Course Project

Guidelines (30%) 2024-

202E

Linear Circuit
Analysis I EE-CE
201
Semester: FALL 2024
 Table of Contents
1. Introduction.................................................................................................................................3
2. Project learning Objectives....................................................................................................3
3. ABET Student Outcome...........................................................................................................3
4. Project Narrative........................................................................................................................3
4.1 Description:..............................................................................................................................3
4.2 Technical requirement:........................................................................................................3
4.3 Deliverables.............................................................................................................................3
4.4 Any other relevant subsections........................................................................................4
5. Project Management................................................................................................................4
5.1 Project planning......................................................................................................................4
5.2 Group formation.....................................................................................................................4
6. Project Grading..........................................................................................................................5
6.1 Grading Distribution..............................................................................................................5
6.2 Deliverable Rubrics...............................................................................................................5
Appendix A..........................................................................................................................................6
• Please read everything carefully first, before you begin answering
anything.

student Name: ……………………….

student ID: ……………………..

The moon is Earth's only natural satellite. It orbits the

Earth once every 27 to 28 days and influences ocean tides.
The moon has phases, including the new moon, first
quarter, full moon, and last quarter, which repeat in a
predictable cycle. Throughout history, the moon has been
a source of fascination for scientists, poets, and storytellers
alike.

• What is the paragraph about? Is it about the Earth or the moon?

…………………………………………………………………

• How long does it take for the moon to orbit the Earth?

…………………………………………………………………

• How many times is the word Earth mentioned in the paragraph?

………………………………………………………………..

• List ONLY TWO phases of the moon mentioned in the paragraph.

1.

2.

• Now that you have finished reading the whole paper, hand back the paper
to your teacher without writing anything on the paper.

………………………………………………………………….
Project learning Objectives

A student who successfully fulfills the course project requirements will have:

a) An ability to analyze linear resistive circuits. SO[1]

b) An ability to work within a team, develop hands-on experience, draw

conclusion, and communicate results through the offered project.
SO[2,3,5]

1. ABET Student Outcome

SO[1]: an ability to identify, formulate, and solve complex engineering problems by

applying principles of engineering, science, and mathematics.

SO[2]: an ability to apply engineering design to produce solutions that meet

specified needs with consideration of public health, safety, and welfare, as well as
global, cultural, social, environmental, and economic factors.

SO[3] an ability to communicate effectively with a range of audiences.

SO[5] an ability to function effectively on a team whose members together

provide leadership, create a collaborative and inclusive environment, establish
goals, plan tasks, and meet objectives.

2. Project Narrative
2.1 Description:
Many real-world engineering applications are based on linear circuits. Your
task in this project is to design and build an electric circuit that can perform at
least one function of a practical application. In your analysis/design, you
should cover some of the topics that have been covered in the course,
including Ohm’s law, voltage division, current division, operational
amplifiers, etc. The project should be done collectively by the group (3
members), but the contributions from each group member should be clearly
identified. Each group member must have the primary responsibility for a
major part of the project, and should write the corresponding sections on each
of the reports.
Note-1: Students can use PSpice or any other software for simulation as long as
the required simulation results are provided. A working prototype is required for
every project. Every group is required to do a demonstration on their prototype.
Note-2: Microcontrollers are not allowed to be used in all projects without the
approval of the class instructor.
 2.2 Technical requirement:
Approach 1 (Temperature-based fan control). You have been hired by a company that
manufactures smart home appliances. Design and build a circuit that controls a fan based on
the temperature of the environment. The fan will be turned on or off based on temperature

The temperature that will be measured will range from 𝑇𝑚𝑖𝑛 to the maximum extent 𝑇𝑚𝑎𝑥 of the
thresholds.

temperature sensor (e.g., LM35). The fan is equipped with two LEDs to indicate its status.
The fan will be activated, and a green LED will turn ON if the temperature 𝑇 exceeds:
𝑇𝑚𝑎𝑥 × (𝐼𝐷1 + 𝐼𝐷2)
𝑇>
𝐼𝐷1 + 𝐼𝐷2 + 𝐼𝐷3
The fan will be deactivated with a red LED ON otherwise.
Where the students in the group will be numbered as Student1, Sudent2 and Student3 and:
𝐼𝐷1 is the sum of the digits in the university ID of Student1
𝐼𝐷2 is the sum of the digits in the university ID of Student2
𝐼𝐷3 is the sum of the digits in the university ID of Student3
The developed circuit should address the following points:
a. At least one operational amplifier should be used in the circuit.
b. Incorporate a fan, a temperature sensor and LEDs as specified.
c. Parameters should be calculated as shown above.
d. LEDs to operate as indicated above.
e. A push button should be included, and it will allow to turn the whole circuit ON and OFF.

Approach 2 (Automatic Night Light)

You have been hired by a company that manufactures advanced lighting systems for domestic
use. The company is in the process of designing and manufacturing light-activated night light
and you are in charge of designing the circuit. Create a circuit that turns on a night light based

ambient light level. The light level that ranges from 𝐿𝑚𝑖𝑛 to 𝐿𝑚𝑎𝑥 will be measured using a
on the

light- dependent resistor (LDR), and LEDs will indicate different light levels. The night light will
turn on if the ambient light level falls below a certain threshold. Two thresholds can be set to
indicate different light levels.
A blue LED will be activated if the light level 𝐿 is below:
𝐿 < 𝐼𝐷1 + 𝐼𝐷2 × 𝐿
𝐼𝐷1 + 𝐼𝐷2 + 𝐼𝐷3 𝑚𝑎𝑥

A white LED will be activated otherwise.

𝐿𝑚𝑎𝑥 is the maximum light level that can be measured by the LDR you will use, the
Where

students in the group will be numbered as Student1, Sudent2 and Student3, and:
𝐼𝐷1 is the sum of the digits in the university ID of Student1
𝐼𝐷2 is the sum of the digits in the university ID of Student2
𝐼𝐷3 is the sum of the digits in the university ID of Student3
The developed circuit should address the following points:
a. Use operational amplifiers to process the signal from the LDR.
b. The light sensor should not be affected by the incorporated LEDs.
c. Parameters should be calculated as shown above.
d. The output of the system consists of two LEDs to operate as indicated above.
e. A push button should be included, and it will allow to turn the whole circuit ON and OFF.

Approach 3 (Sound level comparator)

In many robotic applications, microphones are used where they should be identical with the
same characteristics to detect the sound source location. You have been hired by a company
that develops sound source localization systems that compare the sound level of two

more intensity. The circuit should work as follows: 𝑆1 and 𝑆2 are the respective sound intensity
microphones and estimate the direction of the sound source according to which sensor has

and LEDs are activated as follows:

- The left LED is ON if 𝑆1 − 𝑆2 > 𝑆𝐿

- The right LED is ON if 𝑆1 − 𝑆2 < −𝑆𝐿

𝑆𝑚𝑎𝑥 × (𝐼𝐷1 + 𝐼𝐷2)

Where the students in the group will be numbered as Student1, Sudent2 and Student3 and

𝑆𝐿 =
𝐼 + + 𝐼𝐷3
𝐷1 𝐼𝐷2
𝐼𝐷1 is the sum of the digits in the university ID of Student1
𝐼𝐷2 is the sum of the digits in the university ID of Student2
𝐼𝐷3 is the sum of the digits in the university ID of Student3
The developed prototype should address the following parts:
a. Operational amplifiers should be used.
b. LEDs to be activated or deactivated as shown above.
c. Parameters should be calculated as shown above.
d. Other circuit components that allow the system to perform its duty.
e. A push button that allows to turn the whole system on or off.

Approach 4 (Smart Blind Stick)

You have been hired by a company that develops assistive technologies for people with
disabilities. Your task is to design and implement a Smart Blind Stick that uses the Op-Amp IC
and an IR Sensor to help visually impaired individuals navigate by detecting obstacles in their
path. The system will trigger alerts when an obstacle is detected, ensuring safer movement.

The Smart Blind Stick will function as follows:

- The IR sensor will emit infrared light and detect reflections from nearby obstacles.
 - The op-amp will amplify the signal from the IR sensor when an obstacle is detected.
When the amplified signal exceeds a certain threshold, an LED will light up and a buzzer will
sound, alerting the user of the obstacle.
The sensitivity of the obstacle detection system and the alert threshold will be calculated based
on the university IDs of the students involved in the project. Specifically, the detection threshold

𝐷 = 𝐼𝐷1 + 𝐼𝐷2 × 𝐷
will depend on the distance, calculated as:

𝐼𝐷1 + 𝐼𝐷2 + 𝑚𝑎𝑥

Where: 𝐼𝐷3
𝐷𝑚𝑎𝑥 is the maximum distance level that can be measured by the IR sensor.
𝐼𝐷1 is the sum of the digits in the university ID of Student1
𝐼𝐷2 is the sum of the digits in the university ID of Student2
𝐼𝐷3 is the sum of the digits in the university ID of Student3

The developed prototype should address the following parts:

Op-Amp IC and IR Sensor should be used.
Parameters should be calculated as shown above.
Other circuit components that allow the system to perform its duty.
A push button that allows to turn the whole system on or off.

2.3 Deliverables:
This project is divided into the following deliverables.

Deliverable 1 (PD 1 – 15%): Conceptual Design - Presentation with Voiceover (Due

date: Week 10 – 25/11/2024):
The first project deliverable consists of a presentation with voiceover where students record
their voices over each slide to explain the content. The slide show should cover the following
key points:
- Problem definition, context and objectives of the project.
- Literature review of related work.
- Culminating design content:
o realistic constraints that are relevant to the project
o engineering standards that are relevant to the project
o brainstorming
o commercializing the product
o design process
- Circuit design and calculation of parameters involved in the design.
Each of these key points should be clearly explained with enough detail for a person watching
the presentation to understand it. The slide show should be well formatted and organized with a
level of detail high enough to clarify all the content. Each slide should show the name of the
student
explaining it. The voiceover should be clear and audible. English language and terminologies
should be appropriately used. Students should be explaining clearly and not just reading. The
voiceover and the slide content should be effectively integrated with a steady flow of
information, free from awkward pauses and stumbles. Additionally, the time allocation between
team members should be fair with smooth transitions between the students’ segments.
A rough structure of the presentation is as follows:
- Introduction, problem definition, context and objectives
- Realistic constraints
- Engineering standards
- Literature review
- Possible solutions
- Brainstorming
- Design process
- Final design
- Commercializing the product

Deliverable 2 (PD 2 – 15%): Prototype Demonstration, Technical Report, Q & A (Due

date: Week 16 – 06/01/2025):
The second project deliverable is divided into three parts where the students will demonstrate
the effectiveness and functionality of a prototype of the circuit they designed and write a
technical report about simulations made to test and evaluate the design they made. Questions
and answers will be asked to students about both parts, and they are graded. The total
percentage (15%) of Project Deliverable 2 will be divided into three parts: 5% for the prototype
demonstration, 5% for the technical report and 5% for the questions and answers. Below is a
description of each of these parts:

PD 2-A: Prototype Demonstration (5%):

 A hardware prototype demonstration must be done by each group to show and
explain the operation and the function of each part of the project. The demonstration should
show that the prototype meets all the project requirements. It should be built on a breadboard in
a neat way using optimal components for the project. The demonstration will be divided into two
parts, a group part and an individual part.
 The group part (70%) covers the prototype organization and functionality and optimality
of the used components.
 The individual part (30%) covers the student’s knowledge of the subject through
demonstrating an excellent understanding of the prototype, its functionality and implementation.
Note: The prototypes will be collected by the instructor after the demonstration.

PD 2-B: Technical Report (5%):

 The designed circuit should be tested thoroughly using a simulation software in different
scenarios to verify its fulfilment of the requirements stated in the description.
 A technical report document must be made by each group to show and explain how
simulations were conducted on the designed circuit. These simulations will be done in the aim to
show the operation of the circuit and to prove that it fulfills all the requirements shown in the
approach description by testing it in different conditions.
 For each test, the document should show and explanation of what was applied/modified
in the circuit to perform the test. It should show the designed circuit schematic as it was made
with the simulation software with the characteristics of the components written on it. For
example: for resistors, the resistances should be shown, for voltage sources, the voltage and
polarity should be shown, etc. An explanation of parameters used should be clarified and
justified.
 Simulation tests results should be shown adequately, i.e. through graphs (relevant
signals in function of time) and figures displaying signals related to the operation of the circuit.
Each simulation result should be accompanied by a written explanation, analysis and discussion
clarifying and justifying clearly whether it shows that each requirement has been fulfilled or not.

PD 2-C (5%): Questions and Answers:

 Questions will be addressed to each student and will cover all parts of the project: the
conceptual design (PD 1) content as well as the prototype demonstration and simulations.
Students’ answers will be graded based on their correctness and the confidence that students
show while answering.

3. Project Management
3.1 Project planning
Project Deliverable Deliverable Type Due Date
Conceptual Design –
PD1 Week 10 – 25/11/2024
Voice over
Presentation
Prototype
PD2 Week 16 – 06/01/2025
Demonstration,
Technical Report, Q
&A

3.2 Group formation

- Students in each class need to form project groups (3 members per group).
This requirement should be clearly defined by faculty members and
approved by the HoD.
- It is the students' responsibility to form a group and submit the group
members to the instructor.
- If a student is unable to find a group, they are required to report to the
instructor for assistance.
- Once groups are formed, each group must submit the following table to the
instructor:

Team Members Responsibility of each team

member
1-
2-

3-

Notes:
 Students have the full responsibility of:
o submitting the required documents within the deadline
o verifying that the correct files are submitted
 o verifying that the submitted files are not corrupted
 Softcopies are required to be uploaded into Turnitin when applicable.
 The regulations mentioned in the course syllabus apply. Please ensure you
are fully aware of all sections in the syllabus, especially (but not limited to)
the following: APA style, plagiarism, AI usage, group work, group
submission, and forming groups.
4. Project Grading
4.1 Grading Distribution
Weight
PD 1: Conceptual Design –
15%
Presentation with Voiceover
PD 2:
Project PD 2-A: Prototype Demonstration
(5%) 15%
PD 2-B: Technical Report (5%)
PD 2-C: Q & A (5%)
Total 30%
4.2 Deliverable Rubrics
The project is worth 30% of the total grade of your course; each deliverable is
worth 15%. The grade will be based on every group’s work, simulation,
prototype, analysis, etc. The student will be evaluated based on the below
rubric

Project Deliverable 1: Conceptual Design - Presentation with voiceover

EE 201
Project Deliverable 1 - Conceptual Design – Presentation with Voiceover (15%) Grading Rubric
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)
The slides fail to meet The slides meet only
any of the following one of the following The slides meet only The slides meet all of
criteria: criteria: two of the following the following criteria:
1) Information presented 1) Information presented criteria: 1) Information presented
is accurate and relevant is accurate and relevant 1) Information presented is accurate and relevant
to the presentation topic to the presentation topic is accurate and relevant to the presentation topic.
Slides 2) Content is well- 2) Content is well- to the presentation topic 2) Content is well-
Content organized, all key points organized, all key points 2) Content is well- organized, all key points
(40% - shown in Section 7.1 of shown in Section 7.1 of
Group) this document are this document are organized, all key points shown in Section 7.1 of
covered and clearly covered and clearly shown in Section 7.1 of this document are
articulated. articulated. this document are covered and clearly
3) An adequate level of 3) An adequate level of covered and clearly articulated.
detail is provided to detail is provided to articulated. 3) An adequate level of
cover all the key points cover all the key points 3) An adequate level of detail is provided to
comprehensively comprehensively detail is provided to cover all the key points
cover all the key points comprehensively
comprehensively
The slides fail to meet The slides meet only
any of the following one of the following The slides meet only two The slides meet all of
criteria: criteria: of the following criteria: the following criteria:
1) Slides are of very 1) Slides are of very 1) Slides are of very 1) Slides are of very
good quality, visually good quality, visually good quality, visually good quality, visually
engaging, and balanced engaging, and balanced engaging, and balanced engaging, and balanced
Slides in terms of text and in terms of text and in terms of text and in terms of text and
Design figures. figures. figures. figures.
(10% - 2) Effective use of font 2) Effective use of font
Group) and colors to emphasize and colors to emphasize 2) Effective use of font 2) Effective use of font
key points and maintain key points and maintain and colors to emphasize and colors to emphasize
visual appeal. visual appeal. key points and maintain key points and maintain
3) Consistent use of 3) Consistent use of visual appeal. visual appeal.
fonts, colors, and design fonts, colors, and design 3) Consistent use of 3) Consistent use of
elements throughout the elements throughout the fonts, colors, and design fonts, colors, and design
presentation. presentation. elements throughout the elements throughout the
presentation. presentation.
The voiceover fails to The voiceover meets The voiceover meets The voiceover meets all
Voiceove
meet any of the following only one of the following only two of the following of the following criteria:
r Delivery
criteria: criteria: criteria: 1) Clear and audible
(20% -
 1) Clear and audible 1) Clear and audible 1) Clear and audible voiceover, appropriate
Individual voiceover, appropriate voiceover, appropriate voiceover, appropriate use of English language,
) use of English language, use of English language, use of English language, and terminologies.
and terminologies. and terminologies. and terminologies. 2) The student is
2) The student is 2) The student is 2) The student is explaining, not just
explaining, not just explaining, not just explaining, not just reading, the presented
reading, the presented reading, the presented reading, the presented information effectively.
information effectively. information effectively. information effectively. 3) Effective integration
3) Effective integration 3) Effective integration 3) Effective integration between the voiceover
between the voiceover between the voiceover between the voiceover and slide content with
and slide content with and slide content with and slide content with minimal stumbles, filler
minimal stumbles, filler minimal stumbles, filler minimal stumbles, filler words, or awkward
words, or awkward words, or awkward words, or awkward pauses.
pauses. pauses. pauses.

The team voiceover fails The team voiceover The team voiceover The team voiceover
to meet any of the meets only one of the meets only two of the meets all of the following
following criteria: following criteria: following criteria: criteria:
1) The time allocation 1) The time allocation 1) The time allocation 1) The time allocation
between team members between team members between team members between team members
is fair and provides is fair and provides is fair and provides is fair and provides
Voiceove
equal opportunities for equal opportunities for equal opportunities for equal opportunities for
r Delivery
each member to each member to each member to each member to
(10% -
contribute contribute contribute contribute
Group) 2) The presentation is 2) The presentation is 2) The presentation is 2) The presentation is
delivered within the delivered within the delivered within the delivered within the
exact provided time. exact provided time. exact provided time. exact provided time.
3) Smooth transitions 3) Smooth transitions 3) Smooth transitions 3) Smooth transitions
between team members' between team members' between team members' between team members'
segments. segments segments segments

The proposed design(s) The proposed design(s) The proposed design(s) The proposed design(s)
fails to meet any of the meets only one of the meets only two of the meets all of the following
following criteria: following criteria: following criteria: criteria:
1) Well-developed and 1) Well-developed and 1) Well-developed and 1) Well-developed and
detailed with no detailed with no detailed with no detailed with no
mistakes mistakes mistakes mistakes
2) Clear and 2) Clear and 2) Clear and 2) Clear and
Proposed
understandable understandable understandable understandable
Design(s)
explanation of the explanation of the explanation of the explanation of the
(20% -
design concept design concept design concept design concept
group) 3) Adequate 3) Adequate 3) Adequate 3) Adequate
consideration of relevant consideration of relevant consideration of relevant consideration of relevant
and realistic constraints and realistic constraints and realistic constraints and realistic constraints
4) Calculations of 4) Calculations of 4) Calculations of 4) Calculations of
parameters involved in parameters involved in parameters involved in parameters involved in
the design are shown the design are shown the design are shown the design are shown
and clearly explained. and clearly explained. and clearly explained. and clearly explained.

Project Deliverable 2: Prototype Demonstration, Technical Report, Q & A:

PD 2-A: Prototype Demonstration:
EE 201
Project Deliverable 2-A - Prototype Demonstration (5%) Grading Rubric
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)
 • The prototype is • The prototype is • The prototype is
• The prototype is
messy. neat. neat, the components
messy.
• The prototype is • The prototype is are all visible and the
• The prototype is
built on a breadboard built on a breadboard connecting wires are
built on a breadboard
Design, and is partially and is functioning – easy to trace.
but not functioning.
implementation and functioning – results results meet part of • The prototype is fully
• The solution uses
operation do not meet initial the initial functioning – the
inadequate
(70% - group) expectations. expectations. demonstration covers
components which do
• The solution is not • Some of the all the required
not allow to perform
optimal, many of the materials/components functionalities.
the goals of the
used components used to build the • The solution is most
project. should be replaced to prototype can be optimized and the

improve the replaced with more materials/components

performance. adequate ones. used to build the
prototype are
adequate.

• student • student • student • student

demonstrated weak demonstrated basic demonstrated good demonstrated
Knowledge of understanding on the understanding on the understanding on the excellent
subject prototype/simulations prototype/simulations prototype/simulations understanding on the
(30% - individual) etc., its main etc., its main etc., its main prototype/simulations
functionality, the functionality, the functionality, the etc., its main
implementation, etc. implementation, etc. implementation, etc. functionality, the
implementation, etc.
PD 2-B: Technical Report:
EE 201
Project Deliverable 2-B – Technical Report (5%) Grading Rubric
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)
Tests and results • Tests are not made • Tests are made for
(70% - group) for all the possible all the possible • Tests are made for
operation cases of the operation cases of the all the possible
circuit as shown in the circuit as shown in the operation cases of the
• Tests are not made project description. project description. circuit as shown in the
for all the possible • Each test is briefly • Each test is project description.
operation cases of the explained: which explained: which • Each test is
circuit as shown in the condition it is condition it is explained: which
project description. targeting but what has targeting but what has condition it is
• Tests are not been applied in the been applied in the targeting and what
explained. circuit is not clarified. circuit is not clarified. has been applied to
• For each test, the • For each test, the • For each test, the simulate it.
results are not results are explained results are explained • For each test, the
explained and briefly and it is stated briefly and it is stated results are explained,
discussed. whether the whether the analyzed and
requirement is requirement is
discussed to show
satisfied or not satisfied or not
without a clear without a clear whether the
discussion. discussion. requirement is
satisfied or not.
Formatting and
language Weak English with Good English with Very good English Excellent English with
(30% - group) many grammatical some grammatical with few grammatical no grammatical and
and language and language and language language mistakes.
mistakes. mistakes. mistakes. Illustrations are of
No illustrations, Illustrations are of bad Illustrations are of great quality and
equations, or tables quality, resolution, acceptable quality resolution, sized
are utilized in the size and dimension. and resolution. correctly, and in the
document. No captioning or Mistakes in captioning right place.
labeling for or labeling the No mistakes in
illustrations. illustrations. captioning or labeling
Equations are badly Equations are the illustrations.
formatted. correctly formatted Equations are
with minor mistakes. correctly formatted.

PD 2-C: Questions & Answers:

 EE 201
Project Deliverable 2-C – Q & A (5%) Grading Rubric
Unsatisfactory Developing Satisfactory Excellent
(0-59%) (60%-74%) (75%-87%) (>88%)
Q&A Provides incorrect or Provides partially Provides mostly Provides correct and
(100% - individual) incomplete answers. correct or vague correct answers with detailed answers.
Does not exhibit any answers. minor mistakes or Consistently
confidence in Shows limited limited details. demonstrates a high
answering questions. confidence in Shows confidence in level of confidence
answering questions answering questions while answering
and often appears but occasionally questions.
hesitant/unsure. appears
hesitant/unsure.
Appendix A

A.1. Electrical Engineering Program Student Outcomes – ABET:

1. an ability to identify, formulate, and solve complex engineering problems by
applying principles of engineering, science, and mathematics
2. an ability to apply engineering design to produce solutions that meet specified
needs with consideration of public health, safety, and welfare, as well as global,
cultural, social, environmental, and economic factors
3. an ability to communicate effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering
situations and make informed judgments, which must consider the impact of
engineering solutions in global, economic, environmental, and societal
contexts
5. an ability to function effectively on a team whose members together provide
leadership, create a collaborative and inclusive environment, establish goals,
plan tasks, and meet objectives
6. an ability to develop and conduct appropriate experimentation, analyze and
interpret data, and use engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge as needed, using appropriate
learning strategies.

A.2 Course contribution to the global goals

AUM is committed to encouraging sustainable practices and supporting the 17
Sustainable Development Goals (SDGs), also known as global goals. For more
information about the global goals, please refer to Sustainability at AUM.

This course project particularly focuses on the following SDG(s):

9- Industry, Innovation and Infrastructure