Engr205 Test to delete of literature review adapted to annotated bibliography style

This paragraph appears in search results and previews for this page. In three to five sentences, summarize the whole project from background to result: what you designed, for whom, where and when, why it matters, and how it turned out. Write this last. It should make sense to someone who has never heard of your project, your client, or Humboldt County.

Describe the background of the project, covering who, what, when, why, and where: the client, the site, the course (Engr205 Introduction to Design at Cal Poly Humboldt), the semester, and your team. This page will be read by people around the world and in the future, so give enough context that a stranger understands it. Refer to your images in the text, e.g., Figure 1 shows the site before the project.

Images uploaded to Appropedia must be free to share and uniquely named. Start each file name with your project name, e.g., CCAT_compost_bin_background.jpg. Use File:Default.png as a placeholder until you have the real image. Give every image alt text (alt=) that describes it for readers using screen readers; the caption is what everyone reads, the alt text is what the image shows.

The objective of this project is to design, build, and test a... Write this so that a reader would know when the project is complete. You will refine this statement throughout the semester.

Introduce this section in one to two sentences that are specific to your project. Refer to sections of the page, not phases of your process.

Specifications are what must exist and the conditions the design must meet. Introduce the list, e.g., the specifications for this project include:

• the client and client liaison
• the specific location
• the maximum budget and where that budget comes from
• a maximum size

Considerations are what the design must keep in mind. Introduce the list, e.g., the considerations for this project include:

• the local climate
• the end users and how they will interact with the design

Introduce criteria and constraints in a sentence or two, and refer to the table, e.g., Table 1 lists the criteria, constraints, and weights for this project. Criteria are the basis for judging solutions; constraints are the limits each criterion must meet. Table captions go above the table. Keep this sortable.

Table 1: Example criteria and constraints for purchasing a chocolate bar. Replace with your project's criteria.

Criterion	Constraint	Weight (0–10, 10 highest)
Cost	Less than or equal to $3 per ounce	10
Taste	Better than a plain milk chocolate bar	7
Environmental and social justice	Meets or exceeds organic and fair-trade standards	6
Darkness	Greater than or equal to 65% cacao	6

Describe how the design will be used, for how long, how often, and by whom. State how many will be made and whether others are expected to replicate it.

This literature review is an annotated bibliography covering the client, how a turbofan works, learning at interactive exhibits, electronics for interactive displays, sound, wood and finishes, and clear enclosures. Together these sources inform what the display should teach, how visitors might interact with it, and what it could be made of.

The client is the Cal Poly Humboldt Library, and the client liaison is Library Dean Cyril Oberlander. The display will sit in the library's Hall of Simulation.

Client interview^[1]

Summary: Dean Oberlander wants the Hall of Simulation to hold safe, hands-on exhibits that hold a visitor's attention for five to ten minutes and teach through short, dense text. He asked that the display stay quiet enough for the library, fit on a standard folding table, be movable by two people, and point visitors to related books in the stacks (call number TL650-T7).

Relevance: This interview set the $550 budget, the 50-decibel sound limit, the five-to-ten-year durability target, and the specification to direct visitors to books. It also made accessibility, interactivity, and educational value the top-weighted criterion.

Interview

The display must explain the turbofan correctly, so these sources set the technical content any design has to get right.

Turbofan engine^[2]

Summary: This NASA page explains that a turbofan has a large fan in front of a core engine. Some of the air from the fan passes through the core (compressor, combustor, turbine, and nozzle), and the rest bypasses it; the ratio of the two is the bypass ratio. The turbine drives both the compressor and the fan, and a higher bypass ratio gives better fuel efficiency, which is why most airliners use turbofans.

Relevance: This source identifies the main parts and the airflow path that any display must show and label. It also clarifies a common misconception: bypass air never passes through the combustor, so the display's text should not suggest that it does.

Web

Elements of practical aerodynamics^[3]

Summary: This textbook defines aerodynamics as the study of air in motion and the forces it puts on solid bodies moving through it. It describes the makeup and density of air and explains how the curved airfoil shape of wings and blades produces lift. The book is old, but these fundamentals have not changed.

Relevance: The fan, compressor, and turbine blades in a turbofan are all airfoils. A display that shows blade shape could use this source to explain why the blades are curved instead of flat.

Book

Aerodynamics of flight^[4]

Summary: This chapter of the FAA's handbook for student pilots explains the four forces on an aircraft in flight: lift, weight, thrust, and drag. Thrust must overcome drag to move the aircraft forward, and lift from the wings must overcome weight. Clear diagrams show how the four forces balance in steady flight.

Relevance: Visitors may not know why an engine matters to flight. This source offers a simple way to connect the two: the engine makes thrust, which moves the wings through the air to make lift. Its diagrams are a model for how to show this visually.

Government handbook

Accessibility, interactivity, and educational value is the top-weighted criterion, so the team looked at what makes an exhibit teach.

Interactive exhibits in small museums^[5]

Summary: This master's project studied interactive exhibits at small museums with limited budgets. It found that low-cost, non-computer interactives (tactile, participatory, and role-playing) engaged visitors as well as computer-based ones, and recommended activities that take three to five minutes and work alone or in a group. It also advised museums without IT staff to avoid complex programming.

Relevance: This source shows that hands-on, non-computer alternatives can meet the interactivity criterion within the budget, and that screens add cost and maintenance. It supports the constraint of at least three minutes of interaction.

Master's project

Learning at interactive displays^[6]

Summary: The researchers tracked the eye movements and speech of 36 university students working in pairs at interactive displays in a museum-like setting. Pairs who looked at the same things at the same time learned more, and students who moved their gaze between text and images scored higher on posttests.

Relevance: This suggests that text should sit close to the object or image it explains, so visitors can move between them easily. It also suggests the display should let two or more people look and talk together, which matches the consideration that several visitors may use it at once.

Peer-reviewed journal

Learning science in informal environments^[7]

Summary: This report reviews research on how people learn science outside school, in museums, science centers, and everyday settings. It finds that these settings build interest and understanding in learners of all ages, especially when visitors can handle objects, talk with each other, and connect what they see to their own experience.

Relevance: This source supports the consideration that people of different ages will use the display, and it favors alternatives that let visitors handle or move something over text alone. It also backs the client's goal of sparking further reading in the stacks.

Book

Visitor learning at a science center^[8]

Summary: The authors studied what visitors learned from a science center exhibition and explained the results with their Contextual Model of Learning. The model holds that learning depends on personal context (prior knowledge and interest), sociocultural context (who the visitor came with), and physical context (the exhibit's layout and design).

Relevance: Library visitors range from children to faculty and arrive with very different backgrounds. This suggests alternatives should offer more than one level of detail, such as an overall view for newcomers and a closer look at individual parts for visitors who want more.

Peer-reviewed journal

The client wants interactive features, and any electronics must be safe and last five to ten years with little maintenance from library staff.

AC and DC^[9]

Summary: This MIT article explains that direct current (DC) flows steadily in one direction, while alternating current (AC) reverses direction many times per second. Batteries supply DC, wall outlets supply AC, and devices such as laptops use an adapter to convert one to the other.

Relevance: Alternatives with lights or other electronics will need a power source. This source frames the choice between batteries and wall power, which affects safety for children, cords across the floor, and how often staff must change batteries.

Web

LED lighting^[10]

Summary: This EPA page explains that LEDs make light far more efficiently than incandescent bulbs and aim their light in one direction. LEDs rarely burn out; they dim slowly, and their rated life ends when light output drops by 30 percent. Heat shortens LED life, so heat management matters.

Relevance: If an alternative uses lighting, LEDs fit the durability criterion because they last a long time and use little power. Their directional light could highlight one part at a time.

Web

Home electrical wiring basics^[11]

Summary: This guide covers basic building wiring: what wire colors mean (black or red for hot, white or gray for neutral, green for ground), how wire gauge relates to current, and safe habits such as checking voltage before touching a wire. It is written for household AC wiring, not small battery circuits.

Relevance: This source shows why consistent wire colors and labels matter for the consideration that a library maintenance worker will maintain the display. Because it covers household AC, a source on low-voltage DC electronics would be needed if the design uses a small circuit.

Web

The client asked that the display stay below 50 decibels so it does not disturb the library.

How sound waves work^[12]

Summary: This guide explains the basic properties of sound, including frequency, wavelength, and amplitude, which is measured in decibels. Hard, smooth surfaces reflect sound, while soft, porous materials absorb it. The Noise Reduction Coefficient rates how well a material absorbs sound, from zero (none) to one (all).

Relevance: This source explains the 50-decibel constraint and ways to meet it. Any moving parts or sound effects add noise, and enclosing them or lining them with soft, absorbent material can reduce it, so the sound criterion will need to be tested on the final design.

Web

Wood is a likely material for a display that must look at home in the library and last five to ten years.

Wood handbook^[13]

Summary: This USDA handbook is a standard reference on wood as an engineering material. It gives the properties of common species, including the decay resistance of redwood heartwood, and explains how finishes such as sealers and stains slow the moisture changes that make wood swell, shrink, and crack.

Relevance: This source can guide the choice of wood species and finish for the durability and aesthetic criteria. It also supports the consideration that the display must be easy to clean, since a sealed surface can be wiped down.

Book

Combining wood burning with stain^[14]

Summary: This woodworking article explains how to combine wood burning (pyrography) with stain and paint. It recommends sanding first, burning the design, waiting about a day, staining, painting details, and sealing last with a clear coat. It also suggests testing each finish on scrap wood.

Relevance: Burned labels or decoration are a low-cost option for the aesthetic criterion and for permanent text that will not peel off. The finishing order in this source helps any wooden alternative that uses them.

Web

A clear cover is one way to protect a model and keep hands away from fragile or moving parts while still giving a clear view.

Acrylic plastics^[15]

Summary: This encyclopedia entry describes acrylic plastics, mainly poly(methyl methacrylate) (PMMA), sold under names such as Plexiglas. PMMA is about as clear as glass, resists aging and weathering, and is much less likely to shatter than glass while weighing about half as much.

Relevance: Compared with glass, acrylic better fits the safety criterion and the specification that two people can move the display. Acrylic scratches more easily than glass, which matters for the durability criterion and the cleaning consideration.

Book

• Hands-on, non-computer interaction can engage visitors as well as a screen, at lower cost and with less maintenance.^[5][7]
• Text should sit close to the object it explains, and the display should work for more than one person at a time.^[6]
• Visitors of different ages need more than one level of detail, from an overall view to individual parts.^[8][7]
• Any electronics should be low-voltage, long-lasting, and easy for library staff to trace and maintain.^[9][10][11]
• Moving parts can make noise, so the 50-decibel limit should shape the alternatives and be tested at the end.^[12]
• Sealed wood and acrylic are promising materials for the durability, safety, and aesthetic criteria.^[13][15]
• All technical content must match NASA and FAA sources.^[2][4]

Introduce this section in one to two sentences specific to your project.

Describe four to eight alternatives, each under its own 'step template' as shown below and each with a catchy, descriptive name.

Continue this for the four to eight alternatives you have.

Introduce this section in one to two sentences specific to your project.

Define each criterion from Table 1 as it is used to judge the alternatives. These are definitions, not constraints. For example, the constraint on cost is the budget, but cost might be defined as the cost of materials only, or as materials plus operation and maintenance. If your criteria changed, update Table 1 so the two match.

Cost

Definition...

Taste

Definition...

Explain the decision process your team used (e.g., decision matrix, Pugh chart). First person is appropriate here. Refer to the table, e.g., Table 2 summarizes the decision matrix.

Table 2: Decision matrix. Scores are 0-10; weighted totals are the sum of weight × score.

Criterion	Weight	Alternative A	Alternative B	Alternative C
Cost	10	7	5	9
Taste	7	8	9	4
Weighted total		126	113	118

Name the chosen solution and justify it with reference to the criteria and Table 2.

Show your most impactful prototypes from earliest to final. Include at least one prototype for function (does it work? e.g., testing a mechanism, material, or dimension) and at least one prototype for desire (will people want to use it? e.g., a mockup shown to the client or users for feedback). Each caption should say what the prototype is, whether it tested function or desire, and what you learned from it. Early sketches, failed attempts, and photos of materials and hands at work all help tell the story.

• 
  Prototype for desire: cardboard mockup of ... shown to the client. We learned that ...
• 
  Prototype for function: test of ... We learned that ...

Describe the final design, starting with the big picture and then going into detail. Use labeled images and refer to them in the text. This is usually a big section.

• 
  CAD drawing of ... by Yourname1.
• 
  Drawing of ... by Yourname2.

Give a complete description of how the final design is built, with lots of images, so someone else could replicate it. Use one {{Step}} per step. This is much easier to write as descriptive (what you did) instead of prescriptive (what another person should do), but you can take either approach.

Introduce the timeline in one to two sentences, then show it as a table with columns for date, description, and status. Post a proposed timeline early in the semester and update it at the end to show the actual timeline. Say how well your team met it and why dates changed.

Table 3: Project timeline.

Date	Description	Status
Month Day, 2026	Background and problem statement posted	Complete
Month Day, 2026	Literature review posted	Complete
Month Day, 2026	First prototype built	In progress
Month Day, 2026	Final design installed and tested	Not started

Introduce the three kinds of cost below in one to two sentences.

Show the total human hours your team spent outside of class, grouped into categories (e.g., research, brainstorming, prototyping, construction, documentation). Three teammates working for one hour is three human hours.

Introduce the costs to build the design, including donations and reused materials. Note whether costs are actual or proposed. If replication would cost a different amount, say so.

Item	Amount	Cost per unit	Total
Thing - from the thing store — Purchased	3	USD 5.75	USD 17.25
Another thing - 3' x 2', yellow — Donated by ...	1	USD 0.00	USD 0.00
PrintGrand total			USD 17.25EUR 14.84 <br />GBP 12.59 <br />CAD 21.39 <br />MXN 359.66 <br />INR 1,291.16 <br />

Introduce the ongoing costs in time and money, usually per year.

Table 4: Yearly maintenance cost.

Task	Frequency	Time per year (hours)	Cost per year (USD)
Example task	Monthly	2	0.00
Total		2	0.00

Introduce how to use the design, then give step-by-step instructions with labeled images. Use {{Step}} if the process has more than a few steps. A short video is a great addition:

Introduce this maintenance section. Answer these questions:

• Are there any needed actions for maintenance?
• How often?
• Who should perform maintenance?

This is when to maintain what. Please keep the format the same as it can be used to auto-populate maintenance tables.

Daily

• A daily task
• A daily task

Weekly

• a weekly task
• a weekly task

Monthly

• a monthly task
• a monthly task

Yearly

• a yearly task
• a yearly task

Every __ years

• task
• task

Give step-by-step maintenance instructions, using {{Step}} if helpful.

Describe how you tested the final design and what the results were. Compare the results to your criteria, e.g., in a table like Table 5.

Table 5: Final design performance against criteria.

Criterion	Constraint	Result	Met?
Cost	Less than or equal to $3 per ounce	$2.50 per ounce	Yes

Discuss what the testing results mean.

Discuss what your team learned and what you would do differently next time.

Discuss next steps for the project as it goes on into the future.

Cover basic operating problems only. For complex issues, the suggestion might be to contact ________.

Problem	Suggestion
Example issue	Example solution or suggestion
Does not turn on	Make sure it is plugged in.
Another issue	Etc.

Include an inspirational video for sharing.

Introduce the team and semester, e.g., This project was completed in SEMESTER YEAR by Team TEAMNAME:

• Lonny Grafman
• Emilio Velis
• One bullet for each team member, in the format [[User:Username|Full Name]].