Bangladesh University of Business and Technology (BUBT)

Faculty of Engineering& Applied Sciences (FEAS)

Department of Computer Science and Engineering (CSE)
CAPSTONE PROJECT COURSE OUTLINE
1 Program B.Sc. Engg. in CSE
2 Course Code CSE 498
3 Course Title Capstone Project
4 Course Type Core Course
5 Academic Fall 2021-22
Session
6 Credit Hour 4.00
7 Intake 40
8 Section 1
9 Campus Permanent Campus
10 Course Name: Dr. M. Firoz Mridha Designation: Associate Professor
Teacher Specialization: Artificial Intelligence, Machine Learning, Deep Learning,
Natural Language Processing, Deep Learning
Cell No.
Room No. 312/B1 Email: [email protected]
01674791594
11 Class Schedule
Class Day Class Hours Class Room
Thursday 8:30 AM – 10.30 AM R:416 (B-2)

12 Course The course is designed to encourage students to think critically, solve challenging problems,
Objectives and develop skills such as oral communication, public speaking, research skills, media
literacy, teamwork, planning, self-sufficiency and goal setting. It strengthens the ability to
the students to identify and apply the suitable solutions for the given real world problem
and work individually and in group for them. It enables them to gain knowledge in practical
applications of theoretical studies and enables them about social responsibilities. It teaches
them to successfully complete the projects within financial and ethical boundaries and to
be able to gain an insight of the latest trends and applications ongoing in the respective
fields and to communicate with the society and professionals both in verbal and written
form in a successful manner.

13 Course Upon completing this course, student will be able to:

Outcomes CO1: Identify, analyze and formulate a problem and use project management skill for
(COs) obtaining its solution considering potential of social and environmental impact
while working in a team.
CO2: Use industrial state of the practice methods of verifying and validating detecting
accuracy and develop a computer-based system to translate a real-life problem into
an engineering solution using Modern tools.
CO3: Understand the concept of professional ethics, confidentiality, industrial standards,
risk benefit analysis and explain the impact of engineering solutions in social safety,
data safety, and welfare.
CO4: Present designed project results through written technical documents, oral
presentations and demonstrations.
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Mapping of
COs to POs CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 √ √ √ √ √

CO2 √ √ √

CO3 √ √ √

CO4 √

Bloom’s Delivery Methods /

CO No. PO No. Assessment Tools
Domain / Level Activities
Cognitive/Understanding Lectures, Group Class participation,
Cognitive/Analyzing Discussion, Project Proposal writing,
PO1, PO2, PO3, PO9,
CO1 Cognitive/Designing project report and
PO11
Psychomotor / Adaptation demonstration
Cognitive/ Understanding
Lectures, Group Prototype design and
Cognitive /Evaluating
Discussion, Project development of the
CO2 PO4, PO5, PO12 Psychomotor / Guided response
Project
Affective / Valuing
Affective / Responding Lectures, Group Report or publication
CO3
PO6, PO7, PO8 Affective / Responding Discussion, Project of the Project
Affective / Guided response
Psychomotor / Mechanism Lectures, Group Final Report and
CO4 PO10
Affective / Valuing Discussion, Project Presentation

Maximum topics will be covered from the textbook. For the rest of the topics, reference books will be
14 Teaching
Strategy followed. Some class notes will be uploaded on the web. White board will be used for most of the time.
Multimedia projector and a PC will be used for the convenience of the students to understand codes
practically. Students must participate in classroom discussions for case studies, problems solving and
project developments.
15 Assessm
ent and CO1 : 15%
Marks CO2 : 20%
Distribu CO3 : 25%
tion: CO4 : 40%

16 Weekly Schedule
Weeks # Lecture # Topics

Week1 1 Introduction to Capstone Project and Area of Capstone Project.

2
Week2 3 Interactive Lecture session on Research methodology.
4
Week3 5 Interactive Lecture session on Research Methodology: Problem Identification and Topic
6 Selection.
Week4 7 Research Methodology: Problem Statement, Research Objectives and research Motivations.
8
Week5 9 Research Methodology: Literature Review, what is the reviewing information?
10
Week6 11 Research Methodology: Details discussion of research proposal writing.
12
Week7 13 Research Methodology: Discussion on research Prototype Design.
14
Week8 15 Research Methodology: Research Data Collection and Data Analysis.
16
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Week9 17 Discussion on submitted proposal by each group

18
Week 10 19 Motivation buildup on documentation ethics
20
Week 11 21 Discussion on how Result Analysis and Performance Evaluation are done.
22
Week 12 23 Discussion on submitted report on Chapter 1 and 2
24
Week 13 Evaluation and Feedback for First Semester

17 COs Assessment methods of COs are given below:

Assessment Assessment Area Course Outcomes CO Assessment
in First CO1 CO2 CO3 CO4 Area Mark
Semester Identify, analyze and 5 5
by Course formulate a problem
Teacher
Understand the concept 5 5
of professional ethics
Project Report 5 5
Presentation Skill, 5 5
Slides design and depth
of knowledge.
Total Mark 5 5 10 20
18 Overall Assessment methods of COs are given below:
COs Assessment Area Course Outcomes CO Assessment
Assessment CO1 CO2 CO3 CO4 Area Mark
in Final Project management skill 10 10
Semester
Design and 20 20
by
implementation of the
Supervisor
project
Professional ethics, social 10 10
Impact and Sustainability
Project Report 10 10
Total Mark 10 20 10 10 50

19 Overall Assessment methods of COs are given below:

COs Assessment Area Course Outcomes CO Assessment
Assessment CO1 CO2 CO3 CO4 Area Mark
in Final Project Report 10 10
Semester
Industrial standard and 10 10
by
ethics and impact on
External
and society
Internal Demonstration, 10 10
Presentation Skills,
Depth of Knowledge
Total Mark 10 20 30
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20 Conducting 1. Department will assign one supervisor for each Group. In addition to the supervisor, for the first semester of the
Procedure Capstone project one course teacher will be responsible for guiding each section for ensuring quality of the project as
per OBE guideline of Complex Engineering Problem and Engineering Activities.

2. Every group should submit the mapping of Complex Engineering Problem P’s and Complex Engineering Activities
A’s for the proposed proposal. This report should be submitted to the department before Midterm examination of the
semester along with the signature of the supervisor and Course teacher.

21 Criteria Unsatisfactory Satisfactory Good Very Good Excellent

(0% - 39% ) (40% - 59% ) (60% - 69% ) (70% - 79% ) (80% - 100% )
Capstone CO1: Analysis is not Analytical Analytical methods Analytical methods Analytical methods
Project Identify, analyze Performed and methods need improvement are appropriate with are appropriate with
Assessment and formulate a Design of are not to achieve the project objective. the project
problem and use components are appropriate with project objective. Design is not objective. Design is
Details project management not done. the project Design is not complete but have appropriate and
skill for obtaining objective. Design complete scope to improve. complete.
its solution is not appropriate
considering
potential of social
and environmental
impact while
working in a team.
CO2: Still at the The proposed The proposed The proposed The proposed
Use industrial state initial stage of solution cannot be solution can be solution is solution is
of the practice design which practically practically practically practically
methods of cannot be adoptable for the adoptable for the adoptable for the adoptable for the
verifying and implemented at faculty or market faculty or market faculty or market faculty or market
validating all and make no due to low and with slight and is acceptable in and is effective in
detecting accuracy sense logically. poor performance. enhancement in performance. performance.
and develop a It is not efficient performance. Moreover, it is Moreover, it is
computer-based
and cost-effective Moreover, it is efficient and cost- efficient and cost-
system to translate
a real-life problem
and not suitable to efficient and cost- effective and can be effective with
into an engineering be applied in effective and can be applied in practice. professional
solution using practice. Required applied in practice. Majority of approach and can be
modern tools. functionalities of Most of functionalities of applied in practice
the project are not functionalities of the project are easily.
properly the project are implemented All functionalities
implemented or implemented and properly and of the project are
malfunctioning. functioning. functioning implemented
properly. properly and
functioning as
expected.
CO3: Not considered Not all issues are Maximum relevant Most relevant All issues are
Understand the or identified and issues are identified issues are identified identified and
concept of unclear validated and validated and validated validated
professional
ethics,
confidentiality,
industrial
standards,
risk benefit
analysis and
explain the impact
of engineering
solutions in social
safety, data safety,
and welfare.
CO4: Student either Student has lack of Student has a basic Student has a basic Student has the
Present designed did not submit knowledge about knowledge of knowledge of complete
project results the report or the project and the content, but may content, but may understanding of the
through written report is copied report. The lack some lack some project and the
technical and totally report is not understanding of understanding of report. The report is
documents, oral inappropriate formatted at all some concepts. The some concepts. The appropriate
presentations and and the content of report is appropriate report is appropriate formatted and no
demonstrations. the report is poor formatted with formatted and no portion of the
inappropriate. some irregularities. portion of the content is copied.
content is copied.
Very poor Non responsive Average Good presentation Excellent
presentation and poor presentation skills. skills and enough presentation skills
skills and presentation skills. Could answer all command over the and in depth
Failed to Partially the questions but project area while command over the
answer addressed few few answers are Q&A session. project area while
questions questions not satisfactory Satisfactorily Q&A session.
answered all
relevant questions
 5

22 Complex Knowledge Profile (K)

Engineering
Problem
Solution

Complex Engineering Problem (P)

Complex Engineering Activities (A)

 6

23 Grading The following chart will be followed for grading. This has been customized from the guideline
Policy provided by the School of Engineering and Computer Science.

A+ A A- B+ B B- C+ C D F

≥ 80 75-<80 70-<75 65-<70 60-<65 55-<60 50-<55 45-<50 40-<45 <40

24 Project Project
CHAPTER TITLE PAGE
Outline
DECLARATION iv
DEDICATION v
ACKNOWLEDGMENT vi
ABSTRACT vii
TABLE OF CONTENTS vii
LIST OF TABLES xii
LIST OF FIGURES xiii
LIST OF ABBREVIATION vi
LIST OF SYMBOLS xix
LIST OF APPENDICES xxi

1 INTRODUCTION
1.1 Introduction
1.2 Problem Statement
1.3 Problem Background
1.4 Research Objectives
1.5 Motivations
1.6 Flow of the Research
1.7 Significance of the research
1.8 Research Contribution
1.9 Thesis Organization
1.10 Summary

2 Background
2.1 Introduction
2.2 Literature Review
2.3 Problem Analysis
2.4 Summary

3 Proposed Model
3.1 Introduction
3.2 Feasibility Analysis
3.3 Requirement Analysis
3.4 Research Methodology
 7

3.5 Design, Implementation and Simulation

3.6 Summary

4 Implementation, Testing and Results Analysis

4.1 Introduction
4.2 System Setup
4.3 Evaluation
4.4 Results and Discussion
4.5 Summary
5 Standards, Impacts, Ethics and Challenges
5.1 Standards(Sustainability)
5.2 Impacts (on Society)
5.3 Ethics
5.4. Challenges
5.5. Summary
6 Constraints and Alternatives
6.1 Design Constraints
6.2 Component Constraints
6.3 Budget Constraints
6.4 Summary
7 Schedules, Tasks and Milestones
7.1 Timeline
7.2 Gantt Chart
8 CONCLUSION
8.1 Introduction
8.2 Future Works and Limitations
REFERENCES(IEEE format)
Appendices (If any)

25 Bloom’s Taxonomy for Teaching-Learning

Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity
and specificity. The three lists cover the learning objectives in Cognitive, Affective and Psychomotor domains. The Cognitive
domain list has been the primary focus of most education and is frequently used to structure curriculum learning objectives,
assessments and activities. The three domains and respective levels are illustrated below.

Cognitive [C] (Knowledge-based) Affective [A] (Emotion-based) Psychomotor [P] (Action-based)

1. Remembering 1. Receiving 1. Perception
2. Understanding 2. Responding 2. Set
3. Applying 3. Valuing 3. Guided Response
4. Analyzing 4. Organizing 4. Mechanism
5. Evaluating 5. Characterizing 5. Complex Overt Response
6. Creating 6. Adaptation
7. Origination
 8

Descriptions of Cognitive Domain (AndersonandKrathwohl’sTaxonomy2001):

26
The cognitive domain involves the development of our mental skills and the acquisition of knowledge.
Level Category Meaning Keywords
C1 Remembering Recognizing or recalling knowledge from memory. Define, describe, draw, find,
Remembering is when memory is used to produce or identify, label, list, match, name,
retrieve definitions, facts, or lists, or to recite previously quote, recall, recite, tell, write
learned information.
C2 Understanding Constructing meaning from different types of functions Classify, compare, exemplify, conclude,
be they written or graphic messages or activities like demonstrate, discuss, explain,
interpreting, exemplifying, classifying, summarizing,
identify, illustrate, interpret, paraphrase,
inferring, comparing, or explaining.
predict, report

C3 Applying Carrying out or using a procedure through executing, or Apply,change,choose,compute,dramati

implementing. Applying relates to or refers to situations ze,implement,interview,prepare,
where learned material is used through products like produce, role play, select, show,
models, presentations, interviews or simulations. transfer, use
C4 Analyzing Breaking materials or concepts into parts, determining Analyze,characterize,classify,compa
how the parts relate to one another or how they re,contrast,debate,deconstruct,dedu
interrelate, or how the parts relate to an overall structure ce,differentiate, discriminate,
or purpose. Mental actions included in this function are distinguish, examine, organize,
differentiating, organizing, and attributing, as well as outline, relate, research, separate,
being able to distinguish between the components or structure
parts. When one is analyzing, he/she can illustrate this
mental function by creating spreadsheets, surveys,
charts, or diagrams, or graphic representations.
C5 Evaluating Making judgments based on criteria and standards through Appraise, argue, assess, choose,
checking and critiquing. Critiques, recommendations, and conclude, critique, decide, evaluate,
reports are some of the products that can be created to judge, justify, predict, prioritize,
demonstrate the processes of evaluation. prove, rank, rate, select, Monitor
C6 Creating Putting elements together to form a coherent or functional Construct, design, develop, generate,
whole; reorganizing elements into a new pattern or hypothesize, invent, plan, produce,
structure through generating, planning, or producing. compose, create, make, perform,
Creating requires users to put parts together in a new plan, produce
way, or synthesize parts into something new and different
creating a new form or product. This process is the most
difficult mental function.

Descriptions of Affective Domain (Krathwohl, Bloom, Masia, 1973)

27 The affective domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes.
Level Category Meaning Keywords
A1 Receiving Awareness, willingness to hear, selected attention. acknowledge, asks, attentive,
courteous, dutiful, follows, gives,
listens, understands
A2 Responding Active participation on the part of the learners. answers, assists, aids, complies,
Attend and react to a particular phenomenon. Learning conforms, discusses, greets, helps,
outcomes may emphasize compliance in responding, labels, performs, presents, tells
willingness to respond, or satisfaction in responding
(motivation).
A3 Valuing The worth or value a person attaches to a particular object, appreciates, cherish, treasure,
phenomenon, or behavior. This ranges from simple demonstrates, initiates, invites, joins,
acceptance to the more complex state of commitment. justifies, proposes, respect, shares
Valuing is based on the internalization of a set of specified
values, while clues to these values are expressed in the
learner's overt behavior and are often identifiable.
 9

A4 Organizing Organizes values into priorities by contrasting different compares, relates, synthesizes
values, resolving conflicts between them, and creating an
unique value system. The emphasis is on comparing,
relating, and synthesizing values.

A5 Characterizing Has a value system that controls their behavior. The acts, discriminates, displays,
behavior is pervasive, consistent, predictable, and most influences, modifies, performs,
important characteristic of the learner. Instructional qualifies, questions, revises, serves,
objectives are concerned with the student's general solves, verifies
patterns of adjustment (personal, social, emotional).
Descriptions of Psychomotor Domain (Simpson, 1972)
28 The psychomotor domain includes physical movement, coordination, and use of the motor-skill areas. Development of
these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.
Level Category Meaning Keywords
P1 Perception The ability to use sensory cues to guide motor chooses, describes, detects,
activity. This ranges from sensory stimulation, through differentiates, distinguishes,
cue selection, to translation. identifies, isolates, relates, selects.
P2 Set Readiness to act. It includes mental, physical, and begins, displays, explains, moves,
emotional sets. These three sets are dispositions that proceeds, reacts, shows, states,
predetermine a person's response to different situations volunteers.
(sometimes called mindsets).
P3 Guided The early stages in learning a complex skill that includes copies, traces, follows, react,
Response imitation and trial and error. Adequacy of performance is reproduce, responds
achieved by practicing.
P4 Mechanism This is the intermediate stage in learning a complex assembles, calibrates, constructs,
skill. Learned responses have become habitual and the dismantles, displays, fastens, fixes,
movements can be performed with some confidence and grinds, heats, manipulates, measures,
proficiency. mends, mixes, organizes, sketches.
P5 Complex The skillful performance of motor acts that involve assembles, builds, calibrates,
overt complex movement patterns. Proficiency is indicated by a constructs, dismantles, displays,
Response quick, accurate, and highly coordinated performance, fastens, fixes, grinds, heats,
requiring a minimum of energy. This category includes manipulates, measures, mends,
performing without hesitation, and automatic mixes, organizes, sketches.
performance.
P6 Adaptation Skills are well developed and the individual can modify adapts, alters, changes, rearranges,
movement patterns to fit special requirements. reorganizes, revises, varies.

P7 Origination Creating new movement patterns to fit a particular arranges, builds, combines,
situation or specific problem. Learning outcomes composes, constructs, creates,
emphasize creativity based upon highly developed skills. designs, initiate, makes, originates.

29 Graduate Attributes (Program Outcomes) for B.Sc. in Engineering Program based on Washington Accord
Program Outcomes (POs) are narrower statements that describe what students are expected to know and be able to do by the
Time of graduation. These relate to the knowledge skills and attitudes that students acquire while progressing through the
program. The students of the B.Sc. in CSE program are expected to achieve the following graduate attributes or program
outcomes at the time of graduation.
PO1–Engineering knowledge (Cognitive): Apply the knowledge of mathematics, science, engineering fundamentals and an
engineering specialization to the solution of complex engineering problems.
PO2–Problem analysis (Cognitive): Identify, formulate, research the literature and analyze complex engineering problems
and reach substantiated conclusions using first principles of mathematics, the natural sciences and the engineering sciences.
PO3–Design/development of solutions (Cognitive, Affective): Design solutions for complex engineering problems and
design system components or processes that meet the specified needs with appropriate consideration for public health and safety
as well as cultural, societal and environmental concerns.
 10

PO4–Investigation (Cognitive, Psychomotor): Conduct investigations of complex problems, considering design of

experiments, analysis and interpretation of data and synthesis of information to provide valid conclusions.
PO5–Modern tool usage (Psychomotor, Cognitive): Create, select and apply appropriate techniques, resources and modern
engineering and IT tools including prediction and modeling to complex engineering activities with an understanding of the
limitations.
PO6–The engineer and society (Affective): Apply reasoning informed by contextual knowledge to assess societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice.
PO7–Environment and sustainability (Affective, Cognitive): Understand the impact of professional engineering solutions
in societal and environmental contexts and demonstrate the knowledge of, and need for sustainable development.
PO8–Ethics (Affective): Apply ethical principles and commit to professional ethics, responsibilities and the norms of the
engineering practice.
PO9–Individual work and teamwork (Psychomotor, Affective): Function effectively as an individual and as a member or
leader of diverse teams as well as in multidisciplinary settings.
PO10–Communication (Psychomotor, Affective): Communicate effectively about complex engineering activities with the
engineering community and with society at large. Be able to comprehend and write effective reports, design documentation,
make effective presentations and give and receive clear instructions.
PO11–Project management and finance (Cognitive, Psychomotor): Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work as a member or a leader of a team to manage projects
in multidisciplinary environments.
PO12–Life-long learning (Affective, Psychomotor): Recognize the need for and have the preparation and ability to engage
in independent, life-long learning in the broadest context of technological change.
30 Social & Moral Capital
Our promises are based on the three cardinal principles:
(a) What we do believe (b) What we do practice, and (c) What we will promote
However, students are advised to undertake the following commitments for moral development.
1. To be punctual and attentive in class 8. Try to follow and review day to day 15. To be sincere for class
2. To maintain inclusive learning class preparation
environment 9. To avoid conspiracy 16. Do not forget to switch-off the
3. To ensure mutual respect 10. To prioritize honesty & faith cell phone in class
4. To be cooperative in group learning. 11. To be motivated for asking question and 17. Do not forget to carry course
5. To be innovative and Creative encourage feedback pack and learning stuffs in class
6. To follow dress code and wearing 12. To develop attitude for speaking in 18. To maintain loyalty and trust to
ID card English the university
7. To be always proactive 13. Do not ignore to carry out any 19. Must avoid unfair means and
assignments or commitments plagiarism in exam, reports and
14. To be clean and decent in all levels. assignments
20. Must maintain eco-friendly
environment in the campus.
31 Additional
Information a. Academic Calendar Fall 2021-22: http://www.bubt.edu.bd/academics/academic-calendar.
b. Academic Policies: http://www.bubt.edu.bd/academics/academic-rules-a-regulations.
c. Grading & Evaluation: http://www.bubt.edu.bd/academics/academic-rules-a-regulations.
d. Proctorial Rules: http://www.bubt.edu.bd/administrator/proctors-office.

Prepared by: Checked by: Approved by: