:The target for success is set at 70%.

Faculty Assessment Leader: Eric CarlsonFaculty Contributing to Assessment: Eric CarlsonReviewer's Comments: The student performance showsthat students are successfully learning the concepts taught.

Action: Continue to monitorperformance and refine teachingtechniques to focus on improvingquality of engraving. (10/06/2016)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met12 students were quizzed using 4 questions onprogramming initials engraving. The average performancewas 83%. (10/06/2016)

Exam/Test/Quiz - Students will bequizzed on the necessary elementsfor properly programming initialsengraving.


ECC: ETEC 16B:Computer Integrated Manufacturing II


SLO #1 Robotic Arm: Palletize -Students will program a robot arm topalletize parts.




Standard and Target for Success: 6points will be awarded by creatingthe virtual workspace with thesoftware.10 points will be awarded forcreating the robot arm motionwithout hitting out things in thevirtual workspace, picking up andplacing the blocks on pallet.4 points will be awarded for showingthe instructor the animation andturning in the sketch.

Project - The students will be given acomputer with RoboCell software(robotic programming software). Thestudents will stack 3 blocks from onearea of the table to another area onthe table.In virtual, the student will create arobotic workstation that includes aplatform, robot, 3 blocks at a knownlocation, and a pallet.The student will program the robotto stack the parts. Then, move theparts, one at a time, to a pallet andplace in an organized manner.The student will sketch the locationsof the blocks and their positionnumbers. Student will print out theprogram and show instructor theanimation for the grade.

SLO #2 Robotic Arm: Tool Frame -Students will program a tool frame(tool coordinates) for a robot arm.Course SLO Status: Active

Project - The student must be awareof and control a number ofparameters when programming arobotic arm, including force



Course SLO Assessment Cycle: 2014-15 (Spring 2015)Input Date: 11/29/2013


calculations, motion planning,velocity, sensing and workspaceenvelope. Working within the givenparameters, the student will utilizeteach mode and offlineprogramming to accomplish thespecified task.

SLO #3 Robotic Arm: User Frame -Students will program a user frame(workpiece coordinates) for a robotarm.





Faculty Assessment Leader: Ron WayFaculty Contributing to Assessment: Lucas Pacheco, AaronTostado, Harold Hofmann

Action: Place more emphasis andtime on demonstration ofprogramming and operating a roboticarm. The instructors feel that thisSLO is foundational, and shouldremain as a key SLO for the course.(09/19/2019)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met23 students enrolled in 3 sections mastered the outcome inthe Spring 2016 semester. The way in which the outcomewas demonstrated varied depending on class site. Studentsat one site demonstrated mastery virtually through theRobotC simulator, while students at another sitedemonstrated mastery by demonstrating that a robot armperformed the operation within the user frame withoutviolating the programmed space. Both techniques assessedmastery of the outcome. (09/19/2016)

Laboratory Project/Report - Roboticarms are modern manufacturingmachines used to performoperations traditionally done byhumans, especially when theoperation was hazardous. There areseveral means available to programrobots. In this laboratory project, thestudent will use the RobotC softwareto cause the robot to execute aspecified operation within aprogrammed user frame.


ECC: MTT 10J:Numerical Control Graphics Programming


SLO #1 Geometric Elements - Studentwill create geometric elements suchas points, lines, and circles.

Course SLO Assessment Cycle: 2014-15 (Fall 2014), 2018-19 (Fall 2018)



Standard and Target for Success: Atotal of 4 assignments using theabove rubric for a total of 20 pointsare given. A student earning 18points or above shows superiorproficiency, 16-18 points showsproficiency of the problem, 14 andbelow shows below averageproficiency.Related Documents:GEOMETRY RUBRIC.xls

Laboratory Project/Report -Students are given a 2d mechanicaldrawings, which consists of variousfeatures with dimensions and allpertinent notes. Students willrecreate the geometry in thedrawing using our in-houseComputer Aided Manufacturingsoftware using the geometrycreation techniques from the labsand lectures.

SLO #2 File Manipulation - Studentswill be able to utilize computeroperating systems to manipulate files,convert geometry from CADdatabases to numerical control partgeometry, and obtain listings andgraphic plots.




Standard and Target for Success: Anexam is used to measure success forthis SLO. Based on percentage: It isexpected that 90-95% of studentswill score 75% or higher for this SLO.

Laboratory Project/Report - Startingwith a CAD produced cad file,students convert to native filegeometry, then apply tool-paths tocreate G-code.

SLO #3 Tool Motion Routines -Students will be able to create,manipulate and edit tool motion

Action: The data shows that thestudents are understanding thematerial, both in the presentations as

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met

Laboratory Project/Report - Aftersuccesfully creating accurategeometry from cad data, students


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routines including: turning, boring,drilling, profiling, pocket roughing andturning, using interactive graphictechniques.




Standard and Target for Success:Based on percentage, it is expectedthat 90% of the students will score75% or higher on this SLO.

Faculty Assessment Leader: Victor De La Torre

well as the lectures. However,because of the lower scoringstudents, regardless that they total asmall number, the lectures anddemos will have to be reinforced orrepeated. (10/07/2017)Action Category: TeachingStrategies

The assessment was given after 8 weeks of lecture and labs.All of the students scored 75% or higher. I believe thelectures, demos and presentations are working to thestudents' benefit. (10/07/2016)

then need to select appropriateentities to apply toolpaths such aspocketting, and contouring.


ECC: MTT 40:Machine Shop Calculations


SLO #1 HSS Setting the Speed -Student will calculate the correct feedper minute for a high speed steel(HSS) end mill using the correct feedper tooth (CL), rotations per minute(RPM), and number of teeth.




Standard and Target for Success:Students are able to complete thetask correctly without any help,level 4. 70% of the students mustmeet this level. Students need aminor amount of help or hints tocomplete the task, level 3. 80% ofthe students must meet this level ora higher level. Students need a majoramount of help to complete thetask, level 2. 100% of the studentsmust meet this level. Even with help,students quit or are unable to do thetask, level 1. No student shouldmeet this level.

Faculty Assessment Leader: Tim Monzello

Action: More emphasis needs to beplaced on reviewing mathcalculations as I demonstrate the endmill feed to elaborate the shortfallsof the students who did not attainmastery level. (10/07/2017)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met70%appeared to have a mastery of the information, level 4,90% or higher.15%showed a strong understanding; level 3, 80% - 89%15%had an basic understanding; level 2, 70% - 79%1 fell short of understanding; level 1, below 70%(10/07/2016)

Performance - Student will calculatethe correct feed per minute for ahigh speed steel (HSS) end mill usingthe correct feed per tooth (CL),rotations per minute (RPM), andnumber of teeth

SLO #2 Screw Threading - Thestudent will be able to compute andperform screw threading operationsto include 60 degree thread formulas,acme thread formulas andcalculations of the parts of a screwthread to industry standardtolerances.




Standard and Target for Success: Iestimate the 70% of the class shouldbe able to do this at Mastery Level 3.Mastery Level 3: Students could dothe assignment without asking forhelp.Partial Mastery Level 2: Students

Performance - Through a check listof computations the student willperform screw threading operationsto include 60 degree threadformulas, acme thread formulas andcalculations of the parts of a screwthread to industry standardtolerances.



could almost do this assignment, butrequired a minor amount of help toset-up or solve the problem.Non-Mastery Level 1: Studentsrequired a major amount of help todo the assignment.

SLO #3 Geometric Figures - Thestudent will be able to sketchgeometric figures to includeperpendicular bisectors, parallel andtangent lines and use trigonometricprinciples to solve problems thatinclude similar triangles, isoscelestriangles, right triangles and polygons.




Standard and Target for Success:70% of students to complete thistask at 80% or higher

Faculty Assessment Leader: Tim Monzello

Action: Students need to either comein with or be required to co-enroll ina basic math course that will increasetheir ability to perform this SLO.(10/07/2017)Action Category: CurriculumChanges

Semester and Year Assessment Conducted: 2015-16(Spring 2016)Standard Met? : Standard Met85% of class have completed with 80% or higher(10/07/2016)

Exam/Test/Quiz - Students givenquiz to test these parameters
