You will present your finished project to the class, live over Zoom: the thing you built, working, and how it measured up to what you proposed. You have six minutes, then two minutes of questions. Practice it out loud with a timer.
Cover, in roughly this order
The demo. Show the thing working: hold it up to the camera, share your screen, run the code. If you would rather not demo it live over Zoom, or that is impractical, you may show a pre-recorded video of the demo in action instead, up to two minutes, and it counts inside your six. Have the video ready before your slot, on YouTube (unlisted is fine) or already open in a tab, so none of your time goes to finding it. The rest of the presentation is live.
If it doesn’t work, present it anyway. Explain what went wrong and what you would change. That scores better than claiming it works with no evidence.
Slides. Use them, and upload them before your slot. Slides that are not uploaded lose 10% of the presentation grade. Include at least one diagram of how the thing works (a block diagram, schematic, flow chart, or drawing, made with software) and a plot or table of your test results. Figures need axis labels with units, legibility at screen size, readability in grayscale, and no chart junk.
How it’s graded
| Criterion | Full | Most | Some | Little |
|---|---|---|---|---|
| The problem and who has it (15) | A specific need and a specific customer, stated in under a minute | Clear need, customer vague | A topic rather than a problem | Not stated |
| What was built, shown and explained (35) | The thing is shown working, live or on video, how it works is explained clearly, and it is what the proposal described or the change is explained | The thing is shown and doesn’t fully work, and the presenter says why | Shown but not demonstrated; or works with no evidence | Nothing shown |
| Test results and what you’d do differently (35) | Measurements against the criteria from the proposal, with units and uncertainty where it matters, and a specific change with a reason | Measurements loosely tied to the criteria, or the change is a general one | “It works” with one number, or “start earlier” | No results |
| Diagrams and figures (20) | A diagram of how it works and a plot or table of the results, both legible, labeled, units on axes, readable in grayscale, no chart junk | Both present; one weak | One of the two missing, or figures hard to read or unlabeled | No diagram and no figures, or slides of paragraphs |
| Delivery and clarity (20) | Within six minutes, clear and easy to follow, speaks to the audience rather than reading, answers questions directly | Slightly over, or one question dodged | Well over time or hard to follow | Read from notes throughout, or cut off |
Grading and the AI policy are in the syllabus.