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Formal Capstone Written Report Format: 

 

Cover Sheet: Produce a plain cover sheet using the following format & contents as a format guide: Use correct class nomenclature, dates, etc.

 

 

MONTANA STATE UNIVERSITY

Department of Mechanical and Industrial Engineering

ETME 489R CAPSTONE: MECHANICAL ENGINEERING TECHNOLOGY DESIGN I

and

EMEC 489R CAPSTONE: MECHANICAL ENGINEERING DESIGN I

TITLE OF PROJECT

by

Name

Name

Name

 

for: {list in order the Course Instructor,  Project Supervisor, and Sponsor }

Prepared to Partially Fulfill the Requirements for EMEC489/ETME489

Department of Mechanical Engineering Montana State University Bozeman, MT 59717

Month ##, 2013

(omit page # from cover sheet)

 


Executive Summary

Executive Summary

An executive summary is to be included that covers the entire report: It is not merely an introduction but rather a stand alone, document which should be easily understood by a reader even if taken out of the context of the report. It should be NO GREATER THAN two pages in length, either single or double spaced. (1.5 line spacing is also a good option.)  The Executive Summary (sometimes called an "ABSTRACT") provides a brief description of the entire project report and includes:

1. The project origin, definition, and objectives;
2. The methods and procedures used to meet the project objectives; and
3. The principle results obtained.

Many abstract examples are available for review in professional journals, theses, and patent literature.

For this ME/MET capstone deliverable, an additional component is requested that is rarely included in an Executive Summary prepared for other purposes: We require that every project group include in their Executive Summary a concise and thoughtful discussion of how and to what degree your Capstone Project Experience provided you and your student peers with

(1)    an understanding of the impact of your engineering solutions in a
•    global,
•    economic,
•    environmental, and
•    societal context;

Not all projects will have impacts in all these areas, but many do: Be sure to expound on any of these areas that apply.

(2)     a recognition of the need for, and an ability to engage in life-long learning;

Lifelong learning can be construed as the ability to gain a better understanding of a topic not previously encountered. Nearly all capstone project groups engage in this activity, in fact it is a key part of the design process!

(3)    a knowledge of contemporary issues; (For example, contemporary issues might include sustainability, climate change, energy, population, etc.)

Again, not all project groups encounter contemporary issues but most do, at least peripherally. Please describe any that apply.




 

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